Page 78 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 78
ear ly school leaving: contempor ary european perspectives
neighbouring countries (Belgium, Germany or France). The majority of
these students (63%) commute daily to their school and thus do not need to
move to the other country (MENJE, 2015).
Insight into tackling the ESL issue in Luxembourg
As stated on the website of the Ministry of National Education, Children
and Youth, activities and measures to keep students at school have been a
priority since 2003 (MENJE, n.d.). Moreover, ESL was recognised as a pri-
ority during the Luxembourg Presidency of the EU in 2015; under its pres-
idency, the EU Council’s recommendations were adopted as Council con-
clusions on reducing early school leaving and promoting success in school
(Council of the EU, 2015).
In the national context, the ministry responsible for education regu-
larly publishes reports on ESL, including national statistics and other rele-
vant analyses and insights, as well as the results of a survey of actual ESLers
(MENFP 2008, 2009, 2011, 2012, 2013; MENJE, 2015, 2017). Several struc-
tural reforms, policies and measure(s) have been taken; promotion and
support for a cross-sector, multi-disciplinary approach to reducing ESL
has been an important feature (Cedefop, 2014; European Commission/
EACEA/Eurydice, 2013) as well as a compensation measure for strength-
ening second-chance education programmes, particularly those in the area
of VET (European Commission/EACEA/Eurydice, 2013). Special empha-
sis is put on promoting academic success as a way to prevent young peo-
ple from leaving school and increase young people’s qualification levels.
Researchers highlight the important need to conceive public health strate-
gies in Luxembourg in the context of tackling ESL (Esch et al., 2011).
Education and career guidance is clearly seen as a prevention, in-
tervention and compensation measure for addressing ESL (European
Commission/EACEA/Eurydice/Cedefop, 2014) and, as described in the
section on the education system in Luxembourg, is well developed. Some
other main activities and measures, including specific pilot projects, are
described below (ibid.):
(1) development of policies and projects aimed at identifying groups at
risk and providing individual support:
a. early detection procedures within primary education and adjust-
ment measures;
78
neighbouring countries (Belgium, Germany or France). The majority of
these students (63%) commute daily to their school and thus do not need to
move to the other country (MENJE, 2015).
Insight into tackling the ESL issue in Luxembourg
As stated on the website of the Ministry of National Education, Children
and Youth, activities and measures to keep students at school have been a
priority since 2003 (MENJE, n.d.). Moreover, ESL was recognised as a pri-
ority during the Luxembourg Presidency of the EU in 2015; under its pres-
idency, the EU Council’s recommendations were adopted as Council con-
clusions on reducing early school leaving and promoting success in school
(Council of the EU, 2015).
In the national context, the ministry responsible for education regu-
larly publishes reports on ESL, including national statistics and other rele-
vant analyses and insights, as well as the results of a survey of actual ESLers
(MENFP 2008, 2009, 2011, 2012, 2013; MENJE, 2015, 2017). Several struc-
tural reforms, policies and measure(s) have been taken; promotion and
support for a cross-sector, multi-disciplinary approach to reducing ESL
has been an important feature (Cedefop, 2014; European Commission/
EACEA/Eurydice, 2013) as well as a compensation measure for strength-
ening second-chance education programmes, particularly those in the area
of VET (European Commission/EACEA/Eurydice, 2013). Special empha-
sis is put on promoting academic success as a way to prevent young peo-
ple from leaving school and increase young people’s qualification levels.
Researchers highlight the important need to conceive public health strate-
gies in Luxembourg in the context of tackling ESL (Esch et al., 2011).
Education and career guidance is clearly seen as a prevention, in-
tervention and compensation measure for addressing ESL (European
Commission/EACEA/Eurydice/Cedefop, 2014) and, as described in the
section on the education system in Luxembourg, is well developed. Some
other main activities and measures, including specific pilot projects, are
described below (ibid.):
(1) development of policies and projects aimed at identifying groups at
risk and providing individual support:
a. early detection procedures within primary education and adjust-
ment measures;
78
