歐洲輟學之解釋性因素研究.docVIP

The Early School Leaving in Europe: Approaching the Explanatory Factors Almudena Moreno Mínguez University of Valladolid, Spain Abstract Background: Early school leaving is defined as the percentage of the population aged 18-24 with at most lower secondary education and not in further education or training. Reducing its incidence to 10% by 2020 has been one of the key benchmarks of European education policy cooperation. On one side the incidence of this phenomenon is different in each country on the other hand it focuses on specific social groups. ESL is associated with a wide range of economic and social disadvantages. This study takes a comparative sociological approach to analysing the early school leaving rate and its main causes in five European countries (Germany, Denmark, Finland, Belgium, Spain and the United Kingdom). Aims: This study based on previous comparative analyses sets out to test the combined impact of investment in education, gender, ethnic and family background in explaining early school leaving in the different countries selected. Another objective is to quantify the phenomenon of early school leaving and present employment status and training of young school leavers. This empirical study therefore adopts a comparative multi-theoretical viewpoint to contribute new interpretative evidence on the uneven impact of school leavers in the various countries selected (Finland, Belgium, Denmark, Germany, Spain and the United Kingdom). To carry out the comparative analysis we have made reference to the concept of “transitional life course regime” developed by Walther (2006) and exemplified by each of the selected countries. Sample: Aggregate data from European Labour Survey and OCDE Data Base. The European Labour Force Survey (LFS), is conducted in the 27 Member States. It is a large household sample survey providing quarterly results on labour participation of people aged 15 and over as well as on people who are not in employment. In 2010, around 1.5