Relevant bibliographies by topics / School leavers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School leavers'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "School leavers"

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Fletcher, Dr Iwan, Dr Adam Joiner, and Dr Anneke Muller. "Learning from psychiatry summer schools for school leavers." Morecambe Bay Medical Journal 8, no. 1 (August 1, 2018): 2–4. http://dx.doi.org/10.48037/mbmj.v8i1.39.

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Background: In the context of the ongoing recruitment crisis in psychiatry, we evaluated what aspects of a school leavers’ psychiatry summer school was beneficial, and what aspects could be improved. We also considered if the summer school influenced interest in a career in psychiatry. Method: Over a three-year period, we collected and analysed Likert-scale and free-text data from a questionnaire given to school leavers at the end of the summer school. Results: School leavers found listening to a patient’s journey to recovery, interaction with doctors at different stages of training, and help with application to medical school most valuable. Feedback about the summer school was generally very positive and of the 38 school leavers involved, 61% stated they would consider a career in psychiatry following attendance. Discussion: Providing a psychiatry summer school for school leavers is a worthwhile opportunity to expose aspiring doctors to psychiatry, potentially enhancing future recruitment. We offer guidance from our learning to those considering running a similar summer school in the future.
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Chamberlain, M. A. "Physically handicapped school leavers." Archives of Disease in Childhood 69, no. 3 (September 1, 1993): 399–402. http://dx.doi.org/10.1136/adc.69.3.399.

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Timmons, Vianne, and Randy Ostridge. "Contrasting Cross-Sectional and Longitudinal Early School Leaver Rates in Canada." Articles 44, no. 2 (February 2, 2010): 287–98. http://dx.doi.org/10.7202/039037ar.

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Abstract Data analysis is critical to educational planning. Determining the number of school leavers is crucial for a school board when planning for interventions and supports. In researching the number of early school leavers in the province of Prince Edward Island, the method in which the data were reported affected the rates. Two critical considerations should be looked at when reporting or analyzing school leaver rates: the definition of a school leaver, and whether the data collected are cross-sectional or longitudinal. This paper explores these two elements.
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van Smoorenburg, M. S. M., and R. K. W. van der Velden. "The training of school-leavers." Economics of Education Review 19, no. 2 (April 2000): 207–17. http://dx.doi.org/10.1016/s0272-7757(99)00044-8.

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McCaig, C. "School Exams: Leavers in Panic." Parliamentary Affairs 56, no. 3 (July 1, 2003): 471–89. http://dx.doi.org/10.1093/parlij/gsg101.

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Canduela, Jesus, Rachel Chandler, Ian Elliott, Colin Lindsay, Suzi Macpherson, Ronald W. McQuaid, and Robert Raeside. "Partnerships to support early school leavers: school–college transitions and ‘winter leavers’ in Scotland." Journal of Education and Work 23, no. 4 (September 2010): 339–62. http://dx.doi.org/10.1080/13639080.2010.490550.

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McKinney, Stephen, Stuart Hall, Kevin Lowden, Michele McClung, and Lauren Cameron. "Supporting school leavers in areas of deprivation into initial positive leaver destinations." Improving Schools 16, no. 1 (March 2013): 67–83. http://dx.doi.org/10.1177/1365480213476366.

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The contemporary attempts to tackle poverty and child poverty in the United Kingdom have been seriously hindered by the effects of the economic crisis (Hirsch, 2008a; Mooney, 2011). The prevailing discourses of the recession and intergenerational poverty can lead to a view that the effects of child poverty and the consequent detrimental impact on school education and future prospects for some young people are intractable (Sinclair & McKendrick, 2009). There can be insufficient emphasis on the successful attempts, however fragile, to intervene in the cycle of deprivation. This article reports on research conducted in two contrasting groups of secondary schools in the city of Glasgow, located in areas of deprivation, as they work to secure initial positive school leaver destinations for young people. This small-scale case study highlights the importance of a strong leadership vision committed to initial positive school leaver destinations, but complemented by distributed leadership and support from external partners to enable sustained successes. It also highlights the importance of individual attention to all young people to support and motivate them and the effectiveness of intervention at an early stage.
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Abbott-Chapman, Joan, and Sue Kilpatrick. "Improving Post-School Outcomes for Rural School Leavers." Australian Journal of Education 45, no. 1 (April 2001): 35–47. http://dx.doi.org/10.1177/000494410104500104.

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Taylor, Chris, Caroline Wright, Rhys Davies, Gareth Rees, Ceryn Evans, and Stephen Drinkwater. "The effect of schools on school leavers’ university participation." School Effectiveness and School Improvement 29, no. 4 (June 22, 2018): 590–613. http://dx.doi.org/10.1080/09243453.2018.1484776.

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Patton, Wendy. "Early School Leavers and Disadvantage in the Labour Market: A Review of the Role of Career Education." Australian Journal of Career Development 3, no. 2 (September 1994): 15–20. http://dx.doi.org/10.1177/103841629400300207.

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Early school leavers have always been perceived as being at a disadvantage in the labour market, even prior to the days of extreme youth unemployment. Although recent years have seen increasing numbers of young people remain at school or engage in some other form of post-compulsory education or training, there are still many young people who leave school early and do not complete any form of post-compulsory education or training. This paper attempts to review the Australian context on this issue, including research findings on profiles of early school leavers, their eventual employment status and its individual and social cost. The paper then briefly reviews government policy and suggestions for education and training structures and, in particular, the renewed focus on career education and facets of its role with early school leavers.
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Dissertations / Theses on the topic "School leavers"

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Senior, Graham John. "School leavers and employment." Thesis, University of Glasgow, 1986. http://theses.gla.ac.uk/5433/.

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This study focuses its attention upon the experiences of a cohort of new entrants into the labour market in a period of mass unemployment. It is based upon information gathered in 1982 and 1983, through the use of both personal interview and postal questionnaires, from a group of young people who left schools, aged 16, in the Motherwell District of Lanarkshire in the Summer of 1982, supplemented where appropriate with data from official sources and that collected by the Motherwell Labour Market Project. That a study of young people entering the labour market should be undertaken stems mainly from the rising tide of unemployment which has hit most if not all western economies. This recession has particularly affected the young and whilst concern has been shown for all victims of unemployment the young have received most attention, for they are seen not only as innocent victims but also as the most vulnerable group for whom the experience of unemployment is likely to have the most serious and lasting impact. It is hoped that this study will give some insight into the transition from school to work at time of mass unemployment. A major theme which runs throughout the study is 'labour market information' as we believe that it is people's perceptions about situations which affect behaviour and the accuracy of their information may have implications for labour market success as this could affect their behaviour within the labour market, e.g. job search activity, participation decision at 16. It is through our analysis of a number of different issues during the transition from school to work that we hope to build up a picture of the transition period in the early 1980's and gain some impression as to the importance of labour market information. The specific areas of analysis are: (i) the school leaving decision (ii) the local labour market knowledge (iii) provision of occupational information (iv) job search behaviour (v) labour market experiences. A brief description of our results follows. Our analysis of the school leaving decision at 16 aimed to identify factors which would explain why some young people left school at the earliest opportunity. In building our model we reviewed economic theories, economic literature and educational and sociological literature to obtain suggestions as to possible variables to include in our analysis. As expected, the academically able were less likely to leave school at 16 as were those who had a pessimistic view of the unemployment situation facing young people - the discouraged worker effect. An interesting finding was a negative co-efficient attached to the wage variable, possibly indicating a backward bending supply curve of youth labour, or a lack of knowledge of youth wages - we elected to argue for the latter explanation. Our analysis of young people's knowledge of their local labour market justified the above conclusion. The sample exhibited a considerable degree of ignorance about the youth (and adult) labour market, though their knowledge of the Youth Opportunities Programme was on the whole accurate. The sample consistently under-estimated the level of wages paid to both young people and adults and over-estimated both youth unemployment and adult unemployment rates. In attempting to explain the degree of under/over estimation we argued that possible confusion over the terms `gross pay' and `unemployment rate' may have been partly responsible. Explaining variations between sample members' answers was less successful - chi-square statistics invariably failed to reach the desired level. Attempts by schools to impart occupational information and prepare young people for entry into the world of work went largely unnoticed by the sample. Careers Evenings, work-experience courses, careers education classes, did not appear to make any real impression upon the sample, the vast majority of whom felt that their final year at school had been a poor preparation for entry into the world of work. Only one-in-three of the sample had been interviewed by the Careers Service at the time of our initial contact which makes an assessment of their role in preparing young people for entering the labour market somewhat difficult. A considerable degree of job search activity was undertaken by the sample prior to leaving school and for the first six months after labour market entry. Extensive use was made of the various information channels both in terms of the number of different channels used and the frequency with which they were consulted. Despondancy resulting from lack of success crept in and search intensity declined in 1983. Although over 1300 applications were submitted, only 26 members of the sample contacted in 1983 had secured employment. Attempting to identify factors which may account for the success of these 26 individuals led us to search theory, and the literature on unemployment duration/re-employment probabilities to suggest variables to include in our model. A number of factors were found to be significant - number of jobs applied for, intensity of search, religious affiliation of school, sex, when began search - though a large degree of the variance was still left unexplained. Having discussed the many issues outlined above, we are able to offer some insight into the transition from school to work in the early 1980's and assess the important of labour market information in the transition period. The sample's lack of knowledge of youth wages and youth unemployment would not appear to have had an undesirable effect upon their job search behaviour. Under-estimating wages and over-estimating unemployment could have led to deciding not to search for work - the financial incentive was not there and there were few jobs anyway - but we found evidence of considerable search activity in 1982. Information pertaining to vacancies is obviously vitally important. For the majority in our sample the transition from school to work did not happen. They were caught up in the xiv unemployment - Y.o.P. - unemployment circle, with little hope of a job in their early years in the labour market.
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McCoy, Selina Maria. "Do schools count? : key school structural and process influences on early school leaving." Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326368.

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Proctor, Sherrie L. "African American School Psychology Program Leavers." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/45.

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This phenomenology used 21 in-depth interviews to explore seven African Americans’ experiences at the school psychology programs they left. The purpose was to investigate what experiences contributed to participants’ decisions to leave programs; if programs used retention strategies and if so, participants’ view of the strategies; and what participants believe might have encouraged their retention. Findings indicate that misalignment between participants’ career aims and their perceptions of school psychology practice as well as poor relationships with faculty and peers contributed to decisions to leave programs. Five participants reported that programs did not utilize retention strategies. Two reported that a sole faculty advocate served as a retention strategy, while one noted funding. Participants cited funding and advisement as strategies that might have encouraged their retention.
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Dolkar, Tshering. "Perceptions of early school leavers in Bhutan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/MQ62122.pdf.

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Primm, Fannie Marshall. "Reasons for leaving school as perceived by early school leavers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/2763.

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Purpose The purpose of this study was to identify and explain the selective responses that dropout students felt contributed to their leaving school before graduation. Procedures The researcher collected three sets of data which included the review of the literature, the student records in the Southwest School District and the interviews of two hundred participants using McDowell's questionnaire. The questions were conceived of as functioning primarily in the context of justification. Thus, the researcher did not begin with previously identified reasons; rather, the researcher examined the responses to determine reasons which seem to be fruitful. The Sophia McDowell questionnaire was used to collect demographic information on each student to further explain their reasons for dropping out of school in four areas: personal data, family information, career information and school achievement. The results of data findings were described collectively and individually and summarized in tables. Conclusions 1. The literature on early school leavers depicts a profile which identifies them as suffering from personal problems, lack of parental support, economic condition and poor student/teacher relationships. However, these statements represent social and administrative judgments rather than functional terminology. 2. The student personnel records are of little value in gaining insight into early school leaving. The records seem to classify the students' departure as the result of "lack of interest" which offers little insight into the students' real circumstance. 3. The superficial responses for early school leaving as offered by students on a questionnaire varies little from the causes as reported in the literature. When the total sample is viewed, one finds that there were more Black Americans and more males who dropped out of school and at an earlier age than Caucasians and females. The marital status of the participants' parents indicates that more of the dropouts come from homes with married parents. The majority of these students, however, did return to some kind of basic education or to a job training program. On the other hand, more of the permanent dropouts come from single-parent or broken homes and did not return to school. Before one can justify that parental marital status does influence students to either remain in school or to drop out of school, however, more research is needed in this area. The majority of the participants studied were preparing for their future occupations by going back to school. From a sample of two hundred participants, there were 144 attending extended day school, vocational school, on-the-job training and apprenticeship training.
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House, Valerie. "School to work transition experience of Year 12 school leavers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/990.

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As a consequence of increased retention rates in post compulsory schooling, educational systems have attempted to expand their curricular offerings. The aims of this study were twofold. The first was to examine a process of transition from school to work and the second considered the implications for improvement of the post compulsory school curriculum in facilitating transition. A semi structured, open ended interview was developed to gain information about the transition experience of seven Year 12 students. Interviews, recorded by audio tape, and the coded transcripts were the major data source. Results indicated that students coped well with the transition from school to work, enjoying the increased responsibilities and being treated as grown up by employers and parents. Part time work, school based work experience, and through Work Studies learning job search skills, self-responsibility and self-confidence were seen as of value. This suggests post compulsory education should make learning relevant to students by linking work based learning with classroom education and creating educational pathways that prepare all students to navigate their way through the changing job market.
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Macfarlane, Amanda. "An ethnographic study of school leavers in a southern comprehensive school." Thesis, University of Warwick, 1989. http://wrap.warwick.ac.uk/79966/.

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This thesis is an ethnographic study of white and West Indian-origin girls and boys attending a comprehensive school in the south of England during their final year of compulsory schooling. The study concentrates on gender, race and class effects on school experiences; attitudes towards school; career choices and early employment or training destinations. Ethnographic data comprise both classroom observations and discussions with 20 informants. These are supplemented by questionnaire data from the entire 5th form year. Chapter 1 outlines the nature of existing research in this field and argues for the need to look at gender, race and class simultaneously to understand the impact of such factors on the lives of pupils. It also addresses methodological considerations and the problem of gaining access. Chapter 2 describes the process of starting research whilst Chapter 3 describes the school, its local context and its internal organisation. Chapter 4 provides an introduction to the 5th year and their teachers drawing largely on classroom observations. Gender, race and class receive individual attention in Chapters 5, 6 and 7 respectively. Chapter 5 indicates that gender was a powerful discriminator in classroom and breaktime interactions whilst Chapter 6 shows that racist humour and beliefs were a regular feature of school life despite a lack of racial discord at the school. Chapter 7 demonstrates that class consciousness existed amongst pupils and informed their attitudes towards school and work. Chapter 8 concentrates on career choices and the quality of careers advice concluding that career choices were both gender and class-specific. Chapter 9 focuses on pupils' early destinations after the 5th form finding that both black and white girls were more likely than boys to utilise 6th form to gain entry into middle-class occupations. For those seeking employment, black girls fared least well being more reliant on YTS and suffering greater unemployment. Overall, gender and class had greatest impact on school experiences and career choices whilst race in conjunction with gender, affected actual destinations.
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Neilson, Gavin R. "School leavers into nursing : a study of high academic achieving school pupils in Scottish schools." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/1755.

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The central objective of the study was to better understand 5th and 6th year school pupils’ perceptions of nursing as a career choice and to obtain current data regarding the recruitment situation pertaining to school leavers pursuing nursing as a career choice. This was achieved by utilising a multi-strategy approach which involved the use of a self-administered questionnaire (n = 1062) and the interviews of 20 paradigmatic cases. The school pupils came from 11 schools, with different socio-demographic profiles, from one educational area in Scotland. The study found that only 8.8% (n = 56) of school pupils who had made a career choice had chosen to pursue nursing as a career, despite the fact that 82.4% of the school pupils in the sample had the necessary academic qualifications to enter the student nurse education programme. Merely 21.2% of all the pupils had actually considered nursing as a career choice. The findings would appear to suggest that those pupils who had chosen to pursue nursing as a career choice are committed to this choice. As 93% of the pupils would still continue to pursue nursing as a career choice even if they obtained better grades in their examinations than they expected. Equally resolute in their choice were the pupils who had chosen not to pursue nursing. Of the school pupils in the sample who had not chosen to pursue nursing as a career choice 88.5% of the school pupils stated that even though they did not get the exam grades that they expected they still would not pursue nursing as a career. What was also significant was that of the school pupils who had not chosen nursing as a career choice 86.9% of the pupils stated that they would not consider nursing as a career option in the future. The gender breakdown of school pupils who had made a career choice showed that 2.5% of male pupils who had made a career choice had chosen to pursue nursing. 14% of female school pupils who had made a career choice had chosen to pursue nursing. Further examination in relation to the gender breakdown of those pupils who had chosen to follow nursing as a career revealed that males only accounted for 12.5% whereas females accounted for 87.5%. This would seem to propose that a gender bias still exists in relation to nursing as a career choice. Nursing was not ranked particularly highly by the pupils as a career choice. Male pupils ranked nursing 13th out of the 14 main career choice categories. While female pupils ranked nursing 8th out of the 14 main career choice categories, this being only slightly better than secretarial/administration. Parents appeared to have a major influence on the pupils’ career choice and there was evidence that parents as well as further significant others were influencing against a career in nursing. Nursing does not seem to be a popular career choice among school pupils. There is strong evidence from the questionnaire data to suggest that there are a number of problem indicators which could propose that recruitment of school pupils into nursing could prove extremely difficult even with the proposed increase in the number of school leavers entering higher education. This could have a serious impact on nursing care delivery within the United Kingdom as the nursing population continues to age. The paradigmatic cases interviewed were 20 high academic achieving school pupils who at one stage in their career choice process had considered nursing as a career choice. Despite considering nursing as a possible career choice none of the 20 pupils went on to pursue nursing as a career. The qualitative interview findings appeared to suggest that nursing was not a credible career choice consideration for high achieving pupils. There was a very strong feeling amongst the pupils that nursing would be a waste of their academic qualifications with a belief that nursing was not a career choice for intelligent pupils with good examination grades. Also that they could help people at a much higher level than nursing by becoming a doctor with a prevailing belief that knowledge and caring are polarised – doctors cure and nurses only care for patients. The status of nursing as a career choice was not high amongst the pupils and this was influenced by the type of person that they had observed who were nurses mostly, in their opinion, women who were weak and had no power within society. Also the perceived nature of the job that nurses do with the prominent belief that what nurses do is principally practical in nature having no intellectual aspects, for example making beds, washing and feeding patients. The influence of significant others, these being specifically parents, guardians, guidance teachers and careers advisors was very apparent in the data in that they had a very negative view regarding nursing as a career choice for high academic achieving school pupils. Participants reported that their parents were actively and vigorously discouraging them away from a career in nursing because of the pupils’ good examination grades and the belief that the pupils could do something better than nursing. Also the participants reported that their guidance teachers and careers advisors were assertively steering them away from nursing as a career choice because of their perception that nursing was a low status career choice requiring little intellectual ability and was on a par with hairdressing, office work and being a secretary. In addition the school pupils stated that guidance teachers and careers advisors were more interested in and attempted to have a greater influence on the career choice of the high academic achieving school pupils opposed to other less academic pupils. Only two of the pupils stated that they believed that their career choice was their own decision. With the majority of school pupils valuing the opinion of their parents regarding career choice and with parents along with associated significant others being a major influence on the school pupils’ career choice and advising against a career in nursing. There was strong evidence from the interview data to suggest that the chances of recruiting high academic achieving school pupils into nursing would appear to be negligible. There was also evidence that the image of nursing as an occupation was an important determining factor in the school pupils’ career choice. The pupils displayed a negative image of nursing and this was influenced by a number of factors. The negative image of nursing depicted in television programmes; the negative image of nursing portrayed by people who are nurses; the sexual stereotype image of female and male nurses; and the image that it is very easy to get into train to be a nurse. What was also concerning was that the pupils had few positive and contemporary images of nursing. Also with regard to the image of nursing the data showed that the pupils considered it important to join a profession. Nursing was deemed not to be a profession and did not merit being a profession because it was believed that the entry to student nurse education programmes is not strictly controlled therefore it is easy to get into nursing. There was a strong consensus among the high achieving school pupils regarding their image of the archetypical school pupil who would select nursing as a career choice – their view was of a predominantly unexceptional individual who was mostly female, no more than average intelligence, kind, caring, good listener, good practically and can follow task orders. This view of the typical school pupil who would enter nursing as a career, that of a person with a low academic achievement record, conflicts with their own personal typology and thus became a further important dissuading factor regarding nursing as a career choice for them.
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Young, Roberta Elaine. "Critical incidents in early school leavers' transition to adulthood." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31226.

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This study explored the critical incidents that hindered and facilitated early school leavers' adjustment to life beyond high school. In all 393 incidents were identified taken from 21 participants during a semi-structured interview using a life line technique. Incidents were organized into 10 major and 38 subordinate categories. These categories centred around developmental tasks of adolescence and adulthood, the fulfilment of needs, self-handicapping strategies, possible selves theory and other coping strategies. Early school leavers were seen to have the same desire to successfully complete adult tasks, but were hindered by a poorly developed self-identity, inability to meet their basic needs, and maladaptive coping patterns. Implications for program development, counselling, and research concerning early school leavers was outlined.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Qumza, Thabang Vuyo. "Barriers to entrepreneurship: assessing NMBM school leavers for business enterprise." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1011804.

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In plight of the country‟s high unemployment, poverty, and income inequalities, there is an urgent need to address these issues by converging toward entrepreneurship. World-wide, it is acknowledged by both government and academia that entrepreneurship soothes and remedies socio-economic ills. It creates employment, wealth, alleviates poverty, increases tax base, balances income disparities and accomplishes social stability. With the high youth (18-34 year age) unemployment looming at 73 percent and a low South African total entrepreneurship rate at 8.9 percent; this study attempts to investigate the barriers that hinder school leavers from engaging in entrepreneurship. The research investigates critical entrepreneurial factors including entrepreneurial character and behaviour, entrepreneurial knowledge and skills, managerial knowledge and skills, knowledge on legal aspects of a business, sourcing of finances, and entrepreneurial background and orientation. The primary objective was met through the investigation of the secondary objectives. This was accomplished through a questionnaire survey, composed with multiple choice questions and closed questions measured on a Likert scale. The questionnaire was constructed based on the literature reviewed from various sources including books, dissertations, journals, government reports, newspapers, magazines, internet, television and radio broadcasts (interviews and news). The study discovers that learners are inhibited by various factors from engaging into business venturing. The list of barriers identified was: A discouraging entrepreneurial background (heritage) – parents had low levels of education and were not entrepreneurial, Weak entrepreneurial character and behaviour, Lack of entrepreneurial exposure and work experience, Learners lack financial skills and computer skills, Families lack savings to financially support their business start-ups, Limited knowledge on the legal aspects regulating a business, Limited knowledge on sourcing finances (angel and venture capital investors).
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Books on the topic "School leavers"

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Dowson, Harry. School leavers handbook. London: Careers Consultants, 1987.

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National Economic and Social Forum. Early school leavers. Dublin: National Economic and Social Forum, 2002.

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Kirklees Metropolitan Council. Kirklees Careers Service. Destinations of school leavers. Huddersfield: Directorate of Educational Services., 1986.

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Unit, European Social Fund Programme Evaluation. Early school leavers provision. Dublin: ESF Programme Evaluation Unit, 1996.

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Semple, Sheila. School leavers in transition. Glasgow: Jordanhill College of Education, 1992.

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McCoy, S. 1998 annual school leavers' survey of 1996/'97 leavers. [Dublin]: Department of Education and Science, 1999.

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Johnson, Ian M. The library school leavers handbooks. London: Association of Assistant Librarians, 1987.

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Plant, Martin A. Alcohol, drugs, and school-leavers. London: Tavistock Publications, 1985.

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F, Peck David, Samuel Elaine, and Stuart Ray, eds. Alcohol, drugs, and school-leavers. London: Tavistock Publications, 1985.

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Department of Education & Science. English school leavers 1986-87. London: Department of Education and Science, 1988.

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Book chapters on the topic "School leavers"

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Main, Brian G. M. "Earnings, Expected Earnings, and Unemployment Amongst School Leavers." In From School to Unemployment?, 145–84. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18942-7_8.

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Van Damme, D., L. Van de Poele, and E. Verhasselt. "Functional Literacy Skills of School Leavers in Flanders." In Vocational and Adult Education in Europe, 423–29. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9269-7_25.

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Beltermann, Esther, Jill Ryan, and Stephen Billett. "The Impact of Interrupted Schooling: Recent School Leavers’ Accounts of Transitions." In Experience of School Transitions, 235–50. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4198-0_13.

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Anderson, Elizabeth M., Lynda Clarke, and Bernie Spain. "Satisfaction with vocational and other services for school leavers." In Disability in Adolescence, 290–318. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003347903-14.

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Schaufeli, W. B. "Unemployment and mental health in well- and poorly-educated school-leavers." In Studies in Operational Regional Science, 253–71. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-015-8080-9_17.

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Honess, Terry, and Ann Edwards. "Selves-in-Relation: School Leavers’ Accommodation to Different Interpersonal and Situational Demands." In Coping and Self-Concept in Adolescence, 69–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-75222-3_5.

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Okano, Kaori. "State Care and Control in Japan: The Employment Guidance and Referral Process for Secondary School Leavers." In The State and Caring, 162–85. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12755-9_8.

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Tarabini, Aina. "Naming and Blaming Early School Leavers: An Analysis of Education Policies, Discourses and Practices in Spain." In Power and Education, 146–66. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137415356_9.

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Vero, Josiane. "A Comparison of Poverty According to Primary Goods, Capabilities and Outcomes. Evidence from French School Leavers’ Surveys." In Fuzzy Set Approach to Multidimensional Poverty Measurement, 211–31. Boston, MA: Springer US, 2006. http://dx.doi.org/10.1007/978-0-387-34251-1_12.

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Hordósy, Rita. "International comparisons at the crossroads of policy, practice and research: The case of school leavers' and graduates' information systems." In Making Your Doctoral Research Project Ambitious, 221–30. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003201366-20.

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Conference papers on the topic "School leavers"

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French, Kate. "Stayers and Leavers: Parental Decision Making in a Volatile School Choice Environment." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1426719.

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Fazeena, J. F., Y. Ekanayaka, and K. P. Hewagamage. "Activity theory based analysis of mobile Language Learning among School Leavers of Sri Lanka." In 2015 Fifteenth International Conference on Advances in ICT for Emerging Regions (ICTer). IEEE, 2015. http://dx.doi.org/10.1109/icter.2015.7377715.

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Ekpereka Ibezim, Nnenna. "ICT Skill Needs of Nigerian Secondary School Leavers Towards Sustainable Economy and Peaceful Co-existence." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005455003860392.

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Mocanu, Cristina, and Madalina Ecaterina Popescu. "WHAT HAPPENS WITH EARLY SCHOOL LEAVERS ON THE LABOUR MARKET? THE CASE OF EASTERN AND CENTRAL EUROPE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1289.

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Monteiro, Rui Costa, and Ana Solange Leal. "Fostering creativity and entrepreneurhsip skills in lifelong learning context - An European approach for educating the educators of early school leavers." In 2011 7th International Conference on Next Generation Web Services Practices (NWeSP). IEEE, 2011. http://dx.doi.org/10.1109/nwesp.2011.6088217.

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Rehák, Štefan. "Akumulácia ľudského kapitálu nedávnych absolventov škôl v regiónoch Európy." In XXV. mezinárodní kolokvium o regionálních vědách. Brno: Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0068-2022-1.

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The article aims to explore the development of differences in the accumulation of human capital in European regions. Specifically, we analyze the human capital accumulation of recent school leavers through data on the average number of years of education in NUTS2 regions of Europe between 2000 and 2020. The results of the decomposition of Theil's T index point to a reduction in regional disparities in human capital in Europe. However, this is the result of reducing disparities between countries rather than between regions within countries. In Central and Eastern Europe, the increase in human capital has been linked to an increase in intra-regional disparities due to the concentration of educated young graduates in the capital regions. The results show that the uneven accumulation of human capital in the regions of Central and Eastern Europe will be an important determinant of the development of regional disparities in the future.
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POLCYN, Jan, and Bazyli CZYŻEWSKI. "POPULATION DENSITY IN RURAL AREAS AS A DRIVER OF THE HUMAN CAPITAL DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.042.

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Rural areas are typically characterised by uneven access to education and the resulting varying levels of pupils’ educational attainment. The inefficiency of the education system may lead to a decreased level of human capital development in the society. It is therefore vital to identify the factors responsible for the inefficiency of the education system and take steps to mitigate their negative impact. The aim of the present study is to determine the relationship between the population density in rural areas, the pupils’ average level of examination performance and the educational value added. The analyses were based on the exam results achieved by lower secondary school-leavers in 1,372 rural communes between 2012 and 2014. The original intention was to include all rural communes in the analysis. However, due to the incompleteness of the data concerning some of the communes, they were eventually excluded from the study. The final sample for analysis consisted of about 58% of all rural communes in Poland. The communes were divided into classes, based on the criterion of population density. The objects under study were arranged in an ascending order according to the value of the population density variable, and then divided into four classes (class A contained 25% of communes with the highest population density). The classes thus defined were used as a qualitative predictor in the subsequently performed ANOVA test. As a next step, contrasts were determined by applying a simple contrast to the analysed classes of communes. The analyses revealed that the highest examination results were achieved in the communes with the highest population density, while the lowest examination results were found in the communes with the lowest population density. This dependence may be indicative of educational negligence at lower levels of education, in this particular case - at the stage of primary school. The results of the analyses point to the need for expanding the network of nursery schools. To address the above problem, financial support should be provided from the state budget to social initiatives aimed at increasing the access to nursery schools, e.g. by creating an appropriate system of subsidies for nursery schools run by both local governments and private entities.
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Smith, Warren F., Michael Myers, and Brenton Dansie. "F1 in Schools: An Australian Perspective." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.

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The Australian Government and industry groups have been discussing the projected “skills shortage” for a number of years. This concern for the future is mirrored in many countries including the USA and the UK where the risk is not having sufficient skilled people to realise the projects being proposed. Growing tertiary qualified practicing engineers takes time and commitment but without the excitement of the possibility of such a career being seeded in the youth of the world, school leavers won’t be attracted to engineering in sufficient numbers. In response, one successful model for exciting school children about engineering and science careers is the international F1inSchools Technology Challenge which was created in the UK in 2002 and implemented in Australia in 2003. It is now run in over 300 Australian Schools and 33 countries. In the Australian context, the program is managed and promoted by the Reengineering Australia Foundation. It is supported and fostered through a range of regional hubs, individual schools and some exceptional teachers. Presented in this paper are some perspectives drawn particularly from the Australian experience with the program over 10 years — which by any measure has been outstanding. The F1inSchools model has been designed specifically through its association with Formula One racing to attract the intrinsic interests of students. It is based on the fundamentals of action learning. Role models and industry involvement are utilised as motivation modifiers in students from Years 5 to 12. While immersing children in project based learning, the program explicitly encourages them to engage with practicing mentors taking them on a journey outside their normal classroom experience. In this program, students have the opportunity to use the design and analysis tools that are implemented in high technology industries. Their experience is one of reaching into industry and creative exploration rather than industry reaching down to them to play in a constrained and artificial school based environment. Anecdotally F1inSchools has been very successful in positively influencing career choices. With the aim of objectively assessing the impact of the program, doctoral research has been completed. Some key findings from this work are summarized and reported in this paper. The children involved truly become excited as they utilise a vehicle for integration of learning outcomes across a range of educational disciplines with a creative design focus. This enthusiasm flows to reflective thought and informed action in their career choice. As a result of F1inSchools, students are electing to follow engineering pathways and they will shape tomorrow’s world.
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Stielau, Karl. "An Investigation into the Performance of First Year Students in Mathematics and Statistics as a South African University." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93208.

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Statistics departments, and indeed universities, in South Africa are at present in a considerable state of flux. If one examines the state of tertiary education in South Africa (S.A. henceforth) ten years ago the changes are evident to even a casual observer. Although for many years the traditionally liberal campuses have defied apartheid legislation in formulating admission policies, it is a fairly recent phenomenon that universities such as Natal, Cape Town, Rhodes and Witwatersrand have clearly stated their intention (often as a Mission Statement) to make both the student body and the staff correspond as closely as possible to the community in which each university finds itself. This has resulted in a long overdue change in the type of applicants for entrance, and in particular to Statistics courses, that these bodies receive. In Natal the position is exacerbated by the large number of school education departments that issue matriculation certificates to school leavers; these are meant to allow the individual to enter a university without further examination. The proliferation of such departments is a glaring legacy of apartheid and their incorporation into a single education department appears certain under a new political dispensation. During 1991 and 1992 the Statistics & Biometry Dept. at the University of Natal admitted students from: Natal Education Dept.; Department of Education and Training; KwaZulu Education Dept.; Joint Matriculation Board; House of Representatives; House of Delegates; Cape, Transvaal and Orange Free State Education Dept.'s; as well as a large number of "homeland" departments, such as Ciskei, Transkei, Venda, Bophutatswana and adjoining states, in particular Zimbabwe.
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Oyebode, Musibau Olabamiji. "Inclusive Tertiary Education: An Assessment of National Open University Community Study Centres’ Service Delivery." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8841.

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Conventional universities in Nigeria can no longer absorb the growing population of secondary school leavers desiring university education. National Open University of Nigeria came to the rescue in the early 21st century, yet the issue of access remains largely unresolved. With the recent opening of more community study centres across the nation, it is pertinent to gauge access with quality. Thus, this study assessed the provision of access to students, quality of tuition, facilities, graduation and attrition rates, and prospect of such centres. The objectives of the study were achieved using survey method involving qualitative and quantitative approaches for data gathering and analysis. Instruments of data collection include interviews, a set of questionnaire and academic records. Descriptive and inferential statistics were used through engagement of SPSS. Using Charles Wedemeyer’s theory of independent study, findings revealed that certain barriers in gaining access to tertiary education are overcome. Online facilitation, video lectures and quality course materials are used to fill the gap of face-face facilitation. Attrition rate is high due to limited access to e-library and internet connectivity. The 108 study centres are viable and have the capacity for sustenance. Government and communities need to continue collaboration to enhance quality service delivery.
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Reports on the topic "School leavers"

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Black, Sandra, Jane Arnold Lincove, Jenna Cullinane, and Rachel Veron. Can You Leave High School Behind? Cambridge, MA: National Bureau of Economic Research, January 2014. http://dx.doi.org/10.3386/w19842.

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Bibler, Andrew, Stephen Billings, and Stephen Ross. Does School Choice Leave Behind Future Criminals? Cambridge, MA: National Bureau of Economic Research, February 2023. http://dx.doi.org/10.3386/w30936.

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Ehrenberg, Ronald, Randy Ehrenberg, Daniel Rees, and Eric Ehrenberg. School District Leave Policies, Teacher Absenteeism, and Student Achievement. Cambridge, MA: National Bureau of Economic Research, March 1989. http://dx.doi.org/10.3386/w2874.

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Black, Sandra, Paul Devereux, and Kjell Salvanes. Too Young to Leave the Nest: The Effects of School Starting Age. Cambridge, MA: National Bureau of Economic Research, April 2008. http://dx.doi.org/10.3386/w13969.

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Cronin, Christopher, Matthew Harris, and Nicolas Ziebarth. The Anatomy of U.S. Sick Leave Schemes: Evidence from Public School Teachers. Cambridge, MA: National Bureau of Economic Research, April 2022. http://dx.doi.org/10.3386/w29956.

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Chen, Liming, David Raitzer, Rana Hasan, Rouselle Lavado, and Orlee Velarde. What Works to Control COVID-19? Econometric Analysis of a Cross-Country Panel. Asian Development Bank, December 2020. http://dx.doi.org/10.22617/wps200354-2.

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The paper examines the effects of nonpharmaceutical interventions on transmission of the novel coronavirus disease (COVID-19) as captured by its reproduction rate 𝑅t. Using cross-country panel data, the paper finds that while lockdown measures have strong effects on 𝑅t, gathering bans appear to be more effective than workplace and school closures. Ramping up the testing and tracing of COVID-19 cases is found to be especially effective in controlling the spread of the disease where there is greater coverage of paid sick leave benefits. Workplace and school closures are found to have large negative effects on gross domestic product compared with other measures, suggesting that a more targeted approach can be taken to keep the epidemic controlled at lower cost.
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Pritchett, Lant, and Marla Spivack. Understanding Learning Trajectories Is Key to Helping Adolescent Girls. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/032.

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There is a growing consensus among national governments and development partners about the importance of girls’ education. This is reflected in the UK government’s commitment to quality education for every girl for 12 years, and in targets for increasing girls’ schooling and learning adopted by the Group of 7 (G-7) countries at their meeting in mid-2021 (G7, 2021). The emergence of this consensus comes at a critical time. Education systems in low- and middle-income countries are facing a learning crisis, with many systems failing to equip children with the foundational skills they need to reach their full potential. Within this movement for girls’ education, much attention is focused on the unique challenges adolescent girls face, and on programmes to help girls stay in school. But designing interventions without sufficient understanding of the drivers of adolescent girls’ challenges will leave policy makers frustrated and girls unaided. To help adolescents reach their full potential, we must first understand what is undermining their progress in the first place. Understanding learning trajectories (how much children learn over time) is key to helping both today’s and tomorrow’s adolescent girls. This insight note briefly explains what learning trajectories are and then offers six analytical insights about learning trajectories that can inform education systems reforms to ensure that every girl meets her full potential.
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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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National report 2009-2019 - Rural NEET in Serbia. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrrs.2020.12.

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The situation of rural Youths Neither in Employment nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2010-2019) in Serbia is presen-ted in this report. The main criterion for analysis was the degree of urbanisation, where the comparison was done between rural areas, towns and suburbs, cities, and the whole country. The data available on EUROSTAT and the national Statistical office of Serbia were used as main resources for statistical interpretation. The statistical procedures used in the report rely on descriptive longitudinal analysis, using graphical displays (e.g. overlay line charts) as well as the calculation of proportional abso-lute and relative changes between observed years. The analysis of the youth population in Serbia aged 15-24 years in total as well as the youth population for different degrees of urbaisation, for the period 2010-2019, showed a de-creasing trend. In the period 2014-2019 (which is with available data for the case of Serbia) it can be ob-served that the youth employment rate is increasing in all areas of urbanisation. In contrast to the employment, the level of unemployment in Serbia is constantly decreasing in the period 2014-2019. This trend is similar for all three areas of urbanisation.The decrease in the number of early school leavers is registered in the case of entire Serbia, cities, and rural areas. The only trend of increasing of early school leavers’ rate is recorded for the towns and suburbs, for the observed period 2014-2019.In the period 2010-2019, the NEET rate is declining in Serbia for all three degrees of ur-banisation. In comparison to EU countries, Serbia is still significantly above the European average, but with a tendency of reducing the gap.
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National report 2009-2019 - Rural NEET in Montenegro. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrme.2020.12.

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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Edu-cation or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Montenegro. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characterisation of all indicators adopted the degree of urbanisation as a central criterion, enabling propor-tional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets. The analyses show that between 2011 and 2019, the youth population aged 15 to 29 years has been decreasing in Montenegro. Youth unemployment in rural areas is more noticeable, even though the youth unemployment rate is higher in cities. In the field of education, however, there was an absolute and relative reduction in the proportion of young people with lower qualifications and young people in the category of early school leavers in rural areas between 2011-2019. Finally, the proportion of NEETs in Montenegro is higher in rural areas, compared to urban regions, thus revealing territorial inequalities in access to employment and education opportunities.
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