This project has been funded with support from European Commission in the frame of Erasmus+ Program via EPOS vzw Belgium. (Project Number: 2020-1-BE02-KA201-074798 This publication reflects the views only of the author and the Commission cannot be held responsible for any use which may be made of the information contained here.

Don’t Drop Me Outside

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Mevlüt AYDOĞMUŞ

About the project and what we promised?

MAYDOGMUS@ERBAKAN.EDU.TR

Erasmus +

Erasmus+ is the EU's program to support education, training, youth and sport in Europe.

Erasmus+ offers mobility and cooperation opportunities in

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• higher education
• vocational education and training
• school education (including early childhood education and care)

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• adult education
• youth
• and sport

NOW OPEN FOR ALL COUNTRIES

PARTNERS

Belgium

• CODEC
• FLX Secundair Onderwijs

Turkey

• Necmettin Erbakan University
• Kırşehir Provincial Directorate of Education

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Slovenia

• Smart Idea
• Solski Center Velenje

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Portugal

• Jumpin Hub
• Agrupamento de Escolas de Aguas Santas

AIM OF THE PROJECT

• General objectives of the project is decreasing the school dropout in the partner countries in a holistic approach by developing education programs for students, online test tools for teachers and students and increasing the teachers’ competences related to the preventing school dropout and making contribution to the related measure around Europe.

DESCRIPTION SCHOOL DROPOUT

• School dropout means “leaving school without any degree in any level of education especially in high school, because of the influences of different reasons”.

• High schools
• Vocational
• Upper classes
• Boys

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• Educational Problem
• 2020 EU strategy -%10
• Negative Consequences

CONSEQUENCES

• Deprived of gaining's
• Unemployment
• Depressed mood, suicidal tendency
• Crime rates and antisocial behaviors

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• Less contribution to the economy
• More resources for social supports
• Illegal activities

DROPOUT RATES

• The proportion of early leavers from education and training in the EU in 2019 is ranged from 3.0 % in Croatia to 17.3 % in Spain.

Individual Reasons

• Low academic achievement
• Having low self-esteem and self-confidence
• School dropout is more common among boys.
• Unable to feel loyalty to school

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• School burnout, reluctance, school dislike
• Substance use
• Having a sexual experience under the age of 15

Family-Based Reasons (1)

• Low socioeconomic level, poverty
• Failure of the family to meet needs
• Low parental support from the educational point of view

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• The negative beliefs of the family for their child success at school.
• Low parental expectation from the child in educational point of view

Family-Based Reasons (2)

• Adoption of adult roles in an early life.
• Considering girls as cheap labor, the belief that education for them is unnecessary as they get married and do not work
• Fragmented family

• Problematic relationship among members in the family
• Existence of physical or sexual violence
• High level of general stress in the family, serious family disputes or problems.

Family-Based Reasons (3)

• High number of family members, to have high number of siblings
• The level of education of the parents is at a high school level or below level, the father is unemployed
• Having parental stories of school dropouts

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• Frequent relocation of the family
• Being a minority
• The language used at home differs from the language used at school

Environmental Reasons (1)

• The overall average academic achievement of the school is low
• The fact that the school is very crowded, the number of the male students in the school is high, the number of minority groups are higher than majority.

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• The fact that the school has high number of the students who has class repetition, high number of absentees and suspension penalty.
• The low career opportunities provided by the school

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Environmental Reasons (2)

• Being member of racial, ethnic or religious minority groups.
• Low career opportunities provided by the school.
• Communication problems with teachers.

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• Having friends with problematic behaviors.
• Having a full-time working friends who already left the school.

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Characteristics of students

• Their academic successes, motivations, competency beliefs are low.
• Burnout is observed.
• Studying habits are not enough.

• They are absent for a long time.
• They have problems with their teachers and with their friends.
• Attention deficit and indications for hyperactivity

WHAT WE PROMISED ?

• IO1 - Competence framework for teachers.
• IO2 - Teacher school dropout competence test
• IO3 - Teacher Training Program
• IO4- Online school dropout tendency test for students
• IO5- Education program for the students who has a risk of school dropout

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INTELLECTUAL OUTPUTS

• IO1 - Competence framework for teachers.

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The aim of this output is to define the competences (Knowledge, skills and attitude) necessary for dealing with the students who have school dropout risk or hidden school dropout tendency.

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INTELLECTUAL OUTPUTS

• IO2 - Teacher school dropout competence test

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Most of the teachers are not aware of things that can be done and the competence which are crucial for preventing the school dropout. The aim of this outcome is to develop teacher competence test which can be used as a self-evaluation tool by the teachers.

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INTELLECTUAL OUTPUTS

• IO3 - Teacher Training Program

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It may be assumed that if teachers' competences particularly the socio-pedagogical competence increase, it will reduce absence and drop-out rates. It may also be assumed that this competence could be achieved through training programs for teachers. The aim of this outcome is to supply the teachers with the necessary competences to tackle the problem.

INTELLECTUAL OUTPUTS

• IO4- Online school dropout tendency test for students

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Creation of quantitative tool for the schools as a practical tool which can detect the students who show school dropout tendencies will help teachers and directors to create a database and it will support the qualitative methods.

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INTELLECTUAL OUTPUTS

• IO5- Education program for the students who has a risk of school dropout

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Investing in promoting one single competence will not sufficiently ameliorate the problem of school failure and dropout. Rather, several competencies should be considered and targeted jointly. Here in this project, we consider a holistic training program showing promising results in promoting skills of the students which may ensure success in school.

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THANK YOU FOR YOUR PARTICIPATION

Mevlut Aydogmus

Necmettin Erbakan University

maydogmus@erbakan.edu.tr

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