Bár a bullying jelenségének kiterjedtsége napjainkban még módszertani nehézségek
miatt nehezen meghatározható, az oktatási-nevelési intézmények és a társadalom
részéről is egyre nagyobb igény körvonalazódik az iskolai bántalmazás
megértésére és kezelésére. A hatékony antibullying programok közös jellemzői,
hogy prevenciós szemléletűek, hangsúlyozzák az antibullying csoportnormák
kialakítását, valamint az ismeretátadás mellett attitűdöt is formálnak és
viselkedéses készségeket is fejlesztenek. A tanulmány célja, hogy áttekintést
adjon a hazai antibullying gyakorlatokról (pl. ENABLE, KIVA, NyugiOvi): az eddig
megvalósultakról és a további fejlesztési irányokról.
Kutatásunk 12. és 13. évfolyamos középiskolás diákok közösségi szolgálatra
vonatkozó véleményeit elemzi. Az elemzett adatok azt mutatják, hogy a diákok
számára az élmények bár örömteliek voltak az IKSZ-ben, annyira nem volt érdekes
a tevékenység, hogy azt folytassák. A készségfejlődés kapcsán különbségek
mutathatók ki a nem, az iskolatípus és az iskolafenntartó szerint. Az adatok azt
mutatják, hogy a lányoknál az állampolgári készségek, a szakgimnazistáknál a
pályaorientációs készségek, míg az egyházi fenntartású intézmények tanulóinál az
előítélet-mentes és állampolgári készségek fejlődtek.
Even the richest statistical databases leave the reasons of student dropout from higher education largely obscure. It is the answers of the students who drop out that the panel examinations of the cohorts of students do not contain. The theoretical background to our research was provided by Coleman’s concept of social capital (1961), Tinto’s integrational and Astin’s involvement theory, as well as Pascarella and Terenzini’s institutional integration/embeddedness ideas (2005).
To find a solution to that problem, we devised a quantitative, questionnaire survey, based upon the qualitative examination of students who have dropped out (DEPART 2018; N = 591). For data gathering, the snowball method was used, and almost all academic fields are represented in the database. The primary objective of the research was revealing and identifying the factors preventing students from obtaining a degree, surveying the processes and decisions that resulted in their not being able to graduate. School career, educational experience, the attitude of the family to the student’s studies, job/career orientation, educational and social experience in higher education, competitive activities, and social–economical characteristics were the topics we examined. We collected the data of the students who have dropped out with the questionnaire (IESA 2015; N = 2017) and compared the information thus collected with the social and demographic characteristics, school career, and higher educational integration of persistent students. We also compared the data to the embeddedness of (the persistent) students in various voluntary organizations (civic, sport, and religious). For the examination of persistence, a 9-item, highly reliable scale [Cronbach, 883 (IESA)] has been used since 2012.
The results suggest that the influence of institutional factors and that of the social network is more powerful than the individual characteristics. We found considerable differences between the intra- and extra-campus influences.
Our findings highlight the necessity of providing empirical foundations for the institutional dropout prevention programs.
Increasing the number of students who complete their higher education (HE) studies is growing significantly across Europe; it is seen to contribute to individual and national prosperity, and to improve the efficiency of the HE system. The Higher Education Drop-out and Completion in Europe project examined the issue of “study success.” The methodology utilized a literature and policy review, two surveys of an HE expert in each European country, and eight in-depth mixed-method national case studies. This paper considers how in many European countries study success is not explicitly defined, and national policies can be ambiguous or even detrimental due to the lack of clarity about, and alignment with, study success. These flaws are reinforced by the lack of indicators and tools to measure study success, which would facilitate evaluation to improve national policies and institutional actions. These issues are illuminated by a comparison between the Czech Republic and England. A widely agreed definition of study success contributes to better policy alignment and allows performance indicators to be developed, which fosters a more coherent national and institutional approach to improving study success, but this needs to be underpinned by a shared national commitment, which values and promotes study success.
Our research is a part of a complex dropout research, whose main aim is to examine the time changes, social and regional inequalities, and constitutional differentiation of student dropout, appearing on a large scale and causing individual and institutional loss. As a part of this, the aim of our research on one hand is to identify the training fields and training levels with high dropout risk, furthermore to draw the patterns of dropout based on the available countrywide data.
We analyzed the database of the Hungarian Higher Education Informational System for our research, especially considering the students starting their training, based on final exam. We examined the most important features of advancements in studies, furthermore the occurring recoils. Considering our data, the measure of dropout remarkable differs based on the training fields and schedule, training, finances and some demographically background variable as well, taking the measure of dropout and its reasons into account. During our analysis, we separated three main types of the dropout’s reasons: financial reasons, study inefficiency, and dropout caused by other reasons.
In this study, we examine these types and their characteristics in three different training levels: Bachelor degree programs, undivided, long-cycle Master courses, and short-cycle higher education vocational training.
Almost one third of the students end up joining the group of dropout in all kind of training type, especially critical period is from the second to the fifth semester. The most endangered are males, correspondent students, fee-paying students, participants of higher education vocational training, furthermore the students of science and students of IT fields.