THE VOCATIONAL EDUCATION DROPOUTS IN THE BRAZILIAN FEDERAL INSTITUTES

1. THE VOCATIONAL EDUCATION DROPOUTS IN THE BRAZILIAN FEDERAL INSTITUTES R. Dore1, M. Amorim2, P. Sales3 1Federal University of Minas Gerais (BRAZIL)rosedore@fae.ufmg.br 2 Montes Claros State University (BRAZIL)monicamorimsa@gmail.com 3Federal University of Minas Gerais (BRAZIL)paulaens@gmail.com • PRESENTATION TOPICS • Introduction • Literature Review • Fieldwork Data • 3. Conclusion

2. Introduction • In Brazil, vocational education is currently offered in public and private institutions and through courses and programs referring to: • the initial and continuous education of workers; • technical vocational education and secondary level education; • undergraduate and graduate technological vocational education. • In the last few years, under Lula’s administration (2003-2010), the country had a significant increase in the number of public vacancies. That is, the result of a new policy that reorganized and expanded the federal vocational education system in Brazil.

3. Introduction • Through this policy, the vocational schools of the federal education system were organized as Federal Institutes of Education, Science and Technology, all of which are known as Federal Institutes (FI). • In spite of the significant growth in public offer and access to vocational training, the number of dropouts in the FI is substantial. In order to understand this phenomenon, we performed a literature review and carried out a study with Federal Institutes administrators.

4. Literature review • This work is grounded in theoretical approaches that link school dropouts with characteristics of the individual or institution (Dore & Lüscher, 2011; Finn, 1989; R. Rumberger & Lim, 2008; R. W. Rumberger, 2011; Wehlage & Smith, 1992). • Since dropping out is influenced by both individual and institutional factors, intervention strategies can focus on either or both sets of factors. • Individual aspects are associated with students themselves, such as their attitudes, behaviors, school performance, and prior experiences. Contextual factors include students’ families, schools, and communities (R. W. Rumberger, 2011).

5. Literature review • The Brazilian Audit Court (TCU, 2012) highlights the dropout problem in the Brazilian vocational schools by reporting completion rates between 31.4% and 46.8%, whereas the National Education Plan’s (2011-2020) goal is 90% completion rate. • Reducing the dropout rate should be a policy concern, since truancy is costly to both the individual dropping out and the society as a whole (R. W. Rumberger, 2011).. • However, there are only a small number of studies on dropouts in FIs. Current literature regarding the FI organization is still incipient in Brazil, especially because it is a recent policy.

6. 3. FIELDWORK DATA • In order to understand how the FI administrators deal with the dropout problem in their schools, we studied the five FIs of Minas Gerais state, Brazil, and their 26 respective campuses. • The research, which was conducted between JanuaryandMarch of 2013, involved the application of online surveys to 54 administrators and a total of 46 questionnaires were completed. • According to data analysis, most of the respondents are males (82.2%) and graduated in the following areas: Agricultural Sciences, Animal Husbandry, Veterinary (04) and Mathematics (04). Most of them also hold a postgraduate degree in these areas.

7. 3. FIELDWORK DATA • Concerning dropouts specifically, data analysis revealed that the lack of basic knowledge related to course contents among students resulted in a difficulty to follow through in the vocational training, which constituted the main reason for dropping out – mentioned by 71.7% of respondents. • Other reasons frequently mentioned were: entry into higher education (39.1%); poor socioeconomic conditions of the family (32.6%); ddisappointment with the course (30.4%).

8. 3. FIELDWORK DATA • Among the initiatives taken for preventing dropouts, 71.7% of the administrators mentioned the diagnosis of students' difficulties, while 47.8% cited the encouragement of student participation in extracurricular activities. • Moreover, 50% of them mentioned establishing contact with the family of the students as a practice that the school does. Only 10.9% said that they do not have any dropout prevention initiatives.

9. 4. CONCLUSION • Despite the significant increase in access to education, there is an alarming rate of dropouts present within vocational education, especially in high schools and significantly in FI. • The perceptions of the administrators reveal the existence of an effort within the IFs to prevent dropouts. However, this is a complex phenomenon and it is still necessary to broaden the understanding of the reasons for dropouts and to develop methods to curtail it. As part of these efforts, listening to the teachers, students, and other agents involved is essential.

10. ACKNOWLEDGEMENT To the Education Observatory Program (CAPES/INEP), from the Brazilian government, which has funded this study, and to the Federal Vocational Education Network of Minas Gerais for providing students data and support the research work.