School drop - out in Romania: impact assessment of preventivecurative strategies in children (original) (raw)
Related papers
School Dropout – A Social Problem in Romania
Procedia - Social and Behavioral Sciences, 2015
With this work we want to draw attention to a social problem that manifests itself with an increasingly strong intensity from year to year in Romania, namely school dropout problem, mainly due to deepening poverty (especially in rural areas but not only). In the elaboration of this work we started from processing and interpretation of statistical data provided by the National Institute of Statistics and the General Directorate of Social Assistance and Child Protection. Analysis of these data revealed that school dropout occurs from secondary education to the post high school and university levels. Develop programs, policies and actions to combat social problems is a goal of social assistance system with implications at the micro and macroeconomic level.
Psiholoska istrazivanja
Dropping out of educational system is a serious individual, familial, educational and social problem. It is a complex process influenced by a large number of factors. Nevertheless, it is a phenomenon that takes place in school, and different school factors can serve as risk or protective factors. Dropout rates in Serbia are still high. One way to improve the educational system and ensure equal education for every child is to reduce dropout rates from primary and secondary education. As part of a larger study, the goal of this research was to investigate and identify key school factors related to dropout from primary and secondary schools in Serbia. The research was conducted in 8 primary and 13 secondary schools from 17 municipalities with high dropout rates. In order to hear voices from different actors in the educational system, qualitative research was conducted, involving interviews and focus groups with teachers, school principals, school psychologists, counsellors, pedagogical assistants, parents and students. Following the analysis, several school factors highly related to dropout were singled out. Low quality (individualisation) of teaching, lack of learning and emotional support and lack of positive teacher-student relationships proved to have the greatest influence on student dropout. On the other hand, our results indicate that student and parent participation in school life is underused as a resource 1 The paper is the product of work on the Project "Identification, measurement and development of cognitive and emotional competences important for a society oriented towards European integrations" (No. 179018), conducted by the Institute of Psychology, Faculty of Philosophy University of Belgrade, and funded by the Ministry of Education, Science and Technological Development, Republic of Serbia, and on the Project "Research and analysis study of school, individual and social factors influencing primary and secondary school drop-out and identification of innovative approaches for dropout prevention in school and through community services" funded by UNICEF.
School dropout: causes, effects, prevention and intervention strategies
Analele stiintifice ale Universitatii „Al. I. Cuza” din Iasi (serie nouă), Psihologie., 2010
There are few published articles analyzing school dropout and offering a broad imagine of the phenomenon. Most of these studies are focused on testing concrete programs of intervention or on meta-analyzing the efficiency of several programs applied on students with high risk of dropout. The article above may be framed in a series of scientific preoccupations materialized in a research project focused on investigating school violence situations in the Romanian schools and its relations with sports activities and school dropout . The article contains a synthesis about types, causes, effects of school dropout and, possible prevention/intervention strategies. Thus, we make a short review of the risk factors in school dropout on the basis of the main behavioural models which may lead to school failure. We, also, try to analyze the personal and social effects of the dropout and, offer eloquent examples of specific intervention strategies. The three main categories of intervention in school dropout, identified by Martin et al. (2002): unspecific, specific and individualized intervention are detailed and reinforced with examples of the most efficient and frequent intervention programs used by educators and counsellors.
School Dropout and Socialization
European Journal of Social Sciences Education and Research, 2015
This research aims to contextualize, understand and deeply analyze school phenomenon and its effects in life and children socializing. The research aims to find out how children understand school dropout, how they interpret situations and which their perspectives for school and socializing are. Based on initial analyses for actual researches for school dropout in other places, it is noticed that most researches have been correlative and long-tongued; some of them have been assertive programs to prevent school dropout. These researches experiences are new for Albania. At the same time, it has been analyzed Albanian researches that are done by foreign and local organizations and it has been noticed that these researches do not go deep to the correlative factors, causes and long term influence of school dropout. On the other hand, at actual researches, it is studied only present factors for school dropout phenomenon, but it is not studied long terms factors for example: influence on so...
School Dropout and Early School Leaving in Romania: Tendencies and Risk Factors
Revista Romaneasca pentru Educatie Multidimensionala, 2021
Improving participation rates in education and reducing the number of persons who leave the educational system prematurely has increasingly become a concern for national governments and international organizations all over the world. The current paper is the result of the documentation process for a doctoral research project on school dropout (SD) and early school leaving (ESL) in Romania and the appropriate measures that could effectively tackle these negative phenomena. Based on information compiled from periodic reports issued by the relevant authorities, we present the evolution of the two phenomena in Romania, within the last decade. The most extended section of the article is dedicated to a review of the risk factors that have been associated with SD and ESL, based on the theoretical works, research findings and relevant policies consulted during the documentation stage. In the final section of the article, we systematize the relevant aspects resulted from the documentation pr...
Quantitative methods for analysis of school dropout in the development regions of Romania
Procedia - Social and Behavioral Sciences, 2012
In Romania, the school dropout rate increased immediately after the political changes from 1989. School dropout rate remained high throughout the transition period. In this analysis we try to identify the characteristics of school dropout in four of the eight development regions of Romania on various forms of education. School dropout rate analysis for primary and secondary schools students in four development regions from the south of the country is achieved in three distinct cases: for all students, for the students from urban and rural areas and for male and female students.
A CASE STUDY INTO THE CAUSES OF SCHOOL DROPOUT
School dropout leads to failure in social integration, and as a result greatly diminishes a person's chances to achieve personal success in legally accepted fields of activity. The prevention and reduction of this phenomenon are extremely difficult to achieve due to the high complexity of its causes. Research that has been carried out into this problem leads to the conclusion that there has been an increase in the number of students facing school adjustment problems and it also attempts to answer the question whether there has been a real increase in the number of dropouts or if the situation should be put down to a series of very different and complex factors. A just identification and analysis of these factors would help reveal the action to be taken and eventually lead to a decrease and prevention of school dropout. Apart from the ineffectiveness of social policies in our country, a successful result of such an intervention would be the result of the joint efforts of a multi-curricular approach, involvement of social institutions and team work.
BMC Public Health, 2011
Background: In Luxembourg, the extensive phenomenon of school dropout is a prime policy concern in the light of individual, social and economic consequences. Although the authorities report an overall decrease of the national dropout rate, the proportion of early school leavers who remain without any specific occupation is still alarming. Therefore, this study intends a shift of focus from system-inherent to individual factors, including mental health and family correlates, to provide a more comprehensive analysis of the dropout phenomenon. Methods/Design: The objectives of this study are to investigate the type and prevalence of psychiatric disorders among school dropouts and to compare the findings with those by a matched control group of regularly enrolled students. Furthermore, family variables and socioeconomic status will be analysed, as they are factors likely to interfere with both educational attainment and mental health. A trained psychologist will use structured interviews and self-report forms to investigate for mental health issues, information on schooling, socioeconomic situation and family life. Controls will be matched for gender, age, school type and educational grade. Discussion: As school dropouts face a serious risk of long term professional and social marginalization, there is an evident need for action. Identifying psychosocial risk and protective factors of school dropout will deliver solid insight on how to conceive public health strategies for young people who may need a more customized support to carry out their academic potential.
High School Drop Outs: One is too many (Project BOOKLET)
Erasmus+ Project Booklet, 2014
Summary of the project Early school leaving is a multi-faceted and complex problem caused by a cumulative process of disengagement. It is a result of personal, social, economic, education or family-related reasons. Schools play an important role in addressing early school leaving (ESL) but they cannot and should not work in isolation. Reducing ESL can help towards the integration of young people into the labour market, and contribute to breaking the cycle of deprivation that leads to the social exclusion of too many young people. Reducing the average European rate of early school leavers to less than 10% by 2020 is one of the education headline targets of the Europe 2020 Strategy. Investment in the educational achievement of young people is essential for the employment prospects of every young person. In this Project High Schools from all over Europe prepared a strategic partnership and they co-operated to tackle ESL problem at roots level: by analyzing the problem and improving education atmosphere in term of; social activities, student teacher, student school, students society, student-parent, parent-school relations. The main objective of this project was to find new methods for increasing motivation and creating more supportive school environments to decrease the number of student dropouts. Project activities included the exchange of the information, sharing and analyzing best-practice models; comparing them and adapting them to each partner’s own activities and environment. Our project activities aimed to reduce ESL by establishing conditions for successful learning for all the students. Students should feel comfortable and supported, feel ownership of their own learning and can engage in the life of their school community. This is important both for the emotional, social and educational development of the pupil and for the overall governance of the institution. As a condition of successful learning, teachers need to strengthen their role as facilitators of learning. They need autonomy, time, and space for innovation, teamwork, feedback, self-reflection and evaluation. They need access to enhanced opportunities for continued professional development. We mostly targeted students with fewer opportunities in order to provide them with the missing opportunities they haven’t acquired by educational system so far. So our target group was who detected as being in danger of drop out. We also included parents of the students under the risk of drop out and teachers who needed guidance about methods to deal with the students who have drop out risk as a target group. In long-term we aimed to disseminate the project all the related people and organization who has a role in students 'educational and social life. They were; teachers, families, peers, other organizations leading the same type of activity, local schools in each partner school’s area, local authorities, European authorities by the help of European partners, public, wider life learning community, decision-makers at local, regional, national and European level. We believed that our project results will have long-term effects on economy and society with the help of dissemination activities.
Procedia-Social and Behavioral Sciences, 2009
The subject of this preliminary study was to investigate the stated reasons of school dropout at the secondary level of formal education. The researcher investigated this issue from two viewpoints. One is the viewpoint of the school administrators and the other is that of the school counselors. This was a qualitative study. Semistructured interviews were done with the administrators and counselo rs of 19 schools in İstanbul. The data were collected by the undergraduate students in the guidance and psychological counseling department of a private university and by the researcher himself. The schools were selected by the researcher among the schools which have the highest dropout rates in İstanbul. And then the ones the data collecting individuals would conveniently access were visited. The aim was to collect opinions of two important actors of the school institution about the dropout issue and to br ing the dropout related themes to light. The dropout related factors were attributed to the students, families, teachers, educational system, and elementary school applications.