What do we mean by school dropout? Early School Leaving and the shifting of paradigms in school dropout measurement
What do we mean by school dropout? Early School Leaving and the shifting of paradigms in school dropout measurement
复制标题
辍学是什么意思？
DOI：
--
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Maria Álvares
中科院分区：
文献类型：
--
作者：
Pedro Estêvão;Maria Álvares
教育系统的审计、评估和监管正在成为欧洲的规则，这极大地增加了对数据生产的需求，甚至被一些人认为本身就是一项重大政策制定。数据生产及其使用给整个欧洲的教育和培训系统的治理带来了变化，有助于国家教育系统的欧洲化以及经济合作与发展组织（OECD）等一些国际组织的赋权。在围绕与教育相关的量化目标制定欧洲和全球目标的同时，有人警告称，过度关注可衡量的结果，从而可能忽视教育和促进教育成功的真正重要因素。早期离校 (ESL) 是欧盟统计局用来衡量辍学率以及欧盟制定教育政策目标的指标。该指标以学校教育水平认证为参考，因此也是基于教育/培训活动（包括非正式和非正规学习）综合视角衡量学校成绩的指标。在该指标采用之前，衡量葡萄牙辍学率的标准是法定义务教育年龄。因此，这是衡量入学机会的标准，而不是学校成功的标准。一方面，不考虑受教育程度；另一方面，它不承认非正式和非正规学习是一般教育的组成部分。我们认为，这些差异非常相关，意味着教育和培训及其在社会中的作用的不同概念，对教育领域的科学研究和公共政策产生重要影响。这种范式的变化意味着对辍学问题的研究以及旨在打击辍学问题的公共政策的设计和调整面临着一系列挑战。它还为分析欧洲化对葡萄牙等国家教育的影响带来了一定的复杂性，葡萄牙正在从教育体系发展的严重滞后中恢复过来，这表明葡萄牙参与国际机构所产生的教育成果的基准和量化，在与欧盟中心国家的融合进程的推动下，引发了辍学和留校范式的转变。
The audit, evaluation and regulation of education systems is becoming the rule inEurope, strongly increasing demand for data production and even considered by some as a major policy-development in itself. Data production and its use produce changes in the governing of the education and training systems throughout Europe,contributing to the Europeanization of the national educational systems and to the empowerment of some international organizations, like the Organization for Economic Co-operation and Development (OECD). In the moment that European and global goals around quantified goals related to education are being drawn, thereare some warnings regarding excessive focus on measurable results and thus the risk of losing sight of what is truly important in education and promotion of educationalsuccess. Early School Leaving (ESL) is the indicator used by Eurostat to measureschool dropout and by the European Union to establish targets for education policies.It is an indicator that holds as reference the schooling-level certification and,as such, a measure of school achievement based on a comprehensive perspective ofeducational/training activities, including informal and non-formal learning. Until the adoption of this indicator, the yardstick for measuring school dropout in Portugal was the legally-established age for compulsory education. As such,it was a measure of access, not of school success. On the one hand, it does not consider the degree of schooling reached; on the other it does not recognize informal and non-formal learning as integral parts of education in general. We believe that these are very relevant differences that imply distinct conceptions of education and training and their role in society, with important consequences both forscientific research and for public policies in the field of education. This change of paradigm implies a series of challenges for research on school drop out and as well for the devising and tuning of public policy aimed at combating it. Also it introduces some complexity to the analysis of the effects of Europeanization in education in countries like Portugal, which was recovering from significant delays in the development of its education system, suggesting the establishment of benchmarks and quantification of educational outcomes resulting from Portuguese participation in the international-institutions set, induced transformations in the paradigm of dropout and school retention, facilitated by the process of convergence with European Union (EU) centre countries.