Dropout Risk Factors At The Level Of Local Community

Author(s):

Ksenija Krstic(presenting / submitting)Nataša Simić Dragica Pavlovic Babic

Conference:

ECER 2014

Network:

05. Children and Youth at Risk and Urban Education

Format:

Paper

Session Information

05 SES 02, School Dropout: Local Community and Teacher Perceptions of Risk Factors, and Multi-Actor Perspectives on School Failure

Paper Session

Time:

2014-09-02

15:15-16:45

Room:

B017 Anfiteatro

Chair:

Mark Hadfield

Contribution

Theoretical background

School dropout has been defined as leaving education without obtaining a minimal credential, most often a higher secondary education diploma or ISCED 3c diploma (ISCED, UNESCO, 1997; K. De Witte et al., 2013). Dropping out of school is a serious educational and social problem. By early school leaving, most dropouts have serious educational deficiencies that limit their economic and social well-being throughout their lives. (Rumberger, 1987). Early school leaving may lead young people to a weaker position in society and in the labour market (European Commission, 2009). Young people “who dropout of school have a difficult time securing and maintaining stable employment and, on average, earn far less than high school graduates” (Bradshaw et al., 2008). Dropping out of school has severe consequences for society as well, as society experiences a loss of productive workers, the earnings and tax revenues they would have generated, and “the higher costs associated with increased incarceration, health care and social services” (Bridgeland et al., 2006). In order to reduce the dropout rates, the ‘‘No Child Left Behind Act’’ (2001), and the ‘‘Lisbon 2010’’ goals have been formulated. Most recently, according to ‘‘Europe 2020’’ EU goal is less than 10% of early school leavers by 2020 (Europe 2020, 2010.).

Among other countries in region, Serbia has a major problem with high dropout rate. According to data from EUROSTAT (2008) dropout rate in Serbia is more than 19%. As one of its educational goals, in educational strategic documents (Strategy of development of education in Serbia, 2020) Serbia has defined threshold of dropout rate in primary education at less than 5% of students in one generation.

There has been extensive research on the factors that lead to dropout and most research indicates that it is never a single factor but a combination of factors (Dowrick and Crespo, 2005). Dropout can be seen as the final consequence of a longer process of disengagement, due to influence of combination of different individual, family, school and systemic factors (Lyche, 2010). This research aimed at identifying and analysing systemic and school factors influencing dropout of school in Serbia.

The main idea is that, dropout phenomenon is not just school problem or problem of educational system alone. As other studies have stated, some broder circumstances and factors influence the risk of dropping out of school (Lyche, 2010;Rumberger and Lim, 2008).The focus of this paper is on the systemic factors, factors at national and local level, above and beyond school and individual level, that have major influence on drop out of primary and secondary schools in Serbia.

Method

Methodology The research was conducted in two phases. Desk analysis included literature review in order to identify relevant risk factors which will be studied in the research in more detail; and secondary analysis of existing data on dropout rates in primary and secondary schools in Serbia. Based on that analysis, 8 primary and 13 secondary schools (7 vocational and 6 high schools) from 17 municipalities with highest dropout rates were selected for the second phase of the research. In this sample of schools, in depth field research was conducted. Field research focused on broader, national and local factors that influence the dropout of primary and secondary schools included interviews, focus groups and case studies. Interviews with 21 school principles, 25 school psychologists, 2 pedagogical assistants and focus groups with 52 school teachers, 47 parents and 87 primary and secondary students were carried out. Besides that, we interviewed representatives from Ministry of education, school boards, National educational council, Institut for evaluation in education, Centers for social works, and Youth offices. A list of relevant factors at national and local level that can influence the risk of dropping out of primary and secondary school were analysed, such as social-economical features of the municipality, cooperation between local schools and local government and local community, school cooperation with school boards and Ministry of education, existance of national and local measures for tracking and preventing drop out, parents and students participation in schools and local community, cultural values specific for the community, availability of vocational and high schools, local activities directed to school children and parents, etc. Qualitative analysis of interviews, and comparison of data from various sources indicated at the most important national and local factors highly related to dropout from primary and secondary schools in Serbia.

Expected Outcomes

Results from this study indicate that highest incidences of dropout are in under-developed municipalities with low family incomes and high unemployment rates. Poverty and unemployment increase national and international migration of local population in search for jobs, but also involvement of children in the family or seasonal jobs. Poverty and low SES of the municipality decrease resources of local community and government to support schools, families and children in continuing schooling and preventing dropout. Insufficient or inadequate cooperation of local educational, health, social welfare and other institutions decreases local potentials to prevent dropout and support schools and families. Cooperation of local community with schools and parents is very important but insufficiently used resource of school support in dropout prevention. Interviewed school principles and psychologists stated that school – community cooperation is reflected in provision of transportation to school for children in remote, rural areas and in financial support to socially vulnerable families. In some communities in Serbia exist specific cultural patterns, values and life styles, which are not enough promoting education and schooling, especially for girls. In five primary schools our interviewees described several cases when girls were dropping out of school in order to prepare for marriage or because of adolescent pregnancy. Availability of schools, especially of secondary schools, proved to be a very important factor for preventing drop out: for children from rural areas, going to secondary school mean traveling to the nearest town, which entails significant traveling expenses. For vocational school, we found that offer of profitable school profiles (vocations) and employment possibilities are important factor that can decrease the risk of dropping out. These findings are discussed in the light of similarity with findings from countries in region and Europian Union and recommendations for prevention and intervention measures at the local community level are proposed.

References

Bradshaw, C., L. O’Brennan and C. McNeely (2008), Core competencies and the Prevention of School Failure and Early School Leaving, in N.G. Guerra and C.P. Bradshaw (eds.), Core competencies to prevent problem behaviours and promote positive youth development. New Directions for Child and Adolescent Development, 122, pp. 19-32. Bridgeland, J., J. Dilulio and K. Morison (2006), The Silent Epidemic: Perspectives of High School Dropouts, Civic Enterprises, LLC, Washington. De Witte, K., Cabus, S., Thyssen, G., Groot, W., and Maassen van den Brink, H. (2013). A critical review of the literature on school dropout. Educational Research Review, Vol.10 pp. 13–28 Dowrick, P. W. and N. Crespo (2005), School failure in T. P. Gullotta, and G. R. Adams (eds.), Handbook of adolescent behavioral problems: Evidence-based approaches to prevention and treatment. Springer Science and Business Media, New York, pp. 589-610. EUROPE 2020: A strategy for smart, sustainable and inclusive growth; Communication from the commission (2010); retrieved from http://ec.europa.eu/eu2020/pdf/complet%20en%20barroso%20%20%20007%20-%20europe%202020%20-%20en%20version.pdf European Commission (2009), Progress Towards the Lisbon Objectives in Education and Training: Indicators and Benchmarks 2009; retrieved from: http://ec.europa.eu/education/lifelong-learning- policy/doc/report09/report_en.pdf ISCED 1997, International Standard Classification of Education  I S C E D 1997, UNESCO; retrieved from http://www.unesco.org/education/information/nfsunesco/doc/isced_1997.htm Lyche, C. (2010), Taking on the Completion Challenge: A Literature Review on Policies to Prevent Dropout and Early School Leaving, OECD Education Working Papers, No. 53, OECD Publishing. Rumberg, R. (1987). High School Dropouts: A Review of Issues and Evidence. Review of Educational Research, Vol. 57, No. 2, pp. 101-121 Rumberger, R. and Lim, S. (2008), Why Students Drop Out of School: A Review of 25 Years of Research, California Dropout Research Project, Santa Barbara.

Author Information

Ksenija Krstic (presenting / submitting)

Faculty of Philosophy, University of Belgrade, Serbia

Nataša Simić

Faculty of Philosophy, University of Belgrade, Serbia

Dragica Pavlovic Babic

University of Belgrade

Psychology

Belgrade

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