ABSTRACT

The aim of the study was to assess the scale of various interrupted schooling trajectories among Polish youth, and to identify the differences and similarities between students following these trajectories and their reasons for interrupting education. In a dataset of 5,414 young Polish adults, we identified 343 (6.3%) learners who left upper-secondary school at least once and followed one of four interrupted schooling trajectories: school non-completion, school switching non-completion, school switching completion and ISCED 3 graduates’ non-completion. They differed from non-interrupted learners in the type of first attended upper-secondary school, gender and socio-economic status, although the pattern of differences varied depending on the trajectory. We also observed differences between interrupted trajectories in the above-mentioned characteristics, as well as in reasons for leaving or switching school, which gives evidence of heterogeneity among interrupted learners. This heterogeneity appeared also in groups usually analysed together, such as early school leavers, which should be taken into account in future studies. Moreover, the analyses showed important similarities between the school non-completion trajectory, which is usually covered in studies, and the ISCED 3 graduates’ non-completion trajectory, which to date remained unrecognised. The results served as a basis for policy recommendations.

摘要

该研究的目的是评估波兰青年中各种中断教育轨迹的规模，并确定遵循这些轨迹的学生之间的差异和相似之处以及他们中断教育的原因。在一个包含 5,414 名年轻波兰成年人的数据集中，我们确定了 343 名 (6.3%) 的学习者，他们至少离开高中一次并遵循以下四种中断的学校教育轨迹之一：学校未完成、学校转换未完成、学校转换完成和ISCED 3 毕业生未完成。他们在首次上高中的类型、性别和社会经济地位方面与不间断的学习者不同，尽管差异模式因轨迹而异。我们还观察到上述特征的中断轨迹之间的差异，以及离开或转学的原因，这证明了中断学习者之间的异质性。这种异质性也出现在通常一起分析的群体中，例如早期离校生，在未来的研究中应该考虑到这一点。此外，分析显示了学校未完成轨迹（通常包含在学习中）与《国际教育标准分类法》3 毕业生的未完成轨迹之间的重要相似之处，这些轨迹迄今为止仍未得到承认。结果作为政策建议的基础。比如提前离校的学生，在以后的学习中应该考虑到这一点。此外，分析显示了学校未完成轨迹（通常包含在学习中）与《国际教育标准分类法》3 毕业生的未完成轨迹之间的重要相似之处，这些轨迹迄今为止仍未得到承认。结果作为政策建议的基础。比如提前离校的学生，在以后的学习中应该考虑到这一点。此外，分析显示了学校未完成轨迹（通常包含在学习中）与《国际教育标准分类法》3 毕业生的未完成轨迹之间的重要相似之处，这些轨迹迄今为止仍未得到承认。结果作为政策建议的基础。