Recommendations for confronting vocational education dropout: a literature review

Despite the importance of the subject of the early school leaving, there are few researches about success and dropout pathways in Vocational Education and Training, while there are many studies centered in other educational levels. This article aims to respond to the following questions: What role d...

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Published inEmpirical research in vocational education and training Vol. 9; no. 1; pp. 1 - 23
Main Authors Cerda-Navarro, Antoni, Sureda-Negre, Jaume, Comas-Forgas, Rubén
Format Journal Article
LanguageEnglish
Published Cham Springer International Publishing 14.12.2017
Springer Nature B.V
SpringerOpen
Subjects
Academic engagement
Career and Technical Education
Career and Technical Education Schools
Cultural Context
Database Management Systems
Doctoral Dissertations
Dropout
Dropout Prevention
Dropout Research
Early school
Economic Sociology
Education
Flow Charts
Information Seeking
Labor Economics
Leaving
Literature Reviews
Organizational Studies
Professional and Vocational Education
Review
Romance Languages
School counseling
School dropouts
Search Strategies
Secondary Education
Success
Vocational education
Academic engagement
Early school
Dropout prevention
Leaving
Dropout
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ISSN1877-6345
1877-6337
1877-6345
DOI10.1186/s40461-017-0061-4

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Summary:Despite the importance of the subject of the early school leaving, there are few researches about success and dropout pathways in Vocational Education and Training, while there are many studies centered in other educational levels. This article aims to respond to the following questions: What role do practical recommendations play in research on vocational education dropout? To which specific areas of the educational intervention do these recommendations refer? What specifically are the main practical recommendations for reducing vocational education dropouts? A review of the existing scientific literature has been conducted. A total of 60 documents have been located and analyzed. Results suggests that the main body of recommendations are focused on advising and counseling of students while the recommendations aimed at changing the institutional environment and organization and the teaching staff competences and characteristics are of less concern.
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ObjectType-Literature Review-2
ISSN:1877-6345
1877-6337
1877-6345
DOI:10.1186/s40461-017-0061-4