Inclusive education and early school leaving in Bulgaria, Italy, Malta, Romania and Turkey comparative study

ABSTRACT

Early School Leaving (ESL) is a complex phenomenon caused by multidimensional factors spanning personal, social and economic problems. We carried out two online surveys with 796 teachers and 900 students from Bulgaria, Italy, Malta, Romania and Turkey completed standard electronic surveys. The teachers’ survey consisted of secondary school teachers from Bulgaria (N = 147), Italy (N = 105), Malta (N = 71), Romania (n = 261), and Turkey (N = 212). For the second survey, 250 secondary school students from Bulgaria, 109 from Italy, 67 from Malta and 401 students from Turkey took part in the study. From the teachers’ findings, cultural factors, school related factors, family issues, economic reasons, peer pressures and individual life accounts were all indicated as the causes of early school leaving in all 5 partner countries We crossed-examined the data from the teachers with those of their students. From the student survey, coming from families with difficult life experiences, having family responsibilities, having difficult relationships with other students and having little interest in the learning process were linked with early school leaving. The paper brings attention to the need to revisit educational and social policies in response to the significant number of children in Europe leaving school early with low level educational attainment.

KEYWORDS:

• Early School Leaving
• Diversity in Education
• Educational Neglect
• Inclusivity in Education
• Socio-emotional Wellbeing

Acknowledgments

EMPAQT project (ref. No 564547-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD) was implemented with the support of the European Commission under the Erasmus+ program, Key Action 3: Forward-Looking Cooperation Projects. The two Surveys were carried out as part of the EMPAQT Programme. We would like to thank all the partner countries, teachers and students who assisted us with the two surveys. Special thanks to Dr Reni Dimova, and to the following EMPAQT programme collaborators:

• Trakia University – Stara Zagora, Bulgaria.

• The Regional Inspectorate-Silistra and the Ministry of Education, Bulgaria.

• Center for Creative Training Association (CCTA), Bulgaria.

• Institute of Educational Sciences (IES), Romania.

• AFP Patronato San Vincenzo, Italy.

• Mugla Provincial Directorate for National Education, Turkey.

• Maltepe University Research and Application Centre for Street Children (SOYAÇ), Turkey.

• The Centre for Resilience and Social and Emotional Health at the University of Malta, Malta.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The international project “Empathic and supportive teachers – key to quality and efficiency in education” is implemented with the funding support of the EC under Erasmus+ program, ref. No: 564547-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD