Age and Social Background as Predictors of Dropout in Second Chance Education in Germany

Schuchart, Claudia; Schimke, Benjamin

doi:10.1177/07417136211046960

Cited by 4 publications

(4 citation statements)

References 48 publications

(62 reference statements)

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“…Age has been linked to school dropout in certain research studies. In higher education, older students departed school more frequently than younger students [16][17][18][19].…”

Section: Drop-out Determinantsmentioning

confidence: 99%

Drop-out determinants that influence the out-of-school youth in Iligan City and Lanao Del Norte in the Philippines

Dumadag,

Silor,

Capuno

et al. 2023

ijirss

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The youth represent a significant source of hope for a developing country such as the Philippines. Adolescents show a lack of interest in pursuing education leading to high dropout rates. Many researchers have conducted several studies to determine why students stop schooling. This study aimed to investigate the dropout determinants that influence out-of-school youth in Iligan City and Lanao Del Norte. Purposive sampling was used. Two hundred (200) out-of-school youth from Iligan City and Lanao Del Norte were the participants of this study. The researchers used a Likert scale survey questionnaire to collect the data. In addition, the researcher used descriptive analysis to calculate the median and frequency. The results found that academic experience especially boredom in the classroom was the leading dropout determinant influencing out-of-school youth. The other factor was family financial support. The study recommends that the government, non-government organizations and all stakeholders not only focus on providing financial assistance to students but also consider the students' learning experience inside the classroom. Academic boredom is a serious issue that requires immediate solutions.

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“…Age has been linked to school dropout in certain research studies. In higher education, older students departed school more frequently than younger students [16][17][18][19].…”

Section: Drop-out Determinantsmentioning

confidence: 99%

Drop-out determinants that influence the out-of-school youth in Iligan City and Lanao Del Norte in the Philippines

Dumadag,

Silor,

Capuno

et al. 2023

ijirss

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show abstract

“…Grading is to be seen as a "social practice" in which a number of factors, including student behavior, normative orientations, and classroom procedures are evaluated (Filer, 2000;Lintorf, 2012). For second-chance education, it can be shown that -controlling for indicators of achievement 2 -previous school-type affiliation strongly influences grades in main subjects at the end of the first semester of academic SCE, and, indirectly, grade development in the following years (Schuchart & Schimke, 2021). Former Gymnasium students have an advantage over students from other school types.…”

Section: Summary and Research Questionmentioning

confidence: 99%

“…In the German context, we focus on the Zweiten Bildungsweg [second-chance education] (Harney, 2018, see Figure 1) which offers adults the opportunity to catch up on the eligibility to study. High drop-out rates of around 50% show that a large proportion of students fail to meet the requirements of academic SCE, among them many students who previously attended a non-academic type of school with low requirements (Schuchart & Schimke, 2021). In this article we explore the role that previous school type affiliations might play in success in later educational stages.…”

Section: Introductionmentioning

confidence: 99%

Academic Second-Chance Education: Correction or Consolidation of Early Selection?

Bühler-Niederberger¹,

Schuchart²

2023

Studia paedagogica

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This article develops a theoretical approach by arguing that success in academic secondchance education leading to the eligibility to study is (besides academic achievement) influenced by normative orientations relevant to success acquired during compulsory secondary education. More precisely, we argue that in the highly stratified German school system at secondary level I (years 5 to 10), school-type specific socialization contexts lead to the development of school-type specific normative orientations relevant to success. This contributes to creating unequal starting points for academic second-chance education. Based on this assumption, we develop a theoretical grid using the contrastive analysis of ten interviews with students in their first semester of second-chance education. The results show that existing normative orientations are only partially related to the school type that was previously attended. This raises questions concerning the extent to which there is a normative school socialization effect. However, this study is a first step in using a classic approach of the sociology of education to empirically explore the effects of stratification, which has not been done before.

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“…); therefore, teaching methods promoting active participation are the most suitable for them [6]. Also, measures need to be taken to prevent second-chance students' dropout, particularly among disadvantaged students, where the dropout rate is the highest [16,17]. Also, education in the field is important; early leavers should receive information about learning opportunities and about the ways in which second chance education can change their lives.…”

mentioning

confidence: 99%

Determinants of the Realization of Second Chance Education

Pasternáková,

Barnová,

Zelina

et al. 2023

Emerg Sci J

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The aim of the study is to present a newly developed research instrument examining the determinants of second chance programmes’ success or failure from the perspective of teachers. In the theoretical part of the study, the authors elaborate on the issues of second chance education and focus on factors having a direct impact on the results of its realization. Subsequently, the Second Chance Education Indicators Questionnaire developed by the authors, the results of the carried out internal factorial analysis, as well as the calculated correlations, are presented. Based on the gathered data from 1,038 teachers, seven factors – "Satisfying employers’ needs in the field of education"; "Promoting the development of teachers’ competencies for second chance education"; "Providing teachers with support in developing their professional skills in the field of second chance education"; "Funding schools providing second chance education"; "The system of dual VET in second chance education"; and "Potentials for increasing the quality of second chance education" – were identified, and the existence of an internal factorial structure was confirmed. Since there is no other available research tool for identifying these determinants, it can be assumed that the Second Chance Education Indicators Questionnaire is a unique research tool, which can be used for further research activities and can contribute to broadening the current knowledge in the field. Doi: 10.28991/ESJ-2023-SIED2-015 Full Text: PDF

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Age and Social Background as Predictors of Dropout in Second Chance Education in Germany

Cited by 4 publications

References 48 publications

Drop-out determinants that influence the out-of-school youth in Iligan City and Lanao Del Norte in the Philippines

Drop-out determinants that influence the out-of-school youth in Iligan City and Lanao Del Norte in the Philippines

Academic Second-Chance Education: Correction or Consolidation of Early Selection?

Determinants of the Realization of Second Chance Education

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