Page 221 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 221
what can we learn from second-chance education programmes for adults ...
Commission, 2001; European Council, 2003; European Parliament, 2006;
University of Florence, 2010).
Second-chance education is based on the idea that, through an acces-
sible, non-selective, effective and organised educational structure, an indi-
vidual can actualise an educational opportunity they missed or failed when
enrolled in mainstream education for the first time (European Commission,
2001; Inbar & Sever, 1989; Shavit, Ayalon, & Kurleander, 2001).
Second-chance education programmes are today widespread in dif-
ferent countries around the world, but are most systematically researched
and reported in Europe, the USA and Australia. They are referred to in var-
ious ways (e.g. flexible learning centres, second-chance schools, alternative
schools, second-chance community, youth coaching programmes, evening
schools, transfer schools etc.) and enrol different target groups. They can
enrol students who are still involved in mainstream education but are at
risk of not attaining any qualifications1 from the secondary education lev-
el (lower or upper), young people above the age of 15 not currently in ed-
ucation, employment or training, as well as individuals regardless of age,
those already employed and who require special educational support in or-
der to achieve a certain education level. As such, second-chance education
programmes can entail ESL prevention and compensation for educational
qualifications, from basic education to higher secondary education, up to
continuing tertiary education (opening up cross-over points between the
secondary and tertiary sectors). However, all of them aim to include in-
dividuals who are disadvantaged from an educational point of view, in la-
bour market terms, socially and also culturally, and promote education as
a means to keep or reintegrate individuals into the education and training
system (Bills, Cook, & Giles, 2015; Bloom, 2010; Efstathiou, 2009; Lagana-
Riordan et al., 2011; McGregora, Mills, Riele, & Hayes, 2015; ROBIN pro-
ject, 2016).
In its report on implementation of the Second Chance Education Pilot
Project, the European Commission (2001) concluded that 94% of investigat-
ed ESLers from 11 European countries could be rescued in a second-chance
education scheme. This means that ESLers are not necessarily lost to the
1 In this type of second-chance education programmes, students are simultaneous-
ly involved in mainstream education and second-chance education. Second-chance
education can be offered within or outside mainstream school facilities and provides
more flexible ways of delivering mainstream courses. As such, second-chance edu-
cation programmes are part, not only of an ESL compensation, but also an ESL pre-
vention strategy.
221
Commission, 2001; European Council, 2003; European Parliament, 2006;
University of Florence, 2010).
Second-chance education is based on the idea that, through an acces-
sible, non-selective, effective and organised educational structure, an indi-
vidual can actualise an educational opportunity they missed or failed when
enrolled in mainstream education for the first time (European Commission,
2001; Inbar & Sever, 1989; Shavit, Ayalon, & Kurleander, 2001).
Second-chance education programmes are today widespread in dif-
ferent countries around the world, but are most systematically researched
and reported in Europe, the USA and Australia. They are referred to in var-
ious ways (e.g. flexible learning centres, second-chance schools, alternative
schools, second-chance community, youth coaching programmes, evening
schools, transfer schools etc.) and enrol different target groups. They can
enrol students who are still involved in mainstream education but are at
risk of not attaining any qualifications1 from the secondary education lev-
el (lower or upper), young people above the age of 15 not currently in ed-
ucation, employment or training, as well as individuals regardless of age,
those already employed and who require special educational support in or-
der to achieve a certain education level. As such, second-chance education
programmes can entail ESL prevention and compensation for educational
qualifications, from basic education to higher secondary education, up to
continuing tertiary education (opening up cross-over points between the
secondary and tertiary sectors). However, all of them aim to include in-
dividuals who are disadvantaged from an educational point of view, in la-
bour market terms, socially and also culturally, and promote education as
a means to keep or reintegrate individuals into the education and training
system (Bills, Cook, & Giles, 2015; Bloom, 2010; Efstathiou, 2009; Lagana-
Riordan et al., 2011; McGregora, Mills, Riele, & Hayes, 2015; ROBIN pro-
ject, 2016).
In its report on implementation of the Second Chance Education Pilot
Project, the European Commission (2001) concluded that 94% of investigat-
ed ESLers from 11 European countries could be rescued in a second-chance
education scheme. This means that ESLers are not necessarily lost to the
1 In this type of second-chance education programmes, students are simultaneous-
ly involved in mainstream education and second-chance education. Second-chance
education can be offered within or outside mainstream school facilities and provides
more flexible ways of delivering mainstream courses. As such, second-chance edu-
cation programmes are part, not only of an ESL compensation, but also an ESL pre-
vention strategy.
221
