School Failure and Drop Out in University of Lisbon: Sceneries and Coureses
School Failure and Drop Out in University of Lisbon: Sceneries and Coureses
School failure is the starting point and the structuring problem of this research project, based on a case study: the University of Lisbon. The objectives for the first 2 years are:
a) to examine and discuss concepts and theories constructing "school failure" and "drop out" (in its various modalities) as a problem in higher education systems. Special attention will be given to contemporary debates on "youth condition" in societies (and families) strongly individualized and where "risk" appears to reinforce processes of self-construction and demand of identity;
b) having selected the freshmen at the entrance of the UL (with its 8 Faculties), to make a social characterization of this heterogeneous universe; an extensive survey is applied to all (1st cycle) newcomers. A data basis is then constructed and a statistical treatment of the information undertaken.
c) to relate these findings with school failure indicators in the UL, its various faculties and degrees.
d) introducing the students' perspectives and a longitudinal view, to study individual trajectories in the UL, by means of in-depth interviews to relevant samples concerning "school failure" and "drop out" issues.
Higher Education, School Failure
School failure is the starting point and the structuring problem of this research project, based on a case study: the University of Lisbon. The objectives for the first 2 years are:
a) to examine and discuss concepts and theories constructing "school failure" and "drop out" (in its various modalities) as a problem in higher education systems. Special attention will be given to contemporary debates on "youth condition" in societies (and families) strongly individualized and where "risk" appears to reinforce processes of self-construction and demand of identity;
b) having selected the freshmen at the entrance of the UL (with its 8 Faculties), to make a social characterization of this heterogeneous universe; an extensive survey is applied to all (1st cycle) newcomers. A data basis is then constructed and a statistical treatment of the information undertaken.
c) to relate these findings with school failure indicators in the UL, its various faculties and degrees.
d) introducing the students' perspectives and a longitudinal view, to study individual trajectories in the UL, by means of in-depth interviews to relevant samples concerning "school failure" and "drop out" issues.