Journal articles: 'In-school drop-out'

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Chiusaroli, Diletta. "Drop-Out." International Journal of Digital Literacy and Digital Competence 13, no. 2 (April 1, 2022): 1–8. http://dx.doi.org/10.4018/ijdldc.309715.

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The following analysis is intended to demonstrate the interconnection which winds through disorders affecting adolescents, generated and amplified by the pandemic period such as vamping, overthinking, ludopathy, and the school “drop-out” phenomenon. Specifically, the phenomenon tat turns out to be as imperceptible in its genesis, as dramatic in its outcome, characterized by a considerable school dropout with inevitable and catastrophic incidents on identity development, cognitive and interpersonal skills, as well as on the future of young people's work. The study presents the analysis of data related to the evolution of the phenomenon of early school leaving with particular reference to the years 2018-2019, 2019-2020, 2020-2021. In addition, the research is based on studies carried out on this particular topic and aims to identify and confirm the didactic and pedagogical strategies to be adopted in the school and social context in order to deal with disorders and to counter the risk of early school leaving.

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TICUŞAN, Marilena. "ABSENTEEISM AND SCHOOL DROP-OUT – PREVENTION METHODS IN CASE OF TEENAGERS." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (June 24, 2016): 663–68. http://dx.doi.org/10.19062/2247-3173.2016.18.2.25.

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Maranoor, Rajashree S., and Dr C. A. Somashekharappappa Dr. C. A. Somashekharappappa. "The Problems Of The School Drop Out In North Karnataka – A Sociological Study." Indian Journal of Applied Research 1, no. 12 (October 1, 2011): 182–83. http://dx.doi.org/10.15373/2249555x/sep2012/65.

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RAFIQUE, SHAMIM, and Kashif Firaz Ahmed. "Gender Differences in Corporal Punishment, Academic Self-Efficacy and Drop-Out in Secondary School Students." International Journal of Psychology and Educational Studies 6, no. 3 (September 30, 2019): 73–79. http://dx.doi.org/10.17220/ijpes.2019.03.008.

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Meyers, Raymond, and Claude Houssemand. "Teachers’ perception of school drop-out in Luxembourg." Procedia - Social and Behavioral Sciences 15 (2011): 1514–17. http://dx.doi.org/10.1016/j.sbspro.2011.03.321.

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Ali, Asghar, Saqib Ali, and Abid Hussain. "Drop-Out Phenomena at Secondary School Level: A Case Study of Factors of Drop-Out." International Research Journal of Education and Innovation 3, no. 1 (March 31, 2022): 112–22. http://dx.doi.org/10.53575/irjei.v3.01.11(22)112-122.

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The purpose of this study was to investigate the factors affecting dropout phenomena at secondary level of district Kech. Quantitative approach was used in this study. The design of the study was descriptive and survey type. The population of the study was consisted of 26 heads of school, 104 teachers, 156 drop out students (male and female) and their parents. By using universal sampling 100% (26) head teachers were selected and by using purposive sampling 50 % (52) secondary school teachers 50% (78) dropped out students during 2013 to 2016 both male and female and their parents were selected. Two tools were used in the study for data collection. Questionnaire was used for head teachers, secondary school teachers and drop out students. The data were collected through questionnaires and analyzed through descriptive statistics (Percentage, Frequency, Mean Score). It was recommended that, for over age children (dropouts) non formal curriculum should be introduced in government schools. For the enhancement of professional capabilities, need base refresher courses, workshops and seminars should be organized for head-teachers and teachers. Follow-up programs would be arranged to bring back dropped out students into school.

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Sabates, Ricardo, Altaf Hossain, and Keith M. Lewin. "School drop out in Bangladesh: Insights using panel data." International Journal of Educational Development 33, no. 3 (May 2013): 225–32. http://dx.doi.org/10.1016/j.ijedudev.2012.09.007.

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Yuk, Sung Pil, Ok Nam Nam, Ji Ran Park, Sung Hae Park, and Eun Young Kim. "A study on the school drop-out process and the perception of the drop-out decisions - Focused on out-of-school adolescents in Kangbuk area -." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 10 (May 30, 2017): 535–61. http://dx.doi.org/10.22251/jlcci.2017.17.10.535.

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Colombo, Maddalena. "Policy Against Drop-out in Italy." Central European Journal of Educational Research 1, no. 1 (October 1, 2019): 1–9. http://dx.doi.org/10.37441/cejer/2019/1/1/3340.

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In this essay I set out the current situation of Early School Leaving (ESL) in Italy by considering both data provided by institutional sources (national and international) and a review of the most recent contributions from the educational work that have been done intensively to fight against ESL over the last 20 years. I will argue that the way followed so far will not lead to surprising results, due to deep and structural persisting factors of inequality. After a short overview on the position of Italy in the European rankings, the article recalls the main interventions that took place in the country by different investors (public and non-public), setting up a multiplicity of fragmented macro-politics. Then I will look at the mechanisms of differentiation and unequal distribution of educational opportunities and I will conclude with suggestions on how to make the fight against ESL more efficient and forward-looking.

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Mokibelo, Eureka B. "Why We Drop Out of School: Voices of San School Dropouts in Botswana." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 185–94. http://dx.doi.org/10.1017/jie.2014.26.

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Among San communities in Botswana, the rate of student disengagement from both primary and junior secondary school is an ongoing concern for educators. San learners leave school at all levels of primary and junior secondary education. Students who leave school have tended not to provide reasons as to why they are dropping out. This study investigated some of the reasons why San learners decided to drop out at primary and junior secondary school levels in the Central District in Botswana. In-depth interviews were undertaken with 20 former students living in five cattle-posts where the participants worked as cattle herders. The results indicate that some San drop out of school for reasons of survival, both within and outside school. The findings of the study offer insights into some of the issues that impede students within San communities in achieving their educational goals. Further, the findings could assist educational authorities in their review of current educational practices in Botswana so that that all citizens can be appropriately accommodated within the education system.

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Kanamugire, Camille, and Joseph Rutakamize. "The remedial programme for out-of-school and drop-out children in Rwanda." PROSPECTS 38, no. 2 (June 2008): 237–46. http://dx.doi.org/10.1007/s11125-008-9065-y.

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Brock-Utne, Birgit, Torill Aagot Halvorsen, and Mwajuma Vuzo. "The school drop-out or rather “push out” problem in the South and in the North." World Studies in Education 20, no. 2 (December 1, 2019): 61–75. http://dx.doi.org/10.7459/wse/20.2.04.

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Both in developing countries in the South and developed countries in the North a large portion of pupils from each cohort drop out or, maybe more correctly described, are pushed out of school each year. In the South, there is also a considerable portion of school-aged children who do not attend school at all. The article examines selected data collected from ethnographic interviews, during a Norwegian ongoing longitudinal project, and a survey in Tanzania, and other developing countries. We ask the questions: What are the reasons for this situation? Are the reasons the same in the South as in the North? In this article examples will be given from a country in the North, Norway and a country in the South, Tanzania. What do we know about the reasons for dropping out of school in these two countries? Who are the children dropping out? From which social class do they come? Are they from urban or rural areas? Were there more boys or more girls? What happens to the children after they drop out of school? How much is the school itself to blame for the situation? How relevant is what is learnt in school to the life children lead and their job prospects? What could have been done differently in order to retain children in school in the South, exemplified by Tanzania, and the North exemplified by Norway?

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Dæhlen, Marianne. "Transition from school-based training in VET." Education + Training 59, no. 1 (January 9, 2017): 47–60. http://dx.doi.org/10.1108/et-10-2015-0096.

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Purpose This paper assesses the drop-out rate among disadvantaged students within vocational education and training. The purpose of this paper is to examine the probability of dropping out after school-based training for child welfare clients – a particularly disadvantaged group of youth. Child welfare clients’ drop-out rate is compared with students from a representative sample of their peers. Design/methodology/approach Average marginal effects were calculated from multinomial logistic regression models. Data were from public registries (n=10,535). Findings The results show that differences in observed characteristics cannot explain differences in drop-out rates between child welfare clients and the majority peers. It is argued that this drop-out rate is likely a result of employers favoring apprenticeship applicants who are similar to them or that child welfare clients lack networks, which previous research has identified as crucial in finding an apprenticeship. Practical implications The results suggest a need for action targeting disadvantaged youths in the transition that follows school-based training. Originality/value The paper adds to the very scarce literature on transition from school-based learning to apprenticeships.

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Student. "WHY IS THE SCHOOL DROP-OUT RATE SO HIGH?" Pediatrics 83, no. 3 (March 1, 1989): 336. http://dx.doi.org/10.1542/peds.83.3.336.

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Eighty percent of students entering school feel good about themselves and who they are. By the fifth grade only 20 percent have high self-esteem. By the time students become seniors in high school, the percentage who have managed to keep a positive level of self-esteem has dropped to 5 percent. Students encounter the equivalent of 60 days each year reprimanding, nagging and punishment. During 12 years of schooling a student is subject to 15,000 negative statements. That's three times the amount of positive statements received.

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Rapaport, Carmit, and Isaac Ashkenazi. "Drop down or flee out?" International Journal of Disaster Resilience in the Built Environment 10, no. 1 (April 23, 2019): 52–64. http://dx.doi.org/10.1108/ijdrbe-09-2018-0040.

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Purpose The official earthquake protection instructions for schools and kindergartens in Israel have recently been updated from the traditional “drop, cover and hold on” approach to the “flee outside to an open space” approach. This paper aims to describe the decision-making process, discuss the dilemmas behind it and suggest new insights for challenging current instructions in other countries. Design/methodology/approach The authors analyze human behavior patterns during earthquakes in general, and at schools in particular, while taking into consideration the environment (in terms of applying building codes and the level of earthquake risk in various zones), personal characteristics (age, gender and past experience) and earthquake characteristics (intensity and duration). Findings Five aspects should be taken into consideration when changing current earthquake instructions: the general official earthquake protection instructions, the structure and construction of schools and kindergartens, common behavior during emergencies, warning systems and the need to establish standardized protection instructions and guidelines for every school and kindergarten in the country. Practical implications Policymakers in other countries should critique current instructions to maximize citizens’ chances of survival and mitigate possible earthquake hazards, including by improving risk communication with the public. Originality/value The paper describes a national decision-making process which questions current official earthquake instructions at schools and kindergartens, based on evidence gained from current construction conditions, human behavior analysis and other countries’ experiences.

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Buzgar, Ramona, Dana Opre, Sebastian Pintea, and Adrian Opre. "School drop - out in Romania: impact assessment of preventivecurative strategies in children." Journal of Educational Sciences 44, no. 2 (December 21, 2021): 48–62. http://dx.doi.org/10.35923/jes.2021.2.04.

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Agume, Robert, Enoch Barigye, and Irene Aheisibwe. "Impact of Cultural Attachment on Intention to Drop Out of School in Public Primary Schools: A Cross-sectional Study Kazo district, Uganda." East African Journal of Education Studies 5, no. 2 (July 19, 2022): 227–31. http://dx.doi.org/10.37284/eajes.5.2.747.

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Intention to drop out of school and consequential child dropout due to cultural attachment, particularly among cattle keepers is a global challenge in various contextual settings. The study investigated the contributions of cultural attachment on intention to drop out of school in the primary schools in the Kazo district. Analytical cross-sectional design using a quantitative approach was conducted in January 2022 among 338 children in primary six and primary seven in the six public primary schools in Kazo district. Pearson product-moment correlations and linear regression were conducted using Stata 15. The study findings were that cultural attachment had a moderate positive impact on intention to drop out of school in the primary schools in Kazo district (r = .0.10, p =.242) and explained only 1% of the variance of intention to drop out of school in the primary schools in Kazo district (r2 = .01). Therefore, various cultural attachment influence intention to drop out of school. Strategies for cultural attachment are paramount.

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Mughal, Abdul Waheed. "Secondary school students who drop out of school in rural Pakistan: The perspectives of fathers." Educational Research 62, no. 2 (April 2, 2020): 199–215. http://dx.doi.org/10.1080/00131881.2020.1755604.

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De Alwis, ACD, SH Kariyawasam, and C. Weerasinghe. "School drop out and fallout from idiopathic epilepsy in rural Sri Lanka." Sri Lanka Journal of Child Health 37, no. 1 (September 25, 2008): 8. http://dx.doi.org/10.4038/sljch.v37i1.83.

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Fine, Michelle. "Why Urban Adolescents Drop into and out of Public High School." Teachers College Record: The Voice of Scholarship in Education 87, no. 3 (March 1986): 393–409. http://dx.doi.org/10.1177/016146818608700309.

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Statistics on school experiences of dropouts provide one sort of picture of the problem. In this article Michelle Fine provides another. Using ethnographic techniques, she describes through the eyes and words of actual dropouts the factors that led them to leave school.

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Lund, Anna, and Mats Trondman. "Dropping out/dropping back in: Matters that make learning matter." Queensland Review 24, no. 1 (June 2017): 57–74. http://dx.doi.org/10.1017/qre.2017.9.

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AbstractNearly one in three students living in the segregated, multicultural city of Malmö, Sweden, fails to finish school with a completed diploma. To remedy this situation, students can attend introductory programs, but only some students who do so end up with a diploma. The aim of this article is to understand why young people from a migration background drop out of secondary school and why some of them drop back in and become school achievers. We explore what makes learning matter among youth who drop back into schooling. In seeking possible answers to this question, we listened to and learned from the students themselves. We hope readers will learn about the elementary forms of an enabling opportunity structure for school achievement, about the significance of relational capital, and about the deeply associated meanings of family and friendship and their importance to school success. The article is framed by the interdependencies of two conditioned temporalities: the temporality of the past — that is, the dropping-out process — and the temporality of the present, that is, the dropping-back-in process. We argue that school failure is not an inevitable phenomenon, and show that young people who are supported to drop back into schooling can discover that they are capable of learning with passion and perseverance.

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Xingfang, Yang, Rizo Budi Prastowo, Minenhle Khumalo, and Shabnam Musayeva. "Rural Teacher Salary Impact Rural Students Drop Out in Developing Country." Journal of Educational Sciences 3, no. 2 (June 14, 2019): 155. http://dx.doi.org/10.31258/jes.3.2.p.155-161.

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Student dropout in rural area is one of the education problems that being faced by many countries. In this qualitative study, we used global and national documentation to explore and describe in-depth impact of rural teacher salary on rural student dropout in selected four developing countries, namely Azerbaijan, Colombia, Indonesia and South Africa. The data was obtained from the published data of each countries. The result shows that South African rural teachers get the highest salary of USD 2,524, followed by Colombia with USD 626,58, Azerbaijan USD 175 and Indonesia USD. 182.24. The Lowest percentage of rural student dropout in primary level is South Africa and Colombia (3% respectively), Junior High School level is Azerbaijan (8%) and for Senior High School is South Africa (27%). In conclusion it shows that rural teacher salary has negative impact on rural student dropout, but this impact will be more influential by support from many other factors. It is suggested that developing countries should increase rural teachers’ salary as the solution to decrease rural student dropout.

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Pandu, Kristian Trikurnianto, Aminuyati Aminuyati, and Thomy Sastra Atmaja. "ANALISIS FAKTOR PENYEBAB ANAK PUTUS SEKOLAH JENJANG SEKOLAH MENENGAH PERTAMA DI DESA MAJU KARYA KECAMATAN PARINDU KABUPATEN SANGGAU." Jurnal Pendidikan Sosiologi dan Humaniora 13, no. 2 (October 1, 2022): 543. http://dx.doi.org/10.26418/j-psh.v13i2.57605.

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This study describes the causes of students at the junior high school level in Desa Maju Karya, Kecamatan Parindu of Kabupaten Sanggau, drop out of school. This study identifies the factors causing children in the studied area to drop out of school. This study analyzes the factors that cause children to drop out of school in Maju Karya Village, Parindu District, Sanggau Regency. Qualitative approach with a descriptive method was employed in this study. The research data was obtained using observation, interviews, and documentation. Data reduction, data display, and drawing conclusions were employed to analyze the data. The data validity was verified using triangulation technique. Based on the analysis, the researchers found two factors causing children to drop out of school, namely internal factors, which include a sense of laziness and lack of interest in learning; and external factors which include the low level of parental education, lack of parental attention, broken families, weak economy, and peers that have a negative influence.

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Joshi, K. M. "Indigenous children of India: enrolment, gender parity and drop‐out in school education." International Journal of Sociology and Social Policy 30, no. 9/10 (September 7, 2010): 545–58. http://dx.doi.org/10.1108/01443331011072299.

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Fischbein, Siv, and Mona E. Folkander. "Reading and writing ability and drop out in the Swedish upper secondary school." European Journal of Special Needs Education 15, no. 3 (October 2000): 264–74. http://dx.doi.org/10.1080/088562500750017871.

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Gibbs, Benjamin G., and Tim B. Heaton. "Drop out from primary to secondary school in Mexico: A life course perspective." International Journal of Educational Development 36 (May 2014): 63–71. http://dx.doi.org/10.1016/j.ijedudev.2013.11.005.

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Rani, Festi Dwi, Wirdatul Aini, and Syuraini Syuraini. "Hubungan Sosialisasi Pengetahuan Remaja Putus Sekolah SLTA Tentang Paket C di PKBM Titian Amanah." Spektrum: Jurnal Pendidikan Luar Sekolah (PLS) 1, no. 1 (March 1, 2018): 32. http://dx.doi.org/10.24036/spektrumpls.v1i1.9497.

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This research is motivated by the lack of knowledge of high school drop-out youth about Paket C in PKBMTitian Amanah. The purpose of this study is to describe: (1) socialization conducted by PKBM TitianAmanah, (2) knowledge of high school drop out teenagers about Paket C, and (3) relationship between socialization with knowledge of high school drop-out youth about Paket C. Population in this research 40 people and a sample of 30 people. With stratified random sampling sampling technique. Data collectiontechniques is a questionnaire and data collection tool is a questionnaire. Data analysis technique usingpercentage calculation and product moment correlation formula. The results of the study found that (1)the socialization conducted was not well implemented, (2) the knowledge of high school drop-out teens onPaket C is still unknown, and (3) there is a significant relationship between socialization with high schooldropout knowledge about Paket C in PKBM Titian Amanah.

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Mughal, Abdul Waheed, and Jo Aldridge. "Head Teachers' Perspectives on School Drop-Out in Secondary Schools in Rural Punjab, Pakistan." Educational Studies 53, no. 4 (April 20, 2017): 359–76. http://dx.doi.org/10.1080/00131946.2017.1307196.

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Rahmi, Sisrika Hayatul, and Wisroni Wisroni. "Parent’s Efforts on Shaping the Self-Reliance of Students Drop Out of School." Spektrum: Jurnal Pendidikan Luar Sekolah (PLS) 2, no. 1 (March 17, 2019): 22. http://dx.doi.org/10.24036/spektrumpls.v2i1.101580.

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This research was motivated by the high independence of school dropouts in Jorong Koto Baru Lembah Gumanti District, Solok Regency, which was marked by their own income and their participation in community activities. The independence of teenagers dropping out of school was allegedly due to the efforts of parents in establishing their independence. The total population in this study were 25 teenagers who dropped out of school with a sampling of 60% so that there were 15 people. Data analysis techniques used are quantitative descriptive with percentage calculation. The results of the study found that, (1) the opportunity given by parents, (2) communication conducted by parents, and (3) the responsibility given in the formation of independence in Jorong Koto Baru was categorized as very good.Keywords: Efforts, Independence

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Csehné Papp, Imola, Mária Héder-Rima, and Krisztina Dajnoki. "Dropping out – Hungarian experiences at vocational training." Acta Medicinae et Sociologica 12, no. 33 (November 30, 2021): 103–24. http://dx.doi.org/10.19055/ams.2021.11/30/7.

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The proportion of people with low school qualifications remains significant in Hungary, which not only makes it difficult for them to enter the current labour market but may also exclude them in the long term. For the increasing number of people with a low level of education, dropping out seems to be one of the most common reasons. Prevention as a determinative measure can provide answers to this problem. The study focuses on the issue of secondary school drop-out. The study results were based on the methodology of questionnaire surveys and semi-structured conversations. Based on the information obtained from the survey, this study continuously presents the results connected to drop-out conditions and compensatory measures. The study results highlight the significant effects of school and family, including previous school experiences, influence on the place of residence, the labour market status. The conclusions drawn from the results address the topic in a practical way and provide an opportunity to develop a possible action plan to prevent drop-outs.

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Pal, Monojit. "A Theoretical Framework of Six Sigma to Reduce the Drop-Out Rate among the Children in India: A Systematic Review." Shanlax International Journal of Education 10, no. 4 (September 1, 2022): 115–19. http://dx.doi.org/10.34293/education.v10i4.4963.

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Quality education is a prerequisite and essence of human development. At present, India has improved a lot, but, in some cases, it still needs some improvement like retention and enrollment of students in education. The drop-out problem is a major in India. During this pandemic situation, drop-out problems become a significant issue. Researchers introduced a theory called the six sigma theory to reduce the rate of drop-out students. The goal of the six sigma theory is zero defects (zero drop-out), which means every student can learn or benefit from education and get motivated until the fulfilment of their needs. DMAIC is one of the pedagogical and instructional processes that helps reduce time and cost and retain students at school. The main aim of this framework developed by the researcher is. The researcher reviewed many research studies, and based on knowledge and critical Analysis, researcher developed this framework to satisfy students’ needs and retain them in school to achieve their goals. Therefore, the researcher has applied this methodological approach to reduce the drop-out rate in India.

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Saputra, Awang, and Muhamad Fauzi. "Integration of Education Planning Funds Base on Philanthropy: Drop Out School Mitigation." International Journal of Humanities, Management and Social Science 5, no. 1 (June 26, 2022): 8–17. http://dx.doi.org/10.36079/lamintang.ij-humass-0501.333.

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The increasing number of dropouts during the Covid-19 pandemic needs to find an alternative solution by planning for philanthropy-based education financing. This paper aims to discuss education financing planning and to know the role of philanthropy in rescuing dropout students. The research uses a qualitative method with a literature study approach with content analysis techniques. Educational institutions must plan education financing in the budget work plan by seeking alternative funding assistance for students dropping out of school due to economic problems. Mitigation of dropout students is carried out by identifying students and parents, providing counselling services, collaborating with donor agencies, continuing formal or non-formal schools and finding donors or sponsors. The role of philanthropy in Indonesia in education has provided positive support, equality and sustainability of the quality of human development, including dropout students. The research contribution provides an overview for educational institutions to find and prepare special budgets to overcome school financial difficulties and overcome students who leave due to not being able to carry out their financial obligations during the COVID-19 pandemic. The implication is that education financing planning efforts in mitigating dropouts are integrated into philanthropic institutions.

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Arulampalam, Wiji, Robin A. Naylor, and Jeremy P. Smith. "A hazard model of the probability of medical school drop-out in the UK." Journal of the Royal Statistical Society: Series A (Statistics in Society) 167, no. 1 (February 2004): 157–78. http://dx.doi.org/10.1046/j.0964-1998.2003.00717.x.

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Remschmidt, H. "Preventive interventions in child and adolescent psychiatry with special reference to school drop-out." European Psychiatry 23 (April 2008): S13. http://dx.doi.org/10.1016/j.eurpsy.2008.01.049.

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Hang, Bui Thi Thuy, Amrita Kaur, and Arun Patil. "Impacts of School Administration Autonomy Support on Students' Learning Motivation and Intentions to Drop out of Vocational School." International Journal of Quality Assurance in Engineering and Technology Education 4, no. 2 (April 2015): 1–12. http://dx.doi.org/10.4018/ijqaete.2015040101.

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This paper presents the results of a study on the impacts of school administration autonomy support on students` learning motivation and their intentions to persist in versus drop out of vocational school. The data was collected from 209 students of the industrial vocational college of Hanoi through self-reported questionnaires assessing school administration autonomy support, academic motivation and intentions to persist versus drop out. Students reported the college staff respected them, offered them opportunities, provided choices, and adequate and detailed information. This style of administration predicted students` self-determined learning motivation. Results from linear regression analysis reported that learning motivation predicted their intentions to stay in school. Conversely, amotivation predicted their intentions to quit school. However no relationship could be established between the school administration autonomy support and students` dropout or persistence intentions. The implications are discussed for school managers and administrators.

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Saputri, Vikin Ade. "IMPLEMENTASI KEBIJAKAN KARTU INDONESIA PINTAR (KIP) DALAM UPAYA MENGURANGI ANAK PUTUS SEKOLAH DI SMP N 1 PONCOWARNO." Spektrum Analisis Kebijakan Pendidikan 10, no. 1 (July 1, 2021): 99–111. http://dx.doi.org/10.21831/sakp.v10i1.17349.

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The Smart Indonesia Card Policy in reducing the number of children who drop out of school is not optimal. The purposes of this research are to describe: 1) The implementation of the Smart Indonesia Card Policy in reducing the number of children who drop out of school at SMP N 1 Poncowarno, 2) The impact of the implementation of the Smart Indonesia Card in an effort to reduce the number of children who drop out of school at SMP N 1 Poncowarno, and 3) Factors that support and hinder the implementation of KIP policies at SMP N 1 Poncowarno.This research uses a descriptive qualitative approach. Data collection techniques are interviews, observation and documentation. The subjects of this research were staff of the Kebumen district office planning, school principals, school KIP managers, students of KIP recipient, parents of KIP recipients, and students who had dropped out of school. The data analysis technique used Milles and Huberman’s model, namely interactive analysis. The data validity used source and technique triangulation.The results showed: 1) Smart Indonesia Cards are communicated through regular socialization. Supporting equipment resources are computers and Wi-Fi. The number of managers at school is deemed insufficient. School plays a role as the person in charge. 2) KIP has not maximally reduced APS. 3) Supporting factors: good communication, coordination, socialization and cooperation among policy implementers, as well as supporting facilities. The inhibiting factors are lack of management personnel, student negligence and not being on target. Keywords: Policy Implementation, Smart Indonesia Card, children who drop out of school

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Shah, Vishna, Helen Nabwera, Bakary Sonko, Fatou Bajo, Fatou Faal, Mariama Saidykhan, Yamoundaw Jallow, Omar Keita, Wolf-Peter Schmidt, and Belen Torondel. "Effects of Menstrual Health and Hygiene on School Absenteeism and Drop-Out among Adolescent Girls in Rural Gambia." International Journal of Environmental Research and Public Health 19, no. 6 (March 11, 2022): 3337. http://dx.doi.org/10.3390/ijerph19063337.

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Poor knowledge and management of menstruation impacts girls’ school attendance and academic performance. This paper aims to explore how menstrual hygiene management practices and related factors influence school absenteeism and drop-out among primary and secondary school girls in rural Gambia. Mixed-method studies were conducted among students and key informants from 19 schools from July 2015–December 2017. Focus group discussions, in-depth interviews, cross-sectional surveys, menstrual diaries, and school water, sanitation and hygiene (WASH) facility observations were used. Key findings from the interviews were that menstrual pain, cultural beliefs, fear of peers knowing menstrual status, and poor school WASH facilities led to school absenteeism, however, they had no impact on school drop-out. Of the 561 girls surveyed, 27% reported missing at least one school day per month due to menses. Missing school during the most recent menstrual period was strongly associated with menstrual pain (extreme pain adjusted odds ratio (AOR) = 16.8 (95% CI: 7.29–38.74)), as was having at least one symptom suggestive of urinary tract infection (AOR = 1.71 (95% CI: 1.16–2.52)) or reproductive tract infection (AOR = 1.99 (95% CI: 1.34–2.94)). Clean toilets (AOR = 0.44 (95% CI: 0.26–75)), being happy using school latrines while menstruating (AOR = 0.59 (95% CI: 0.37–0.93)), and soap availability (AOR = 0.46 (95% CI: 0.3–0.73)) were associated with reduced odds of school absenteeism. This study suggests menstrual pain, school WASH facilities, urogenital infections, and cultural beliefs affected school attendance among menstruating girls in rural Gambia.

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Sriwulangdari, Sriwulangdari. "PEMETAAN KEBUTUHAN PENDIDIKAN NON FORMAL TERHADAP PEMUDA PUTUS SEKOLAH DI DESA MALLASORO KECAMATAN BANGKALA KABUPATEN JENEPONTO." LaGeografia 17, no. 1 (November 21, 2018): 1. http://dx.doi.org/10.35580/lga.v17i1.7336.

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This study aims to determine: 1) Characteristics of out-of-school youth; 2) Non Formal education required by youth dropping out of school; And 3) Mapping of non formal education needs to out of school youth. The population in this study were youth dropping out of school age 15-30 years while the sample in this study is the youth who have dropped out of school age 15-30 years amounted to 100 people. Data collection using interviews, documentation and observation, after data collected data analysis done by data reduction, mendisplay data, and draw conclusions. The results showed that: 1) Characteristics of youth drop out of school in terms of age most are age 27-30 years 41%, the number of siblings most is 3-4 people 32%, the largest number of household members is 5-6 people 39%, education level The highest formal achieved is the 53% SD level. Factors that cause drop outs are inadequate costs, marriage, interest in going to school, distance to school and help parents earn a living; 2) Non-formal education required by out-of-school youth is 36% sewing / 36% skill, 33% cooking / culinary skill, 11% goat farming skills, 9% crafting / handmaking skills, 4% woodworking skills, Computer 4%, facial / bridal make up 3%; And 3) Mapping of the need for non formal education to out-of-school youth indicates that out-of-school youth need non-formal education for their life needs. The types of skills that young people need to drop out of school are the types of sewing / dressing skills, cooking / culinary skills, goat farming skills, handicraft / wicker skills, woodworking skills, computer skills, and facial / bridal makeup skills.

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Farrugia, Colette. "A Study of the Factors that Lead to Student Drop-Out: The VET Context." MCAST Journal of Applied Research & Practice 3, no. 1 (May 15, 2019): 113–32. http://dx.doi.org/10.5604/01.3001.0014.4377.

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This paper aims to investigate different factors which ultimately lead a student in a VET (Vocational, Education, and Training) context to consider dropping out of the course of study. This study was carried out within the Malta College of Art, Science, and Technology (MCAST) as it is Malta’s leading VET institution. In order to address the major problem of school drop-outs, one has to understand why students consider dropping out of college. Identifying the reasons that lead to dropping out is extremely difficult because of the range of factors related to the individual student, the family, the community setting in which the student lives, and the school. The purpose of this study is to explore reasons leading students to consider dropping out in a VET context. It seeks to analyse any relationship between different factors in the life of a student and whether these factors lead a student to consider dropping out of a course of study. ‘The school drop-out rate is an important indicator in assessing the performance of the education system, by level of education. From another perspective analysis, it signals some aspects of social and economic life which can influence people’s access to education’ (Blandul and Abela 2015). Dropping out of school is the ultimate phase in a dynamic and cumulative process of disengagement (Newmann et al. 1992). The main objective of this research is to understand the main factors leading a student to consider dropping out of college in a VET context. It will also investigate what measures can be taken and what can be done within the college to minimize the drop-out rate. The independent variables in this study are the factors which previous studies have shown that they influence the drop-out rate. The dependent variable is the drop-out rate of students at MCAST. This analysis will study the existence of a relationship between these independent variables and the dependent variable.

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Cahyati, Puja Intan, and Solfema Solfema. "Relationship Between Parent's Attention with the Independency of Drop-Out Teenagers in Nagari Pulai Mainan, Kabupaten Dharmasraya." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 10, no. 3 (August 24, 2022): 357. http://dx.doi.org/10.24036/spektrumpls.v10i3.114688.

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This research is motivated by the low level of independence of out-of-school teenagers in Nagari Pulau Mainan, Dharmasraya Regency, this is presumably because parents' attention to the independence of dropout teenagers is low. The objectives of the study are as follows: 1) to find out how high the level of parental attention is to teenagers dropping out of school at the junior high school level in Nagari Pulau Mainan, Dharmasraya Regency; 2) to determine the level of independence of junior high school dropouts in Nagari Pulau Mainan, Dharmasraya Regency; 3) to find out whether there is a relationship between parental attention and the independence of junior high school dropouts in Nagari Pulau Mainan, Dharmasraya Regency. This research uses quantitative research and correlational descriptive technique. The population of this study were 24 students who dropped out of school in Nagari Pulau Mainan, Dharmasraya Regency and a sample of 18 people. Collecting data in this study using a questionnaire and to analyze the data using a statistical formula, namely the percentage formula and Spearman rho to determine whether or not there is a relationship between two variables. After the data is processed, the results obtained are: (1) parental attention to the independence of low school dropout teenagers, (2) low independence of dropout teenagers, (3) data obtained showing that there is a significant relationship between parental attention and independence dropout teenagers in Nagari Pulau Mainan, Dharmasraya Regency. It is recommended that parents increase parental attention to the independence of out-of-school teenagers so that teenagers can be more independentKeywords: perhatian orangtua, kemandirian remaja putus sekolah

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Zabron Bundi Motungo; Daniel Nzengya., Dickson Kabiru Maina;. "Influence of Household Income Level on Secondary School Dropout in Kenya." Editon Consortium Journal of Economics and Development Studies 3, no. 1 (August 30, 2021): 210–18. http://dx.doi.org/10.51317/ecjeds.v3i1.262.

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This study sought to examine the extent to which household income level influences the dropout rate from day secondary schools in Murang'a East Sub-County. This study employed structural strain theory and school dropout and poor family socialization theory and drop outing. The study took pragmatic research philosophy and a descriptive research design to study the phenomena in Murang’a East Sub-County. Using questionnaires, data relating to socio-economic data were collected from about 300 dropouts from Murang’a East Sub-Sub-County who were selected using a convenient and snowballing sampling technique. The research established that the level of household income has a bearing on secondary school dropout from Murang’a East Sub-County. The research concludes that secondary school drop outing has a significant drawback to the educational goals and objectives. Secondary school education continues to be a vital investment despite the challenge of drop out. Most of the students who drop out of secondary schools are social and economic reasons. The study recommends that the government should increase the allocations to the most vulnerable students. Also, the CBOs and NGOs to step in and offer such students the supply of social amenities such as sanitary towels. More efforts should be focused on sensitizing the importance of secondary school education and advocating for child labour to be dealt with fiercely.

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Pal, Monojit, and Suparna Ghosh. "Applied Six Sigma theory to reduce the drop-out rate among the students: systematic review." Journal of Social Sciences and Management Studies 1, no. 3 (September 17, 2022): 104–8. http://dx.doi.org/10.56556/jssms.v1i3.234.

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Quality education is a prerequisite and essence of human development. At present, India has improved a lot, but, in some cases, it still needs some improvement like retention and enrollment of students in education. The drop-out problem is a major in India. During this pandemic situation, drop-out problems become a significant issue. Researchers introduced a theory called the six sigma theory to reduce the rate of drop-out students. The goal of the six sigma theory is zero defects (zero drop-out), which means every student can learn or benefit from education and get motivated until the fulfilment of their needs. DMAIC is one of the pedagogical and instructional processes that helps reduce time and cost and retain students at school. The main aim of this framework developed by the researcher is. The researcher reviewed many research studies, and based on knowledge and critical Analysis, researcher developed this framework to satisfy students' needs and retain them in school to achieve their goals. Therefore, the researcher has applied this methodological approach to reduce the drop-out rate in India.

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Vanessa, Vanessa, and Fitri Eriyanti. "FAKTOR-FAKTOR PENYEBAB ANAK NELAYAN PUTUS SEKOLAH DI KELURAHAN PASIA NAN TIGO KECAMATAN KOTO TANGAH KOTA PADANG." Jurnal Manajemen dan Ilmu Administrasi Publik (JMIAP) 3, no. 2 (June 22, 2021): 100–108. http://dx.doi.org/10.24036/jmiap.v3i2.218.

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This article describe the factors that cause fishermen children who drop out of school in Pasia Nan Tigo Subdistrict Koto Tangah Padang City. In this study, it was intended to find out what are the factors taht cause fishermen’s children to drop out of school in Pasia Nan TigoVillage. This Research uses qualitative approach, and research type using descriptive method. Data collection techniques in this study through interviews, observations and documentation studies, instruments in this study are interview guidelines that have been prepared, as well as mobile phones to collect data in research. In the research data reduction can be drawn conclusions from the data taht has been obtained. The results showed that the factors that cause fishermen to drop out of school in Pasia Nan Tigo Village are the economic factors of parents, the environment,parents’ awareness about the meaning of education, workfactors and interest an motivation factors.

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Amali, Lanto Miriatin, and Melizubaida Mahmud. "Pemanfaatan Kain Flanel sebagai Aneka Kerajinan Tangan untuk Menumbuhkan Jiwa Kewirausahaan bagi Remaja Putus Sekolah di Desa Permata, Boalemo." Jurnal Pengabdian Pada Masyarakat 4, no. 1 (April 30, 2019): 87–92. http://dx.doi.org/10.30653/002.201941.91.

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UTILIZATION OF FLANNEL AS HANDICRAFTS TO GROW ENTREPRENEURSHIP FOR SCHOOL DROPOUTS IN PERMATA VILLAGE, BOALEMO. The devotion program aims to empower teenagers who drop out of school in the gem village of Paguyaman district in Boalemo district through the use of flannel fabrics while fostering an entrepreneurial spirit. The proposal and method of solving problems in this Community Service program is to train teenagers who drop out of school to make various kinds of handicrafts from flannel, develop this flannel fabric motif in accordance with the characteristics of Permata Village, and develop marketing distribution especially in Boalemo district. The partner in this service Ranti Taylor with the owner's name is Abas Aminah whose business is convection and the only one is in Permata Village. This can make it easier for teenagers to drop out of school to conduct training while developing handicrafts from flannel fabrics from various motives while creating new designs so that they are more skilled in making them.

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Jongwoo Kim and 주수산나. "The reality of ‘mandatory delay before school drop-out’ perceived in school counseling field: Based on the grounded theory." Korea Journal of Counseling 19, no. 2 (April 2018): 107–24. http://dx.doi.org/10.15703/kjc.19.2.201804.107.

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Sofya, Rani, Menik Kurnia Siwi, and Oknaryana Oknaryana. "Kondisi Sosial Ekonomi Siswa Putus Sekolah." JURNAL INOVASI PENDIDIKAN EKONOMI 8, no. 2 (December 11, 2018): 90. http://dx.doi.org/10.24036/011024540.

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The Competitiveness of Indonesian Humans according to Business World In 2018 it was ranked 45th out of 63 countries,and meaning that Indonesian lower than neighboring countries such as Malaysia. To improve competitiveness, education is needed for the people of Indonesia. Various policies have been implemented to increase education participation. In fact there are still students who drop out of school at all levels of education in Indonesia. The research was conducted to identify the characteristics of the socio-economic conditions of families dropping out of school in the city of Padang. The study was conducted by distributing questionnaires to 36 students who dropped out of school. Based on the data obtained it is known that students who drop out dominantly come from families with low and middle income economies. Parents of dominant students have primary and secondary education. The work of parents who drop out of school is mostly farmers, fishermen and laborers. Based on these results it is recommended that students and families shoul be have a strong commitment to the importance of education so that they can improve family conditions so that they can emerge from the vicious circle of poverty.

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Sattanon, Kirati, and Prapatpong Upala. "Evaluation of Risk Factor for Children During Drop-off and Pick-up Time around the Primary School in Thailand." Open Transportation Journal 12, no. 1 (September 28, 2018): 301–18. http://dx.doi.org/10.2174/1874447801812010301.

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Background:Traffic accidents, hazardous behaviors, and caretakers’ opinions have a strong effect on students’ safety during the drop-off and pick-up period. The present research about student drop-off and pick-up behaviors and spatial analysis will be helpful for better understanding school traffic incidents and related risk factors.Objective:To examine the risk factors associated with school drop-off and pick-up in three dimensions: 1) risk zones, 2) risk behaviors, and 3) risk periods.Method:A mixed method approach was employed using 4 sets of data, consisting of 1) the statistics of accidents occurring around primary schools, 2) the student drop-off and pick-up behaviors, 3) the opinions toward risk zones and risk periods, and 4) the data obtained from the survey and interview. The spatial analysis was conducted using kernel density estimation technique. The statistical data analysis was carried out to analyze and compare the questionnaire responses given by the teachers and parents from the primary schools with the highest accident rate in 5 regions of Thailand.Results:Pedestrian crossing points in front of the school gates and blind spots behind the school buildings were considered the risk zones. In the morning, the parents usually dropped the students off at the pavements in front of the school gate. Some of them walked the students to the classrooms. After school, the parents parked their cars and then walked to wait for the students at the meeting points scattered inside or outside the school. The opinions of the teachers and parents regarding the risk periods were found to be significantly different (p< 0.01), which affected the way the teachers and parents looked out for the students’ safety in the morning and after school period.Conclusion:The areas around pedestrian crossing points and school gates require effective transport planning in order to specifically prevent and monitor hazardous incidents. A scattering of drop-off and pick-up points are risk behaviors. Therefore, each school should clearly set up safe drop-off and pick-up points and pay close attention to the safety of students both in the morning and after school. Creating safety for students should start with improving the school environment in order to reduce anxiety and facilitate behavior change.

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Zava, Federica, Marco Barbaresi, Elena Cattelino, and Giovanni Maria Vecchio. "Academic Aspirations and Dropout Intentions in the Perspective of Positive Youth Development: Protective Factors in Adolescence." Sustainability 14, no. 18 (September 15, 2022): 11591. http://dx.doi.org/10.3390/su141811591.

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Early school leaving is a problem that, especially in adolescence, can lead to maladaptive development. It is, therefore, essential provide quality, equitable, and inclusive education. Following the Positive Youth Development perspective, the aim of this study was to identify the possible strengths and resources of adolescents. Specifically, we analyzed three protective factors of school dropout intentions and academic aspirations: positivity, self-efficacy for self-regulated learning (SESRL), and school engagement. The participants in the present study were N = 260 ninth-grade students (M = 14.36, SD = 0.78, 204 boys) that were recruited in two Technical high schools in the center of Italy. There were two multiple hierarchical regression analyses that were carried out, considering academic aspirations and intentions to drop out of school as dependent variables. Hierarchical regression models highlighted that positivity, SESRL, and school engagement have significant and positive roles in school aspirations. Moreover, positivity and SESRL were negatively associated with intention to drop out of school. These results have pivotal implications in the prevention and promotion of interventions, suggesting the importance of building positive orientation and self-efficacy for self-regulated learning, and school engagement in the classroom context.

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Hanušová, Světlana, Michaela Píšová, and Tomáš Kohoutek. "Novice Teachers of English as a Foreign Language in the Czech Republic and their Drop-Out Intentions." Journal of Language and Cultural Education 7, no. 2 (September 1, 2019): 51–77. http://dx.doi.org/10.2478/jolace-2019-0011.

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Abstract Problems with staffing play a crucial role among factors influencing the quality of English language teaching at Czech primary and lower secondary schools. Since 1990 the shortage of teachers of English as a foreign language has been repeatedly reported by the Czech School Inspectorate. The shortage is largely caused by the reluctance of English language teacher education study programme graduates to accept teaching positions at primary and lower secondary schools. A drop-out syndrome in the early stages of the teachers’ career is another factor that may contribute to the lack of teachers of English. Unfortunately, it has not been researched in the Czech Republic and it has not been systematically monitored by the state. In the research study focusing on novice teacher drop-out, conducted in 2015–2017, we deal with the process of socialisation of novice teachers in schools and with external factors that influence the socialisation and that can be seen as predictors of novice teachers’ decision to stay in their current school or leave either the school or the teaching profession. The current paper presents partial findings related to drop-out intentions of novice teachers of English as a foreign language in comparison with teachers of other subjects. Our findings indicate that drop-out intentions are more frequent in teachers of English as a foreign language than for other teachers and that teachers of English evaluate their cooperation with colleagues and leadership at their schools more critically than other teachers.

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Zengin, Mevsim. "Investigation of High School Students’ Dropout Risk Level." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 59–68. http://dx.doi.org/10.34293/education.v9is1-may.4000.

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The aim of this study is to determine the risk level of high school students for dropout. The sample of the research in the descriptive survey model consisted of 578 students studying in public high schools in the central districts of Mersin. The “School Dropout Risk Scale” was used as a data collection tool in the study. According to the findings obtained as a result of the research, male students are more likely to drop out of school and behave antisocial than female students. It has been observed that there are silent types who have a perception of failure, do not show that they will drop out of school, are in the risk group, and that the students expressed a “low” level of opinion regarding the total score at the risk of dropping out of school. In line with these findings, suggestions were made to prevent school dropout.

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Journal articles on the topic 'In-school drop-out'

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