Traduction de «taux d'abandon scolaire » (Français → Anglais) :

early school leaving rate | ESL rate

dropout [ dropping out | early school leaver | early school leaving | educational dropout | school dropout | student dropout | university dropout | school leavers(UNBIS) ]

dropping out [ dropout | drop-out ]

Tackling early school leaving: A key contribution to the Europe 2020 Agenda

Evaluating the Effectiveness of School Drop-Out Prevention Strategies: Some Suggestions for Future Research-Final Report

attrition rate | dropout rate | noncompletion rate

abandonment rate

Actions were deployed in each of the four pillars of the initiative: (i) a Council Recommendation targeting early school leaving was formulated in 2011[20] and gave impetus to national action to reduce dropout rates, and cooperation at European level in the field of vocational education and training was strengthened; (ii) modernising higher education has been at the core of a Communication from the Commission; (iii) mobility was fostered through a range of instruments, notably the new integrated approach of the Erasmus+ programme, the European Skills Passport or the scheme "Your First EURES job" aimed at providing labour market opportu ...[+++]nities for young people in the 28 Member States; (iv) to fight against youth unemployment and inactivity, a Council Recommendation[21] establishing Youth Guarantees[22] was adopted and Youth Guarantee schemes were launched – they can be supported by the European Structural and Investment Funds and the Youth Employment Initiative, for Member States with regions showing a youth unemployment rate of above 25%.

1. Regrets that the percentage of early school leavers in the EU currently stands at 14.4 % and that 17.4 % of these have only completed primary school; notes that reducing early school leaving has been a target for the EU and Member States for many years but not sufficient progress has been made, with rates for early school leaving above 30 % in some Member States; notes the tremendous divergence in the percentage of early school leavers in the various Member States and the difficulty of drawing comparisons in terms of relevant contextual factors – such as migratory movements and levels of education in the family – between different r ...[+++]egions and Member States; points out that these children are most often from low-education backgrounds or socio-economically disadvantaged backgrounds and are more often boys than girls; calls therefore for a stronger commitment from Member States and for closer monitoring on the part of the Commission in order to make sure that Member States are creating and implementing strategies to reduce early school leaving; warns that the possible public spending cuts in the education sector on account of the economic crisis and the budgetary austerity policies being implemented in Member States will have adverse effects in that they will further increase the numbers of early school leavers in the EU;

76. Notes that a reduction in ESL to no more than 10 %, meeting the EU 2020 headline target, would have an effect in reducing youth unemployment and in improving the employment rate, since currently 52 % of school leavers are unemployed and, according to academic estimates, the number of jobs available for low-skilled or unskilled labour will decline even further in the coming years; points out that reducing the ESL rate by only 1 % could boost the number of qualified potential employees by 500 000;

15. Urges the Member States to carry out an in-depth analysis of the problem of early school leaving, while taking due account of data protection, in order to identify the root causes at national, regional and local level, and to develop appropriate packages of measures for prevention, intervention and compensation, including specialised establishments or school support services for recognised disabilities; believes that strategies to tackle early school leaving must be based on an analysis of the specific national, regional, and local dimensions of the phenomenon and that these data should serve to focus research on the reasons for the exceptionally high drop-out rates ...[+++] among given categories of pupils and in the regions, localities, and schools most affected;