Monitoring Drop Outs. Albania, Kazakhstan, Latvia, Mongolia, Slovakia, and Tajikistan Virginija Budiene Education Policy Center, Vilnius University, Lithuania 50th Anniversary Conference of the Comparative and International Education Society (CIES) Hawaii, March 14-18, 2006.
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Albania, Kazakhstan, Latvia, Mongolia, Slovakia, and Tajikistan
Education Policy Center, Vilnius University, Lithuania50th Anniversary Conference of the Comparative and International Education Society (CIES)Hawaii, March 14-18, 2006
Monitoring Drop Outs
Monitoring Initiative of the Network of Education Policy Centers
Supported by Education Support Program of the Open Society Institute
The study indicated:
Dropouts: Common pitfalls
There were three main limitations to the survey:
Consequently, this cannot be considered a rigorous comparative survey.
However, it has value as an exploratory study and it provides insights into an under-explored phenomenon from a perspective closer to those who feel it most.
Dropouts: common reasons
International overview ( by Johanna Crighton) and country reports by each of the six NGO Policy Centres that include recommendations for local policy makers can be found at:
It is not enough to measure the size of the problem of non-attendance or drop-out, or to count – however accurately – how many youngsters of compulsory education age are not in school.
The key point is that all these children should be in school; and if they are not, where are they? And who are they?
Why are they not where society intends them to be, for their own good as well as for the good of society?
Once we have a clearer understanding of these questions, we can start to think about answers:
answers that go beyond the simple responses of compulsory schooling laws, enforcement, and data collection on school attendance.
Different Faces in Different Countries
A child who has dropped out from school:
Based on the results of the survey, the following are the most common reasons why children drop out. They are broadly categorized into reasons that are considered as policy focus areas and understudied areas.