To combat early school leaving is one of the major objectives of education policy in Europe. The contribution is focused on some specific issuesof theis topic in Austria. Firstly, the incidence and its development is shown in a comparative perspective based on available data sets, using various concepts and measurements; secondly, the results of a project among stakeholders about policy measures are reported and discussed with respect to the concepts and results of a comparative study (Walther/Pohl et al. 2005). A framework of transition regimes and a classification of transition policies is used as concetual tools for the comparison and discussion. Four transition regimes have been identified by Walther/Pohl et al. (universalistic, liberal, employment centred, and sub-protective), based on several traits of education systems, labour market structures, social security regulations, and conceptions of youth. Austria is clearly employment centred. Based on a typology of policies for young people a framework for integrated transition policy has been developed by Walther/Pohl et al., comprising five basic elements (funding, access, coordination, reflexivity, and empowerment) and putting emphasis also on a European perspective. The Austrian policy proposals are compared to this framework, and some strengths and weaknesses are shown.

- The icidence of early school leaving has firstly been broeken down by several conceptions and measures (i.e. aspects of dropping out of certain schools or programmes, or from the system as a whole; measures of students at risk, showing failure at school) - based on available data based the incidence of early school leaving has been estimated (population survey, school statistics) - policy problems and proposals habe been identified by desk research and by a series of workshops with stakeholders from education and the labour market.

First, the incidence of early school leaving is rather low, as compared to the EU measured by the structural indicator, however, there have been signs for a rise in recent years. Factors which might eyplain this rise are analysed and discussed, in particular the share of immigrant youtj (which had been neglected for al long time. Second, additional measures are applied to show the different aspects of the problem, and results of qualitative research are added to the data analysis (i.e. the differences between leaving a particular programme and moving to another vs. leaving the system altogether). It is shown that a clear monitoring of the problems is not easy with the available statistics, thus proposals for better monitoring are an important issue. Third, the policies are clearly oriented to employment, also diverting young people to some extent from education. An orientation towards empowerment is rather lacking.