Our book
Intellectual
Output Detailed Description
It is a well-known fact that
education shapes the contemporary world. It determines the exact value of
present and future. If you have a better education, it directly means you will
have a better status in modern society, better mental and physical health,
comfortable life and countless of positive returns. In addition to this if you
fail during the education process, you will unluckily get long-term social and
financial costs beforehand. Having all the abilities, facilities and
opportunities, one participates in a better social and economic environment.
Otherwise our insufficiencies generate higher expenses for health, support
poorer incomes and lessen life standards not only for our current positions but
also for the next generations, create an atmosphere of unsafe community. So an
acceptable and protective education system, which ensures loyalty to each
citizen and a prosperous future, objects to the requests and the interests of
the society.
Throughout the history we have experienced that
providing qualified education and bringing up conscious generation let us hope
that this automatically creates a fairer society. In course of time women have
performed impressive improvements and in many different parts of the world
diversity of earnings and prosperity has also increased, but total social
awareness has not increased. Despite the fact that students attend universities
continuously, a great number of them are still being left behind with
undesirable conditions. Based on the data we have we can say that in OECD
countries nearly one of three adults could have only primary or lower secondary
education – a real disadvantage in terms of employment and life chances. At the
same time, increased migration exhibits new challenges for social cohesion in
some countries while other countries face long-lasting troubles of combining
minorities. Fairness in education boosts social cohesion and trust.
Our book introduces how to improve equity in education
in three stages: the applied questionnaires about bullying in school system
and their analysis about bullying in
school system, practical event or lesson plans to overcome the risks of early
school leaving and improving basic skills and the results of students’ learning
/ teaching / training activities in Greece and Portugal. It suggests steps
which would help to reduce and even remove school failure and dropout rates,
make society fairer and avoid sharp borders in social costs for adults with
basic skills.
Our book, “Overcoming the risks of early school
leavers and improving basic skills” focuses on searching the causes and
results; possible precautions for Early School Leaving (ESL) and improving
basic skills for early school leavers in Turkey, Portugal, Greece and
Lithuania. Early School Leaving is a problem all over the world. Each ESL’er is
more likely to be isolated, to have unstable jobs with earning little money, to
lead a worse life and to face with difficulties in professional education. They
will probably be our daily partners and transform their personality in any
field of their life and as a result our lives.
ESL creates completely extensive "social"
loss (It leads to future social isolation and high level of necessity in the
health care). In the long lasting period, ESL founds a giant waste of
potential, individual, social and economic improvements. The reason of ESL is always
found in special cases which give form and raise to it in particular aspects.
It has not only individual but also social actions. It has mutual effect among
families and social background as well.
This situation is the result of a problem with
generally a long duration which frequently comes about before a teenager
attends school. Even though ESL’er is not separated from community, ESL is
combined with a large series of economic and social lacks. ESL’er most likely appears
from unemployed families; he/she is male rather than female; he/she could to be
handicapped with Special Educational Needs
(SEN), he/she could have adolescent mother with physical and/or mental
health difficulties; he/she could be from small groups or emigrant families.
In numerous situations, probably lots of these risks
are available, and various deficiencies boost considerably the possibility of
unfavourable consequences. The personal elements combined with ESL are in
general based in really poor families and social history and knowledge. Lots of
ESLs do not have qualifications or many of them quit training too. In spite of
some of these determinant, which are smoothly bonded to straight measure acts,
anyone can easily experience and participate in these types of incidents and
conditions, particularly in any level of training, which support or delay the
possibility of adolescents from parallel past ESL’ers. ESL’ers probably have
sophisticated ways of academic success, issue attitude and weak participation as
early as pre-school training extremely predictive of the possibility of their
next former departure. They characteristically act poorly at college, and are
academically and socially independent from school. They probably aren’t
present, and are considered as control issues.
ESL’ers probably arise from schools with poor economic
and social environments. The school compounds influence -the influence of the
all social category combination of a school population on the consequences of
students- is obvious. This influence is broken by schools’ structure and
directorship, teachers’ manners and their friends’ influences. The validity of
ESL alters with the concerning elements. Education system and local labour
influence vocational education.
Reactions to ESL handle it at different phases in the
duration. Identification roots these
behaviours which are related with ESL and they sometimes get useless tactics.
Tracked thanks to extensive works, such interferences have been remarkably
successful in decreasing the next ESL. Although the result for such research is
conducted after years, this is openly a case to help the future addition of the
judgment. Functional and exact strategies for schools can be constructive,
student based (objecting related students or groups of students), or school
environment (affecting all students). Functional strategies could be presented
to relatives. Even though political forces around these issues have likely to
restricted the improvement of this choice. Student based reactions have been
diverted to preventive "in risk" students towards forces which could
let them independent. They involve advising, especially face to face, and
watching students. Such reactions should supply concentrated help, and let ideal
application of other government and social services. Because all of these
reactions, monitoring for the students is suggested. . School wide reactions
focus especially on a series of curricular change, for example the presentation
of vocational and technical education, or bigger unity with other
representatives, involving labour areas. We see significant stress on the need
to transport subject-origin to skills-origins curriculum.
We think that it can be likely to define key factors
of withdrawing from school. It can be designed suitable replies to them.
Another chance plan can be introduced to support these who have already left
school early age. These seems to be more successful when these students are
offered some other experiences to traditional schooling, but generally it is
thought better to try to provide second chance success.
Finally, this book aims to find solutions and
applications that try to clarify the issue of ESL, the seriousness of the issue
has neither been properly recognized nor effectively responded to. Many of the
responses are based on diagnoses with rather narrow views of the nature and
depth of the issues. As we have examples of apparently successful
interventions, there are rarely attempts to "join them up", in more
comprehensive programmes.
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