ABSTRACT
The transition to online learning at a time of intensive efforts to ensure that the academic project continued under the trying conditions brought on by the COVID-19 pandemic placed intense pressure on both staff and students, increasing their workload. The increased workload placed students at a risk of burnout. While most burnout research focuses on the workplace, there is growing recognition that study activities can have a similar impact on students. The study drew on the conceptualisation of various authors on burnout which is conceived as three subdomains, namely, emotional exhaustion, cynicism and feelings of low accomplishment or inefficacy. This study made use of a cross-sectional survey design. The sample for the study was drawn from students at an Open Distance e-Learning (ODeL) institution in South Africa using a census sampling approach. The findings of this study show relatively low levels of burnout and high levels of study engagement among respondents. This is despite most respondents reporting being employed while studying. Furthermore, the relationship between dropout intention and burnout was weak but significant. Further areas of research in this field could include students from contact institutions, or a focus on postgraduate students who are employed while studying or explore gender differences among students in different fields of study.
ABSTRACT
La educación media superior es el nivel educativo con la mayor tasa de abandono escolar en México. Esta situación había presentado un decrecimiento constante hasta antes del ciclo escolar 2020-2021, período en el que comenzaron a manifestarse los efectos de la pandemia por la covid-19. En este artículo se expone un análisis exploratorio sobre el abandono escolar de este nivel en México considerando los efectos de la pandemia y las intervenciones mediante las políticas públicas que intentan desalentarlo. Una parte fundamental del texto se dedica a caracterizar el fenómeno en función de la multicausalidad identificada en la literatura, los efectos mediadores, así como las principales vías de atención al problema a través de instrumentos de política pública que sirvan como marco de análisis. En cuanto al diseño metodológico, con datos obtenidos de diversas fuentes, incluyendo la Encuesta para la Medición del Impacto COVID-19 en la Educación 2020, se presentan estadísticas descriptivas que permiten elaborar la interpretación de los hallazgos sobre la discontinuidad escolar pre y pospandemia. Entre los principales resultados encontramos que las cuestiones económicas han sido la principal causa para no continuar en la educación media superior, además de que no existieron estrategias propias para este nivel educativo a fin de desalentar el abandono escolar por razones vinculadas a los efectos de la covid-19.Alternate :Upper secondary education is the educational level with the highest dropout rate in Mexico. This situation had shown a steady decrease until before the 2020-2021 school year, when the effects of the COVID-19 pandemic began to manifest themselves. This article presents an exploratory analysis of school dropout at this level in Mexico, considering the effects of the pandemic and interventions through public policies that attempt to discourage it. A large part of the text is devoted to characterizing this phenomenon in terms of the multicausality identified in the literature, mediating effects, and the main ways of addressing the problem through public policy instruments that serve as a framework for analysis. Regarding methodological design, with data obtained from various sources, including the Survey for the Measurement of the COVID-19 Impact on Education 2020, descriptive statistics are presented that allow us to elaborate the interpretation of the findings on pre- and post-pandemic discontinuity in schooling. Among the main results, we find that economic issues have been the main cause for not continuing in upper secondary education, in addition to the fact that there were no strategies at this particular educational level to discourage COVID-related school dropout.
ABSTRACT
Con el propósito de abordar la temática del rezago educativo y el abandono escolar, se presenta una investigación ubicada en el paradigma interpretativo, con enfoque cualitativo y metodología fenomenológica, cuyo objetivo es analizar las experiencias que tiene el profesorado ante esta problemática, y los factores que inciden en ella. Como técnica se empleó la entrevista a profundidad a cinco docentes que ejercen su profesión en diferentes niveles educativos en estado de Chihuahua, México. De lo expresado por ellos, se destaca el hecho de que todos han vivido esta problemática, y consideran que esta se ha agravado debido a las secuelas provocadas por la Covid-19. Identifican factores que inciden en este fenómeno acorde a la literatura revisada y plantean estrategias centradas en la atención individualizada del estudiantado, tales como las tutorías, gestión de apoyos económicos y capacitaciones para las problemáticas más frecuentes en la comunidad.Alternate : With the purpose of exploring the topic of educational lag and school dropout, a research positioned in the Interpretative framework is presented;it uses the qualitative approach and phenomenological method, with the objective of analyzing the experiences that teachers have regarding this issue, as well as identifying the factors that they consider come into play. The technique used was the in-depth interview, with five teachers, workers in the state of Chihuahua, Mexico. The fact of all teachers have experienced the problem of educational lag and school dropout is highlighted, and also their considerations about this phenomenon, which is worse because of Covid-19 consequences. They identify factors that come into play in this phenomenon according to the literature review and pose strategies centered on individualized attention for students, such as tutoring, obtain economic support for them and training for the most frequent problems in their communities.
ABSTRACT
The crisis caused by the COVID-19 pandemic has profoundly affected the educational system, due to the interruption of academic normality and the transition to virtual learning. The changes derived from this situation represent a risk for students' educational trajectories and their enrollment in school. In relation to this problem, the objective of this study is to analyze the effect of academic burnout on the intent to leave school, among a sample of 475 university students of differing classifications. The results show a positive correlation between burnout and the intent to leave school. The data should serve to implement preventive programs to reduce the effects of stress, facilitate adapting to the new reality, and prevent the problem of dropping out. © 2021 Consejo Mexicano de Investigacion Educativa. All rights reserved.
ABSTRACT
The 'Charm' of snake charmers has faded away with the advent of new age professions and ample interesting sources of entertainment. Our country, which was once known as the 'Land of Snake Charmers' seems to have started taking offence to this hyperbolic characterisation. With the implementation of the Wild Life (Protection) Act, 1972, snake charmers, who belong to the Sapera community (a Denotified Tribe), lost their traditional livelihood and Sapera identity. Some resorted to just playing the 'been' (a traditional trumpet used by snake charmers), while others moved on to different vocations. Due to the COVID-19 pandemic and the subsequent lockdowns, the livelihood of this community further got affected. As part of a doctoral study, a settlement of the Sapera community from the urban slums of Delhi was researched and surveyed in depth. This article tries to capture the current livelihood patterns, socio-economic status, educational level, and cultural construct of snake charmers 'settled' in Molarband village, an urban village in south Delhi, India. Major findings have been- loss of traditional livelihood, increased enrolment, livelihood loss due to COVID-19 imposed lockdowns and restrictions. Enrolment among females has especially increased, while drop-out in male population is occurring due to increased substance abuse.
ABSTRACT
Today, most higher education (HE) institutions throughout the world are shifting towards an Open Distance Learning (ODL) system. The emergence of the Covid-19 pandemic has also prompted conventional institutions to move towards this system. This shift requires a greater investment in student support services, especially if the institution strives to attract new students, retain current ones, improve their overall performance, increase students' progression rates and employability. A desktop review was conducted to ascertain the effectiveness and efficiency of these services and establish any possible direct or indirect association with students' academic achievements. Studies conducted between 1990 and 2020 were examined using Google and Google Scholar, Scopus, EBSCOhost, ProQuest, Science Direct, Sabinet and the National Research Foundation. The review revealed that student support services' effectiveness and efficiency in ODL institutions in Africa are measured by the success, failure, dropout and attrition rates at these institutions. The effectiveness and efficiency of these services cannot be measured in isolation, but in terms of the philosophical and educational perspectives underpinning the education system. Moreover, dropout rates should be viewed in light of economic and educational landscapes. There is a dearth of literature supporting a direct association between the effectiveness and efficiency of student support services and students' academic outcomes. The researchers recommend that empirical studies be conducted to provide more evidence-based information instead of speculation in the absence of empirical facts. Student support services' effectiveness and efficiency need to be planned and implemented at the level of pedagogy and practice, while policy could offer an environment for planning.