engleski

Broken chances for the future – disadvantage and reality of secondary school students who drop-out

The rate of secondary school drop-out students in Croatia was about 7 % in a period 1998- 2008 (Matković, 2010). Although the consequences of school drop-out are well known (low employability, social exclusion) this phenomena is not recognized as a social problem in Croatia. In addition, in Croatia does not exist a unique record of the students drop-out number and students’ drop-out tracking system nor a strategy for re-inclusion in the education system or their retraining of the labor market. Therefore, this study is focused on the current opportunities for the student drop-outs in the education system and their possible chances for integration in the labor market. Also, the goal of the study was to find out what kind of support schools provide to the students before they dropped out of the school. The study was conducted in 32 secondary schools by distributing a survey via e - mail. A survey was designed for this study and composed of multiple choices questions and open questions. Participants were 32 experts who work in these schools (20 pedagogysts, 7 psychologists, 3 social pedagogysts, 1 teacher, and 1defectologist). Participants stated that the most dominant risks of falling students from secondary education are related mainly to inadequate academic orientation, the child's motivation for school, low grades and school attendance, as well as to family problems. School experts state that the chances for drop-out students to turn in the education system are generally very weak (N=21 ; 63.6 %). According to the respondents statements these students continue their education mostly through participation in various courses and correspondence schools (N=11 ; 33.3 %), returning to the same high school (N=4 ; 12.1%) and enrollment in less demanding secondary school (N=10 ; 30.3%). In addition, the participants estimated that employment opportunities of drop-out students are very low (N=22 ; 66.7 %) or do not exist at all (N=4 ; 12.1 %). According to the participants opinion the greatest chances of drop-outs for employment are in the private sector (N=6, 18.2 %) and in seasonal work (N=2 ; 6.1%). Also, results show that participants perceived the institutional cooperation with schools very important and should be closer. Namely, in purpose to prevent students’ dropping out from secondary school cooperation between schools and health system and career centers is required because students often choose a school that is not appropriate to their abilities and skills. Furthermore better cooperation with students' families and Centre for Social Welfare is also needed, as well as cooperation between schools and social service system. In addition, it is necessary to monitor students who are at risk of dropping out systematically as well as those students who already dropped-out in purpose to provide needed support and prevent high risks behavior (addiction, crime behavior). According to a school experts opinion there is a need for cooperation between schools and NGOs in purpose to provide an extra help to the students who are at risk of dropping out. In the same time there is also recognized a need for more employed professionals in especially in vocational schools (social pedagogs, psychologists, defectologists, social workers). Furthermore, in purpose to prevent dropping out would be necessary to ensure the free legal assistance and help in developing learning skills to the students who are at risk of falling, and provide variety of education for pupils, parents and teachers, organizing psycho-social support. In addition, the establishment of counseling services for young people to continue their education, and the need of education system reform is required as well as initiative that secondary education becomes mandatory. Regard the complexity of working with students at risk of dropping out professionals recognized the need for additional competencies to increase their efficiency. Therefore, they recognized a need for knowledge in the field of the theory of choice, preventive work, supervision, communication, motivation techniques and methods of psychotherapy and social pedagogy. Finally, 97% of professional staff believes that this is a problem that wider community should be aware of and involved in. Therefore, the drop-out prevention activities should be more focused on individual work with a student, a better cooperation with students' families and centers for social welfare, focused on teamwork and cooperation with vocational guidance. In addition, it is necessary to develop the national strategy and programs for drop-outs re-inclusion in the education system and their preparation for the labor market in purpose to increase better chances for the students with less life conditions and capacities.

drop outs; secondary school students; prevention; social work

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