{"id":60644,"date":"2021-12-09T14:34:44","date_gmt":"2021-12-09T19:34:44","guid":{"rendered":"https:\/\/world.edu\/?p=60644"},"modified":"2021-12-09T14:34:44","modified_gmt":"2021-12-09T19:34:44","slug":"the-invisible-school-dropout-of-rural-youth","status":"publish","type":"post","link":"https:\/\/world.edu\/the-invisible-school-dropout-of-rural-youth\/","title":{"rendered":"The invisible school dropout of rural youth"},"content":{"rendered":"

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\nIn 2010, France signed the European commitments entitled\u00a0<\/span>\u201cEurope 2020\u201d<\/span><\/a>\u00a0, one of the objectives of which was to reduce the school dropout rate below 10% by 2020. That is to say, less than 10%. % of young people leave their training with a level lower than that of the CAP-BEP.\u00a0In 2019, the school dropout rate\u00a0<\/span>was 8%<\/span><\/a>\u00a0.<\/span><\/p>\n

While, of course, the primary objective of the fight against this phenomenon is to reduce inequalities between students, it is also a social and economic issue.\u00a0<\/span>A 2014 report<\/span><\/a>\u00a0estimates the \u201ccost\u201d of dropping out of a student at 230,000 \u20ac over a lifetime, which would amount to an annual \u201ccost\u201d for the State of around 30 billion.<\/span><\/p>\n

At the individual level, the stakes are also great, and this despite the inflation of the level of qualification.\u00a0<\/span>Figures from INSEE for 2021<\/span><\/a>\u00a0indicate that the unemployment rate 1 to 4 years after leaving the training system is 48% for non-graduates against 11% for those with a bac + 2 or higher diploma. superior.<\/span><\/p>\n

The measures taken to fight against dropping out of school, however, reveal a significant cleavage between urban spaces and rural spaces, less densely populated and marked by distance from services.\u00a0The absence of second-chance schools, of Establishments for Integration into Employment (EPIDE), or quite simply the less strong concentration of devices linked to Local Missions, reveal\u00a0<\/span>these territorial inequalities<\/span><\/a>\u00a0.<\/span><\/p>\n

Territories of success<\/strong><\/h4>\n

More than a question of access to these structures, rural dropouts are disadvantaged by measures based on a very urban-centered perception of the markers of the risk of dropping out of school, since they are based on research carried out in town.<\/span><\/p>\n

We actually have very few indicators on the causes, consequences and methods of dropping out of school in these areas which nonetheless regroup,\u00a0<\/span>as Jo\u00ebl Zaffran shows<\/span><\/a>\u00a0, nearly a fifth of the number of school dropouts.\u00a0Political prerogatives concerning the fight against dropping out of school nevertheless clearly highlight the need for regional management, but the rural aspect of the spaces is not taken into consideration.<\/span><\/p>\n

Studies point to a clear correlation between a lower social background and lower academic success as well as a higher dropout rate.\u00a0If the rural areas include more employees and workers and less executives and higher intellectual professions than the cities, they defy the forecasts.\u00a0<\/span>The 2018 report from<\/span><\/a>\u00a0IGEN and IGAENR on rural education shows that students there perform slightly better than urban ones when entering college and that they ultimately do not really suffer from shortages, delays or deficits related to their education.<\/span><\/p>\n

Several elements<\/span><\/a>\u00a0have been invoked by sociology to explain these results.\u00a0First, significant family involvement in the educational life of children, as well as greater trust between parents and teachers, made possible in particular by greater mutual knowledge in these spaces.\u00a0Then, the small size of the classrooms and the greater presence of multi-level classes allowing more time per student and promoting development.<\/span><\/p>\n

Rural areas are therefore not areas of cultural or educational \u201cgaps\u201d and even seem to limit the difficulties of certain pupils.\u00a0It should also be noted that they show a\u00a0<\/span>strong correspondence between training, employment and territory<\/span><\/a>\u00a0, with a greater orientation towards shorter and more professional studies than in the city.<\/span><\/p>\n

Still according to IGEN and IGAENR, we can observe that 61% of rural students are in a vocational bac course against 39% in the city.\u00a0This more common orientation towards these courses means that rural young people feel less devalued by such courses in an environment where for many there is a form of “evidence” of a short and professionalizing school course.<\/span><\/p>\n

The rural environment is therefore not an environment conducive to dropping out of school, since its educational peculiarities and the greater frequency of professionalizing orientations seem to bring a certain resistance to this phenomenon.\u00a0This explains why young rural people represent a quarter of the young population of the national territory and only 17% of dropouts in France.<\/span><\/p>\n

Complex signals to spot<\/strong><\/h4>\n

In reality, what makes dropping out of school in rural areas problematic is the form it takes and the difficulty of implementing an appropriate prevention policy.\u00a0In rural areas, as elsewhere, dropping out of school is the result of a long process of distance from one’s schooling, very often motivated by a desire for rapid integration into the labor market.<\/span><\/p>\n

Among rural young people who drop out, the attraction of the working world is the main motivation that is put forward to justify the act of dropping out of school.\u00a0In short, this is seen as a way to accelerate the independence of adulthood.<\/span><\/p>\n

Apart from this very important desire for professional integration in the act of dropping out of school, it is the discretion and the abrupt nature of rural dropping out of school that makes it special.\u00a0Sociology generally suggests two types of behavior that seem to indicate a high risk of dropping out of school:<\/span><\/p>\n