Page 22 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 22
Synthesis of the quantitative information available on ESL
Data were gathered and analysed from different points of view (longitudi-
nal analyses, comparison between member states, different regions and lo-
cal environments in the EU). Strong disparities in ESL levels might indicate
specific structural problems in certain geographical areas or educational
tracks and help identify national, regional and local specificities of the phe-
nomenon. The primary sources are EU qualitative reports, country reports,
inspection reports, as well as EU and OECD (Organisation for Economic
Cooperation and Development) indicators.
Secondary analyses of data from international comparative
assessment studies
Secondary analyses of data emerging from international comparative as-
sessment studies are made in areas where existing studies do not provide
sufficient information on ESL that is of special importance to the TITA pro-
ject. These data can provide an additional strong and robust evidence base
for tackling ESL at the level of the consortium countries. These data can
provide an important insight into factors that cause ESL (identification and
prevention) and effective school and policy practices that contribute to re-
ducing it (intervention). In addition, such data are not only able to explain
the big differences between EU member states in attaining the EU bench-
mark, but can also identify the factors that help cut ESL in the member
states which are making the best progress in that regard.
In order to provide a comprehensive review of the ESL phenomenon,
the TITA scientific base consists of scientific review articles that are organ-
ised in the sections and subsections already described above. Each scien-
tific review article consists of the title, a key message in which the article’s
main idea is highlighted, an abstract in which the substance of the article is
summarised, and the core of the article which elaborates on specific TITA-
related content.
Based on the wide and deep pool of knowledge contained in the TITA
scientific base, the authors have summarised its main findings in Practice
Briefs (Scientific Abstracts on Early School Leaving). These Briefs summa-
rise key (policy) messages of each scientific review article and make rec-
ommendations for practice deriving from the scientific findings. The TITA
consortium believes it is important for strong and robust evidence to be
presented to practitioners, policymakers and other interested members of
the public in an easy-to-read format to attract their attention to the topic
22
Data were gathered and analysed from different points of view (longitudi-
nal analyses, comparison between member states, different regions and lo-
cal environments in the EU). Strong disparities in ESL levels might indicate
specific structural problems in certain geographical areas or educational
tracks and help identify national, regional and local specificities of the phe-
nomenon. The primary sources are EU qualitative reports, country reports,
inspection reports, as well as EU and OECD (Organisation for Economic
Cooperation and Development) indicators.
Secondary analyses of data from international comparative
assessment studies
Secondary analyses of data emerging from international comparative as-
sessment studies are made in areas where existing studies do not provide
sufficient information on ESL that is of special importance to the TITA pro-
ject. These data can provide an additional strong and robust evidence base
for tackling ESL at the level of the consortium countries. These data can
provide an important insight into factors that cause ESL (identification and
prevention) and effective school and policy practices that contribute to re-
ducing it (intervention). In addition, such data are not only able to explain
the big differences between EU member states in attaining the EU bench-
mark, but can also identify the factors that help cut ESL in the member
states which are making the best progress in that regard.
In order to provide a comprehensive review of the ESL phenomenon,
the TITA scientific base consists of scientific review articles that are organ-
ised in the sections and subsections already described above. Each scien-
tific review article consists of the title, a key message in which the article’s
main idea is highlighted, an abstract in which the substance of the article is
summarised, and the core of the article which elaborates on specific TITA-
related content.
Based on the wide and deep pool of knowledge contained in the TITA
scientific base, the authors have summarised its main findings in Practice
Briefs (Scientific Abstracts on Early School Leaving). These Briefs summa-
rise key (policy) messages of each scientific review article and make rec-
ommendations for practice deriving from the scientific findings. The TITA
consortium believes it is important for strong and robust evidence to be
presented to practitioners, policymakers and other interested members of
the public in an easy-to-read format to attract their attention to the topic
22
