Análisis cualitativo mediante estudio de casos

This section highlights the implications of the study findings for future policy development. The issues raised include the measurement of early school leaving, the link between school dropout and broader so- cial equity, the promotion of student engagement in learning, guid- ance, post-school options and second-chance education.

8.3.1 Measuring Early School Leaving

Defining early school leaving is by no means unproblematic, and re- search and policy reports have used a variety of definitions to assess the extent of early school leaving. The only consistent measures of early school leaving over time derive from two sources: the Census of Population and the School Leavers’ Survey. The Census of Population is, however, limited in terms of what it can tell us about the rate of early school leaving beyond the share of the population who com- pleted their second-level education aged 15/16 or under. The Census indicates the highest level of educational qualification attained by each adult, but not whether this was obtained at school or through second-chance education. The School Leavers’ Survey provides much more in-depth information on a representative sample of early school

leavers according to the stage at which they left school, age, gender and social class, as well as their school experiences and post-school pathways. Given the emphasis in the current climate on policy formu- lation which is evidence-based, it is unfortunate that the future of the survey is uncertain at the time of writing.

8.3.2 Achieving Equity

This study has documented a largely unchanging interplay between social class, gender and educational outcomes, with the continuing overrepresentation of working-class young men among early leavers. International research indicates that educational participation reflects the different costs and benefits attached to staying in school across social groups (Erikson and Jonsson, 1996). Thus, comprehensive school reform coupled with a reduction in income inequalities brought about through taxation and the welfare system is credited for a decline in educational inequalities in the Swedish context. While broader so- cial and economic factors are undoubtedly key in shaping educational inequalities in Ireland, our findings also highlight the way in which social class ‘plays out’ at the school level in terms of the expectational climate, social relations and ability grouping. Furthermore, inequality may be reinforced by the differential distribution of students across schools, with students in predominantly working-class schools found to have lower levels of academic performance and higher rates of early leaving, all else being equal (Smyth, 1999). It is clear that while some progress has been made, policy initiatives designed to counter early school leaving have not always addressed these complex aspects of school process (Smyth and McCoy, 2009).

Innovative measures to improve the school experiences of these at-risk groups are therefore key in achieving equity; potential meas- ures are discussed in the following section. Clearly, the rationale for student participation and engagement extends well beyond good edu- cational practice into the arenas of social policy, health and well- being. It is clear that schools on their own have the capability only to close the equality gap to a certain degree. This points to the need for

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‘joined-up’ policy across government departments regarding children and young people from disadvantaged backgrounds.

8.3.3 Curriculum, Learning and School Climate

The study points to the crucial importance of providing children and young people with high quality learning environments in which stu- dent engagement is fostered at all levels of the education system. School experiences at primary and junior cycle levels influence later decisions and represent a key area for potential policy intervention.

The academic struggle reported by young people indicates the need to identify students with learning difficulties as early as possible and put in place the appropriate supports to foster their academic pro- gress. Personalised learning has come to the forefront of educational policy discourse internationally (Leadbeater, 2004). Such an approach places the student at the centre, allowing young people to combine different learning experiences at a pace which suits their needs, inter- ests and abilities. Putting in place personalised learning pathways for young people by, for example, allowing them to take a subset of sub- jects or enabling them to follow courses over a longer time-frame than usual could therefore help to support student learning and foster en- gagement in schooling. A shift away from streaming towards mixed ability classes and more flexible forms of ability grouping would have the potential to counter the low expectations and lack of academic challenge reported by young people in lower stream classes.

Positive teacher-student relations emerge as central to student en- gagement and learning. The study findings highlight the need for schools to adopt a positive behaviour policy, especially since punitive approaches not only alienate students from school but also can them- selves trigger school departure (through suspension, for example). While school climate may appear to be a nebulous concept, the study indicates the powerful way in which day-to-day interaction between teachers and students shapes school retention, as well as a range of other outcomes, including academic achievement and personal/social development (see Smyth, 1999; Smyth et al., 2007). Consequently, whole school planning along with initial and continuous teacher edu-

cation need to take account of the necessity to foster positive teacher- student relations.

In recounting their school experiences, early school leavers place much greater emphasis on their academic struggle and poor relations with teachers than on the content of the curriculum. Other elements of the Post-Primary Longitudinal Study indicate that students see good teaching as comprising clear explanation by the teacher, making learn- ing fun and actively involving students. Junior cycle students are also particularly positive about subjects with a more practical component, such as Physical Education, Art and Materials Technology (Wood) (Smyth et al., 2007). The use of active teaching methods and trans- mission of high teacher expectations for all students could therefore go some way towards reducing student dissatisfaction and disengage- ment. Access to a range of subject areas, particularly on entry to post- primary education, could also serve to support student engagement.

The issue of whether young people who may be at risk of dropout should be provided with alternative programmes or provided with ad- ditional support within existing programmes has been the subject of on-going debate internationally (see, for example, Oakes, 2008). The Leaving Certificate Applied programme was introduced in the 1990s in order to promote the retention of less academically oriented young people within the school system. Research on the LCA programme (Banks et al., 2010) indicates that smaller class sizes, more active teaching methods and continuous assessment help to reengage young people in learning. At the same time, the programme continues to face issues regarding parity of esteem in access to employment and post- school education/training. This study points to ways in which the ex- perience of LCA could be enhanced for students but also indicates the ways in which LCA-type approaches to learning and assessment could foster student engagement at both junior and senior cycle (Banks et al., 2010).

8.3.4 Guidance and Early School Leaving

For most young people, early school leaving involves a gradual with- drawal from school rather than a single ‘event’. Thus, recurrent non-

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attendance and truancy are effective signals of the risk of school drop- out. Responding to these signals at the school level by identifying and supporting those with attendance difficulties is therefore likely to sig- nificantly enhance retention.

This study also highlights the need to reorientate how young peo- ple are channeled from second-level education. In the context of lim- ited resources, guidance provision is generally targeted at senior cycle students, with those who leave school early having little contact with the guidance counsellor (McCoy et al., 2006). It is evident that access to high quality career guidance is important for all young people. Such guidance should seek to ensure that young people and their families are aware of the short-term and the long-term implications of leaving school early. Guidance services in schools also have a potential role to play in providing support and referral for those young people who have experienced bereavement and other life trauma. Without such support, these young people may be unable to continue on in full-time education.

8.3.5 Second-Chance and Post-School Education/Training

This report highlights the challenge of re-engaging young people with second-level education after the decision to leave school has been made. To want to remain at school or pursue their education else- where, young people need to feel that that education is meaningful and rewarding and will yield success. This reinforces the need for schools to find appropriate ways of maintaining high levels of attainment and ensuring that young people from all backgrounds attain those levels. One challenge here is improving the quality of school experiences from an early age. This requires more intensive early intervention and high quality initial schooling. Important for these young people are policies which target some of the barriers to re-engagement with edu- cation. For re-engagement to become an effective option, alternative strategies to progress need to be devised for those who exit without requiring them to ‘go back’ to school. In other words, re-engagement needs to be structured in a way that makes it accessible both by being clearly ‘signposted’ and by being organised in a way that takes into

account the post-school experience of the participants. Access to qualifications could be supported by joined-up provision of services and the opportunity to engage in formal learning across a range of sites.

While a high proportion (62 per cent) of early leavers progress to some form of post-school education or training after leaving school (Byrne et al., 2009), education and training aimed at potential early leavers must be flexible, relevant, challenging and rewarding, ensur- ing that they are engaged in programmes and courses which promote the acquisition of skills that they can build upon and which will help lead to secure jobs and better futures.

One of the aims of current education policy is to increase school retention. This study indicates that the specific needs and experiences of early school leavers must be considered if retention is to improve. This group represents young people from the most disadvantaged backgrounds, and leaving school early has significant consequences for their adult life-chances, thus reinforcing their initial disadvantage. Many early leavers were low achievers in school, developed negative views of school, teachers and other students, and had challenging pat- terns of school behaviour and attendance. The study highlights the necessity of developing engaging educational experiences and appro- priate pathways for young people at risk of early school leaving, given the substantial costs not only to the individual but to society as a whole. Finally, retention at school is not sufficient unless young peo- ple experience achievement and obtain qualifications. This study, alongside other Post-Primary Longitudinal Study research, points to aspects of school process, including active teaching methods, flexible ability grouping and positive school climate, which enhance student engagement in learning, an engagement in learning which can serve to promote both retention and achievement equally.

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