The individual and economic costs of early school leaving

Különleges Bánásmód, 2024.10(1)

“…Emellett következményei tetten érhetők az állampolgári felelősségvállalásban és a politikában. Az egészségügyi, a szociális és foglalkoztatási szférában alacsonyabb gazdasági növekedési rátát, csekélyebb adóbevételeket, magasabb munkanélküliséget és jóléti kifizetéseket, valamint magasabb közegészségügyi és büntetőjogi kiadásokat okoz (Gitschthaler és Nairz-Wirth, 2018). Tanulmányunk a korai iskolaelhagyók magyarországi elemzésével foglalkozik fókuszálva a roma identitásukat felvállaló fiatalok jellemzőire.…”

Proposal for an action plan to reduce early school leaving in Spain

“…the costs for providing an additional year of education and society in delaying a student's entry into the labour market by at least one year) and the benefits of effective alternatives such as early intervention. International examples from countries such as Finland and Portugal have shown that early intervention, with additional instructions for at-risk students and with active involvement of local authorities and parents, can be effective in lowering repetition rates (OECD, 2021 [69]; General Direction of Education of Portugal, 2021 [70]; Välijärvi and Sahlberg, 2008[71]).…”

Reversing the trajectory of school disengagement? Lessons from the analysis of Warsaw youth’s educational trajectories

“…There have been numerous quantitative and qualitative studies into the reasons and consequences of dropout and ESL (e.g. Bridgeland et al, 2006; Dale, 2010; Finn, 1989; Rumberger and Lim, 2008) and the cost-benefit analyses indicating the social significance of interrupting education (Brunello and De Paola, 2014; Gitschthaler and Nairz-Wirth, 2018; Psacharopoulos, 2007).…”

“…In many European countries there is serious concern about the fact that a significant number of young people leave education without graduating from upper secondary school – at the moment, it is every tenth young European (Eurostat, 2018). Early school leaving (ESL) is burdened with high social, economic and individual costs (Brunello and De Paola, 2014; Gitschthaler and Nairz-Wirth, 2018; Psacharopoulos, 2007), increasing the risk of social exclusion of the most vulnerable groups, as the youngsters more at risk of ESL tend to come from already neglected social environments (Dale, 2010; De Witte et al, 2013). For these reasons, the issue of ESL was noticed by policymakers and reducing the percentage of young people leaving school to 10% became the goal first of the Lisbon Strategy and then of the Europe 2020 strategy.…”