Early School Dropout Research Articles

GIS location-allocation models in improving accessibility to primary schools in Mansura city-Egypt

Egypt governmental reports shows non-optimal geographical distribution of educational facilities and the difficulty in reaching school locations leads to high rates of early school drop-out. Reports showed that 2.75% of school dropout in Mansura city-Egypt (the case study) was due to spatial factors related to the difficulty of reaching school. Urban Planning Authority's report endorse that, the primary school location and the residential building must range between 500–750 m. However, such recommendations failed to take into attention or abided by a developing country like Egypt. The study goes through two Scenarios: (i) Scenario No. 1. Evaluating current school locations and (ii) Scenario No. 2. Analyzing proposed school locations and assess accessibility effectiveness after the process of schools’ geographical redistribution, it was carried out using GIS environment. The study objectives are about examined the role of spatial modeling and location analysis for improving the accessibility to public primary schools in Egypt: The specific aim of the study (i) Showing geographic distribution of public primary Schools in Mansura city. (ii) Examining the accessibility to Public Primary Schools in Mansura city and (iii) Using GIS tools to propose optimum locations where future public primary schools ought to be located. The study manipulated location-allocation models in GIS being one of the location analyses tools. It supports the process of spatial decision-making through several models and various scenarios. These provides varied options and great flexibility during planning. For analyzing the current situation of primary schools' distribution, GIS spatial analysis tools were used such as: Average Nearest Neighbor, Hotspot analysis and Grouping analysis. Study results concluded that number of demand points exceeds the distance of arrival at the optimal standard was about 54.96%. Schools concentration ratio in the city was 71.74% fell to 19.77% after the process of geographical redistribution of school locations. The proposed map of primary school locations in Mansura city can give a clear view for the decision maker on what location-allocation models can contribute for improving accessibility to educational facilities through applying the reliable standards.

Влияние на устойчивостта на вниманието върху социалния статус в класа

The attention sustainability and its impact of social status in the class are current issues concerning the field of education are the reasons for delay in assimilating the learning material and early school dropout. Behind both of those problems stand psychological causes such as low attention sustainability, poor communication skills and lack of positive environment. The presented article aims to prove that sustainability of attention directly influences the social status of students in the class, and hence their overall development and the way they feel in the group. Making efforts to increase students’ attention sustainability could lead to an increase in the social status of the student and hence the creation of a favorable and positive environment for the overall development of the individual.

El papel de la repetición y el rendimiento académico en el abandono escolar temprano

Dadas las graves consecuencias negativas de abandonar la escuela para el individuo y para la sociedad, los investigadores han tratado de identificar los factores que predicen el abandono con la esperanza de desarrollar intervenciones que mejoren los procesos de riesgo. Teniendo en cuenta las dificultades para medir y evaluar los factores que afectan a los abandonos que ya han ocurrido y asumiendo la relación entre la intención de abandono y el abandono real, parece esencial desarrollar una caracterización amplia de los estudiantes que tienen la intención de abandonar. En este punto, con una muestra de 267 alumnos españoles (48.7% mujeres; Mage=14.38; SD=1.09) que cursaban 2º (n=138) y 3º (n=129) de ESO se explora la incidencia de la repetición y el rendimiento académico sobre la intención de abandonar antes de completar la educación secundaria obligatoria.Los resultados de este trabajo sugieren que la probabilidad de que se dé una intención de abandono temprano es significativamente más alta entre quienes han repetido uno o dos cursos en la ESO que entre aquellos que no han repetido en ESO (OR= 8,769, IC 95% 2,304-33,378; Q=.79) y que la probabilidad de abandonar puede ser también más elevada entre los estudiantes que informan de rendimiento académico inferior a la media que entre quienes informan de rendimiento superior a la media (OR= 4,336, IC 95% ,968-19,421; Q=.64). Atendiendo a nuestros resultados, si bien no estar repitiendo actualmente o no haber repetido en EP podría garantizar, en cierta medida, la intención de completar los estudios, ni estos factores ni las bajas calificaciones se establecen como predictores directos de la intención de abandono temprano. A la luz de estos resultados cabe seguir explorando el perfil personal y motivacional del abandono escolar temprano.

The Samata intervention to increase secondary school completion and reduce child marriage among adolescent girls: results from a cluster-randomised control trial in India.

BackgroundSecondary education and delayed marriage provide long-term socio-economic and health benefits to adolescent girls. We tested whether a structural and norms-based intervention, which worked with adolescent girls, their families, communities, and secondary schools to address poverty, schooling quality and gender norms, could reduce secondary school drop-out and child marriage among scheduled-caste/scheduled-tribe (SC/ST) adolescent girls in rural settings of southern India.Methods80 of 121 villages in Vijayapura and Bagalkote districts, Karnataka State, were randomly selected (control = 40; intervention = 40). All 12-13 year-old SC/ST girls in final year of primary school (standard 7th) were enrolled and followed for 3 years (2014-2017) until the end of secondary school (standard 10th). Primary trial outcomes were proportion of girls who completed secondary school and were married, by trial end-line (15-16 years). Analyses were intention-to-treat and used individual-level girl data.Results92.6% (2275/2457) girls at baseline and 72.8% (1788/2457) at end-line were interviewed. At end-line, one-fourth had not completed secondary school (control = 24.9%; intervention = 25.4%), and one in ten reported being married (control = 9.6%; intervention = 10.1%). These were lower than expected based on district-level data available before the trial, with no difference between these, or other schooling or sexual and reproductive outcomes, by trial arm. There was a small but significant increase in secondary school entry (adjusted odds ratio AOR = 3.58, 95% confidence interval CI = 1.36-9.44) and completion (AOR=1.54, 95%CI = 1.02-2.34) in Vijayapura district. The sensitivity and attrition analyses did not impact the overall result indicating that attrition of girls at end-line was random without much bearing on overall result.ConclusionsSamata intervention had no overall impact, however, it added value in one of the two implementation districts- increasing secondary school entry and completion. Lower than expected school drop-out and child marriage rates at end-line reflect strong secular changes, likely due to large-scale government initiatives to keep girls in school and delay marriage. Although government programmes may be sufficient to reach most girls in these settings, a substantial proportion of SC/ST girls remain at-risk of early marriage and school drop-out, and require targeted programming. Addressing multiple forms of clustered disadvantage among hardest to reach will be key to ensuring India “leaves no-one behind” and achieves its gender, health and education Sustainable Development Goal aspirations.Trial registrationClinicalTrials.gov registration number NCT01996241.

Triggers and Impact of Habitual Betting Enterprise on Christian Youth in Soweto Village, Nairobi County, Kenya in the Light of Jesus’ Liberating Pedagogy

The study is on the triggers and impact of habitual betting enterprise among Christian youth in the light of Jesus’ liberating pedagogy in Soweto Village in Nairobi County, Kenya. The main goal is to investigate the causes and effects of addictive betting engagement among Christian youth in Soweto Village illumined by Jesus’ liberating pedagogy while interrogating the agents of Christianity in the realization of Christ’s mandate to minister to all in collaboration with Him. Three specific objectives that guided the study were: To identify the triggers of habitual betting among Christian youth; to establish the effects of habitual betting among Christian youth; and to examine the role of the Church, under the inspiration of Jesus’ liberating pedagogy, in curbing addictive betting enterprise among the aforementioned youths. The study engaged descriptive survey research. Purposive sampling was used to select the sample of forty Christian youth, ten parents, seven administrators, police officers and the area chief, and three clergy. Questionnaires and structured interviews were used to gather primary data while secondary data was drawn from various relevant sources. Data was analysed through descriptive analysis. Three complementary theories guided the Research to accomplish its goal. These are: Self-efficacy theory by Bandura; mediation theory by Boff and Boff; and self-regulatory theory by Leventhal et al. The study found out that there are various critical factors that contribute to the habitual betting among the Christian youth in Soweto Village that include unemployment, advertisements, peer pressure, early exposure to betting and as an escape from reality. Some of the effects of habitual betting among the above youth the Research found out are; betting addiction, early school dropout, family disruptions, job loss, suicide thoughts, rising debt level and development of criminal behaviour together with premature deaths. The Church in Soweto has made some effort, though inadequate, to provide the Christian youth with some activities like sports that will help them to feel as part of the entire “Family of God.” Through organizing some seminars and youth fora they are helped to showcase their talents and capabilities thus diverting their attention from habitual betting. The unfortunate thing is that there are different interpretations of Scripture by the different local Churches on whether a Christian should engage in betting or not on the one hand. On the other hand, these evangelizers do not seem to take Jesus’ liberating pedagogy with the seriousness it deserves thus doing injustice to Christ’s principle of “without me you can do nothing” (Jn 15:4) as they undermine Christ’s teaching on living full (Jn 10:10), not just existing, and pragmatically taking Him as the Way to True Life (Jn 14:6) - hence the need for the Research to educate and provoke such awareness.

An approach in creating positive emotion for children’s e-learning based on user interface design

<p class="Body">This paper presents an approach in creating positive emotion for children’s e-learning using user interface design. The problems that this research aims to solve are the lack of children interest in school and early childhood school dropout. This research consists of three phases where each phase has its own research method. In this paper, the proposed research method aims to identify the user interface design that could trigger positive emotion and achieved using a qualitative method and quantitative method. The result shows a guideline for creating e-learning application that could help designer and developer to develop the application. Hopefully, the guideline of the positive emotion and the e-learning application could help the children more interested in school and learning in the future.<em></em></p>

Conditions of Syrian asylum seeker students in a Turkish university

ABSTRACT In this study, the conditions of the Syrian asylum seeker students in Turkish universities were addressed and discussed. This study was conducted by adopting a phenomenological approach from qualitative research methods. In this regard, interviews were held with fifteen Syrian asylum seeker students continuing their education in various departments of Kahramanmaras Sutcu Imam University, a state university in Turkey. A semi-structured interview form developed by the researchers of this study was used for collecting data. In line with the examinations, important findings such as identity and citizenship crisis–which means being the others- and psychological problems caused by war and migration, desire to migrate to Europe were obtained. In addition to the basic needs of the Syrian asylum seeker students, such as nutrition, and sleep, there are also various problems in important areas such as economic conditions, transportation, legislation, social inclusion and support, Turkish language and academic opportunities. It was determined that these conditions may cause unwanted/unexpected situations such as early marriage, human trafficking, school dropouts, and crime.

Exploring how Early School Dropouts Cope as Survivalist Entrepreneurs: A Case Study

Exploring how Early School Dropouts Cope as Survivalist Entrepreneurs: A Case Study

Análisis de las causas endógenas y exógenas del abandono escolar temprano: una investigación cualitativa

Introducción: La situación laboral y educativa de los jóvenes es objeto de especial preocupación por parte de gobiernos y organismos internacionales, ya que afecta a cuestiones tan importantes como la cohesión social, la desigualdad, el modelo educativo, la productividad y la sostenibilidad de los sistemas de protección social. En este sentido, el abandono escolar representa, actualmente, una de las problemáticas socioeducativas de mayor relevancia y un indicador determinante en el éxito de las políticas educativas. La tasa de abandono escolar temprano en España se sitúa en 2016 en el 19%, dato muy superior al de la media de la UE-28 (10,7%), pese al descenso en los últimos años; y aún lejano al objetivo del 15% marcado en la Estrategia Europea 2020. Método: A partir de esta realidad, desde el Observatorio de la Exclusión Social de la Universidad de Murcia se desarrolló un estudio cualitativo con el propósito de analizar y comprender los procesos de abandono y retorno escolar de jóvenes de la Región de Murcia de edades comprendidas entre 18 y 34 años. En concreto, se realizó una amplia revisión de estudios recientes que abordan este fenómeno en España mediante fuentes primarias, al tiempo que se aplicaron, como fuentes propias, tres técnicas cualitativas: historias de vida (24), entrevistas a profesionales (16) y grupo de discusión (1). Resultados y Discusión: Se realizó un análisis de las principales causas del abandono escolar, teniendo en cuenta la vinculación directa, o no, con el estudiante, siendo clasificadas a su vez en los distintos ámbitos que las conforman: endógenas (personal y relacional) y exógenas (estructural e institucional). Los resultados muestran que el conocimiento sobre los determinantes del abandono escolar temprano está mediado por la técnica de investigación empleada (encuesta, entrevista, historia de vida) y por el tipo de informante seleccionado (estudiantes, educadores, profesionales, padres).

Labor markets, academic performance and school dropout risk: evidence for Spain

PurposeThe purpose of this paper is to provide a better understanding of the links between labor market conditions and academic performance by disentangling the effects of unemployment. The contribution of this study is, therefore, threefold: first, it provides new evidence on the link between labor market conditions and educational decisions; second, it quantifies separately the two separate effects of unemployment on academic performance at age 15; and third, it analyses heterogeneous effects of the “family” and “local labor market” – proxied through the unemployment rate of the school community – effects.Design/methodology/approachThe analysis of the impact of unemployment on academic performance is performed through hierarchical linear regressions.FindingsThe results show that academic performance at age 15 is affected by labor market conditions, and, at the same time, previous performance determines future educational decisions. Thus, these results highlight the sensitivity of students’ educational decisions and academic performance to shifts in the labor market.Practical implicationsThis suggests that strategies aimed at reducing early school dropout rates should not be restricted solely to the education system. In other words, school failure is not only dependent on schools and, hence, on education policies.Originality/valueThis paper contributes to the existing literature by providing new evidence on the relationship between short-term labor market dynamics and academic performance. More specifically, this paper represents a significant step forward in comparison to the previous literature as it has provided responses to three key questions faced by countries with high unemployment and high early school dropout.

Early School Leaving in Greece and Europe and Educational Inequality: Actions and Policies against Educational and Social Exclusion

Abstract A key issue regarding the educational policy in Greece and the European Union is the early leaving of the school. On the one hand, rises the problem of under-birth that some developed countries face and, on the other, the existence of economically and socially non-productive people, who nevertheless consist a part of the society. In our time and more than ever, society must overcome various obstacles in order to achieve the development and sustainable growth which is also Europe’s strategy for this decade. In the this study the authors examine early school drop-out by focusing on the social causes and on the research findings that have been carried out, indicating measures and strategies for prevention and treatment. A second part of the study concerns the presentation of the European Union's educational policies in the context of the Europe 2020 strategy, with the aim of showing the progress of the strategic actions in the education of Greece. Our study shows that the EU member states are making great efforts in order to achieve the best possible result in education in the shortest possible time: That is, to form efficient teachers and schools by emphasizing and empowering the elimination of social and educational exclusions, as an integral part of the pursuit of progress and development of the society and the economy.

Intimate partner violence against young women: prevalence and associated factors in Europe

BackgroundThe magnitude of intimate partner violence (IPV) in young women is a source of increasing concern. The prevalence of IPV has not been analysed in Europe as a whole. The...

Early School Leaving in Greece and Europe and Educational Inequality: Actions and Policies against Educational and Social Exclusion

A key issue regarding the educational policy in Greece and the European Union is the early leaving of the school. On the one hand, rises the problem of under-birth that some developed countries face and, on the other, the existence of economically and socially non-productive people, who nevertheless consist a part of the society. In our time and more than ever, society must overcome various obstacles in order to achieve the development and sustainable growth which is also Europe’s strategy for this decade. In the this study the authors examine early school drop-out by focusing on the social causes and on the research findings that have been carried out, indicating measures and strategies for prevention and treatment. A second part of the study concerns the presentation of the European Union's educational policies in the context of the Europe 2020 strategy, with the aim of showing the progress of the strategic actions in the education of Greece. Our study shows that the EU member states are making great efforts in order to achieve the best possible result in education in the shortest possible time: That is, to form efficient teachers and schools by emphasizing and empowering the elimination of social and educational exclusions, as an integral part of the pursuit of progress and development of the society and the economy.

THE SOCIO-LEGAL PERSPECTIVES OF CHILD MARRIAGE IN ZANZIBAR

This paper seeks to discuss the practice of child marriage in Zanzibar community as an existing culture. The custom treats child marriage as one of the accepted forms of marriage in Zanzibar. However, this practice is not in compliance with the international laws. With the change of time, the child marriage has now taken a different shape and treated as “forced marriage”, or is popularly known as “Ndoa za Mkeka” in Zanzibar. The paper examines the reasons and the consequences of forced marriage and its impact on various issues faced by children in Zanzibar such as early pregnancy, school dropouts, poverty and health issues. Although it is against the socio-economic trends according to the international standard, to some extent, this practice of child marriage is still accepted by many as they claim it is not against the Shariah percept. The methodology adopted in this paper is based on the content analysis of reports, leading textbooks, journal articles as well as structured interviews that have been conducted with the relevant people in Zanzibar. It concludes with a series of recommendations and suggestions for improvement in regulating the practice of child marriage in Zanzibar.

Buenas Prácticas en Medidas y Programas para Jóvenes Desenganchados de lo Escolar

The student disengagement is closely related to early school dropout and its educational, social and labour consequences. The measures and programs aiming to counteract this problem are diverse. This paper offers an overview of those good practices that are documented in the research literature. To do so, it has been made a literature revision of research from the last decade about programs and measures to relieve the school dropout. The results shown cultivating a respectful and caring atmosphere, a relevant and meaningful curriculum, student-centered teaching practices, a close relationship with other organizations in the community, the professional coordination a collaboration as well as program, timetables, spaces and organizational flexibility are, among others, some promising practices for working with disengaged and at-risk students. Knowledge about quality features of reengagement programs that are documented by the research as successful at favoring the persistence and preventing school dropout are a reference to analyze the current programs and their implementation, and to suggest improvements aimed to modify established routines that lie at the root of school disengagement.

Exploring how Early School Dropouts Cope as Survivalist Entrepreneurs: A Case Study

Exploring how Early School Dropouts Cope as Survivalist Entrepreneurs: A Case Study

Exploring how Early School Dropouts Cope as Survivalist Entrepreneurs: A Case Study

Exploring how Early School Dropouts Cope as Survivalist Entrepreneurs: A Case Study

Medical Advice for Sick-reported Students (MASS) in intermediate vocational education schools: design of a controlled before-and-after study

BackgroundSchool absenteeism, including medical absenteeism, is associated with early school dropout and may result in physical, mental, social and work-related problems in later life. Especially at intermediate vocational education schools, high rates of medical absenteeism are found. In 2012 the Dutch intervention ‘Medical Advice for Sick-reported Students’ (MASS), previously developed for pre-vocational secondary education, was adjusted for intermediate vocational education schools. The aim of the study outlined in this paper is to evaluate the effectiveness of the MASS intervention at intermediate vocational education schools in terms of reducing students’ medical absenteeism and early dropping out of school. Additionally, the extent to which biopsychosocial and other factors moderate the effectiveness of the intervention will be assessed.MethodsA controlled before-and-after study will be conducted within Intermediate Vocational Education schools. Schools are allocated to be an intervention or control school based on whether the schools have implemented the MASS intervention (intervention schools) or not (control schools). Intervention schools apply the MASS intervention consisting of active support for students with medical absenteeism provided by the school including a consultation with the Youth Health Care (YHC) professional if needed. Control schools provide care as usual. Data will be collected by questionnaires among students in both groups meeting the criteria for extensive medical absenteeism (i.e. ‘reported sick four times in 12 school weeks or for more than six consecutive school days’ at baseline and at 6 months follow-up). Additionally, in the intervention group a questionnaire is completed after each consultation with a YHC professional, by both the student and the YHC professional. Primary outcome measures are duration and cumulative incidence of absenteeism and academic performances. Secondary outcome measures are biopsychosocial outcomes of the students.DiscussionIt is hypothesized that implementing the MASS intervention including a referral to a YHC professional on indication, will result in a lower level of medical absenteeism and a lower level of school drop outs among intermediate vocational education students compared to students receiving usual care. The study will provide insight in the effectiveness of the intervention as well as in factors moderating the intervention’s effectiveness.Trial registrationNederlands Trial Register NTR5556. Date of clinical trial registration: 29-Oct-2015.

Grade Repetition and Primary School Dropout in Uganda

Research on education in low-income countries rarely focuses on grade repetition. When addressed, repetition is typically presented along with early school dropout as the “wasting” of educational resources. Simplifying grade repetition in this way often fails to recognize significant methodological concerns and also overlooks the unique insight that can be gained by focusing on repetition. In this article, Sarah Kabay uses mixed methods research to investigate repetition and its association with later school dropout in Ugandan primary schools. In a representative sample of pupils from 136 schools, Kabay finds that in spite of a policy of automatic promotion meant to limit repetition, 88 percent of pupils had repeated a grade and 11 percent had repeated three or more times. Kabay identifies age as a confounding variable for the association between repetition and dropout, and argues that attention should be drawn to the age of entry into schooling and language policy.

What Drives the Relationship Between Early Criminal Involvement and School Dropout?

ObjectiveWe examine the relationship between early criminal involvement and school dropout, and analyze which factors underlie this relationship, making use of administrative data from the Netherlands.MethodsWe start by determining the unconditional correlation between early criminal involvement and school dropout, using a basic ordinary least squares model. As this association is likely to be driven by different factors, we proceed by including an extensive set of observable family and individual characteristics into the estimation model. We further proceed to models that account for the influence of unobservable heterogeneity by estimating school, class, sibling and twin fixed effects.ResultsCriminal involvement is associated with an 11 percentage point higher probability of school dropout. The magnitude of this relationship decreases gradually when we account for larger shares of observed and unobserved heterogeneity. The coefficient in the same-gender twin fixed effects model indicates a 3 percentage point higher probability of school dropout, which is statistically significant at a 10 % level. We also find that the association between criminal involvement and school dropout is stronger if juveniles are involved in severe criminal activities.ConclusionsWe conclude that the observable and unobservable factors for which we account explain around 73 % of the unconditional correlation between criminal involvement and school dropout. The remaining variation likely reflects individual-specific characteristics that are different between same-gender twins. A true treatment effect, if existing, is likely to be relatively small. At the same time, serious criminal behavior appears to causally affect school dropout.