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Who is concerned

The tackling of early school leaving (ESL) and low performance in EU is long overdue. The reduction of ESL to less than 10% & of 15 year olds under-achievers in reading, mathematics and science to less than 15% were not achieved during the ET 2010 program. Today: a) still around 4.4 million young people leave education prematurely, b) there are still Member states well above the 10% benchmark, c) EU is still behind its challenge to reduce the share of low achievers in mathematics, d) one-sixth to almost one-fourth of 15 year old EU citizens showed insufficient abilities in reading, mathematics and science, and e) 12 countries are below the proficiency level 2 in all three competences. Along with the above, a pressing parameter needs to be taken into consideration: both young people and Member-States have to deal with the increasing demand for high-level cognitive skills, skills mismatches, the off-shoring of high- and low-skilled jobs. In the above context, the acquisition of the right skills for the right jobs in an early conceived life project, and the effective prevention of Early School Leaving (ESL) in the education policy level seem to be among the most plausible means for the prevention of spatial and social segregations both in the individual and in the Member-State level.

Re-mapping is of concern to

  • Local, national and EU policy makers and practitioners
  • Schools and educational communities in general
  • Civil society
  • Universities and research centers throughout Europe and beyond
  • Media and the general public