'Failures' in a Failing Education System: Comparing Structural and Institutional Risk Factors to Early Leaving in England and Portugal

Autor/inn/en	Savvides, Nicola; Milhano, Sandrina; Mangas, Catarina; Freire, Carla; Lopes, Sara
Titel	'Failures' in a Failing Education System: Comparing Structural and Institutional Risk Factors to Early Leaving in England and Portugal
Quelle	In: Journal of Education and Work, 34 (2021) 7-8, S.789-809 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Savvides, Nicola) ORCID (Milhano, Sandrina) ORCID (Mangas, Catarina) ORCID (Freire, Carla) ORCID (Lopes, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2021.2002831
Schlagwörter	Foreign Countries; Dropouts; Institutional Characteristics; Schools; Risk; Educational Policy; Comparative Education; United Kingdom (England); Portugal + Suchen Sie Ihr Suchwort? Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; School; Schule; Risiko; Politics of education; Bildungspolitik; Vergleichende Erziehungswissenschaft
Abstract	In this paper, we draw on a conceptual framework of five key categories of risk to Early Leaving (EL) to analyse and compare 'Structural Factors' (SF) and 'Institutional Factors' (IF) of risk in a region in England and in Portugal. We draw on data from an EU-funded project, which explored risks and support strategies to EL across five European countries. Our two-country comparison involved analysis of 59 semi-structured interviews and focus groups with 209 educational stakeholders across 18 educational settings. We discuss key similarities and differences across the data, reflecting on plausible factors these are attributed to. SF was the most discussed risk category in England but not in Portugal, albeit largely for the same reason: that they are difficult to address, relating to rigid and entrenched educational systems and policies, socio-economic disadvantage and inequalities. Educators were cognisant of how SF hinders educational institutions and stakeholders from addressing EL, given the lack of freedom and flexibility they engender. Young people focused more on how the IF of schooling are impacting EL. We explore the implications of our findings for EL risk and offer recommendations that will be of interest to a range of educational stakeholders, including policymakers, educators and employers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01