Dupchanchia Model of Students' drop-out control through engagement and appreciation after Covid-19: A Behavioral Policy intervention in the field administration of Bangladesh

Bangladesh is a country which has successfully accomplished the millennium development goals. Upon such accomplishment and with new growing consensus with the global community, the country at present is in pursuit of achieving the sustainable development goals with mostly concentrating on the education sector. However, what impacted the growth and pace of the initiatives was the overwhelming impact of Covid-19 and the lockdown afterwards. Academic institutions remained closed at least for two years which resulted in a compromising number of students after the resumption. This study starts from the identification of a genuine problem with original field level data of the gradually declining number of students. It requires policy intervention centrally and locally. Government of Bangladesh has been deploying some traditional method like vocational and stipend system which is involved with large amount of monetary disbursement. This study found that government like Bangladesh should introduce new or customized education policy which can reduce budgetary involvement and change the choice structure of students. This approach and method has the transferability whereby other similar states can adapt. As a crucial part of local government, I have been working as the chief executive officer of a sub-district called Dupchanchia, and coordinating government departments to implement government policy. After rigorous discussion and brainstorming among the local stakeholders and teachers we uncovered that the students have become demotivated, traumatized and panicked of social engagement and any form of shared activities like classes, games and others. It required us to find out a local policy solution followed by a detailed literature review and primary data collection maneuver. Taking twenty schools into consideration for the study, the project initiated a behavioral policy intervention in ten particular schools and did not interfere with the other ten schools. I engaged local teachers, students and other related stakeholders and continued to use six behavioral tools to change the choice structure of the students of ten selected schools. We observed other ten schools without intervening in their environment and academic atmosphere at all. At the end of the study we collected data through key informant interviews and focus group discussion engaging teachers, peoples' representatives and government officials. Behavioral public policy intervention like nudge and engagement approaches are found to have a positive relation with the change in students number and their performance in the academic and co-curricular activities. This approach may contribute to controlling students' drop out in the lower and lower middle income countries after Covid shock. This policy intervention may have some challenges and limitations which need intensive and rigorous pre-study and prolonged design. Nevertheless, it has unlimited opportunities to be addressed. [ FROM AUTHOR] Copyright of Technium Social Sciences Journal is the property of Technium Press Constanta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

e-Learning as a Doubled-Edge Sword for Academic Achievements of University Students in Developing Countries: Insights from Bangladesh

e-Learning is popular in various developed countries, but it is still underutilized in many developing countries. During COVID-19, when technology was utilized to overcome these obstacles in delivering education globally, e-Learning became widespread in developing nations. In turn, this promoted e-Learning in all types of educational institutions, specifically in higher-level institutions, such as universities. e-Learning has become vital to students' learning and academic achievement. Despite the positive global impact of e-Learning, Bangladesh's situation is quite different. Where socio-economic inequality and the digital divide are pervasive, it results in unequal learning gains and opportunities for university students. Consequently, this affects students' academic achievements. Despite the importance of the topic, there is an existing knowledge gap. This study aims to fill the gap by investigating the effect of e-Learning on the academic achievements of university students in Bangladesh. The study utilizes a mixed methodology. A total of 275 university students participated in this study. The findings of this study demonstrated that students lack access to technological devices and digital literacy, which, in turn, has negatively affected their academic achievement in conjunction with the advancement of e-Learning. Hence, this study recommends that the government offset adverse effects to ensure students utilize e-Learning appropriately.

Accompagnement et proximité: Reconstruire des espaces informels en mode virtuel dans l'intervention à distance dans le contexte de la pandémie

Dans le domaine de l'intervention, si la pratique doit répondre à certaines normes, elle est une relation clinique, intersubjective et d'accompagnement. De fait, la proximité avec les usager.ère.s, au-delà d'une posture d'écoute, conduit à s'interroger sur la tension qu'elle produit entre dépendance et autonomie. L'accompagnement reste toujours une posture de l'incertitude ;l'intervenant.e utilisant aussi bien l'informel dans la relation clinique que le formel pour réduire ces incertitudes. Or le contexte de la pandémie due à la COVID-19 a redéfini cet espace informel. Cet article a pour objectif d'étudier les reconfigurations opérées pour reconstruire un espace informel dans un contexte d'intervention à distance. À partir d'une étude ethnographique menée dans un organisme communautaire de raccrochage scolaire, il s'intéresse plus spécifiquement aux tensions rencontrées par les intervenants.e.s durant la pandémie et aux leviers mobilisés pour les atténuer afin de préserver l'accompagnement et la proximité auprès des jeunes adultes (16-24).Alternate :In the field of intervention, if the practice must meet certain standards, it is a clinical, intersubjective and supportive relationship. In fact, the proximity with the public, beyond a listening posture, leads to question the tension it produces between proximity and autonomy. Indeed, support always remains a posture of uncertainty. In the clinical relationship, the social worker uses both the informal and the formal to reduce these uncertainties. However, the context of the pandemic due to COVID-19 has redefined this informal space. Based on an ethnographic study conducted in an NGO for school dropouts, it focuses on the tensions encountered by workers during the pandemic and the levers mobilized to mitigate them in order to maintain support and proximity with young adults (16-24).

Implementation of Guidance and Counseling Services in the Society Through FGD (Focus Group Discussion)

This study aims to assist pupils who drop out of college for a range offactors, include financial hardship, educational history in the family, the COVID-19 pandemic, and others. The scope of this research is the community with a high dropout rate, as determined by statistics on the level of continuing studies in Duren Village 2021/2022. The descriptive qualitative approach is used during the research process, which includes surveys and interviews with the research subjects. Furthermore, these results are analyzed on a percentage level, to be used as data to provide guidance and counseling services in FGD (Focus Group Discussion). The results of surveys based on questionnaires and FGDs revealed a low interest in each indicator of interest within society. Hence, a departure from this result, the researchers recommended that it is crucial for guidance and counselling services to come into society by cooperating with the education authorities, universities, and education care societies.

Collateral damage in education: implications for the time of COVID-19

The Coronavirus disease of 2019 (COVID-19) has impacted the world immensely in terms of both global health and economy. It has exacerbated the gap between the economically advantaged and disadvantaged groups in terms of access to various resources and opportunities across the world. This situation has been described as ‘collateral damage', which represents unexpected and unintended negative impacts that deprive the poor of certain opportunities and rights. Interestingly, the differences in capability to respond to the issues caused by COVID-19 are observed in developed and developing countries alike. This paper aims to discuss the potential risk factors that encourage students to drop out as collateral damage due to COVID-19, based on the literature on developing South East Asian countries. This commentary argues that collateral damage caused by COVID-19 has revealed a serious limitation in the nature of formal schooling in South East Asia. Although more socio-economically vulnerable groups can participate in formal schooling, there is still not a sufficiently communal climate in these schools that would prevent them from dropping out.

Impact of Covid-19 on students in high schools located in rural communities in México

The educational process shifted from schools to the home for Mexicans as a result of COVID-19. The objective was to analyze the economic, family and academic impact of COVID-19 among students from rural communities attending high school in Sinaloa. The methodology used for the study was the quantitative. The statistical sample size was 222 students from the Universidad Autónoma de Sinaloa, in México, who respond to an online questionnaire. The data was analyzed using descriptive statistics and correlational analysis. The results showed three types of problems: economic issues due to lack of income to buy the technological items required for online learning;family problems, specifically the lack of support provided by parents to help children with distance education;and academic difficulties, because there was little training provided to students on the use of technology. The authors concluded that COVID-19 caused difficulties and highlighted the existence of a digital divide, social inequality and educational lag. © Revista Latinoamericana de Ciencias Sociales. All rights reserved.

Educación media superior en México: abandono escolar y políticas públicas durante la covid-19

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.

Machine Learning algorithms to predict desertion in the faculty of Engineering Sciences at the Corporación Universitaria Antonio José de Sucre

Desertion can be understood as the withdrawal and subsequent abandonment of school activity by students, due to different family, economic, social and other factors. All educational levels are affected by this scourge, being the university one of the most affected, especially during this time of pandemic caused by the SARS-CoV 19 virus. Due to the complexity of this problem, and the great impact it has generated at the educational level, many universities have proposed different intervention strategies to reduce dropout rates. The difficulty is that many of these strategies lack effectiveness, since they do not take into account the different causes, which are different for each case. On the other hand, it is important to have accurate and reliable information to determine the population in order to identify possible cases of dropout, and to take preventive actions to reduce the student dropout rate. In this sense, the purpose of this study is to analyze different predictive algorithms based on Machine Learning that enable early detection of possible cases of desertion in the Faculty of Engineering at the Corporación Universitaria Antonio José De Sucre. Among such algorithms we can mention decision trees, logistic regression and support vector machines. These will be trained with historical data and then tested to determine their performance, to finally choose the most appropriate within the context of the current problem.

El Rezago Educativo Y El Abandono Escolar: Las Experiencias De Docentes

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.

EXPLORING THE CAUSES OF SELECTED CONDUCT DISORDERS AMONG SCHOOL-GOING ADOLESCENTS IN UGANDA AND SOUTH AFRICA

The study's main issue was the causes of selected conduct disorders among adolescents in school. Adolescent conduct disorders emanate from a variety of factors that include social, economic, school, genetic status and parental factors. The purpose of the study was to explore the causes of selected conduct disorders among adolescents in school. The study was qualitative, explorative and phenomenological in nature. The study participants were parents and teachers. Data were collected using online (WhatsApp) focus group discussions due to restrictions brought about by COVID-19 that made physical interaction risky. Data were analysed in an integrative manner using findings from the two countries from parents and teachers, and thematically using themes generated from the outcomes of the online discussions. Findings indicate that conduct disorders among secondary school adolescents are a result of developmental, parental, school, social and academic factors. The study concludes that conduct disorders are recognised among the secondary school adolescents in Uganda and South Africa and pose a challenge to education and affect the proper functioning of schools. From the findings and conclusions, the researchers recommend hands-on parenting, adolescent psycho-social services, guidance and counseling services in schools, career guidance based on students' needs, academic strengths and aspirations, positive peer groups and moderation of punishment at home and at school. This has implications on the need for dynamics in parenting, teacher-student relationships and psycho-social services that are detrimental in building healthy developmental milestones that have a direct impact on behavior and conduct among adolescents.

La simulación computacional como propuesta para el apoyo en la toma de decisiones contra la deserción escolar en Tijuana Baja California

Palabras-clave: simulación computacional, simulación social, deserción escolar : This research was oriented to developing a computational tool through computational, complex, and adaptive social simulation. The computational social simulator for school dropouts in higher education institutions (IES);is based on a model developed in this work;this allows to understand and address the problem through four aspects that are: economic, psychological, organizational, and social;This tool will allow the directors of the HEIs in Tijuana, Baja California to analyze the main variables that intervene in the educational problem of school dropout derived from the high dropout rates that the state has, the simulator allows the early detection of relationships of the variables that affect the student's environment. Keywords: computer simulation, social simulation, school dropout 1. Con un enfoque en los alumnos de educación superior y de acuerdo a las estadísticas de INEGI, (2021), se conoce que, el total de alumnos universitarios que no concluyeron con sus estudios son de un 44.6% a causa de efectos relacionados al COVID-19, por otra parte, un 8% representa a aquellos alumnos que presentaron problemas económicos, el 17.1 % fue por causas de trabajo y el 30.3 restante fueron por otras razones, cabe aclarar que estos datos representan el ciclo 2019-2021 La deserción escolar está presente cada año en las Instituciones de Educación Superior que se da por diversas razones como problemas con la situación financiera, problemas sociales, psicológicos incluso hasta organizacionales, no obstante con la llegada de la pandemia COVID-19 estos problemas que ya existían fueron intensificados, por lo tanto se puede decir que en México la situación actual de deserción escolar cuenta con las mismas variables que las provocan pero con más intensidad adicionando la nueva causa que es la pandemia. 3.1.Situación de la deserción escolar en Baja California en el ciclo 20172018 De acuerdo a datos obtenidos por el Centro de Análisis para la Investigación e Innovación (CAIINNO) se da a conocer que en el estado de Baja California los índices de alumnos que logran concluir sus estudios rondan entre el 50%, esto solamente enfocándose en alumnos de nivel licenciatura, dicho de otro modo, de un total de 36,000 lugares ofertados en el ciclo 2017 - 2018, solamente egresaron un total de 18,490 alumnos, se puede deducir que la situación de dicho año fue de un aprovechamiento deseable debido a que no solamente el alumno es afectado por no poder concluir sus estudios, sino que también las Instituciones de Educación Superior son afectadas, como Almazan y Gallardo, (2013) comenta que reciben de manera anual por parte del gobierno mexicano un presupuesto el cual debe ser administrado y poder rendir los doce meses.

Higher institution dropouts in South Africa during Covid-19: have we got our priorities right in resolving teaching and learning challenges?

Apparently, the 'overwhelming' and abrupt changes and transformation that is on-going in teaching and learning at the higher education institutions (HEIs) due to COVID-19. Some learners are coping well, whilst the majority are grappling with the teaching and learning challenges as presented by COVID-19. Other learners (not would not) cannot cope with the pressure and abrupt changes that take place in HE which result in dropping out of these learners. This article poses the question of whether we have exhausted strategies to curtail the dropping out of learners due to teaching and learning challenges. The article intends to spur discussion on how we can effectively assist the higher education (HE) learners who are struggling or failing to cope with the COVID-19 teaching and learning challenges. The focus is on the challenges caused using technology for teaching and learning. Thus, the sudden imposition of e-learning on curriculum content designed for face-to-face contact learning due to COVID-19 has exposed how unprepared developing nations are towards embracing the predictable future of education. There are indications that the post COVID-19 teaching and learning environment will possibly maintain the current e-learning practices. Do we have we our priority right in supporting the struggling learners?

Comparison of Predictive Models with Balanced Classes Using the SMOTE Method for the Forecast of Student Dropout in Higher Education

Based on the premise that university student dropout is a social problem in the university ecosystem of any country, technological leverage is a way that allows us to build technological proposals to solve a poorly met need in university education systems. Under this scenario, the study presents and analyzes eight predictive models to forecast university dropout, based on data mining methods and techniques, using WEKA for its implementation, with a dataset of 4365 academic records of students from the National University of Moquegua (UNAM), Peru. The objective is to determine which model presents the best performance indicators to forecast and prevent student dropout. The study aims to propose and compare the accuracy of eight predictive models with balanced classes, using the SMOTE method for the generation of synthetic data. The results allow us to confirm that the predictive model based on Random Forest is the one that presents the highest accuracy and robustness. This study is of great interest to the educational community as it allows for predicting the possible dropout of a student from a university career and being able to take corrective actions both at a global and individual level. The results obtained are highly interesting for the university in which the study has been carried out, obtaining results that generally outperform the results obtained in related works.

Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made during the Pandemic

Social and academic integration variables have been shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as the predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout intention stands as a useful measure to anticipate and intervene this phenomenon. The objective of the present study was to evaluate a predictive model for university dropout intention that considers the relationships between social and academic variables during the first university semester of 2020. The research was conducted using a cross-sectional associative-predictive design, with a convenience sampling (n = 711) due to the restrictions of the pandemic period. The results showed a good fit of the proposed hypothetical model that explained 38.7% of dropout intention. Both social support and perceived social isolation predicted the sense of belonging and, through it, engagement. Previous academic performance predicted early academic performance and, through it, engagement. The set of variables predicted the intention to quit through engagement. These results are a contribution both to the understanding of the phenomenon and to guide potential interventions in the early stages of the university experience.

THE EFFECTIVENESS AND EFFICIENCY OF STUDENT SUPPORT SERVICES IN OPEN DISTANCE LEARNING INSTITUTIONS IN AFRICA: A DESKTOP REVIEW

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.