Inclusive education and early school leaving in Bulgaria, Italy, Malta, Romania and Turkey comparative study
Küçük Resim Yok
Tarih
2020
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Taylor & Francis Online
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Early School Leaving (ESL) is a complex phenomenon caused by multidimensional factors spanning personal, social and economic problems. We carried out two online surveys with 796 teachers and 900 students from Bulgaria, Italy, Malta, Romania and Turkey completed standard electronic surveys. The teachers’ survey consisted of secondary school teachers from Bulgaria (N = 147), Italy (N = 105), Malta (N = 71), Romania (n = 261), and Turkey (N = 212). For the second survey, 250 secondary school students from Bulgaria, 109 from Italy, 67 from Malta and 401 students from Turkey took part in the study. From the teachers’ findings, cultural factors, school related factors, family issues, economic reasons, peer pressures and individual life accounts were all indicated as the causes of early school leaving in all 5 partner countries We crossed-examined the data from the teachers with those of their students. From the student survey, coming from families with difficult life experiences, having family responsibilities, having difficult relationships with other students and having little interest in the learning process were linked with early school leaving. The paper brings attention to the need to revisit educational and social policies in response to the significant number of children in Europe leaving school early with low level educational attainment.
Açıklama
Anahtar Kelimeler
Early School Leaving, Diversity in Education, Educational Neglect, Inclusivity in Education, Socio-emotional Wellbeing
Kaynak
Pastoral Care in Education
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
38
Sayı
2
Künye
Bademci, H.Ö., Sakmar-Balkan, E., Karadayı, E.F., Cefai, C., Alkan, C. & Warfa, N. (2020) Inclusive education and early school leaving in Bulgaria, Italy, Malta, Romania and Turkey comparative study. Pastoral Care in Education, Taylor & Francis Online. 38(2), s. 174-186.
