Early school leaving is an important global issue (UIS, 2013). It is also a significant problem for many European countries (Dale, 2010) that face social and economic difficulties during economic and/or political transitions. A large body of research studies demonstrates that early school leaving has significant social, economic, and personal consequences and these issues concern many researchers (Abrami et al, 2008) and policymakers (European Commission, 2011, 2014). A great majority of studies that examine early school leaving are concerned with economic costs and the employability of early school leavers. Proportionally, a small number of studies examines working and leaving conditions of early school leavers and the possibilities for early school leavers to return to school at a later stage. 

The Economic Policy Committee and the European Commission forecasts a significant reduction in the working age population in the EU by 2050 and emphasizes that the future depends largely on young people. Reducing the numbers of young people leaving school early represents a key investment not only in the prospects of young people but also in the future prosperity and social cohesion of the EU. One of the main targets of the European Council is to reduce early school leaving to less than 10% by the year 2020 (European Commission, 2013). 

In 2009, more than six million young people, 14.4% of all 18 to 24 year olds, left education and training having achieved only lower secondary education or less. Even more worrying, 17.4% of them completed only primary education. Early school leaving represents missed opportunities for young people and a loss of social and economic potential for the European Union. Despite the differences between countries and regions, there is strong evidence in all Member States that disadvantaged and vulnerable groups are more affected. In addition, young people with special educational needs are overrepresented among early leavers from education and training. Students with a migrant background are also more likely to leave school early. Across the European Union, the average early school leaving rate for migrants is double that of native students and available evidence indicates that early school leaving is even higher among some large minority groups. 

Informed by the overarching European economic and social context, briefly described above, the proposed symposium will focus on EU countries with contrasting social and economic conditions and different rates of early school leaving (the ESL rate in Poland is approximately 5%, 7.8% in Canada and 20.6% in Malta. The proposed symposium participants are Prof. Carmel Borg, University of Malta (Chair) and the presenting authors Prof. Joanna Madalińska-Michalak, University of Warsaw, Prof. Carmel Borg, University of Malta, Dr. Milosh Raykov, University of Malta and Mr. Mario Cardona, Ministry of Education, Malta. The Discussant for the Symposium is Dr. Victor Martinelli, University of Malta. 

1. Provide a general overview of early school leaving in Malta, Poland and Canada, focusing on structures that may hinder or promote re-entry in education and mitigate the consequences of early school leaving;
2. Present local and international data regarding ESL in Malta, Poland and Canada examining the intersection of ESL with students’ socio-economic status as well as the potential link between ESL rates and economic characteristics;
3. Discuss local as well as international policy implications emerging from the comparative analysis of the available ESL data.

European Commission. (2014). Education and training monitor 2014. Luxembourg: Publications Office. European Commission. (2011). Tackling early school leaving: A key contribution to the Europe 2020 Agenda. Brussels: Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. European Commission. (2013). Reducing early school leaving: Key messages and policy support. Final Report of the Thematic Working Group on Early School Leaving. Luxembourg: Publications Office. Abrami, P.C. et al. (2008). Dropout prevention systematic review: Final report. Reviewing the evidence of Canadian research since 1990. Montreal, QB: FQRSC. Dale, R. (2010). Early School leaving: Lessons from Research for Policy Makers. European Commission. UIS (UNESCO Institute for Statistics). (2012). Global Education Digest 2012. Opportunities Lost: The Impact of Grade Repetition and Early School Leaving. Montreal, QB: UNESCO Institute for Statistics.