Territories and Early School Leaving – TEDS
The TEDS project (territories and early school-leaving) aims to examine the territorial variations of early school-leaving (ESL), in order to determine the context effects at different levels (local, regional and national), and to better understand the diversity of ESL pathways and motives. Quantitative studies on this subject are usually based on a general measure of ESL drawn from institutional norms. The new line of research we propose to follow in this programme goes beyond that simplistic approach by considering the diversity of ESL and by setting them in specific territorial configurations.
The implementation in France in 2011 of the PSAD (“plateformes de suivi et d’appui des décrocheurs”: platforms for monitoring and supporting early school leavers) gives new opportunities to increase the knowledge of pathways and experiences of young dropouts. Organized at a local scale, the PSAD allow to design researches in the field of the context effects on ESL: the general assumption of this research is that the educational pathways of individuals are affected by the context in its social (social structures, inequalities in the access to social and cultural resources), economic (wealth, labour market) and institutional (education and training, supply in prevention, intervention or compensation programmes) dimensions. This can result in ESL for some of them. A way which has been little investigated until now is to examine the self-reported reasons given by young dropouts. Such a way makes it possible to come closer to their logics of action and to the constraints that limit them. Of course, this kind of approach doesn’t exclude a more objective characterization of the individuals, by means of sociological and educational variables. So it seems relevant to link the subjective dimension of ESL, seen from the self-reported reasons of dropping out, to the objective conditions in which these reasons are set in, at a territorial level.
The empirical materials will consist in quantitative surveys addressed to young dropouts, in interviews with them allowing a better understanding of their experiences, but also with professionals in charge of programmes against ESL, and eventually secondary data analysis to characterise the different levels of contexts. The data linkage between subjective data on young dropouts’ experiences, objective data on their sociological characterization, and territorial context data will provide a better comprehension of the different configurations of ESL.
This programme intends to enlighten new research lines few investigated in France up to now. The subjective dimension of ESL pathways has been approached in qualitative works only. Yet the knowledge of individuals’ logics of action is a crucial issue in the struggle against ESL. It is essential to know what the young dropouts think to design and implement effective policies.
The approach by the context is innovative as well. In this respect, the existence of administrative data brings an opportunity to launch new researches. Yet again, the issue is crucial to tackle ESL, because this approach will enlighten gaps between regions or small territories, and thereby will stimulate reflection on educational policies and their effects.
Monsieur Pierre-Yves BERNARD (Centre de Recherche en Education de Nantes)
The author of this summary is the project coordinator, who is responsible for the content of this summary. The ANR declines any responsibility as for its contents.
CED Centre Emile Durkheim
ESO Espaces et Sociétés - Equipe de Caen
CREN Centre de Recherche en Education de Nantes
CNRS DR12-LEST Centre National de la Recherche Scientifique délégation Provence et Corse - Laboratoire d'économie et sociologie du travail
Help of the ANR 399,500 euros
Beginning and duration of the scientific project: September 2014 - 42 Months