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School Dropout Monitoring Slovakia CIES Conference, Honolulu March 2006. Center for Education Policy by Marcela Maslova [email protected] Defining School Dropouts on the compulsory education level. Difficulty to make the line between dropping out and truancy

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School Dropout MonitoringSlovakiaCIES Conference, HonoluluMarch 2006

Center for Education Policy

by

Marcela Maslova

[email protected]


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Defining School Dropouts on the compulsory education level

  • Difficulty to make the line between dropping out and truancy

  • International definitions of school dropouts are stricter - Slovakia officially does not acknowledge or record dropping out during 10-year-long compulsory education, i.e. typically between 6 -16 years of age

  • Slovakia definition: student leaving the school system without finishing primary school (grade 9)


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Recording of School Dropouts in Slovakia

  • Data collected by the Institute of Statistics and Prognosis in Education under the MoEd:

    • statistics available on student absenses per year,

    • statistics available on grade repetition,

    • statistics available on children completing compulsory education without finishing primary school.

      • Lack of data on dropouts prior to finishing compulsory education years.


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Stakeholder’s perspective

Question:

Who is responsible for the dropout problem in our country?


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The whole society: parents, teachers, school administrators, Ministry of Education.(Alzbeta Bernatova, National Pedagogic Institute)


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First of all the parent (or the guardian)! In a wider context also school and other institutions organizing leisure time activities of young people.(Miriam Trupova, Coordinator of criminal prevention, Regional Authority and Frantisek Sinka, Board of the Slovak Government – criminal prevention)


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This problem should be approached by new policy, novelisation of the law. I think that first of all Government and Ministry of Education is responsible. Then also teachers, principals, school administrators and parents.(Nora Lepejova, School Councelling Center)


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Family and Social Circumstances of Dropout Children novelisation of the law. I think that first of all Government and Ministry of Education is responsible. Then also teachers, principals, school administrators and parents.

  • Questionnaire conducted on a sample of 253 children, their parents and teachers

    • low education of parents: majority of parents of dropout children have only 8 years of school, only 1 % attended school for 16 years

    • large families: 63 % of dropout children come from families with 4 and more children

    • poverty: 97 % of the families of dropout children live on less than 20 000 SKK per month


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Predicators of dropping out novelisation of the law. I think that first of all Government and Ministry of Education is responsible. Then also teachers, principals, school administrators and parents.

  • Behavioral problems:

    • aggressiveness, psychological and emotional problems

  • Social relationships:

    • bad relationships with teachers, few or no friends in school

  • School motivation, school results:

    • low belief in value of education, passive in classroom

  • Family - school cooperation:

    • lack of communication, cooperation, support of education


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Slovakia‘s recent legislative measures and continued challenges

  • 2002 Amendment to the School Law:

    • position of teacher assistant introduced

    • preparatory grade included into school system

  • 2003 Regulation:

    • child benefits withheld if child has more than 15 hours of unexcused absense in school per month

  • Regional differences:

    • education, social and economic levels differ among regions

  • Roma community

    • UNDP data for 1999: 63 % without completed primary education

  • Insufficient and confusing system of education opportunities for school dropouts


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Recommendations challenges

  • New legislation: new school law, transparent and effective system of alternative second chance schools, courses, supporting school governance and local governments

  • Improving cooperation: community and social work and councelling, communication and cooperation between school and family, support cooperation between individual institutions

  • Supporting teacher education and in-service: individualized approach of children, interactive teaching methods to support school motivation and school results

  • Data collection: ensure system of information on school dropouts on a yearly basis prior finishing of compulsory education years

  • Create a clear and effective system of second chance schools and courses: allow alternative education pathways



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