Lamb / Markussen / Teese School Dropout and Completion

International Comparative Studies in Theory and Policy
1. Auflage 2010
ISBN: 978-90-481-9763-7
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 410 Seiten

School dropout remains a persistent and critical issue in many school systems, so much so that it is sometimes referred to as a crisis. Populations across the globe have come to depend on success at school for establishing careers and gaining access to post-school qualifications. Yet large numbers of young people are excluded from the advantages that successful completion of school brings and as a result are subjected to consequences such as higher likelihood of unemployment, lower earnings, greater dependence on welfare and poorer physical health and well-being. Over recent decades, most western nations have stepped up their efforts to reduce drop out and raise school completion rates while maintaining high standards. How school systems have approached this, and how successful they are, varies. This book compares the various approaches by evaluating their impact on rates of dropout and completion. Case studies of national systems are used to highlight the different approaches including institutional arrangements and the various alternative secondary school programs and their outcomes. The evaluation is based on several key questions: What are the main approaches? How do they work? For whom do they work? And, how successful are they in promoting high rates of completion and equivalent outcomes for all? This book examines the nature of the dropout problem in advanced industrialized countries with the goal of developing a broader, international understanding that can feed into public policy to help improve completion rates worldwide.

Autoren/Hrsg.

Lamb, Stephen

Markussen, Eifred

Teese, Richard

Sandberg, Nina

Polesel, John

Inhaltsverzeichnis

1;Acknowledgements;6
2;Contents;8
3;List of Tables;10
4;List of Figures;12
5;Contributors;16
6;Role of Editors;20
7;Chapter 1: School Dropout and Completion: An International Perspective;22
7.1;Introduction;22
7.2;Defining and Measuring Completion and Dropout;25
7.3;Social Inequality and School Completion;30
7.4;Modern Growth in School Completion;31
7.5;Plan of the Book;35
7.6;References;37
8;Part I:Structures and Pathways;40
8.1;Chapter 2: Pathways to School Completion: An International Comparison;41
8.1.1;School-Based Pathways;42
8.1.1.1;Differences in Provision;42
8.1.2;Academic Pathways to Graduation;45
8.1.3;Alternative Pathways;71
8.1.3.1;Impact of Alternative Pathways;76
8.1.4;Pathways to Completion for School Dropouts;83
8.1.4.1;Upper Secondary Credential Equivalents;84
8.1.4.2;Apprenticeship Qualifications;85
8.1.4.3;Vocational Education Qualifications;87
8.1.5;Conclusion;89
8.1.6;References;90
9;Part II:Case Studies;94
9.1;Introduction to the European Education Systems;95
9.2;Chapter 3: The Question of School Dropout: A French Perspective;97
9.2.1;Introduction;97
9.2.2;The French Context of Schooling: A Centralised System, Strongly Hierarchical and Recently Transformed to a Mass System;98
9.2.2.1;Lower Secondary Education: Junior High School (Collège);98
9.2.2.2;General and Technological Education;99
9.2.2.3;Vocational Training: Institutional Duality;100
9.2.2.3.1;Vocational Senior High School and Apprenticeship Centres;100
9.2.2.4;Qualifications;101
9.2.3;Graduation Rates: Trends Over Time;102
9.2.3.1;Democratisation: Qualitative or Quantitative?;102
9.2.3.2;An Increasingly Qualified Population;104
9.2.4;School Dropout in France: An Overview of What We Know;104
9.2.4.1;School Dropout Meaning What?;104
9.2.4.2;Fluidity in the Measure, and Measurement of Flows;105
9.2.4.3;Who Are the Dropouts? A Statistical Profile;106
9.2.4.4;Analyses of the Dropout Phenomenon in French Sociology;108
9.2.4.5;Conceptualising Dropping Out as a Process;108
9.2.4.6;The Role of the Institution;109
9.2.5;Public Policies and Programs Put in Place to Reduce Dropout;109
9.2.5.1;System Level;110
9.2.5.2;School Level;110
9.2.5.3;Individual Level;111
9.2.5.4;A Brief History of Intervention;111
9.2.5.5;Prevention Measures Under Mission Générale d’Insertion, MGI;112
9.2.5.6;Training Programs Under Mission Générale d’Insertion, MGI;112
9.2.5.7;Alternative Pathways;114
9.2.6;Critical Views;114
9.2.6.1;What ‘Lines of Action’ Are Needed for Reconnection with School?;115
9.2.7;References;115
9.3;Chapter 4: School Dropout and Completion in Spain;117
9.3.1;What Are the Main Features of Spain’s Upper Secondary Education and Training Provision?;117
9.3.2;What Are the Main Rates of School Graduation or Dropout? Have These Changed from Previous Decades?;119
9.3.3;Who Graduates and Who Drops Out?;124
9.3.4;Programs, Policies and Practices to Reduce Dropout;128
9.3.5;References;132
9.4;Chapter 5: Towards Compulsory Participation in England;134
9.4.1;Introduction;134
9.4.2;Compulsory Education in England;136
9.4.3;Post-Compulsory Education and Training in England;140
9.4.4;Gender Segregation in Education, Training and Work;145
9.4.5;Conclusion;148
9.4.6;References;150
9.5;Chapter 6: Participation in Post-Compulsory Learning in Scotland;153
9.5.1;Introduction;153
9.5.2;The Scottish Education System;155
9.5.3;The Level, Trend and Distribution of Post-Compulsory Participation;158
9.5.4;Culturalist Strategies;162
9.5.5;Rationalist Strategies;164
9.5.6;Developmentalist Strategies;166
9.5.7;Discussion;167
9.5.8;References;168
9.6;Chapter 7: Germany’s Education System and the Problem of Dropouts: Institutional Segregation and Program Diversification;171
9.6.1;Introduction;171
9.6.2;Main Features of Secondary Education and Training Provision;172
9.6.2.1;Secondary Level 1;172
9.6.2.2;Secondary Level II;174
9.6.3;Rates of School Graduation and Dropout;175
9.6.3.1;Grade Repeating and School Dropouts;175
9.6.3.2;Training Dropouts;178
9.6.3.3;Dropouts – Differentiated According to School Type, Gender, Nationality and Socioeconomic Status;180
9.6.4;Explanations for Dropouts in Germany;181
9.6.5;Prevention and Reduction of Dropout Numbers in Germany;182
9.6.5.1;Reduction of School Dropouts;182
9.6.5.2;Reduction of Training Dropouts;182
9.6.5.3;Alternative Pathways;183
9.6.6;Policies on Three Different Levels Aiming at Prevention of Dropout;184
9.6.7;References;185
9.7;Chapter 8: School Dropout in Secondary Education: The Case of Poland;188
9.7.1;Introduction;188
9.7.2;Changes in Poland’s Contemporary Educational System;188
9.7.3;The Contemporary Educational System in Poland;190
9.7.4;Selection Processes in Secondary Schooling;193
9.7.5;Students’ Educational Aspirations;196
9.7.6;(Potential) School Dropout in Upper Secondary Education;198
9.7.7;Mechanisms of Assistance for Students at Risk;201
9.7.8;Conclusions;203
9.7.9;References;204
9.8;Chapter 9: School Dropout and Completion in Switzerland;206
9.8.1;Introduction;206
9.8.1.1;The Contextual Framework: The Swiss Education System;207
9.8.1.2;The Current Reforms in the Swiss Education System;209
9.8.1.3;The Target: 95% of Teenagers with a Diploma of Post-Compulsory Education by 2015;210
9.8.1.4;Trends in Lower Vocational Training;212
9.8.1.5;Number and Types of Firms Providing Apprenticeships Is Changing;212
9.8.1.6;Costs and Benefits of Apprentice Training;213
9.8.1.7;Number and Types of Apprenticeship Contracts;214
9.8.1.8;Apprentices’ Satisfaction with Their Field of Training;215
9.8.1.9;The Transitional Programs;217
9.8.1.10;Young People Without a Post-Compulsory Diploma;219
9.8.2;Conclusion;222
9.8.3;References;224
9.9;Introduction to the Nordic Education Systems;227
9.10;Chapter 10: Dropout and Completion in Upper Secondary Education in Finland;229
9.10.1;The Structure of the Finnish Educational System;229
9.10.2;Finland at the Top of the World Rankings;232
9.10.3;The Main Patterns of Post-Compulsory Graduation and Dropping Out;233
9.10.4;Main Predictors of Dropping Out;235
9.10.5;Programs, Policies and Practices in Reducing Dropout in Finland;238
9.10.6;Some Conclusions and Widening the Perspective: Finland – Not at the Top After All?;242
9.10.7;References;244
9.11;Chapter 11: Dropout in a Small Society: Is the Icelandic Case Somehow Different?;247
9.11.1;Icelandic Education;247
9.11.1.1;Upper Secondary School in Iceland;249
9.11.1.2;Tertiary Education;253
9.11.2;Patterns of School Dropout;254
9.11.3;Why Do Students Drop Out? Theorisation and Explanations;255
9.11.3.1;The System Perspective;256
9.11.3.2;The School Perspective;257
9.11.3.3;The Individual’s Perspective;257
9.11.4;Programs, Policies and Practices for Reducing Dropout;259
9.11.4.1;Prevention Measures;259
9.11.4.2;Remedial Initiatives;261
9.11.5;Conclusions and Future Perspectives;262
9.11.6;References;263
9.12;Chapter 12: Early Leaving, Non-Completionand Completion in Upper Secondary Education in Norway;266
9.12.1;Introduction;266
9.12.1.1;The Structure of Upper Secondary Education and Training;266
9.12.1.2;The Main Pathways;267
9.12.1.3;Governance of Upper Secondary Education;269
9.12.2;Main Patterns of Early Leaving, Non-Completion and Completion;270
9.12.3;Main Predictors of Early Leaving, Non-Completion and Completion;273
9.12.4;Completion, Non-Completion and Early Leaving Among Apprentices;274
9.12.5;Understanding Completion, Non-Completion and Early Leaving;275
9.12.5.1;Policies to Reduce Early Leaving and Non-Completion;279
9.12.6;References;282
9.13;Introduction to the New World Education Systems;285
9.14;Chapter 13: High School Dropouts in the United States;287
9.14.1;Introduction;287
9.14.2;The United States Educational System;287
9.14.3;Trends in Dropout and Graduation Rates;291
9.14.4;Why Do Students Drop Out?;295
9.14.4.1;Individual Factors;295
9.14.4.2;Institutional Factors;296
9.14.4.3;Families;297
9.14.4.4;Schools;297
9.14.4.5;Communities;298
9.14.5;Responding to the Dropout Crisis;299
9.14.5.1;Programmatic Strategies;300
9.14.5.2;Institutional Strategies;300
9.14.5.3;Systemic Reform Strategies;302
9.14.6;Conclusion;303
9.14.7;References;304
9.15;Chapter 14: Educational Systems and School Dropout in Canada;307
9.15.1;Introduction;307
9.15.2;Compulsory and Post-Compulsory Education in Canada;308
9.15.2.1;Pre-School to Secondary Education;308
9.15.2.2;Post-Secondary Education;311
9.15.2.3;Alternative Pathways;311
9.15.3;First-Nation Education Structure;313
9.15.4;The High School Diploma in Canada: Forms and Requirements;313
9.15.5;Patterns of School Graduation and Dropout in Canada;314
9.15.5.1;Calculating Canada’s Graduation/Dropout Rate: What are the Challenges?;315
9.15.5.2;Canada’s Graduation and Dropout Rates;315
9.15.5.2.1;Graduation Rate;315
9.15.5.2.2;High School Completion Rates Based on Cohorts;317
9.15.5.2.3;Dropout Rate;317
9.15.5.2.4;Relations Between Graduation, Dropout Rates and Learning;319
9.15.5.2.5;Rate of ‘Continuers’ Returning to School After Dropping Out;319
9.15.6;Determinants of School Graduation and Dropout in Canada;320
9.15.6.1;Economic Factors;322
9.15.6.2;Socio-Demographic Factors;322
9.15.6.3;School Environment;323
9.15.6.4;Family Structure and Functioning;323
9.15.6.5;Psycho-Social Adjustment;323
9.15.6.6;Individual School Experience;324
9.15.6.7;The Heterogeneous Dropout;324
9.15.7;Policy and Programming to Prevent Dropout;325
9.15.7.1;Pre-Elementary and Pre-Kindergarten Education;326
9.15.7.2;Focus on (Early) Literacy;327
9.15.7.3;School Improvement;327
9.15.7.4;School Health and Safety (in) Schools;327
9.15.7.5;School-Family-Community Collaboration;328
9.15.8;Conclusion;328
9.15.9;References;329
9.16;Chapter 15: School Dropout and Completion in Australia;333
9.16.1;Main Features of Post-Compulsory Provision;334
9.16.1.1;Programs;334
9.16.1.2;Schools;336
9.16.2;Patterns of Year 12 Completion;338
9.16.2.1;Measures;338
9.16.2.2;Trends in Completion;338
9.16.2.3;Demographic Patterns of School Completion;340
9.16.2.4;Factors Influencing Year 12 Completion;341
9.16.2.4.1;Political and Economic Context;342
9.16.2.4.2;Student and School Contexts;343
9.16.3;Policies to Raise Completion Rates;344
9.16.3.1;System-Level Initiatives;344
9.16.3.2;School-Level Policies;346
9.16.4;Pathways for Dropouts;346
9.16.5;Conclusion;348
9.16.6;References;349
10;Part III:Programs, Equity and Policy;352
10.1;Chapter 16: Vocational Education and Training in France and Germany: Friend or Foe of the Educationally Disadvantaged?;353
10.1.1;Introduction;353
10.1.2;France;355
10.1.3;Germany;357
10.1.4;Different Systems, Common Functions;361
10.1.5;Going Forward;363
10.1.6;References;365
10.2;Chapter 17: Pathways to Completion for School Dropouts;367
10.2.1;Introduction;367
10.2.2;Vocational Education Pathways;368
10.2.3;Adult and Community Education Pathways;371
10.2.3.1;Dropouts in Schools for Adults;371
10.2.3.2;What Happens to Dropouts in Adult Education Settings?;373
10.2.4;Conclusion;374
10.2.5;References;375
10.3;Chapter 18: School Dropout and Inequality;378
10.3.1;Introduction;378
10.3.2;Influences on Dropout and Completion;379
10.3.2.1;Conceptual Model of Dropout and Completion;383
10.3.3;SES Differences and Inequality Across Nations;385
10.3.3.1;Dropout and Completion;391
10.3.4;Explaining International Differences;393
10.3.5;References;398
10.4;Chapter 19: Policies to Reduce School Dropoutand Increase Completion;400
10.4.1;Introduction;400
10.4.2;Types of Policies;401
10.4.3;Individual and School-Level Policies;402
10.4.4;System-Level Policies;403
10.4.4.1;Counselling and Career Guidance;404
10.4.4.2;Income Support;405
10.4.4.3;Raising the Compulsory School-Leaving Age;405
10.4.4.4;Vocational Education as a Program for Reducing Dropoutand Increasing Completion;407
10.4.4.5;Diversified Qualifications and Extended Schooling;408
10.4.4.6;Systemic Reforms;410
10.4.5;Reducing Dropout and Raising Completion in All Systems;411
10.4.6;References;414
11;Index;416