Page 222 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 222
cation system in the first place. Accordingly, another important ques-
tion emerges: could the approach to education used in second-chance edu-
cation prevent ESL already during the ‘first chance’ (European Commission,
2001)?
In the following article, we examine different second-chance educa-
tion practices and project reports in order to: define the main principles of
second-chance education programmes and, most importantly, present as-
pects of second-chance education programmes that could benefit main-
stream education in order to prevent ESL already in the early years.
Methodology
Since the literature on second-chance education programmes in connec-
tion to ESL is wide and versatile, in addressing the topic we first conducted
a search for policy frameworks and definitions, followed by a review of pro-
ject reports carried out on the international (e.g. reports of the European
Commission and European Council) and national levels. For a better re-
view, we classified the projects according to region (European and non-Eu-
ropean projects), target group and aims. Since the project reports are usu-
ally widely accessible, we first searched for the results online, followed by
a search of the scientific EBSCOhost online research databases (Academic
Search Complete, ERIC, PsycARTICLES, PsycBOOKS, PsycINFO, and
SocINDEX with full-text databases). The main key words initially used in
both cases were: second-chance education, second-chance education pro-
jects, second-chance education approach to ESL, second-chance education
principles and second-chance programmes and ESL prevention/compensa-
tion. We also examined references cited in the project reports and the de-
scribed implemental practices in different countries, and reviewed articles.
Texts taken into account had to address second-chance education imple-
mentation, lessons learned from implementations, second-chance practic-
es, principles, the use of those principles in mainstream education, and the
use of second-chance approaches in preventing ESL.
Principles of second-chance education programmes
Cartier and associates (Cartier, Langevin, & Robert, 2011) found that about
71% of American students who drop out of school admit they wish to re-
turn. Research also indicates that many students who drop out of high
school are academically capable of finishing high school if given the right
222
tion emerges: could the approach to education used in second-chance edu-
cation prevent ESL already during the ‘first chance’ (European Commission,
2001)?
In the following article, we examine different second-chance educa-
tion practices and project reports in order to: define the main principles of
second-chance education programmes and, most importantly, present as-
pects of second-chance education programmes that could benefit main-
stream education in order to prevent ESL already in the early years.
Methodology
Since the literature on second-chance education programmes in connec-
tion to ESL is wide and versatile, in addressing the topic we first conducted
a search for policy frameworks and definitions, followed by a review of pro-
ject reports carried out on the international (e.g. reports of the European
Commission and European Council) and national levels. For a better re-
view, we classified the projects according to region (European and non-Eu-
ropean projects), target group and aims. Since the project reports are usu-
ally widely accessible, we first searched for the results online, followed by
a search of the scientific EBSCOhost online research databases (Academic
Search Complete, ERIC, PsycARTICLES, PsycBOOKS, PsycINFO, and
SocINDEX with full-text databases). The main key words initially used in
both cases were: second-chance education, second-chance education pro-
jects, second-chance education approach to ESL, second-chance education
principles and second-chance programmes and ESL prevention/compensa-
tion. We also examined references cited in the project reports and the de-
scribed implemental practices in different countries, and reviewed articles.
Texts taken into account had to address second-chance education imple-
mentation, lessons learned from implementations, second-chance practic-
es, principles, the use of those principles in mainstream education, and the
use of second-chance approaches in preventing ESL.
Principles of second-chance education programmes
Cartier and associates (Cartier, Langevin, & Robert, 2011) found that about
71% of American students who drop out of school admit they wish to re-
turn. Research also indicates that many students who drop out of high
school are academically capable of finishing high school if given the right
222
