Has the ship sailed? The causes and consequences of school dropout from an ecological viewpoint

Koç, Muharrem; Zorbaz, Osman; Zorbaz, Selen Demirtaş

doi:10.1007/s11218-020-09568-w

Cited by 15 publications

(9 citation statements)

References 38 publications

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“…Unfortunately, after dropping out, most of them were forced to abandon their aspirations. In line with a study conducted in eastern Turkey reporting that participants were regretting dropping out as they thought that they would have had a better life if they have not dropped out (Koc et al, 2020). Some participants see themselves as people who lack any worth in the eyes of people in society, in addition to others describing themselves as having an -inferiority complex‖ or having -deviant behaviour‖.…”

Section: Discussionsupporting

confidence: 75%

“…One of the plausible approaches to explain school dropout is the ecological approach which suggests the association between the students and the various systems surrounding them. The ecological approach suggests that academic achievement, school adaptation, family involvement, gender, education policies, and school environment may play a role in school dropout (Bronfenbrenner, U., & Morris, 1998;Koc, Zorbaz, & Demirtas-Zorbaz).…”

Section: The Ecological Approach To School Dropoutmentioning

confidence: 99%

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Causes and Consequences of School Dropout in Kinshasa: Students’ Perspectives before and after Dropping out

Hubert Ngamaba,

Sedzo Lombo,

Lombo

et al. 2021

JAE

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Background: The question of students dropping out of school is one of the barriers to improving educational outcomes in low-income countries including the Democratic Republic of Congo (DRC). So far, fewer studies have looked at students' viewpoints to understand their motivation when it comes to school dropouts.Aims: This study is the first to explore the causes and consequences of school dropout in Kinshasa. Methods: Primary data was collected amongst people who dropped out of school before they had completed their secondary education in Kinshasa in the DRC. One hundred fifty participants were recruited from local communities by using a convenience sample. A descriptive data analysis was conducted to understand the main reasons behind and the impact of school dropout in Kinshasa.Results: Most participants (both genders: 32,6 %, males: 29.4%, and females: 35,4 %) said that they were responsible for dropping out of school. For both genders, several reasons for dropping out were reported: Peer influence (11.3%), Death of parent (10%), Academic failure (10%), Teacher's or other students' behaviours (10%), Economic reasons (9.3%), Health reasons (8.6%). For females, unwanted pregnancy, rape, or early marriage (8%), and males, being involved in sport and music (17.6%).Conclusions and recommendations: The DRC government should encourage vocational education and training to reduce school dropout rates. Vocational education and training may give chance to some students who are not willing or having enough income to pursue academic education and may help those who like to learn practical skills for a quick entry into employment. More needs to be done to reduce school dropout in DR Congo and further research should focus on how to support those who are vulnerable.

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Section: Discussionsupporting

confidence: 75%

Section: The Ecological Approach To School Dropoutmentioning

confidence: 99%

Causes and Consequences of School Dropout in Kinshasa: Students’ Perspectives before and after Dropping out

Hubert Ngamaba,

Sedzo Lombo,

Lombo

et al. 2021

JAE

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“…Understanding what determines AA is essential, particularly for the benefit of low achievers with enduring academic difficulties, who tend to be at risk of dropping out and suffering problems in adulthood [16]. School dropout is linked to poverty, social exclusion, and obstacles to pursuing a prosperous professional career [17]. High school completion is fundamental to achieving a successful professional career or university education, as it is mandatory in most developed countries, including Portugal.…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

Determinants of academic achievement: How parents and teachers influence high school students’ performance

Nunes¹,

Oliveira²,

Castelli³

et al. 2023

Heliyon

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“…ISCED level 5 and above; Eurostat, 2022). The reasons for students to drop out of school are complex, involving both individual and environmental factors (i.e., a range of risk factors; Gren‐Landell, 2021; Havik & Ingul, 2022; Van Den Berghe, Vandevelde, et al., 2022), while the consequences of dropping out can lead to a range of life‐course problems, such as higher rates of unemployment, poverty, juvenile crime, single parenthood, political and social apathy, and lost tax revenues from unemployment (Archambault et al., 2022; Klein et al., 2022; Koc et al., 2020). In large parts of the world, a degree is deemed to be the ultimate goal of education as it increases opportunities in the labour market and in further tertiary education (cf.…”

Section: Introductionmentioning

confidence: 99%

Supporting second chance education: Drop‐in students' views on educational barriers and needs to study

Van Den Berghe,

Naert,

Vandevelde

et al. 2024

Euro J of Education

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In many Western societies, earning a degree is considered an ultimate educational achievement. Second chance education (SCE) serves as a distinct pathway for those who have dropped out of school, allowing them to re‐enter the educational system. Understanding the specific obstacles and needs of students in SCE is crucial for providing better‐tailored support. However, limited knowledge exists about the challenges faced by students seeking to enrol in SCE. This qualitative study conducted in‐depth interviews with 28 drop‐in students (Mage = 30) to explore these barriers and needs. Identified barriers span institutional, situational, environmental, and life‐course levels. Primary needs centre around warm and accessible teachers, as well as flexible, student‐focused learning options. The results underscore the value and significance of second chance education as a unique pedagogical context for drop‐in students. It also emphasizes that the insights gained from SCE can inform improvements in regular, first‐chance education, serving diverse student populations. Lastly, SCE serves as a societal mirror, urging a re‐evaluation of the broader discourse in education. Overall, this study calls for more appreciation of SCE, acknowledging and recognizing its unique pedagogical context, dedicated teachers, and determined students.

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Has the ship sailed? The causes and consequences of school dropout from an ecological viewpoint

Cited by 15 publications

References 38 publications

Causes and Consequences of School Dropout in Kinshasa: Students’ Perspectives before and after Dropping out

Causes and Consequences of School Dropout in Kinshasa: Students’ Perspectives before and after Dropping out

Determinants of academic achievement: How parents and teachers influence high school students’ performance

Supporting second chance education: Drop‐in students' views on educational barriers and needs to study

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