ERG SES H 07, Inclusive Education
The topic of my research is Upper Secondary School Dropout. 11.1% of European youth between the age of 18 and 24 have left the education field without completing an Upper Secondary School programme (‘Eurostat 2014 data’ in European Commission, 2015). Reasons that explain Europe’s high level of early school leaving are varied. It could be any of- or a combination of the following factors: personal, social, economic, educational, and family-related issues, as well as issues within the education and training systems (European Commission, 2015).
This study on Upper Secondary School Dropout is from Norway. The Nordic Model of Education is based on the comprehensive school system, where the idea is that a high level of ‘education for all’ works towards equal opportunities within a class-less society and a better chance for a secure economy (Telhaug et al., 2006). However, with a Norwegian national Dropout rate of approximately 30%, a lot higher than the European average, one may argue the ideas behind the Nordic Model of Education are at risk.
The study at hand is from Finnmark County, the northernmost county of Norway. The county is slightly bigger than Denmark and has 75 000 inhabitants. The vast area has only 12 Upper Secondary Schools, and it has the highest number of Dropouts in Norway. In 2015 only 55% of the pupils completed Upper Secondary School (Statistics Norway, 2016b). The majority of the pupils who drop out of Upper Secondary School are from the vocational line of study (statistics Norway, 2016a). Explanations of the high Dropout rate in Finnmark are in line with those from the European Commission, but include the status of education in families, having to live away from parents during school, and low school results in Lower Secondary School, which means a tough transition to Upper Secondary School (Lie et al., 2009). Most of the research on Upper Secondary School Dropout in Finnmark County focuses on larger cohorts of pupils in quantitative studies, and on the pupils in vocational education who seem to be more likely to drop out (see among others Markussen et al., 2012). This study has a different focus; it is a smaller qualitative study among high performing pupils who attend the academic line of study. These pupils have high grades from Lower Secondary School, and most of them live with their parents during Upper Secondary School. However, they still sometimes think about dropping out. The goal of this study is to gain a broader knowledge about what motivates the high performing pupils to continue school when they have thoughts about dropping out, as the knowledge might be transferrable to all pupils in Upper Secondary School. Thus, the objective is to create an insight into what are important, generally applicable, measures against Upper Secondary School Dropout according to the pupils themselves. The research question that this paper seeks to answer is: ‘What motivates high performing pupils in Upper Secondary school to continue school when they start thinking about dropping out?’ I answer the question with partly pedagogics – on relational skills (Moen, 2016 among others) and partly sociology – Bauman’s concept of liquid modernity (Bauman, 2000 and 2001), as backdrops. In order to understand why pupils think the way they do about education it is important to see their choices (of continuing school or dropping out) in the larger context of the world around them. It is therefore fruitful to try to analyse the pupils’ information in the light of the time we live in today, which Bauman calls liquid modernity, and its effect on pupils' motivation to attend school.
Bauman, Zygmunt. (2000). Liquid Modernity. Cambridge: Polity Press Bauman, Zygmunt. (2001). Community. Seeking Safety in an Insecure World. Cambridge: Polity Press European Commission. (2015). Education & Training 2020. Schools policy. A whole school approach to tackling early school leaving – Policy messages. Retrieved 24 November 2016 from: http://ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/expert-groups/documents/early-leaving-policy_en.pdf Lie, Ivar, Monica Bjerklund, Christen Ness, Vigdis Nygaard, Anne Elise Rønbeck. (2009). Bortvalg og gjennomstrømming I videregående skole I Finnamrk – Analyser av årsaker og gjennomgang av tiltak. Alta: NORUT rapport 2009:5 Retreived 17 January 2017 from: http://norut.no/sites/norut.no/files/static_files/content/download/4322632/8789446/NorutAltaRapport2009_5_BortvalgVgsFinnmark.pdf Markusse, Eifred, Berit Lødding and Solveig Holen. (2012). De’ hær e’kke nokka for mæ: om bortvalg, gjennomstrømming og kompetanseoppnåelse I videregående skole I Finnmark skoleåret 2012-2011. Oslo: NIFU rapport; 2012-10 Retrieved 17 January 2017 from: https://brage.bibsys.no/xmlui/bitstream/handle/11250/280864/NIFUrapport2012-10.pdf?sequence=1&isAllowed=y Moen, Torill. (2016). Positive lærer-elev-relasjoner. En fortelling fra klasserommet. Oslo: Gyldendal Akademisk Statistics Norway. (2016a). Gjennomstrømming i videregående opplæring, 2010-2015. Retrieved 19 November 2016 from: https://www.ssb.no/utdanning/statistikker/vgogjen/aar/2016-06-02 Statistics Norway. (2016b). Gjennomstrømming i videregående opplæring, 2010-2015. Retrieved 19 November 2016 from: http://ssb1.maps.arcgis.com/apps/MapSeries/index.html?appid=5d6c3f10280049e98714211e8dae3e31 Telhaug, Alfred Oftedal, Odd Asbjørn Mediås and Petter Aasen. (2006). The Nordic Model in Education: Education as part of the political system in the last 50 years. Scandinavian Journal of Educational Research, 50:3, 245-283. DOI: 10.1080/00313830600743274
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.