Page 80 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 80
ear ly school leaving: contempor ary european perspectives
opportunity to reflect on the current situation and the path they
wish to take personally and academically (MENJE, n.d.);
(2) inclusion of the ESL topic in teacher education: during the 2013/14
school year, three different continuing professional development courses
dealing explicitly with demotivation and student dropout were offered to
all teachers across the country (Eurydice, 2015); and
(3) development of second-chance schools (Ecole de la 2e Chance –
E2C) that provide both general and vocational training and other support.
E2C opened in 2011 and offer a regular school programme, but employ a spe-
cific pedagogical approach (European Commission, 2013; Cedefop, 2015).
In addition, in Luxembourg a centralised digital student register is
maintained to help identify those young people who left school without ob-
taining a diploma or certification, either during or at the end of the aca-
demic year. A monthly report on such young people who have quit school is
sent to the Local Youth Action, which contacts these youths individually in
order to inquire about the reason for leaving school and to help them enter
a training programme (including transfer to another school) or the labour
market (European Commission, 2011; 2013b; National reform program,
2016). According to a Local Youth Action survey, the two most common
reasons for ESL identified by ESLers were school failure (25%, including an-
ticipation of a school failure and language problems) and guidance/orien-
tation difficulties (25%, e.g. did not like the chosen path, did not have ac-
cess to the desired path for various reasons, was given poor advice; MENJE,
2015).
Despite all of the measures and actions described above, Luxembourg
has no comprehensive strategy in place to tackle ESL (European
Commission/EACEA/Eurydice/Cedefop, 2014). In 2015, discussions and
reflections on how to draw up a national strategy to keep youth at school
started and an observatory for monitoring ESL (Observatoire du maintien
scolaire) was announced (National reform programme, 2016). Yet, today a
comprehensive ESL strategy, one that addresses all levels of education and
training and brings the right mix of prevention, intervention and compen-
sation measures together, is still needed (European Commission, 2016a).
Multi-professional teams
As mentioned, cross-sectorial cooperation and a multi-disciplinary ap-
proach to reducing ESL have been a considerable feature (Cedefop, 2014;
80
opportunity to reflect on the current situation and the path they
wish to take personally and academically (MENJE, n.d.);
(2) inclusion of the ESL topic in teacher education: during the 2013/14
school year, three different continuing professional development courses
dealing explicitly with demotivation and student dropout were offered to
all teachers across the country (Eurydice, 2015); and
(3) development of second-chance schools (Ecole de la 2e Chance –
E2C) that provide both general and vocational training and other support.
E2C opened in 2011 and offer a regular school programme, but employ a spe-
cific pedagogical approach (European Commission, 2013; Cedefop, 2015).
In addition, in Luxembourg a centralised digital student register is
maintained to help identify those young people who left school without ob-
taining a diploma or certification, either during or at the end of the aca-
demic year. A monthly report on such young people who have quit school is
sent to the Local Youth Action, which contacts these youths individually in
order to inquire about the reason for leaving school and to help them enter
a training programme (including transfer to another school) or the labour
market (European Commission, 2011; 2013b; National reform program,
2016). According to a Local Youth Action survey, the two most common
reasons for ESL identified by ESLers were school failure (25%, including an-
ticipation of a school failure and language problems) and guidance/orien-
tation difficulties (25%, e.g. did not like the chosen path, did not have ac-
cess to the desired path for various reasons, was given poor advice; MENJE,
2015).
Despite all of the measures and actions described above, Luxembourg
has no comprehensive strategy in place to tackle ESL (European
Commission/EACEA/Eurydice/Cedefop, 2014). In 2015, discussions and
reflections on how to draw up a national strategy to keep youth at school
started and an observatory for monitoring ESL (Observatoire du maintien
scolaire) was announced (National reform programme, 2016). Yet, today a
comprehensive ESL strategy, one that addresses all levels of education and
training and brings the right mix of prevention, intervention and compen-
sation measures together, is still needed (European Commission, 2016a).
Multi-professional teams
As mentioned, cross-sectorial cooperation and a multi-disciplinary ap-
proach to reducing ESL have been a considerable feature (Cedefop, 2014;
80
