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

100%
Hloušková L.
Studia paedagogica
|
2014
|
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

Dropout Policy in Czech Higher Education: Can Universities Serve Several Masters?

63%
Švec V., Vlk A., Stiburek Š.
Central European Journal of Public Policy
|
2015
|
vol. 9
|
issue 1
126-136
EN
The purpose of this study is to explore the way higher education institutions adapt to environmental pressures. These pressures can be represented either by various demands or by specific policies. Dropout policy is examined on a Czech case study in order to demonstrate that at the end of the day, higher education institutions respond mainly to the most pressing challenges of an economic nature in the most rational way. As a result, their traditional mission (teaching, research, the third mission), and mainly the social function of the higher education system, may be at stake. At the same time, this study illustrates how difficult it is to introduce any higher education policy without thorough evaluation of other policies in place and of various factors affecting institutional behaviour.
3
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Dropout in post-socialist countries of Central Europe (the Visegrad Group)

45%
Gal P.
Youth in Central and Eastern Europe
|
2020
|
vol. 6
|
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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