https://doi.org/10.59132/viz/2023/6/6-19
Izvleček
V prispevku obravnavamo problematiko zgodnjega opuščanja šolanja (ZOŠ) pri mladih. To je zapleten in dinamičen proces, ki se ne zgodi naenkrat. Povezan je z družbeno-ekonomskimi in drugimi dejavniki in zadeva mlade, ki predčasno prekinejo svojo izobraževalno pot, ker niso zmogli, znali ali želeli dokončati izobraževalnega programa, v katerem so se znašli, niti se niso želeli prepisati v drug izobraževalni program in vsaj enega zaključiti. Še posebej nas zanimajo ranljive skupine mladih (RSM) med 14. in 17. letom, in sicer: priseljenci in begunci, Romi, otroci s posebnimi potrebami (OPP) in mladostniki s težavami v duševnem zdravju, mladostniki, ki prihajajo iz družin z zelo nizkim socialno-ekonomskim statusom (SES)3 ali izjemno nadarjeni mladostniki. Skupina mladih, pri katerih obstaja tveganje za ZOŠ, spada med socialno ranljive. Brez izobrazbe so pogosto odrinjeni na rob družbe, kasneje kot odrasli pa brezposelni, kar pogosto vodi v revščino in socialno izključenost. V raziskavi, ki jo predstavljamo v drugem delu, smo empirično ugotavljali dobre prakse izobraževalcev pri delu z RSM. Izhajali smo iz njihovih odgovorov v spletni anketi in podatke razvrstili tako, da smo izpostavili tiste prakse, ki po subjektivni oceni izobraževalcev pomagajo pri zmanjševanju ZOŠ s poudarkom na vključujočem pedagoškem delovanju šol pri opolnomočenju RSM za premišljene izobraževalne in karierne odločitve na področju interesov, identitete, čustev, motivacije, samoregulacije (samouravnavanja), socialnih odnosov in didaktičnih pristopov.
Abstract
Empowering Youth to Make Informed Educational and Career Choices
This paper addresses the issue of early school leaving among young people, a complex and dynamic process that does not happen overnight. It is related to socio-economic and other factors and concerns young people who drop out of education because they were unable or unwilling to complete the educational programme in which they found themselves or to transfer to another educational programme and complete at least one. We are particularly interested in vulnerable youth aged between 14 and 17, i.e., immigrants and refugees, Roma, children with disabilities and adolescents with mental health problems, adolescents from families with low socio-economic status or exceptionally talented adolescents. Young people at risk of early school leaving are socially vulnerable. Without education, they are often marginalised and later unemployed as adults, often leading to poverty and social exclusion. In the research presented in Part II, we empirically identified good practices of educators in working with vulnerable youth. Based on their responses to an online survey, we categorised the data to highlight those practices that educators subjectively perceived as helping to reduce early school leaving, with a focus on the inclusive pedagogical action of schools in empowering vulnerable youth to make informed educational and career choices in the areas of interests, identity, emotions, motivation, self-regulation, social relationships and didactic approaches.