Can Mainstream and Alternative Education Learn from Each Other? An Analysis of Measures against School Dropout and Early School Leaving in Portugal

Autor/inn/en	Nada, Cosmin I.; Santos, Sofia A.; Macedo, Eunice; Araújo, Helena C.
Titel	Can Mainstream and Alternative Education Learn from Each Other? An Analysis of Measures against School Dropout and Early School Leaving in Portugal
Quelle	In: Educational Review, 72 (2020) 3, S.365-385 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nada, Cosmin I.) ORCID (Santos, Sofia A.) ORCID (Macedo, Eunice) ORCID (Araújo, Helena C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2018.1508127
Schlagwörter	Nontraditional Education; Dropout Prevention; Dropouts; Foreign Countries; Learner Engagement; Secondary School Students; Teacher Attitudes; Student Attitudes; Program Implementation; Institutional Characteristics; Student Characteristics; Adolescents; Vocational Education; Academic Education; Educational Practices; Portugal + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Sekundarschüler; Lehrerverhalten; Schülerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausbildung; Berufsbildung; Akademische Bildung; Bildungspraxis
Abstract	In the last 20 years, Early School Leaving (ESL) in Portugal has registered a significant decrease. In order to understand the reasons for this trend towards improvement, this paper conducts an analysis of anti-ESL measures implemented in diverse educational institutions. The main objective is to understand how mainstream and alternative education can learn from each other in terms of increasing school engagement and reducing ESL. The analysis is guided by the intention to go beyond individual-oriented views of ESL and focus on wider institutional and structural issues. To achieve an in-depth understanding of these measures, interviews took place with several educational stakeholders (principals, teachers and students), and focus group discussions were conducted with students and teachers. The findings suggest that, in both mainstream and alternative educational institutions, measures to combat ESL tend to be designed and implemented in a top-down way, rather than built on the basis of young people's lived experiences and needs. However, differences were also identified, suggesting that alternative models of education seem to be rooted in a more comprehensive view of ESL, and to better adapt to the challenges that young people experience in their daily lives. Consequently, mainstream education could follow the example of alternative institutions, and develop more comprehensive anti-ESL measures, which do not focus solely on students' presumed "deficits", but seek to tackle wider systemic inadequacies. In terms of policy recommendations, the findings suggest that both mainstream and alternative education could benefit from greater exchange between institutions of inspirational policies and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01