Numbers and narratives: What can schoolteachers tell us about college drop-out?

Abstract

Student drop-out is a complex phenomenon; this paper addresses some dysfunctional precursors, which may predispose college students to drop out of further education. These precursors are seen in the light of institutional failure to transmit appropriate, positive values to children in schools, in respect of vocational education and training. Two methods of investigation have been employed: a correlation study between school performance and college drop-out, and a narrative analysis, which ‘imaginatively’ exploits the practical-wisdom of teachers to determine why this correlation exists. The proposed solution suggested by this research is one of vertical integration, incorporating a life-long learning approach, connecting schools with FE colleges and the world of work. The dualistic method itself is also spotlighted to evaluate the policy and practice challenges it suggests. © 2004 Taylor and Francis Group, LLC.