05 SES 14 A, Understanding the Risks to Early Leaving. Exploring the Risk and Support Factors in Europe
Tackling early leaving (EL) is a European policy challenge because it is central to young people’s educational, social and labour inclusion. Many studies at different levels –local, regional, national, European– show that the risk of social, educational and labour exclusion is related to low levels of education and the risk of EL becoming a vulnerability factor for young people. Remaining in education and achievement in educational outcomes is therefore fundamental for inclusion in social, educational and labour contexts.
Higher levels of educational attainment in the European Union are associated with better employment, active citizenship and individual well-being, and contribute to increasing the prosperity of society as a whole (European Commission, 2019). Likewise, in the Communication on "Improving and modernising education" adopted on 7 December 2016, the European Commission stresses that quality education for all is a foundation for social cohesion and an open society, and education can be one of the most effective ways to address socio-economic inequalities and to promote social inclusion.
Studies on this topic demonstrate it is possible to improve young people’s opportunities through education and training although the current research evidence has yet to agree with a definitive answer for where to focus upon. That is, which educational and training factor is the most impactful for minimizing EL rates, increasing education levels and improving young people’s access to the job market. All these are reasons why accessing and remaining in education and training become a challenge in many European countries, especially if we pay attention to the rates of early leaving from education and training.
There are many reasons why some young people give up education and training prematurely. The council conclusions on reducing EL and promoting success in school (Council of European Union, 2015) concludes EL tends to result from a range of frequently interconnected personal, social, economic, cultural, educational, gender-related and family-related factors and that it is linked to situations of cumulative disadvantage, which often have their origin in early childhood. In sum, there are no easy answers and lot of questions. So why do all early leavers make the choice of EL?
In light of this background, the Erasmus+ project Orienta4YEL(coordinated by UAB) was born, which aims to develop, implement and evaluate innovative methods and practices focused on mechanisms of orientation and tutorial actions to reduce the risk of early leaving among young people aged 12 to 21. Taking as focus the above question, this symposium proposal, as a part of this project, will consider the issue of EL from the perspective of five European national contexts (Spain, UK, Portugal, Romania and Germany) and will explore the causes, as well as critical and protective factors to prevent EL. Besides understanding the situation in these five European countries through their similarities and differences, data gathered will help inform an intervention plan for addressing EL in Europe.
Through a mixed-research approach to explore the views of young people, educators and trainers, and school leadership teamsfrom 47 institutions across the five countries about EL, data show that the different categories of studied risks factors (personal, family, social, institutional and structural issues) are interconnected. Likewise, although it is difficult to establish which is the most effective measure for preventing early leaving in all the countries, it is highlighted the personal and family support, as well as the emotional wellbeing and welfare of young people are key factors, concluding that it is necessary to develop integrated preventive EL strategies, which have to be implemented as early as possible. All relevant factors from the school, family, companies, and youngsters need to work together to confront the EL causes.
Brown, C. (2014). Educational Binds of Poverty: The lives of school children. Oxon: Routledge Brown C., Olmos, P., Costas, I., & Gairín, J. (forthcoming). Introducing a holistic conceptual framework to understand Early Leaving. Journal of Education and Work: Special Issue Understanding and Intervening on Early Leaving in Europe. Cedefop (2016). Leaving education early: putting VET centre stage. Volume I: investigating causes and extent. Luxembourg: Publications Office. European Commission (2017). Tackling Early School Leaving. A collection of innovative and inspiring resources. Explore. Learn. Share. Luxembourg: Publications Office of the European Union. European Commission (2019). Education and Training. Monitor 2019. Luxembourg: Publications Office of the European Union. Olmos, P. & Gairín, J. (2020). Orienta4YEL Project. III Encuentro por la Orientación en España (29-06-2020) Círculo Europeo por la Orientación Vocacional, 32-35. https://copoe.org/images/2020/publicaciones/PONENCIAS-PRESENTADAS-AL-III-ENCUENTRO-POR-LA-ORIENTACI%C3%93N-EN-ESPA%C3%91A_29-06-2020.pdf Olmos, P. & Marhuenda, F. (2019). The role of VET on the inclusion of marginalized young people and adult people from a lifelong perspective across the lifespan. In C. Nägele, M. Gessler, & B. E. Stalder (Eds.), Vocational education and training across the lifespan (pp. 42 – 48). DOI: https://doi.org/10.5281/zenodo.265355 Olmos, P., Mas, O., & Salvà, F. (2020). Educational disengagement profiles: a multidimensional contribution within basic Vocational Education and Training. Revista de Educación, 389, 69-94. Doi: 10.4438/1988-592X-RE-2020-389-455
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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