Dropping out

Fitarwa yana nufin barin makarantar sakandare, kwaleji, jami'a ko wani rukuni saboda dalilai masu amfani, buƙatu, rashin iyawa, rashin jin daɗi, ko rashin jin daɗinsa da tsarin da mutumin da ake tambaya ya bar.

Kanada

In Canada, most individuals graduate from grade 12 by the age of 18, according to Jason Gilmore who collects data on employment and education using the Labour Force Survey (LFS), the official survey used to collect unemployment data in Canada (2010). Using this tool, assessing educational attainment and school attendance can calculate a dropout rate (Gilmore, 2010). It was found by the LFS that by 2009, one in twelve 20- to 24-year-old adults did not have a high school diploma (Gilmore, 2010). The study also found that men still have higher dropout rates than women, and that students outside of major cities and in the northern territories also have a higher risk of dropping out. Although since 1990 dropout rates have gone down from 20% to a low of 9% in 2010, the rate does not seem to be dropping since this time (2010). [ana buƙatar hujja][citation needed]

Matsakaicin mutanen Kanada da suka bar makarantar sakandare suna samun $ 70 a kowane mako fiye da takwarorinsu tare da difloma na makarantar sakandare. Masu kammala karatu (ba tare da karatun sakandare ba) sun sami matsakaicin $ 621 a kowane mako, yayin da ɗaliban da suka bar karatun suka sami matsakaitan $ 551 (Gilmore, 2010).

Kodayake yawan masu barin aiki sun ragu a cikin shekaru 20 zuwa 25 da suka gabata, damuwar tasirin da aka samu a kasuwar ma'aikata na gaske ne (Gilmore, 2010). Ɗaya daga cikin ɗalibai huɗu ba tare da difloma na makarantar sakandare ba wanda ke cikin kasuwar ma'aikata a cikin 2009-2010 ba shi da yiwuwar samun aiki saboda matsalar tattalin arziki (Gilmore, 2010).

A cikin 2018, yawan karatun digiri a jami'o'i a cikin Kanada sun kasance ƙasa da 44% (Macleans, 2018). Wannan kusan rabin yawan ɗalibai ne (Macleans, 2018) Akwai karuwar ɗalibai da ke barin su sakamakon jin ba su da alaƙa da al'ummar makarantarsu (Binfet et al., 2016). Wannan ya fi dacewa da dalibai a cikin shekaru biyu na farko na post-secondary inda dalibai za su janye daga shirin su, ko kuma duk ilimin su gaba ɗaya (Binfet et al., 2018). Ɗaya daga cikin matakan da za a iya hanawa wanda cibiyoyin sakandare suka yi amfani da su a cikin Kanada don magance ɗalibai da ke fita shine su haɗa shirye-shiryen tallafin dabbobi (Binfet et al., 2016., & Binfet et al. Bayar da dalibai damar yin hulɗa tare da karnuka masu tallafi kuma masu mallakar su ba da damar dalibai su ji daɗi ga takwarorinsu, makaranta da al'ummar makaranta (Binfet et al., 2016., & Binfet et al.

Ƙasar Ingila

A cikin Ƙasar Ingila, wanda ya bar makaranta shine duk wanda ya bar makarantar, kwaleji ko jami'a ba tare da kammala karatun su ba ko kuma ya koma wani cibiyar ilimi. Kasancewa a makaranta tilas ne har zuwa shekara 16.

An saita ma'auni na ƙimar barin ilimi ga kowane cibiyar ilimi mafi girma kuma Majalisar Kula da Ilimi ta Ingila (HEFCE), Majalisar Kula da Kula da Ilimin Ilimi mafi girma ta Wales (HEFCW) da Majalisar Kula da Kudin Scotland (SFC) suna sa ido. Yawan barin aiki sau da yawa yana daya daga cikin abubuwan da aka tantance lokacin da ake sanya Jami'o'in Burtaniya a cikin teburin league.

A watan Nuwamba na shekara ta 2014, wani rahoto daga Cibiyar Nazarin Kasuwanci ya gano cewa dalibai daga gidaje marasa galihu sun kasance kashi 8.4 da suka fi dacewa su bar jami'a a cikin shekaru biyu na farko na karatun digiri fiye da waɗanda suka fito daga gidaje masu arziki; su ma sun kasance kashi 22.9 da ba su da damar samun 2:1 ko digiri na farko. Ga daliban da ke karatu a wannan hanya kuma wadanda suka isa jami'a tare da irin wannan maki, bambance-bambance sun fadi amma sun kasance masu mahimmanci. Rahoton ya kammala cewa ya kamata a yi karin don haɓaka matakan da suka fi dacewa da ɗalibai kafin su isa jami'a da kuma samar da ƙarin tallafi a jami'a.

Amurka

Yara da yawa sun fice daga makarantar sakandare a jihohin Amurka tare da Rashin daidaito na tattalin arziki.

A Amurka, barin karatu galibi yana nufin ɗaliban da suka bar makaranta ba tare da cika bukatun kammala karatun ba. Ba za a iya tabbatar da cewa dalibi ya bar ba, saboda suna iya dakatar da halarta ba tare da dakatar da rajista ba. An kiyasta dalibai miliyan 1.2 a kowace shekara suna barin makarantar sakandare a Amurka, inda yawan karatun sakandare ya kasance na 19 a duniya. Dalilai sun bambanta kuma suna iya haɗawa da: neman aiki, guje wa zalunci, gaggawa ta iyali, matalauta, baƙin ciki da sauran cututtukan kwakwalwa, ciki ba zato ba tsammani, mummunan yanayi, rashin 'yanci, har ma da gajiyarwa. The Silent Epidemic: Perspectives of High School Dropouts by Civic Enterprises yana bincika dalilan da suka sa ɗalibai suka bar makaranta ba tare da kammala karatu ba. Sakamakon barin makaranta na iya samun tasirin tattalin arziki da zamantakewa na dogon lokaci. Daliban da suka bar makaranta a Amurka sun fi zama marasa aikin yi, marasa gida, suna karɓar jin daɗi kuma suna ɗaurewa. Binciken shekaru hudu a San Francisco ya gano cewa kashi 94 cikin 100 na matasa da aka kashe sun bar makarantar sakandare.

Ma'aikatar Ilimi ta Amurka game da yawan masu barin Matsayi shine kashi na masu shekaru 16-24 waɗanda ba su shiga makaranta ba kuma ba su sami takardar shaidar makarantar sakandare ba. Wannan adadin ya bambanta da yawan abubuwan da suka faru da kuma matakan da suka danganci kammalawar matsayi da matsakaicin kammalawar sabon shiga. Matsayin Barin makarantar sakandare a shekara ta 2009 ya kasance 8.1%. Akwai dalilai masu haɗari da yawa don barin makarantar sakandare. Wadannan za a iya rarraba su cikin abubuwan haɗarin zamantakewa da ilimi. Membobin kabilanci da kabilanci sun fice a mafi girma fiye da fararen dalibai, kamar yadda waɗanda suka fito daga iyalai masu karamin karfi, daga iyalai guda ɗaya, da kuma daga iyalai inda iyaye ɗaya ko duka biyu ba su kammala makarantar sakandare ba. Dalibai da ke cikin haɗari don barin bisa ga abubuwan haɗarin ilimi sune waɗanda galibi suna da tarihin rashin halarta da riƙewa, matsalolin ilimi, da kuma raguwa daga rayuwar makaranta.

Ostiraliya

A Ostiraliya, barin ya fi dacewa yana nufin ɗaliban da suka bar makaranta kafin su kammala karatu. Dalilan da dalibai ke barin karatu sun bambanta, amma yawanci sun haɗa da waɗannan: guje wa masu zalunci, neman aiki, matsalolin iyali, rashin lafiya na hankali, ciki na matasa, shan miyagun ƙwayoyi kuma a wasu lokuta har ma da gajiyarwa. Masu bincike a Cibiyar Mitchell ta Melbourne sun gano cewa kashi ɗaya cikin huɗu na ɗaliban makarantar sakandare ta Australiya ba sa kammala shekara ta 12, kuma yawan kammalawar ya fi muni a cikin al'ummomin da ke nesa ko marasa galihu. Farfesa Teese ya yi imanin rarrabewar dalibai a makarantu ta hanyar yanayin ƙasa da kuma tsarin masu zaman kansu da na jama'a yana nufin rashin lafiyar dalibai ya fi karfi a Ostiraliya fiye da sauran kasashen yamma kamar New Zealand da Kanada. Yawan fitarwa ya bambanta a wurare daban-daban a Ostiraliya. Daliban da ke halartar makaranta a cikin al'ummomi masu nisa suna da damar da ba su kammala shekara ta 12 ba (56.6%), yayin da ɗaliban da suka fito daga masu arziki suna da matsakaicin kammalawar kashi 90. Wadannan shirye-shiryen makaranta na nesa suna ba da gudummawa ga ɗaliban asali. Dalibai na asali don samun ƙananan ƙididdigar kammalawa: rata tsakanin 'yan asalin ƙasar da waɗanda ba' yan asalin ƙasar ba 12 masu digiri sun fi kashi 40 cikin dari. A sakamakon wannan bambanci mai mahimmanci, ƙananan ɗaliban zamantakewa da tattalin arziki waɗanda suka fice ana ɗaukar su ɗaliban da ke cikin haɗari kuma suna da saukin rashin aikin yi, ɗaurin kurkuku, aikin biyan kuɗi da kuma samun yara a ƙuruciya.

Latin Amurka

Lokacin nazarin binciken gidaje na wasu ƙasashe a yankin Latin Amurka - musamman, na Bolivia, Chile, Panama, Costa Rica, Nicaragua da Paraguay - suna binciken ra'ayoyin yara maza, mata, matasa da iyalansu game da dalilan da suka bar makaranta, wasu siffofi masu maimaitawa waɗanda ke ba mu damar haɗa binciken cikin manyan rukuni biyu. Na farko yana da alaƙa kai tsaye da 'dandalin kayan aiki' na ilimi. A wannan yanayin, matsalolin kudi sune babban dalilin da ya sa iyalai ba sa gudanar da yaransu da matasa a makaranta. Sauran manyan abubuwan da ke haifar da barin makaranta sun fada cikin 'mahimmanci' na kwarewar ilimi. Bincike ya nuna cewa kashi 22% na yara maza da mata da ba sa zuwa makaranta da ke da shekaru 10 ko 11 sun bayyana cewa suna cikin wannan yanayin saboda ba su da sha'awar karatu. Wannan kashi ya tashi zuwa 38% a cikin matasa masu shekaru 15 zuwa 17 waɗanda suka kuma ba da wannan dalili don rabuwarsu da tsarin ilimi.

Farfadowa daga barin aiki

Shirin "farfadowa" shine kowane al'umma, gwamnati, ba riba ba ko shirin kasuwanci wanda ake neman daliban da suka bar makaranta a baya don sake yin rajista. A Amurka, irin waɗannan shirye-shiryen galibi ana mai da hankali kan tsoffin ɗaliban makarantar sakandare waɗanda har yanzu suna da ƙuruciya don samun tallafin ilimi a fili, gabaɗaya waɗanda ke da shekaru 22 da ƙanƙanta. A Rwanda, sau da yawa ana mai da hankali kan farfadowar dalibai na firamare da na yau da kullun waɗanda har yanzu suna matasa kuma suna iya ci gaba da karatunsu.

Za'a iya fara shirye-shiryen farfadowa a cibiyoyin ilmantarwa na gargajiya, a cibiyoyi na al'umma ko kan layi.

Fitar da makarantar sakandare na iya haifar da mummunar tasirin tattalin arziki da zamantakewa na dogon lokaci, musamman a Ostiraliya wanda ke da tsarin ilimi mara daidaituwa fiye da sauran ƙasashen yamma. Sabili da haka, gwamnati, kungiyoyi masu zaman kansu, da kamfanoni masu zaman kansu suna aiwatar da hanyoyi daban-daban da darussan karatu don ba da zaɓi na shirye-shiryen dawo da ilimi ga matasa masu shekaru 22 da ƙasa.

Rashin ƙarfi

Daliban da suka fice daga makarantar sakandare galibi sune wadanda ke gwagwarmaya don shiga cikin halayyar da / ko ilimi. Koyaya, ba a bayyane yake ba ko nau'ikan yanayi daban-daban ko masu canji na tsarin kai tsaye suna shafar aikin ɗalibai ko ba da gudummawa ga shawarar su na barin. Dangane da bayanan da aka tattara ta binciken ilimin ƙasa na shekara ta 1988, Rumberger ya gano cewa ɗalibai masu matsakaici zuwa babban rashin halarta, matsalolin halayyar da kuma rashin makaranta ko ayyukan waje sun kasance masu tsinkaya sosai na barin.

Rigakafi

Yanayin iyali

Tasirin matakin ilimin iyaye akan nasarar dalibai, shekaru 5 bayan shiga jami'a, Portugal, 2021.

A karkashin yarjejeniyar hada ilimi a matakin sakandare, yadda iyalai ke tsara kansu a ciki don samar da jin daɗi batu ne da ba za a iya gujewa ba ga ƙasashe su magance yayin neman fadada ingantattun damar samun dama, riƙewa da kammala karatu daga makarantar sakandare. Sabili da haka, gina sabon manufofi, matashi da matashi a makaranta, amincewa ce da abin da ke faruwa a zahiri kuma tana tsara haɗin gwiwa mai fa'ida tsakanin jihar da iyalai don samar da ƙarfi inda matasa zasu iya zama masu karɓar kulawa na musamman - aƙalla har sai sun kammala karatun sakandare.

Dubi kuma

• Dukkanin sai dai rubutun
• Sauran Tsarin Ilimi na Ilimi na asali don ko dai makarantar sakandare ko masu barin makarantar sakandare a Philippines
• Dalibai masu haɗari
• Rashin shiga cikin ilimi
• Cirewa (ilimi)
• Rustication (academia)
• Shekarar barin makaranta
• Dakatar da hukunci
• TAFE
• Jerin tsofaffin jami'an Harvard da ba su da digiri

Tushen

 Wannan labarin ya ƙunshi rubutu dagaabun ciki kyautaaiki. An ba da lasisi a ƙarƙashin CC-BY-SA IGO 3.0 (Abin da ya fi dacewa da shi) Sanarwar lasisi / iziniRashin amfani da shi Rubutun da aka karɓa dagaMatasa da sauye-sauye: sake tunani game da ilimin sakandare a Latin Amurka__hau____hau____hau__, 22-24, 28, An yi amfani da shi a lokacin da aka yi amfani da su a lokacin da za a yi amfani da ita a lokacin da ake amfani da ita. UNESCO. UNESCO.

Manazarta

• Binfet, J.; Passmore, H.; Cebry, A.; Struik, K.; McKay, C. (2018). "Reducing university students' stress through a drop-in canine-therapy program". Journal of Mental Health. 27 (3): 197–204. doi:10.1080/09638237.2017.1417551. PMID 29265945.
• Binfet, J.; Passmore, H. (2016). "Hounds and homesickness: The effects of an animal-assisted therapeutic intervention for first-year university students". Anthrozoös. 29 (3): 441–454. doi:10.1080/08927936.2016.1181364.