Search results

1

Mám základní vzdělání. Příčiny a důsledky předčasných odchodů ze studia a ze vzdělávání

100%

Hloušková L.

Studia paedagogica

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2014

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issue 2

11-38

EN

Early school leaving has a number of negative effects on a person’s life as well as on society, and the gravity of these effects has led to monitoring of and focused research interest on dropout rates as an important indicator of the quality of education systems. In the Czech Republic, the rate of early school leaving has been traditionally low, but dropout actors have had limited opportunities to present their points of view. The aim of this text is to introduce the views of dropouts from upper secondary education, examine the causes and effects of their early school leaving, and unravel the proverbial conundrum of causes and effects of early school leaving using a qualitative research method. The basic relationship between individual types of causes (poor choices, involuntary leaving, and disengagement) and the direct short-term to mid-term effects upon a person’s life result from the educational aspirations of the actors themselves.

2

Neo-liberalne reformy szkolnictwa wyższego na Tajwanie – w kleszczach sukcesu

100%

Marchlik, P., Tomaszewska-Pękała H.

Kwartalnik Pedagogiczny

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2016

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issue 4(242)

137-155

EN

Higher education has become one of the key elements in building a competitive advantage for today’s knowledge-based economies. Universities are no longer just places traditionally associated with the transmission of knowledge but must also increasingly respond to the processes of marketisation and commercialisation. We observe dynamic social changes in higher education: the increase in the number of people studying at university level, flexibility of studying and learning programs, competing for students as a result of demographic processes, the risk of unemployment and competence mismatch among fresh graduates have become major challenges for universities. In this paper I will briefly discuss the neoliberal reform of higher education in Taiwan. In the last two decades, this small country in the Pacific Ocean has experienced extremely dynamic changes in the functioning of their higher education system and has become an important player in the global education market.

3

Importance and dimensions of ESL in Poland – school staff’s perception

88%

Marchlik P., Tomaszewska-Pękała H.

Kwartalnik Pedagogiczny

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2016

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vol. 61(4 (242))

156-169

PL

Early school leaving (ESL) is an issue of serious concern of the European Union as one of the factors contributing to youth unemployment, poverty and low educational achievement (Commission of the European Communities 2001: 39). In Poland, however, the phenomenon is not perceived as a problem or a major challenge for the Polish education system for the future. Poland, having one of the lowest ESL rates among EU countries (about 5%), is mentioned among the countries which are already achieving the EU benchmark 2010 of less than 10% of ESLers (GHK 2005: 7). The theoretical approach (called: multilevel or tripartite approach) applied in the RESL.eu project assumes that the falling out of education is a complex process, which has as its core three levels of overlapping factors: the individual, the institutional and the structural/systemic ones. In this article we look at how the phenomenon of early school leaving is perceived by the staff of upper secondary schools in Warsaw. We present the results of analysis of individual interviews with principals, teachers, psychologists and pedagogical counsellors which took place in four schools situated in Praga and Targówek districts. We argue that the staff from upper secondary schools, explaining the determinants of ESL, stress the significance of the micro level factors, referring to their everyday experiences in working with students experiencing school failure, or focus on the systemic/macro level factors and emphasise the shortcomings of the Polish education system, seeking possible sources in its deficiencies. Whereas the factors of the institutional, that is school level, are dismissed as relevant aspects that may help to explain this phenomenon.

4

Early school leaving: for a pedagogy of orientation

88%

Indellicato R.

Journal of Modern Science

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2020

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issue 1/44/2020

71-90

EN

Objectives: In light of the sudden transformations of today's society, characterized by instability of values, economic and production difficulties, job insecurity and traditional networks of belonging, the orientation of young people and in particular of all those who belong to the most fragile groups, becomes a "orientation across the board". Material and methods: Empowerment is a reinforcement strategy in the school for those with poor academic performance. In this sense, it is appropriate to promote a positive relationship climate that allows each young person to acquire their own interests, needs, values, potential and attitudes of their cognitive and emotional-emotional styles. And it is generally used in organizational development strategies and is decisive in the processes that concern the development of responsibility and potential. The most important empowerment in the school context is certainly the cognitive one, aimed at strengthening the mental abilities of the subject. Results: Favoring a positive, relaxed and empathic relationship climate can mean, encouraging pre-adolescents and adolescents, especially if immigrants, to a relational openness that would allow them to tell their experiences, their needs, their attitudes and ambitions; and also to know their difficulties which, if they are not overcome, lead to an early school leaving and therefore not an easy insertion in our society both from the point of view of work and of the integration process. Conclusions: With this contribution we want to highlight the significant anthropological and pedagogical value of the orientation for an effective contrast of the dispersive phenomenon and the possible solutions to promote an effective integration-inclusion process.

5

Intergenerational Learning through the Use of ICT as a Tool with which to Reduce Early School Leaving among Immigrant Pupils

75%

Leek J., Rojek M.

Littera Scripta

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2017

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vol. 2

34-48

EN

The purpose of this study is to present intergenerational learning through the use of ICT (Information & Communications Technology) as a tool with which to reduce early school leaving among immigrant pupils. The first part builds on a review of current literature and contemporary assumptions about learning and intergenerational learning as a particular form of learning. The second part of the study presents the findings from a review of policies on reducing early school leaving among immigrant pupils in Europe. The conclusion focuses on putting forward recommendations for practice with regards to the use of ICT for intergenerational learning in order to improve the educational performance of immigrant pupils.

6

Perceived support from parents, teachers and peers as a factor of early leaving from upper secondary schools in Poland

63%

Wrona A., Małkowska-Szkutnik A., Tomaszewska-Pękała H.

Przegląd Socjologiczny

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2015

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vol. LXIV (64)

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issue 1

61-80

EN

The aim of the article was to investigate the early school leaving phenomenon on the basis of the survey sample of 3157 students of basic vocational and upper secondary schools in Poland (located in urban areas in Warsaw, Lublin and Chełm), surveyed in 2014. The main focus has been on the correlation between students’ social support – as an indicator of social capital – and their plans for the future, in particular the respondents’ desire to continue formal, full-time education. The multivariate regression analyses conducted confirm the existence of a correlation between the respondents’ desire to leave formal education before completing upper secondary school and the perceived level of social support. However, in the case of perceived parental and teachers’ support, the correlation appears to be weak. The most important category of significant others is constituted by friends/peers.

PL

Celem artykułu jest analiza zjawiska przedwczesnego kończenia edukacji w oparciu o bazę wyników badania ankietowego na próbie 3157 uczniów polskich szkół ponadgimnazjalnych (z terenu Warszawy i regionu Lublina), przeprowadzonego w 2014 roku. Przedmiotem analizy jest związek pomiędzy deklarowanym przez uczniów poziomem wsparcia społecznego jakie otrzymują – jako wskaźnikiem kapitału społecznego – a ich planami na przyszłość, szczególnie gotowością do kontynuowania formalnej, pełnowymiarowej edukacji. Metoda wielozmiennowej analizy wariancji zastosowana w celu przetestowania związku pomiędzy poziomem edukacji, jaki respondenci chcieliby osiągnąć, a deklarowanym przez nich poziomem wsparcia społecznego potwierdziła istnienie takiej relacji. Niemniej jednak, w odniesieniu do wsparcia ze strony rodziców i nauczycieli, związek ten okazał się niezbyt silny. Najważniejszą grupą znaczących innych są dla respondentów rówieśnicy/przyjaciele.

7

ZJAWISKO PRZEDWCZESNEGO KOŃCZENIA NAUKI I JEGO OGRANICZANIE

51%

Joanna M.-M.

Edukacja Dorosłych

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2014

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issue 2(71)

PL

Artykuł poświęcony jest zjawisku przedwczesnego kończenia nauki, skali tego zjawiska w Europie, sposobom jego badania i ograniczania. Biorąc pod uwagę fakt, że przedwczesne kończenie nauki jest spowodowane kombinacją czynników indywidualnych, edukacyjnych i społeczno-ekonomicznych, w artykule podkreślono, że wszelkie działania na rzecz ograniczania tego zjawiska, skoncentrowane na zapobieganiu, interwencji czy kompensacji, muszą brać pod uwagę specyficzną sytuację państwa i regionu. Nie ma jednego rozwiązania, które byłoby odpowiednie w dowolnie wybranym miejscu i czasie. Przedstawione tutaj wyniki analiz zostały uzyskane w trakcie realizacji międzynarodowego projektu: „ESSE – Early School Leaving & Second Chance Education” finansowanego przez Komisję Europejską w ramach programu Uczenie się przez Całe Życie i Ministerstwo Nauki i Szkolnictwa Wyższego.

EN

The article discusses early school leaving, the scale of this phenomenon in Europe, as well as the manners of its research and reduction. Considering that early school leaving results from the combination of individual, educational, social and economic factors, the article underlines that any actions aimed at reducing early school leaving, focused on prevention, intervention or compensation, should take into account the specific situation of the country and region. There is no one solution which would be appropriate at any given place and time. The presented analysis results were obtained during the implementation of the international project “ESSE – Early School Leaving & Second Chance Education”, financed by the European Commission as part of the Lifelong Learning Programme and the Ministry of Science and Higher Education.

8

Dropout in post-socialist countries of Central Europe (the Visegrad Group)

45%

Gal P.

Youth in Central and Eastern Europe

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2020

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vol. 6

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issue 11

70-80

PL

Przedwczesne kończenie nauki jest problemem we wszystkich systemach edukacji. W 2010 roku Komisja Europejska przedstawiła strategię „Europa 2020”, która zawiera listę środków mających na celu zmniejszenie odsetka uczniów przedwcześnie kończących edukację w krajach UE. Celem artykułu jest analiza problemu przerywania nauki w szkołach średnich (ISCED 3) w systemach edukacji czterech postkomunistycznych państw Europy Środkowej (Czechy, Węgry, Polska i Słowacja). We wstępie artykułu opisuję i porównuję systemy edukacyjne tych krajów oraz ważne zmiany, jakie zaszły w polityce edukacyjnej po wejściu tych państw do UE. Z analizy danych Eurostatu wynika, że pomimo spadku średniego wskaźnika przedwczesnego kończenia nauki w krajach UE z 13,8% do 10,2% w latach 2010–2019 w Czechach, na Węgrzech i na Słowacji te wskaźniki rosną. Prowadzone analizy pozwalają na identyfikację mechanizmów odpowiedzialnych za powstanie odpadu szkolnego w badanych państwach.

EN

Early school leaving (dropout) is a problem in all education systems. In 2010 the European Commission launched the Europe 2020 strategy which included a list of measures to reduce school dropout rates in the EU countries. The aim of this paper is to analyze the issue of dropout in upper secondary education (ISCED 3) in the education systems of 4 post-socialist Central European states (Czech Republic, Hungary, Poland and Slovakia). Firstly, the paper describes and compares the education systems of these countries and the important changes of their education policies made after entering the EU. The analysis of Eurostat data shows that despite the decline of the average early school leaving rate in the EU countries from 13.8% to 10.2% between 2010 and 2019, the Czech Republic, Hungary and Slovakia are among the four member states whose dropout rates are rising. Through an overview of research studies, this paper then identifies the dominant topics and “weak spots” related to early school leaving in these countries.

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2 Kwartalnik Pedagogiczny

1 Edukacja Dorosłych

1 Journal of Modern Science

1 Littera Scripta

1 Przegląd Socjologiczny

1 Studia paedagogica

1 Youth in Central and Eastern Europe

3 Tomaszewska-Pękała H.

1 Gal P.

1 Hloušková L.

1 Indellicato R.

1 Joanna M.-M.

1 Leek J.

1 Marchlik P.

1 Marchlik, P.

1 Małkowska-Szkutnik A.

1 Rojek M.

1 Wrona A.

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