scholarly journals Exploring how Early School Dropouts Cope as Survivalist Entrepreneurs: A Case Study

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Dr Thulani E. Mhlongo
Keyword(s):  
School Dropouts ◽  
Early School

Students’ Perceptions of Early School Leaving: A Moroccan Case Study

2020 ◽  
Author(s):  
Aicha El Alaoui ◽  
Naicker Sigamoney ◽  
Ambalika Dogra
Keyword(s):  
Early School Leaving ◽  
Early School

scholarly journals Exploring and Expanding the Category of ‘Young Workers’ According to Situated Ways of Doing Risk and Safety—a Case Study in the Retail Industry

2013 ◽  
Vol 3 (3) ◽  
pp. 219 ◽  
Author(s):  
Mette Lykke Nielsen ◽  
Johnny Dyreborg ◽  
Pete Kines ◽  
Kent J. Nielsen ◽  
Kurt Rasmussen
Keyword(s):  
Young Adult ◽  
Individual Characteristics ◽  
Skilled Workers ◽  
School Dropouts ◽  
Cognitive Limitations ◽  
Age Related ◽  
Group Interviews ◽  
Student Workers ◽  
Retail Workers

Young adult workers aged 18–24 years have the highest risk of accidents at work. Following the work of Bourdieu and Tannock, we demonstrate that young adult workers are a highly differentiated group. Accordingly, safety prevention among young adult workers needs to be nuanced in ways that take into consideration the different positions and conditions under which young adult workers are employed. Based on single and group interviews with 26 young adult workers from six various sized supermarkets, we categorize young adult retail workers into the following five distinct groups: ‘Skilled workers,’ ‘Apprentices,’ ‘Sabbatical year workers,’ ‘Student workers,’ and ‘School dropouts.’ We argue that exposure to accidental risk is not equally distributed among them and offer an insight into the narratives of young adult workers on the subject of risk situations at work. The categorizations are explored and expanded according to the situated ways of ‘doing’ risk and safety in the working practices of the adult workers. We suggest that the understanding of ‘young’ as an age-related biological category might explain why approaches to prevent accidents among young employees first and foremost include individual factors like advice, information, and supervision and to a lesser degree the structural and cultural environment wherein they are embedded. We conclude that age cannot stand alone as the only factor in safety prevention directed at workers aged 18–24 years; if we do so, there is a risk of overemphasizing age-related individual characteristics such as awareness and cognitive limitations before structural, relational, and hierarchical dimensions at the workplace.

THE “SCHOOL. MY CHANCE!” PROJECT – A CASE STUDY FOR PREVENTING PUPILS’ SCHOOL DROPOUT IN ROMANIA

2012 ◽  
Vol 43 (1) ◽  
pp. 7-14
Author(s):  
Valentin Cosmin Blândul
Keyword(s):  
Personal Development ◽  
School Dropout ◽  
Learning System ◽  
Formal Learning ◽  
School Year ◽  
School Subjects ◽  
Early School ◽  
The University ◽  
Short Time

Pupils’ school dropout could be defined as an early and final abandonment of school before graduation, which prevents the pupil from registering in the following stage of education, losing in this way the possibility of benefiting from a proper and higher education. The statistics show that, unfortunately, in recent years school dropout rates have been increasing among secondary school pupils. The University of Oradea and The Bihor County School Inspectorate, Romania, have implemented a project called “School. My chance!” The aim of the project was to prevent and reduce the phenomenon of early school leaving by 100 pupils. The pupils attended five schools in Avram Iancu, Bogei, Carasau, Les and Suncuius, all village in Bihor, Romania, and were identified with higher school dropout risks. This paper proposes to present the partial results obtained at the end of the first period of the project implementation – the second semester of the 2010 / 2011 school year. The sample was represented by those 100 pupils from the above mentioned schools, who were included in Cognitive Therapy, implemented with the help of the project. The method consisted of analysing and comparing the pupils' school marks at the beginning and at the end of the relevant period. The results proved that, after one school semester, the pupils' marks remained rather unchanged, but in a few specific cases (schools or school subjects) small progresses were made. These results can, however, be seen as a significant success, because in education it is very difficult to obtain some spectacular improvements in such a short time and the most important aim of our project was to help those pupils to remain in the formal learning system so that that the positive conditions were created for their personal development. Key words: formal learning system, prevention, school dropout, school performance.

scholarly journals Assumptions vs the reality – a case study on developing writing in a foreign language at the level of early school education in Poland and Lithuania

2019 ◽  
Vol 45 (2) ◽  
pp. 102-112
Author(s):  
Paula Budzyńska ◽  
Gerda Mazlaveckiene
Keyword(s):  
Foreign Language ◽  
National Level ◽  
Writing Skills ◽  
School Education ◽  
The Core ◽  
Scientific Background ◽  
Early School

The study aims at providing a potential answer to the question about the extent to which selected currently available ELTs for early school education in Poland and Lithuania allow developing pupils’ writing skills in English described in the most recent academic studies and official regulations at both European (e.g. the CEFR Volume Companion) and national level (e.g. the Core Curriculain the countries in question). The analysis of selected ELTs is performed with the use of a model created by the authors and based on the scientific background and the aforementioned documents. The study demonstrates changes that should be introduced to the content of the examined textbooks in order to make them possibly the most compliant with researchers’ stands and valid recommendations, for instance, (1) it would apparently be beneficial to diversify the types of writing activities included in the chosen ELTs, and (2) pupils could significantly benefit from introducing to the analysed textbooks more writing activities referring to their experience.

scholarly journals AS CAUSAS DA EVASÃO ESCOLAR: estudo de caso de uma escola pública de Ensino Fundamental no município de Acará – PA

2017 ◽  
Vol 2 (6) ◽  
pp. 367
Author(s):  
Marcos Jonatas Damasceno da Silva
Keyword(s):  
Elementary School ◽  
Adult Education ◽  
Primary Education ◽  
School Year ◽  
Early School ◽  
The Family ◽  
Education School ◽  
Educación Primaria ◽  
The City

A educação brasileira apresenta diversos problemas e um dos que mais aflige a escola no Brasil é a evasão, uma vez que todo ano é grande o número de alunos que iniciam o ano letivo e não o concluem por diversos motivos. Este trabalho tem como objetivo identificar quais os principais motivos que levaram os alunos de quatro turmas da modalidade Educação de Jovens e Adultos (EJA) do Ensino Fundamental de uma escola pública no município de Acará, no estado do Pará, a não concluírem o ano letivo de 2015. Nesse sentido, foi realizada uma pesquisa nas quatro turmas, a saber: 3ª Etapa 01, 3ª Etapa 02, 4ª Etapa 01 e 4ª Etapa 02. Esta pesquisa foi feita com universo de 50 alunos evadidos. Os resultados demonstraram que, para 34% dos alunos entrevistados, a necessidade de trabalhar foi o motivo para não concluírem o ano letivo de 2015; para 26% o motivo foi a falta de professores devido às greves da categoria; para outros 26%, foi a falta de interesse do próprio aluno em dar continuidade aos estudos e, para 14% dos discentes, não concluíram o ano letivo devido às dificuldades em acompanhar os conteúdos ministrados pelos professores. Desse modo, esforços são necessários no tratamento deste problema que não pode mais ficar restrito à sala de aula e ao professor, mas deve ser compartilhado para que assim se possa reduzir o abandono escolar, através da atuação conjunta do Estado, da família, do aluno e do corpo docente.Palavras-chave: Educação Brasileira; Educação de Jovens e Adultos; Abandono Escolar.THE CAUSES OF SCHOOL EVASION: a case study of a public elementary school in the city of Acará – PAABSTRACTBrazilian education presents several problems and one of the most afflicting school in Brazil is truancy, as every year, in our schools, a large number of students who start the school year and not conclude for several reasons. This study aims to identify the main reasons students from four classes of the sport Youth and Adult Education (EJA) of primary education in a public school in the municipality of Acará, in Pará state, not to complete the school year 2015. In this sense, a survey in the four groups was held, namely 3ª Etapa 01, 3ª Etapa 02, 4ª Etapa 01 e 4ª Etapa 02. This survey was conducted with 50 students escaped universe. The results showed that 34% of interviewed students, the need to work was the reason for not finishing the school year 2015; to 26% the reason was the lack of proper teachers strikes category; for another 26%, was the lack of interest of the students themselves to give continuity to studies and 14% of students, the cause for not having completed the school year were the difficulties in following the content taught by teachers. Thus, efforts are needed in the treatment of this problem can no longer be restricted to the classroom and the teacher, but should be shared so that it can reduce early school leaving through the joint efforts of the state, the family, the student and faculty.Keywords: Brazilian Education; Youth and Adult Education; School Drop-out.LAS CAUSAS DE LA DESERCIÓN ESCOLAR: un estudio de caso de una escuela pública en la escuela primaria en el municipio de Acará – PARESUMENLa educación brasileña presenta varios problemas y uno que más afecta a la escuela en Brasil es el absentismo escolar, como todos los años, en nuestras escuelas, un gran número de estudiantes que comienzan el año escolar y no concluye por varias razones. Este estudio tiene como objetivo identificar las principales razones por las cuales los estudiantes de cuatro clases de este deporte Educación de los Jóvenes y Adultos (EJA) de la educación primaria en una escuela pública en el municipio de Acará, en el estado de Pará, no completar el año escolar 2015. En este sentido, se llevó a cabo una encuesta en los cuatro grupos, a saber, 3ª Etapa 01, 3ª Etapa 02, 4ª Etapa 01 y 4ª Etapa 02. Esta encuesta se realizó con 50 estudiantes escaparon universo. Los resultados mostraron que el 34% de los estudiantes entrevistados, la necesidad de trabajo fue la razón por no haber terminado el año escolar 2015; al 26% la razón fue la falta de maestros adecuados golpea la categoría; otro 26%, fue la falta de interés de los propios estudiantes para dar continuidad a los estudios y el 14% de los estudiantes, la causa por no haber completado el ciclo escolar fueron las dificultades en el seguimiento de los contenidos impartidos por los profesores. Por lo tanto, se necesitan esfuerzos en el tratamiento de este problema ya no puede limitarse a la clase y el profesor, pero deben compartirse de manera que pueda reducir el abandono escolar a través de los esfuerzos conjuntos del estado, la familia, el estudiante y la facultad.Palabras clave: Educación brasileña; Educación de los Jóvenes y Adultos; Abandono Escolar.

scholarly journals Students’ perceptions of early school leaving: A Moroccan case study

2021 ◽  
Vol 4 (1) ◽  
pp. 100203
Author(s):  
Aicha EL Alaoui ◽  
Naicker Sigamoney ◽  
Ambalika Dogra
Keyword(s):  
Early School Leaving ◽  
Early School
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