Martínez (1999) and Carrera and Mazzarella (2001), in their studies, make it possible to go to the heart of the phenomenon and study it in its development. Therefore, in terms of profitability, investment in education ceases to be profitable if there are high levels of university dropouts ( Corominas, 2001). In times of economic hardship, capital plays a very important role. On the other hand, for the state, it means instability in the higher education system that affects society as a whole, due to the large economic costs it invests without achieving the expected educational objectives for the population ( González et al., 2007). Similarly, the university institution is also affected, as the failure of its student's casts doubt on the effectiveness of the teaching staff, the organization of the curriculum, the resources available, etc. When a student drops out of a degree program, he or she suffers a situation of failure, which causes damage and psychological suffering a problem that extends to the family environment. The above data, which are worrying if we bear in mind that European institutions set themselves the target of reducing university dropout rates to 10% by 2020, lead to multiple consequences at an academic and structural level in higher education, as well as socio-economic effects, which can be seen in the student body, the university institution, and the State as a whole ( Agudo, 2017). In this regard, in Spain, specifically in Andalusia, recent reports such as the one published by the Independent Authority for Fiscal Responsibility ( AIReF, 2020) show that the university dropout rate in Andalusia is considerably higher than the average for the Spanish university system as a whole. The dropout rate in the first year of a Bachelor's degree, of the new 2014–2015 cohort, stands at 21.5%. In the latest report published by the Ministry of Education and Vocational Training ( MEFP, 2019), 30% of students drop out of Spanish universities, mainly during the first year of studies. If we examine the percentage of students who drop out of a Bachelor's degree, we can see that this percentage is increasing significantly, which is a problem. According to the latest statistics published by Eurostat (2020), Malta is the country with the highest university dropout rate with 18.4%, followed by Spain with 18.3%, and, in third place, Romania with 18.1%. The Organization for Economic Co-operation and Development ( OECD, 2019) reports that 20% of students who start tertiary studies fail to complete them. University dropout is a phenomenon, as distinguished as it is problematic, worldwide due to its high dropout rates. With them come certain sub-causes that must be taken into account for a better understanding of the reasons for university dropout, such as demotivation, low self-esteem, frustration, pregnancy, among others, reasons why their study is essential for their future eradication. ![]() Objectives: To analyze student satisfaction, to specify the causes of dropout, and to determine the most appropriate authors on dropout by means of literature and different databases.Ĭonclusions: It is concluded that, are five main major components would be behind university dropout: student adaptation, personality, socio-economic level, teacher–student relationship, and quality in university education. Methodology: Using a quantitative and qualitative methodology, an attempt is made to provide answers to the objectives pursued by the research. Its study and improvement of the education system is a key element in changing the course of university dropout and alleviating its rapid growth in society. The educational community is involved in the reasons for its trajectory as a social problem, which does not exempt any student in the world. ![]() Introduction: Dropout is one of the problems that the university education system has to face every year.
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