05 SES 14 A, Understanding the Risks to Early Leaving. Exploring the Risk and Support Factors in Europe
Although the problems of school avoidance, early school leaving and dropping-out from vocational training courses are well-known and to a certain extent well-researched in all European countries (CEDEFOP, 2016), they could not yet be solved reasonably. Accordingly, most countries are lagging behind the Lisbon target of reducing early leaving below 10% by 2020. As in Germany the figures of early school and training leavers are low compared to other European countries, therefore it seems to be useful to take a closer look at the measures for treatment and prevention of early leaving school or training (Solga, 2017). Based on the results of the quantitative and qualitative surveys carried out within the Erasmus+ project Orienta4YEL, risk situations as they are found in Germany and existing preventive measures are presented. Among the assumed risk factors for young people’s early leaving school or training, family and personal reasons are rated highest in the quantitative survey. During the interviews it was very clearly emphasized that, particularly with regard to prevention measures, the interaction between single risk factors has to be considered. Though personal and family circumstances seem to bear the highest risks of EL, school is seen as the most important “effective space” (Seeliger, 2016) for support and prevention measures, thus support strategies are considered most efficient when intervening at the institutional level. Against the background of these findings, the paper will provide examples of support measures, which are implemented in Germany in order to tackle the problem of early leaving school or training courses. These examples will be evaluated in terms of their effectiveness related to their contribution to social, educational and vocational inclusion. Taking into account the risk situations for youth at risk of early leaving in all European countries, the findings from the German investigations – along with the results from the other countries participating in the Orienta4YEL project – can serve as a contribution to both, the discussion of suitable intervention strategies for the avoidance or reduction of EL in Europe and to the improvement of theoretical concepts regarding risks and challenges of EL.
CEDEFOP: Leaving education early: putting vocational education and training centre stage, Volumes I and II, Luxembourg 2016. Seeliger, Sandra: Schulabsentismus und Schuldropout. Fallanalysen zur Erfassung eines Phänomens, Springer VS,Wiesbaden 2016. Solga, Heike: Bildungsarmut und Ausbildungslosigkeit in der Bildungs- und Wissensgesellschaft. In: Becker R. (ed.) Lehrbuch der Bildungssoziologie. Springer VS, Wiesbaden, 2017.
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
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