1 / 12

Drop-outs in Poland

Drop-outs in Poland. Early school leaving. ESL can be defined as a failure to complete upper secondary school, a failure to complete compulsory schooling or a failure to gain qualifications or school leaving certificates.

harper
Télécharger la présentation

Drop-outs in Poland

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Drop-outsin Poland

  2. Earlyschoolleaving ESL can be defined as a failure to complete upper secondary school, a failure to complete compulsory schooling or a failure to gain qualificationsor school leaving certificates. At EU level ESL rates are defined by the proportion of the population aged 18-24 with only lower secondary education or less and no longer in educationor training. ESLincludes all forms of leaving education and training before completing upper secondary education or equivalents in vocational education and training. School„drop-out“refers to discontinuing an ongoing course in general or vocational education and training. Source: COMMISSION STAFF WORKING PAPER, Reducing early school leaving Accompanying document to the Proposal for a Council Recommendation on policies to reduce early school leaving , 2010

  3. ESL Early school leaving (ESL) has been increasingly recognised as one of the main challenges faced by European societies. For the majority of young people, leaving education and training prematurely is both a result of educational, psychological and social problems and a cause of continuous social insecurity. • ESL has also a gender dimension: In the EU, 16.3% of boys are early school leavers, compared to 12.5% of girls Source: Eurostat, LFS 2010.

  4. EARLY SCHOOL LEAVING - INDICATORS Measurableobjectives of the Europe 2020 Strategy in respect of education that have been established in Poland are more ambitious than thosefor the EU. The objective aiming at decreasing the share of early school leavers by 2020 was set at 4.5%(below 10% for the EU). • In 2009, the ESL rate (in EU) stood at 14.4%, an 18% reduction compared to the year 2000. Source: Commission staff working document "Progress towards the Lisbon Objectives in Education and training. Indicators and Benchmarks 2009" SEC (2009)1616

  5. The share of early school leavers in Poland in the years 2001-2010 and the objective set for 2020Source: IMPLEMENTATION OF THE STRATEGIC FRAMEWORKFOR EUROPEAN COOPERATION IN EDUCATION AND TRAINING(ET2020), POLAND - NATIONAL REPORT 2011, MEN, MAY 2011

  6. According to researches of Public Opinion Research Centre (May 2009) 91% adultpolessaid: it’sveryimportant to get an education, of which 68%researchesare strong supporters of this viewpoint . 86% of respondents would wish for their daughters to hold a degree and 84% of them would wish the same for their sons . The main motivation to get an education that was declared concerned better earnings (64%), followed by an interesting profession (39%).

  7. Somefacts • In 2010,Poland had a dropout rate for young people currently in the 18 to 24 year-old age bracket of 5.4%, a relatively low rate considering the average in the European Union (14.1 %). • According to the data provided by the Polish Craft Association (ZwiązekRzemiosłaPolskiego), 90,669 young people were working under apprenticeship contracts (2009-2010). • Over 90% of young people in the 20 to 24 year-old age group in Poland successfully completed their upper secondary studies in 2010. • In 2010, 58.5% of Polish pupils in the 2nd cycle of secondary education were enrolled in the vocational stream

  8. The share of people aged 30-34 having completed higher education in the years 2000-2010 and the path leading to the fulfillment of the objective set for 2020 Source: IMPLEMENTATION OF THE STRATEGIC FRAMEWORKFOR EUROPEAN COOPERATION IN EDUCATION AND TRAINING(ET2020), POLAND - NATIONAL REPORT 2011, MEN, MAY 2011

  9. Reasons Drop-outs: • come from poor, socially disadvantaged and or low education backgrounds; • come from disadvantaged minorities (such as Roma or other minority ethnic groups) or migrant backgrounds; • belong to vulnerable groups, such as youth from a public care background, teenage mothers and persons with physical and mental disabilities or other special educational needs (SEN); • have to contribute to the family income or take adult responsibilities, such as parenthood or caring for family members; • havedepression and phisicalillnesses; • have had a history of disengagement from school, long-term absenteeism;

  10. Reasons Drop-outs: • have achieved poorly in school; • have lack sufficient educational flexibility; • havealternative lifestyle in which education does not play an important role; • have often changed their place of residence or schools; • find schools ‘ classes not interesting; • feel stressed by school system; • notice luck of education support; • have drug and alcohol abuse; • outside influances

More Related