- Comparative Assessment Report of the Pilotage Phase in the Consortium Countries
- Examining Early School Leaving Factors in Five European Contexts
The consortium researchers created a report based on the research conducted during the pilotage phase in the schools. The final Comparative Assessment Report consists of description of the local context, impact of drama workshops on participants, impact of Forum Theatre and coclusions of what was similar and different in each country.
It presents how the same technique has been introduced in different schools and countries within Eurpean Union which shows the differences as well as the similarities in those countries in education system and its relations with pupils.
As the Comparative Assessment Report is based on the local Case Studies one can also read parts prepared by the local organizations. Choose the country you are interested in:
According to the Project goals we present the report (you can find it here), in which we examine the factors and conditions that affect early school leaving in five national contexts. (...) The findings of this research phase of the FOTEL project will be used during a series of drama workshops held at local schools in each of the partner countries with students at risk for early school leaving. Based on this experience, the partnership will create specialized materials for teachers, including a teachers’ training (which will be available to teachers all over Europe) and a project handbook, in order to ensure the sustainability of the project.
The FOTEL partner organizations were charged with researching the factors affecting early school leaving in their own national contexts. Each of the five country studies included in this report focus on a different theme related to early school leaving, exploring local factors as well as the solutions that have been proposed to address the problem. Based on the results from each partner country, we compiled a joint list of early school leaving factors.
In the study on the French context, we examine the extent to which the strict hierarchical structure of the French educational system as well as the stigmatization faced by low-achieving students are contributing factors to early school leaving. Our research on the Hungarian context has revealed that many early school leaving cases in Hungary are tied to social factors, with social inequalities within Hungarian society directly affecting a young person’s chance of academic success. Concentrating on cases gathered from interviews with students, parents and teachers from the Burattino Elementary and Technical School in the suburb of Csepel, we consider a variety “push” and “pull” factors that affect early school leaving, by decreasing a students’ motivation to complete their studies or, inversely, by keeping students engaged so that they complete their studies.
Turning our attention to the early school leaving situation in Italy, we explore the regional differences in dropout rates and the phenomenon of early school leaving among students who consider themselves to be “drop-outs, but not desperate.” In other words, certain students do not abandon school because of familial, social or educational factors, but simply because they are not convinced that finishing school will better prepare them to achieve their goals for the future.
Our study of early school leaving in Spain focuses on the example of Roma students in order to provide insight into the ways in which cultural differences and practices can affect early school leaving. Finally, in examining the factors for early school leaving in Poland, we examine how parents, teachers and students can have different perspectives when it comes to a number of early school leaving factors. Ultimately, while each national context has its own particularities that contribute to the problem of early school leaving, together, the five country studies highlight the common factors present in all five countries.