Relevant bibliographies by topics / Knowledge of High School Drop-outs

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Academic literature on the topic 'Knowledge of High School Drop-outs'

Author: Grafiati
Published: 3 June 2025
Last updated: 20 July 2025

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Journal articles on the topic "Knowledge of High School Drop-outs"

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Odum, Brad R., and Judy C. Drolet. "Knowledge Level of HIV/AIDS among High School Drop-Outs." Journal of Health Education 28, sup1 (1997): S—17—S—21. http://dx.doi.org/10.1080/10556699.1997.10608628.

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Rani, Festi Dwi, Wirdatul 'Aini, and Syuraini. "Hubungan Sosialisasi Pengetahuan Remaja Putus Sekolah SLTA tentang Paket C di PKBM Titian Amanah." Jurnal SPEKTRUM PLS 1, no. 1 (2018): 32–41. https://doi.org/10.5281/zenodo.1186407.

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This research is motivated by the lack of knowledge of high school drop-out youth about Paket C in PKBM Titian Amanah. The purpose of this study is to describe: (1) socialization conducted by PKBM Titian Amanah, (2) knowledge of high school drop-out teenagers about Paket C, and (3) relationship between socialization with knowledge of high school drop-out youth about Paket C. Population in this research 40 people and a sample of 30 people. With stratified random sampling sampling technique. Data collection techniques is a questionnaire and data collection tool is a questionnaire. Data analysis technique using percentage calculation and product moment correlation formula. The results of the study found that (1) the socialization conducted was not well implemented, (2) the knowledge of high school drop-out teens on Paket C is still unknown, and (3) there is a significant relationship between socialization with high school dropout knowledge about Paket C in PKBM Titian Amanah.
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Rani, Festi Dwi, Wirdatul Aini, and Syuraini Syuraini. "Hubungan Sosialisasi Pengetahuan Remaja Putus Sekolah SLTA Tentang Paket C di PKBM Titian Amanah." Spektrum: Jurnal Pendidikan Luar Sekolah (PLS) 1, no. 1 (2018): 32. http://dx.doi.org/10.24036/spektrumpls.v1i1.9497.

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This research is motivated by the lack of knowledge of high school drop-out youth about Paket C in PKBMTitian Amanah. The purpose of this study is to describe: (1) socialization conducted by PKBM TitianAmanah, (2) knowledge of high school drop out teenagers about Paket C, and (3) relationship between socialization with knowledge of high school drop-out youth about Paket C. Population in this research 40 people and a sample of 30 people. With stratified random sampling sampling technique. Data collectiontechniques is a questionnaire and data collection tool is a questionnaire. Data analysis technique usingpercentage calculation and product moment correlation formula. The results of the study found that (1)the socialization conducted was not well implemented, (2) the knowledge of high school drop-out teens onPaket C is still unknown, and (3) there is a significant relationship between socialization with high schooldropout knowledge about Paket C in PKBM Titian Amanah.
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Susmiarsih, Tri Panjiasih, Himmi Marsiati, and Susi Endrini. "Peningkatan Pengetahuan Faktor-Faktor yang Memengaruhi Perilaku Seks dalam Upaya Cegah Seks Pranikah pada Siswa-Siswi SMP N 77 dan SMA N 77 Jakarta Pusat." Jurnal Pengabdian kepada Masyarakat (Indonesian Journal of Community Engagement) 4, no. 2 (2019): 206. http://dx.doi.org/10.22146/jpkm.34197.

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ABSTRACT The premarital sex behavior is a problem and social phenomenon that is increasingly prevalent in society. At a young age, the premarital sex should be a major concern to reduce pregnancy rates unintended, sexually transmitted diseases, school drop out, abortion and even a death. One effort to prevent the premarital sex behavior for students in schools with methods of providing knowledge about sexual behavior, reproductive health, an understanding of religious and the early marriage law. Evaluation of indicators usingpre test and post test data that are analyzed with paired t and regression test. The results show that after counseling, the knowledge of junior high school students about sexual behavior, reproductive health and religious knowledge increased significantly (p <0.05), while high school students of religious knowledge and early marriage law increased significantly. Keywords: premarital sex; reproductive health; sexual behavior
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Prawoto, Budi P., Raden Sulaiman, Dian Savitri, and Dini Kinati Fardah. "PELATIHAN PENDAMPING OLIMPIADE MATEMATIKA SMP KABUPATEN TULUNGAGUNG." Jurnal ABDI 5, no. 1 (2019): 21. http://dx.doi.org/10.26740/ja.v5n1.p21-24.

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This article discusses the activities of community service that raises the theme of mathematics olympiad training with the target is the teachers of math at junior level in Tulungagung regency. The reason for choosing this theme is to see competition in the increasingly rigorous world of education. School is aimed togive birth to outstanding students who can compete in the national, regional, and global arena. One of the problems faced in Tulungagung Regency related to junior high school mathematics is the lack of teachers or supervisors of the Olympics. Solutions offered to MGMP Matematika SMP Tulungagung is held training toteachers of mathematics junior high school for the future teachers can independently accompany students in the arena of mathematics olympiad. The response of the trainees' teachers showed a positive direction. The most important is the increasing insight or knowledge of the ins and outs of the mathematics olympiad.
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Smitka, Julie A. M. "Why Our High Schools Need the Arts." Alberta Journal of Educational Research 59, no. 2 (2014): 333–36. http://dx.doi.org/10.55016/ojs/ajer.v59i2.55602.

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The arts have always had a profound impact on our lives: whether it be to express an idea, emotion, or as a way to communicate. Our worldly artistic experiences and knowledge date as far back as the Pre-historic period. So why is it that music, dance, drama, and visual arts, all cultural subjects so steeped in human history are, for the most part, always on the cutting block in educational curriculum? Why is artistic importance in the curriculum always viewed as mundane and devalued by so many policy makers? Following her best selling book Why Our Schools Need the Arts, author Jessica Hoffman Davis brings us Why Our High Schools Need the Arts. In arguing for an increase in arts courses within the educational curriculum as a way to engage all students and to alleviate the drop out rates of disenfranchised youth, Hoffman Davis offers vivid accounts from students, teachers, administrators “to provide the reader (the high school student, concerned parent, school administrator, teacher, arts education advocate, and/or policymaker) with the necessary information and perspective with which to argue for a prominent place for the arts in the reformation of high school curriculum” (p. 5).
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Mardy Serey, Chhun Hong, Sochorda Youk, Sreynoch Mom, and Boren Tham. "Impact of School Drop-out of Secondary School Students on Social Development in Pong Tek Commune, Romdoul District, Svay Rieng Province." Indonesian Journal Of Education 1, no. 1 (2024): 01–06. https://doi.org/10.71417/ije.v1i1.15.

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Cambodia faces a significant challenge in developing a high-quality, capable, and productive workforce to meet the demands of its growing socio-economic development. However, many students dropped out of secondary and high school during the year. This study aims to investigate the impact of school drop-out among secondary school students on social development in Pong Tek commune, Romdoul district, and Svay Rieng province, Cambodia. The research methodology involved conducting interviews with 60 teachers who personally taught students at Hun Sen Pong Teuk High School. The result showed that some secondary school students still struggle with their studies. They have the highest travel expense deficit at 68%, lack study materials at 35%, and struggle to purchase clothes at 21%. The key factors that cause students to drop-out include internal factors (health and fitness, carelessness) and external factors (poverty, employment, late enrollment, violence, migration, distance from home to school, and social concerns). These student drop-out have a significant impact on social development, leading to issues such as illiteracy, job challenges, and a shift towards vocational training. In conclusion, many students drop-out of school for personal and social reasons, family problems, employment, and learning mismatch problems. After dropping-out of school, most of them lack adequate vocational training, which makes it difficult for them to find a job due to their hard work and low income. We recommend encouraging the students to pursue vocational training to enhance their skills, knowledge, and morality.
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Ramsdal, Gro Hilde, and Rolf Wynn. "Attachment and School Completion: Understanding Young People Who Have Dropped Out of High School and Important Factors in Their Re-Enrollment." International Journal of Environmental Research and Public Health 19, no. 7 (2022): 3938. http://dx.doi.org/10.3390/ijerph19073938.

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When students drop out of high school, this is often negative for their development as well as for society, as those who drop out have an increased risk of unemployment, health problems, and social problems. The aim of the present study was to synthesize knowledge regarding processes related to school dropout in general and school re-enrollment in particular. We performed a narrative review of the literature, focusing on Norwegian and Nordic studies, but we also included studies from other countries when relevant. We discussed the findings in relation to attachment theory and our own research on the topic. As a result, we identified five main challenges to upholding education-related goals in long-term dropout processes: lack of relatedness, overchallenged self-regulation capacity, compensating for a history of failure, wounded learner identities, and coping with prolonged stress. In conclusion, the identified challenges converged on the importance of belonging and social support. The prerequisite for addressing the challenges seemed to be the establishment of a trustful relationship between the students who have dropped out and at least one teacher, and preferably also with other supportive adults. These relationships may provide sufficient social support and aid the students’ motivation to complete school.
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Offor, Ugochukwu Ifeyinwa, and Patricia Ego Nwaru. "Challenges of University Education in the Promotion of Capacity Building and Social Stability in Nigeria." European Journal of Contemporary Education and E-Learning 2, no. 4 (2024): 64–72. http://dx.doi.org/10.59324/ejceel.2024.2(4).06.

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This study examined contributions of university education in the promotion of capacity building and social stability in Nigeria. Two research questions guided the study; descriptive survey research design was adopted for the study. The population of the study was 23000 academic staff of the public universities in South-East Nigeria. The sample comprised of 400 academic staff of the universities. The sample was composed using the simple random method. Data collected were analyzed using mean. Findings of the study showed that Nigeria university education contributes to capacity building through global practice on education con for all, provision of quality teaching infrastructure, access for students to ICT education, improved teaching methods, well equipped lecturers, proper management of universities, well-funded university research, properly motivated faculty; Nigeria university education contributes to social stability through skill and knowledge to navigate tensions, knowledge to avoid violence, help students build mental strength and resilience, help reduce child labor and early marriage, prevention of school-drop outs, help students navigate emotional and psychological trauma, help students navigate physical trauma, and help student make and become members of a peaceful society. The study concludes that Nigeria university education is contributing very little to human capacity building and development and as well social stability, this is linked to some intervening issues that has to do with peculiar issues with developing nations that could reduce the extent of social stability and human capacity development. The study therefore recommends that Nigeria government through the yearly budget address the insufficiency in Nigeria education system such as high rate of unemployment, illiteracy, ignorance, poor staff remuneration, poor infrastructure, poor education funding, strike actions that cripple education, political instability, poverty among others as a means to circumvent the issue of social stability and improve human capacity.
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Offor, Ugochukwu Ifeyinwa, and Patricia Ego Nwaru. "Challenges of University Education in the Promotion of Capacity Building and Social Stability in Nigeria." European Journal of Contemporary Education and E-Learning 2, no. 4 (2024): 64–72. https://doi.org/10.59324/ejceel.2024.2(4).06.

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This study examined contributions of university education in the promotion of capacity building and social stability in Nigeria. Two research questions guided the study; descriptive survey research design was adopted for the study. The population of the study was 23000 academic staff of the public universities in South-East Nigeria. The sample comprised of 400 academic staff of the universities. The sample was composed using the simple random method. Data collected were analyzed using mean. Findings of the study showed that Nigeria university education contributes to capacity building through global practice on education con for all, provision of quality teaching infrastructure, access for students to ICT education, improved teaching methods, well equipped lecturers, proper management of universities, well-funded university research, properly motivated faculty; Nigeria university education contributes to social stability through skill and knowledge to navigate tensions, knowledge to avoid violence, help students build mental strength and resilience, help reduce child labor and early marriage, prevention of school-drop outs, help students navigate emotional and psychological trauma, help students navigate physical trauma, and help student make and become members of a peaceful society. The study concludes that Nigeria university education is contributing very little to human capacity building and development and as well social stability, this is linked to some intervening issues that has to do with peculiar issues with developing nations that could reduce the extent of social stability and human capacity development. The study therefore recommends that Nigeria government through the yearly budget address the insufficiency in Nigeria education system such as high rate of unemployment, illiteracy, ignorance, poor staff remuneration, poor infrastructure, poor  education funding, strike actions that cripple education, political instability, poverty among others as a means to circumvent the issue of social stability and improve human capacity.
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Dissertations / Theses on the topic "Knowledge of High School Drop-outs"

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Lockhart, Tanya M. "High School Drop Outs with Learning Disabilities in the U.S. Virgin Islands." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7818.

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A decline in high school dropout rates of students with learning disabilities (SWLDs) has been reported in the U.S. Virgin Islands (USVI). Of the2 school districts in the USVI, St. STT/STJ and STX, the researcher examined high school experiences of SWLDs who dropped out and did not attain a high school diploma in STX. Utilizing the conceptual framework of Maslow's hierarchy of needs, participants' personal high school experiences were examined in an effort to understand factors leading to their choice to drop out. The researcher interviewed 12 participants who were drop out SWLDs, ages 18 years and older. Interview data were coded and analyzed for common themes. Member checking and peer debriefing were utilized to achieve credibility and trustworthiness. Data analysis resulted in the identification of patterns, or themes, relative to participants' STX high school experiences which contributed to their decisions to drop out. The themes included, peer, family and teacher lack of support, ridicule, peer pressure and behavior problems. Most of the participants had not reached Maslow's highest need for self-actualization. Maslow purported that if needs are not being fulfilled in homes, then they can be fulfilled in schools where a positive school culture is apparent. In this case, students with learning disabilities needed to feel there was value in their education and obtaining a high school diploma. The results of this research might contribute to positive social change by identifying SWLDs' need requirements to attain a high school diploma and provide high school administrators with valuable information to enhance school learning environments for SWLDs and increase high school SWLD graduation rates.
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McCaskill-Mitchell, Sonja V. "The level of persistence in high school drop-outs enrolled in the GED program at a rural community college." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-06292009-102211.

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Ko, Mei Feng, and 柯美妦. "A Study of the Problems for Junior High School Drop-Outs in Geographical Isolated Places." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/96058157833251060001.

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LIANG, ZHI-CHENG, and 梁志成. "A study of the contributing factors and preventative strategies for senior vocational high school drop-outs in Taipei." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/49747997579895850683.

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Chu, Chang Chien Ling, and 張簡玲娟. "The Research of Junior High school students’Attitudes of Behaviors Cause their drop-outs By The Application System Dynamics." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/89810893811848403295.

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碩士<br>樹德科技大學<br>資訊管理研究所<br>90<br>Abstract The drop-out juvenil students who run away from their families and schools have indirectly caused the public security and campus safety problems. People are now putting more and more notice on these increasing drop-out students. This study develops a analysis model by applying the “system dynamics” and based on the group / individual tests which include : the parents’ discipline attitude test，the Lai''s characterics test，the junior high learning and reading devices test , the troublesome behavior inquiry, etc. Also, by using the four tests mentioned above we are able to analyze the factors of the personal, the family, the school and the peers. Applying the “system dynamics” to construct a specific model of a junior high’s physical and mental characteristics in order to simulate, observe and predi! ct the possibilities of drop-out. Besides, the prediction can be helpful to the teachers and the counselling services. It may enhance “preventing guidance” and “developing guidance” to stop the trend of any possible drop-out student. It can also be helpful to those who want to return to school more effectively. That is the goal of “never say no” obligation education.
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Smith, Andrea J. "Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma." Thesis, 2011. http://hdl.handle.net/1828/3815.

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For a distinct portion of Canadian youth, completing a high school diploma with their same-age peers is not a reality. Fortunately, opportunities exist for these individuals to later return to educational institutions to continue their formal education, thereby increasing their job prospects, wages, and quality of life. Barriers faced by these so-called “non-traditional” learners are examined through the data gathered from an anonymous survey and from focus group interviews with students who currently attend a college in western Canada. The purpose of this thesis is to illuminate the experiences and beliefs of “non-traditional” students, including how they were able to enrol in post-secondary education without a high school diploma, what barriers they actually did, or continue to, face, and what strategies and supports have been, or would be, most helpful to them as they navigate the many challenges and transitions to find their path on their educational journey.<br>Graduate
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Books on the topic "Knowledge of High School Drop-outs"

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Michael, Sullivan. A comparative analysis of drop-outs and non drop-outs in Ontario secondary schools: A report to the Ontario study of the relevance of education and the issue of dropouts. Ministry of Education, 1988.

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D, Perry John, and New York (State). Legislature. Senate. Minority Conference, eds. Eliminate drop outs by 2,000: The 4R's strategy to increase high school completion rates. The Minority Conference, 1987.

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Ronald, Meng, Statistics Canada, and Statistics Canada. Analytical Studies Branch., eds. The importance of functional literacy: Reading and math skills and labour market outcomes of high school drop-outs. Statistics Canada, 2006.

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Smale, William. The alarming relation between early school leaving and crime: A case study of twelve male school drop-outs who ended up behind bars. Edwin Mellen Press, 2012.

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After high school, then what?: A career guide for teenagers, young adults, college students, drop outs, and for parents trying to provide guidance to their kids. Foxx Research, 1997.

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Book chapters on the topic "Knowledge of High School Drop-outs"

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Henrekson, Magnus, and Johan Wennström. "The Malaise in the School System." In Dumbing Down. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93429-3_4.

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AbstractA significant drop in students’ knowledge and skills is not the only problem facing Sweden’s schools. The chapter discusses the emergence of a systemic malaise that includes grade inflation, increasing gender differences in performance, and declining civic mindedness. Moreover, the work environment is marred by rising levels of bullying, unacceptable levels of rule-breaking, truancy, and a high incidence of mental health problems. The chapter also discusses the deterioration of working conditions for teachers and the flight from the teaching profession. Teachers self-report that their professional status is low in society, teacher-training programs do not attract top-level students, roughly half of the students in those programs drop out, and a substantial share of those who graduate leave the profession after a couple of years. The wholesale introduction of NPM methods has robbed teachers of the professional autonomy that used to be a key element of the profession’s attractiveness.
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Nahin, Paul J. "What You Need to Know to Read This Book." In The Logician and the Engineer. Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691176000.003.0001.

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This chapter details the background knowledge needed to read this book. Specifically, it assumes some knowledge of mathematics and electrical physics and an appreciation for the value of analytical reasoning—but no more than a technically minded college-prep high school junior or senior would have. In particular, the math level is that of algebra, including knowing how matrices multiply. The electrical background is simple: knowing (1) that electricity comes in two polarities (positive and negative) and that electrical charges of like polarity repel and of opposite polarity attract; and (2) understanding Ohm's law for resistors (that the voltage drop across a resistor in volts is the current through the resistor in amperes times the resistance in ohms) and the circuit laws of Kirchhoff (that the sum of the voltage drops around any closed loop is zero, which is an expression of the conservation of energy; the sum of all the currents into any node is zero).
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Conference papers on the topic "Knowledge of High School Drop-outs"

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Amante García, Beatriz, Montserrat Sánchez Romero, Marta Sunyer, et al. "Project of the academic performance improvement." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1110.

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The transition of students from high school to university is a changing and complicated stage. It is during the initial phase when most drop-outs from engineering degrees occur. There are several reasons for this, however, the most highlighted ones are: i) the mismatch between the students knowledge level after finishing high school and the initial level required by the university degrees; and ii) the lack of a habit and constancy of study on the part of the students. The proposed project aims to design specific tools to improve academic performance in the initial phase of the Degree in Industrial Technologies imparted at ESEIAAT by addressing the two problems mentioned before. In light of this, the measures adopted to solve these points will be tackled separately and properly explained in the following two blocks: block I) Initial level acces, block II) Monitoring of self-learning. Finally, an assessment of the strategies followed will be carried out in a final phase, block III) Integration project.
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Jain, Hemant. "PREDICTING COLLEGE DROPOUT LIKELIHOOD BASED ON HIGH SCHOOL AND COLLEGE DATA: A MACHINE LEARNING APPROACH." In International Conference on Science & Technology, 18-19 July 2024, Bali. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icstr.2024.5758.

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College dropout rate is a significant problem, especially in the US higher education system. Among all undergraduate students, up to 40% drop out before completing their degree. This significantly impacts students and Universities alike financially and in wasted efforts. Previous research shows that there are early indicators of college success in the high school record such as grades, attendance, disciplinary incidents, and ACT/SAT scores. Additionally, there are factors in college experiences, especially in the first year of college which impact the likelihood of dropout. However, to the best of our knowledge, there is no comprehensive model that can accurately predict the likelihood of college dropout and provide an early warning either in high school and/or the first year of college. We were fortunate to get access to longitudinal ten-year data of high school graduates of public schools in a county in the United States and were able to follow a subset of students who went to a specific public University. Based on more than one hundred variables from high school and college records and students’ final status we trained various machine learning models to predict the likelihood of student dropout and identify factors that play a significant role. Based on this information a prototype decision support system was developed and evaluated.
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Dascalu, Maria iuliana, Iulia cristina Stanica, Constantanicoleta Bodea, Melania Nitu, Elisabeth Lazarou, and Lenuta Dascalu. "DIMINISHING THE UNIVERSITY DROP-OUT RATES IN ROMANIAN ENGINEERING PROGRAMS BY USING A SMART CAREER PATH PROFILING SYSTEM." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-123.

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Although knowledge economy came with an increased amount of world-wide career opportunities, major difficulties related to knowledge workers' employment have occurred, among them incapacity of choosing the suitable career. Usually, careers (jobs, occupations) are determined by education, either formal or informal. When a student enrolls to a faculty, he/she in fact makes the first step in choosing one's career. Unfortunately, in Romania, more than a quarter of the students enrolled in a graduate or master program do not finish their studies. This translates into no-return-on-investment for the Romanian government regarding the money spent on the incomplete schooling of so many undecided youths. The career counselling centers, which could diminish the drop-out problem, are under-financed and under-staffed, as one councilor provides such programs for 3400 students, while in high schools a counselor activates for approximative 800 pupils, according to public statistics. In Romania, the university drop-out rate increases from year to year, especially in engineering programs, which are harder, and less known to pupils, conducting to a lack of skilled personnel in the corresponding domains in industry. In the light of the above observations, the scope of the article is to propose a technological model for a Smart Career Path Profiling System (CPPS) with the aim of providing career counseling and recommendations based on advanced analytics of users' profile, extracted automatically from various data sources, e.g. the school situation, social media profiles, specific answers etc. CPPSs are not a new thing. Usually they are built based on psychometric instruments and psychological tests. Unfortunately, these tests are time-consuming and don't take into consideration all aspects of a person behavior. As a follow-up of the technological opportunities, researchers have tried to improve the CPPSs by exploiting recommendation algorithms, data mining techniques and social media technologies: a new generation of CPPSs occurred. Our model is based on recent technologies and customized for Romanian environment and for engineering domains and presented in the context of the new generation of CPPSs.
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Milis, George, Matthew Bates, Maria Saridaki, et al. "ADDRESSING EARLY SCHOOL LEAVING AND DISENGAGEMENT FROM EDUCATION THROUGH SERIOUS GAMES' CO-DESIGN." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-101.

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The Europe 2020 strategy identifies drop out from i-VET or early school leaving (ESL) as a key challenge to meeting employment targets. The Code RED project (http://www.codered-project.eu) has been developed in response to the high levels of early school leaving, drop-out and exclusion from education that often lead to unemployment, poverty and social deprivation. In taking actions towards achieving its goals, the project has been experimenting with a (serious) games' co-design methodology [1] through a dedicated co-design workshops' series, run within 2014 in the UK, Greece, Italy and Cyprus. The objective of the workshops was to engage young people in an interactive (participatory) process of designing and implementing digital educational games' prototypes, aiming at paving the way towards adopting these paradigms in the education and skills' acquisition process, thus maximising the benefit of participants. During the four organised workshops, around 30 young students and 10 trainers (including researchers and facilitators) walked through the pre-defined co-design process, trying to maintain the facilitation at the level 6 of the Hart's ladder [2]. Participants had the opportunity to work as a team, exchange experiences, share roles and responsibilities in the team, see examples of digital (educational) games/products developed by others so as to establish expectations, learn how to deconstruct the rules of games, create and discuss their own game ideas using low-tech prototyping tools (e.g. LEGO models, pack of playing cards, paper, digital means of taking notes, etc.), and finally implement prototypes of their game ideas, using game authoring software such as "Stencyl" (http://www.stencyl.com) and ARIS (https://arisgames.org/). The experimenting offered the opportunity to researchers to collect some very interesting observations, analyse them across the four involved countries and extract useful knowledge towards expanding already available education and employability curriculums from previous projects (e.g. the GOET project, http://goet-project.eu/). References: [1] Bates, M., Brown, D., Cranton, W. and Lewis, J. (2010). Facilitating a games design project with children: a comparison of approaches. Proceedings of the 4th European Conference on Games-Based Learning (ECGBL), October 2010, Copenhagen, Denmark, pp.429-437. [2] Hart, R. (1992). Children's participation: from tokenism to citizenship. Florence: UNICEF International Child Development Centre
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Startseva, Elena Borisovna, Andrey Yurievich Grimaylo, Liliya Rashitovna Chernyahovskaya, and Fernando LLopis Pascual. "Ontology rules application for efficient career choice." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9251.

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The aim of this work is to help university applicants in their transition phase from high-school to tertiary education starting with their first life-long decision concerning their choice of the field of study. The construction of the decision support system has evolved into an ontology-based model. The model, as well as the decision making rules, have been formulated based on the research study of the cohort of 69000 students of the University of Alicante between 2010 and 2018. The educational and psychological processes have been studied in order to identify the pivot moments and the factors that may lead to an adequate decision making or to an objectively wrong decision which eventually ends up in a drop-out of studies. Analysing the existing methods of occupational and educational choice assistance, the method of John L. Holland on “A Psychological Classification of Occupations” has been selected as the most viable and convenient for this purpose. The Holland Codes have been adopted as a lingua franca of this ontology-based model. As a result, the ontology-based decision support system provides assistance in decision making using the Holland Code terminology and practically unlimited complexity of the object and data properties of and ontological presentation of knowledge.
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Reports on the topic "Knowledge of High School Drop-outs"

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Thompson, Charlie. State support for civic engagement. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/878.726.

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Civics education continues to gain national importance, especially in the aftermath of the 2020 presidential election and with recent debates about the teaching of history and critical race theory in schools. At the same time, Americans’ civics knowledge seems to be in a state of decline, with the first recorded drop in U.S. adults being able to name all three branches of government since 2016. Despite the increasing interest in strengthening civics education, states continue to differ in their interpretation of what constitutes relevant and high-quality civic engagement among students. As of 2018, 42 states required students to take a course in civics and government, with 8 of those states requiring a full year of civics and 19 states requiring a civics exam to graduate, often resembling the U.S. citizenship test. Two states, New Hampshire and Pennsylvania, allow local education agencies to develop locally determined assessments of students’ civics knowledge or else require that students take the U.S. citizenship test. A growing number of states are encouraging civic learning and acknowledging that students can be active participants in civic life. This report describes how 10 states are implementing policies that increasingly support a new approach to civics education that engages students in inquiry, civic reasoning, and civic action.
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