This document summarizes research on school dropout rates in the Philippines and Turkey. It defines school dropout and identifies factors that influence dropout rates such as individual characteristics, family/community influences, and economic pressures. In the Philippines, dropout rates remain high in some regions due to conflict, natural disasters, and economic challenges. Boys have higher dropout rates than girls. In Turkey, most students drop out because they exceed the mandatory school age. Family and economic pressures also influence dropout rates.

1. School Dropout
Study: Philippines
and Turkey
PRESENTED BY
RAHIB LORENZO KADIL

2. Specific Objectives
This study would like to study the school dropout of
the Philippines and Turkey. Specifically, this study
would like to;
 Define what School Dropout,
 What are the factors influencing school dropout,
 How is the school dropout rate of Philippines,
 What measures can be taken to eradicate or lessen
the number of school dropout,

3. HİSTORY: SCHOOL DROPOUT
The high dropout rates in Western countries sharply
contrast with the social and economic objectives that
have been formulated by government officials and
policymakers in order to achieve sustainable economic
growth.

4. HİSTORY: SCHOOL DROPOUT
 In the OECD countries, on average 72% of all
25- to 34-year-olds had completed a 12 year
equivalent in 1999 (Business Council of
Australia, 2002a).

5.  The United States is facing a dropout crisis. An
estimated 25 percent of public school students who
entered the high school in the fall of 2000 failed to
earn a diploma four years later in 2003-04 (Laird,
Kienzi, DeBell, & Chapman, 2007,). In California, more
than 26 percent of ninth graders failed to graduate
over the same period.

6. The last comprehensive reviews of the dropout
literature were done in the 1980s (Finn, 1989;
Rumberger, 1987).

7.  To address the dropout crisis requires a
better understanding of why students drop
out. Yet identifying the causes of dropping
out is extremely difficult.

8.  Like other forms of educational achievement (e.g.,
test scores), the act of dropping out is influenced
by an array of factors related to both the individual
student and to the family, school, and community
settings in which the student lives (National
Research Council, Committee on Increasing High
School Students' Engagement and Motivation to
Learn, 2004).

9. What is School Dropout?
 Dropout is a student who leaves a specific
level of education system without achieving
first qualification.
 Dropout This refers to the one who leaves
school or an educational program prematurely
(Merriam-Webster, 2012).

10. What is School Dropout?
 School Dropout is defined as the failure of a
student in completing the current stage of
education he or she is enrolled for several
reasons (Dekkers & Claassen, 2001).

11.  School dropout is also defined as leaving the
current step of education without graduating
or completing the ongoing educational
program by a student who currently continues
his/her education (Suh, 2001; Dekkers and
Claassen, 2001).

12.  School dropout has been defined as leaving
education without obtaining a minimal credential
(most often a higher secondary education diploma).
School Dropout is a serious problem not only for the
individual and school but society for society as a
whole (Christle, Jolivetteve and Nelson, 2007).

13. Why Students Dropout?
 To better understand the underlying causes
behind students’ decisions for dropping out,
this study reviewed the past 25 years of
research on dropouts. (Russell W. Rumberger
and Sun Ah Lim , 2008)

14. Why Students Dropout?
 The research review identified two types of factors
that predict whether students drop out or graduate
from high school: factors associated with individual
characteristics of students, and factors associated
with the institutional characteristics of their families,
schools, and communities.

15. Conceptual Model of High School Performance
İndividual
Factors
İnstitutional
Factors
BACKGROUND
Demographics
Health
Prior
performance
Past experience
ATTİTUDES
Goals
Values
Self-
perceptions
BEHAVİORS
Engagement
Coursework
Deviance
Peers
Employment
PERFORMANCE
Achievement
Persistence
Attainment
FAMİLİES
Structure
Resources
Practices
SCHOOLS
Composition
Structure
Resources
Practices
COMMUNİTİE
S
Composition
Resources
(Russell W. Rumberger and Sun Ah Lim , 2008)

16. Tinto’s model
Tinto’s theory offers several insights to explain
another aspect of persistence—student mobility.
First, it distinguishes between the commitment to
the goal of finishing college and the commitment
to the institution, and how these commitments can be
influenced by students’ experiences in school over time
(p. 115).

17. Tinto’s model
Second, the theory suggests that schools can
have multiple communities or subcultures (p.
119) to accommodate and support the different
needs of students.

18. Tinto’s model
Third, the theory acknowledges the importance of
external factors that can influence student departure.
For example, external communities, including families
and friends, can help students better meet the academic
and social demands of school by providing necessary
support.

19.  External events can also change a student’s evaluation
of the relative costs and benefits of staying in a
particular school if other alternatives change (e.g., job
prospects). With respect to secondary school
departure, a change in family circumstances, such as
family relocation or family structure (e.g., divorce)
could force students to change schools.

20.  There are many issues concerning the
problems of school dropout students today,
not only in our country, but a concern of all
nations.

21.  The rapid increase of dropouts, is a matter every
nation should be worried about, because it does not
only affect the supply of the country’s need for highly
educated workers but also the quality of citizens the
country may produce.

22. FOREİGN STUDİES
 A research carried out by Dakamara Georgescu (2009), stated that ;
School Dropouts different faces in different Countries.
 Albania -A child who has dropped out from school:
• believe that school is no good for future;
• be employed to help family;
• have poorly motivated teachers;
• have unemployed parents;
•has a large family and have communication problems
among members.

23. Kazakhstan
• drop-out is a hidden problem in Kazakhstan
(according to the official statistic there are only 0.2
percent children dropping out from the school
system). Thus it is not considered on the national
level and it is not a topic for broad discussion in
society.

24. • For years of independence new groups of children
“at risk” appeared: street children, children from
disadvantages families and “oralmans” (Kazakh
families repatriate from China, Iran, Mongolia,
Uzbekistan, etc.), social orphans

25. Latvia
• Compulsory schooling is 9 Grades, but students, if not
graduating, must sit at school until age of 18;
• Most dropouts have problems in these subjects: Math,
Sciences, English, Latvian lng, and History.
• Parents of dropouts have low level of education.
• Parents are employed, but have low income.

26. Slovakia
•The Slovak term for “dropout” relates
just to children who finish compulsory education
without finishing their primary education. Children
registered but absent excessively are referred to as
notorious truants.
•Transition
from primary(9 years) to secondary school is the “risky
” period for children who tend to leave school early. At
risk children and children from socially disadvantaged
family environments, especially Roma children, rarely
reach secondary school and often finish compulsory
schooling in lower grades of primary school.

27. • The issue of school dropouts is discussed very
little, there is also a lack of data and
insufficient school statistics related to the iss
ue and factors leading to school dropouts.

28. Tajikistan
• Based on the results of the survey, the main
reasons why students drop out of school are the
effects of poor economic conditions, which drive
children to work at an early age and therefore quit
school. An external circumstance considered as
another reason
on why students drop out was the 1992-
1997 civil war, which caused forced migration and
rendered those who migrated as refugees.

29. Philippines
In the Philippines, the dropout rate is
certainly one measure used to assess an
educational system. In fact, proponents of
the new DepEd K+12 curriculum have
claimed that by decongesting the old 10-
year curriculum and spreading what needs
to be taught over 12 years, there would be
less students feeling behind or unable to
keep up with the learning. Seeing that the
dropout rates are increasing is therefore not
good news for DepEd.

30. Philippines

31. Philippines
The above figure which shows the map of the
Philippines aims to compare dropout rates by
region in two time periods, 2002 and 2012.
One of the main reasons why dropout is high
in the Mindanao region is that the area is
prone to war conflict mostly between the
government and the rebel groups.

32. Philippines
 Other factors are family feud, drug, natural
calamities which Philippines is near in the
Pacific ring of Fire which is prone to
weather calamities and earthquakes.

33. Philippines
 The assigned ranges for the colors are truly
arbitrary. Why does the dark green stop at
4.8, for example? Of course, with the above
choice, the 2012 map looks greener than the
2002 map. This is obviously a deception
because the dropout rates for the entire
country are almost identical for the two time
periods (6.7 in 2002 versus 6.8 in 2012).

34. Philippines
 Quoting dropout rates in fact already hides
the truth since the percentages may look the
same, but in terms of absolute numbers,
these could in fact be very different. There
are about 12 million elementary pupils in
2002.

35. Philippines
 In 2012, the number has increased to 13
million. 6.7 percent of 12 million is 804,000.
6.8 percent of 13 million is 884,000. While
the dropout rates hide the increase, by
looking at the absolute numbers, the
number of dropouts has in fact increased by
10 percent. There are 80,000 more dropouts
from elementary in 2012.

36. Philippines

37. Philippines

38. Philippines

39. Philippines

40. Philippines
The APIS is one of the few nationally
representative surveys that ask for reasons
for not being in school for the school-aged
population of 6–24 years old. The explicitly
mentioned reasons for dropping out of
school reveal interesting pieces of
information.

41. Philippines
 The most popular reason, particularly at
the elementary level, is lack of personal
interest. It is important to note that the
proportion citing this particular reason
declines rapidly from the elementary
school-aged children (35%) to the
secondary school-aged children (16%).

42. Philippines
The next most popular reasons —which is
not surprising—are economic in nature, i.e.,
high costs and looking for work or doing
housework. But what is seemingly surprising
is that these reasons are popular even at the
elementary school level (22% and 21%,
respectively) despite the fact that
elementary school attendance is mostly in
public schools where there are virtually no
school fees.

43. Philippines
 This highlights the commonly forgotten fact
that there are other costs besides school fees
that have prevented school-aged children
from attending school.

44. Philippines
Another revealing piece of information is
that contrary to common assertion,
availability of schools (lack of school or lack
of regular transportation to school) is hardly
mentioned (only 2% for elementary and
0.4% for secondary) as a reason for
dropping out of schools. The reasons
provided for not being in school by
socioeconomic class reveal interesting
differences.

45. Philippines
 Among those with some secondary
education, high cost of education is the most
cited reason (34%) for the bottom 20
percent while for the top 20 percent,
employment/looking for work is again the
most cited reason (45%), something that is
certainly quite surprising given such income
group.

46. Philippines
Another notable piece of information in
Table 1 is that boys have higher dropout
rates than girls, particularly those with some
secondary education. It should be
emphasized that this problem has been
glossed over for years perhaps because the
recognized global problem is that boys
outperform girls in many other countries.

47. Philippines
 It needs to be pointed out that the difference
in the Philippine picture of boys being
outperformed by the girls has already been
going on for quite some time.

48. Philippines
 For instance, various census and labor force
survey data show that the proportion of
adult population (25 years and above) with
college education has been higher for girls
than boys since 1975. And this gap is not
narrowing but widening (Orbeta 1995).

49. Philippines
The reasons for dropping out of school by
sex show very interesting results. For
instance, among those with some
elementary education, there is a very high
proportion (41%) of boys stating lack of
personal interest as a reason compared
with 24 percent among girls citing such
reason (Table 4).

50. Philippines
 In terms of employment given as a reason,
26 percent of boys with some elementary
schooling cited it while only 11 percent or
less than half of the girls mentioned it as
reason.

51. Philippines
Finally, a stark difference is shown between
girls and boys in so far as housekeeping as a
reason for dropping out is concerned. Among
the girls, 26 percent gave it as reason while
only less than 1 percent of the boys cited it.
This confirms the known stereotype of
housekeeping roles for girls even at an early
age and continues to be true among those
with some secondary education. Also among
those with some secondary schooling,
economic reasons such as
employment/looking for work and high cost of
education are the most cited reasons for both
boys and girls.

52. TURKEY
Based on the “DROP OUTS IN TURKEY'S
BASIC EDUCATION - POLICIES FOR
MONITORING AND PREVENTION”, the
current legal framework in Turkey does not
offer a definition of dropping out of school
at the basic education level. This is because
basic education in Turkey is mandatory.
Dropping out of school is in effect a failure
to fulfill a legal requirement and therefore
does not have a place in law.

53. TURKEY
 There is, instead, a definition of
absenteeism. However, since absenteeism
has not been defined as a legal cause for
dismissal from school, even students who
are continuously absent are not regarded as
having dropped out.

54. TURKEY
According to Ministry of Education data
(Ministry of Education, Department of
Strategy Development, 2006), the number
of children dropping out of school due to
health reasons or death represents only a
small percentage.

55. TURKEY
 The number of students whose registration
has been terminated because they are older
than the mandatory school age, however, is
significantly high.

56. TURKEY
For example, in the academic year 2001-
2002, 123,306 registrations were terminated.
While only 7,759 of these students were left
outside the system due to health reasons or
death, 115,547 did not complete their basic
education because they surpassed the age
limit.

57. TURKEY
 Looking at the data in terms of years, it is
seen that an average of 90% of the students
whose registration was terminated remained
outside the basic education system because
they had surpassed the mandatory age limit.

58. TURKEY
Several reasons were also recorded in this
study.
 Dropping out of school is not only caused by
the education system and the school itself,
but is also influenced by socio-cultural and
economic factors. Priorities and
concentrations vary between regions.

59. TURKEY
Several reasons were also recorded in this
study.
 Moreover, it was also seen that reasons for
dropping out differed in girls and boys.
Dropping out of school is more prominent
in the 5th and 6th grades.

60. TURKEY
 This shows that, besides other factors, the
system of compulsory eight-year education
is not very well-established. In short, girls
drop out of school at earlier ages and in
earlier grades. This decision is usually made
as a result of family pressures.

61. TURKEY
 49% of the girls and 73% of the boys said
they had made their own decisions about
dropping out, and their mothers' responses
supported this. However, the reasons given
for the child's leaving school in effect raises
doubts about who actually makes the
decision. 30% of the children said they
dropped out because they needed to work,
23% said they dropped out because their
parents wanted them to.

62. TURKEY
Several reasons were also recorded in this
study.
 Studying the social, cultural and family-
based reasons behind dropping out of
school, it can be seen that one of the
most important factors is whether or not
the child's mother is literate.

63. TURKEY
 83.5% of the drop outs have uneducated
mothers while 62.2% of students attending
school have literate mothers.

64. TURKEY
Several reasons were also recorded in this
study.
 The father's level of education is not a
determining factor in children's education.
In general, however, the level of education
in the family does affect the family's
expectations regarding the child's
education.

65. TURKEY
Several reasons were also recorded in this
study.
 The second important factor linked to
social, cultural and family-based
conditions is whether or not the language
spoken at home is Turkish. The language
issue is particularly important because it is
one of the primary factors affecting the
child's achievement in school. Naturally,
this situation differs depending on the
province concerned.

66. TURKEY
 In Diyarbakir, for example, 15% of children
who have dropped out of school speak
Turkish at home; in Erzurum this increases
to 82.7%. In general, across the provinces
included in the present study, 48.1% of
school drop outs came from Turkish-
speaking homes.

67. TURKEY
Several reasons were also recorded in this
study.
 Factors stemming from economic
conditions can be divided into two basic
headings: having the child work in a
workplace or at home due to economic
problems and/or not being able to meet
educational expenses.

68. TURKEY
 In particular, the child's working outside
school, the family's lack of social security
and situations where family members'
individual allotments for expenses from the
monthly family budget are low, all increase
the probability that the child will drop out of
school.

69. TURKEY
Several reasons were also recorded in this
study.
 Reasons stemming from the educational
system and from school conditions are
multidimensional. It was seen that the
more children felt connected with the
school, the higher was the rate of
attendance.

70. TURKEY
 The most important variables influencing
the sense of belonging to the school had to
do with the relations the children formed
with their teachers and with how attractive
extracurricular activities were.

71. TURKEY
Several reasons were also recorded in this
study.
 The most impressive result of the study
that concerned teachers was that 60% of
the teachers stressed that the quality of
the teacher was very important in
ensuring the student's continued
attendance.

72. TURKEY
 Citing some of the primary factors that play
a role in dropping out of school, teachers
mentioned the degree of material and
psychological satisfaction teachers took out
of teaching, the failure to allocate resources
to education and the student's failure in
school.

73. Philippines
Elementary Enrolment Rate
(Public and Private)
Year Male Female Total
2012 - 2013 6,899,525 6,360,379 13,259,904
2013 - 2014 7,530,165 6,918,604 14,448,769
2014 - 2015 7,543,112 6,899,072 14,442,184
2015 - 2016 7,451,955 6,831,140 14,283,095

74. Philippines
School Dropout Rate (%)
Year Male Female Total
2012 - 2013 1.22 0.67 0.95
2013 - 2014 0.65 0.36 0.51
2014 - 2015 1.88 1.16 1.53
2015 - 2016 1.48 0.84 1.18

75. Philippines
Elementary Enrolment Rate
(Public and Private)
Year Male Female Total
2012 - 2013 6,899,525 6,360,379 13,259,904
2013 - 2014 7,530,165 6,918,604 14,448,769
2014 - 2015 7,543,112 6,899,072 14,442,184
2015 - 2016 7,451,955 6,831,140 14,283,095

76. Philippines
Secondary (Public and
Private)
Year Male Female Total
2012 - 2013 2,789,174 2,852,724 5,641,898
2013 - 2014 3,538,673 3,618,352 7,157,025
2014 - 2015 3,606,834 3,657,459 7,264,293
2015 - 2016 3,628,486 3,700,884 7,329,370

77. Philippines
Promotional Rate (%)
Year Male Female Total
2012 - 2013 86.68 93.98 90.37
2013 - 2014 89.69 95.12 92.57
2014 - 2015 86.95 90.94 88.96
2015 - 2016 90.27 96.12 93.22

78. Philippines
School Dropout Rate (%)
Year Male Female Total
2012 - 2013 5.70 2.71 4.19
2013 - 2014 3.32 1.64 2.47
2014 - 2015 3.96 2.02 2.98
2015 - 2016 4.09 2.06 3.06

79. Philippines
Tertiary (Public and Private)
Year
Total # of
Enrolment
Year
Total # of
Graduates
2009 - 2010 2,774,368 2012 - 2013 564,769
2010 - 2011 2,951,195 2013 - 2014 585,288
2011 - 2012 3,044,218 2014 - 2015 632,076
2012 - 2013 3,317,265 2015 - 2016 692,602

80. Philippines
Cohort Survival Rate (%)
Year %
2012 - 2013 20.36
2013 - 2014 19.83
2014 - 2015 20.76
2015 - 2016 20.88

81. Comparison of Reasons
between the Philippines
and Turkey

82. Philippines
 War conflict between the government and the rebel groups;
 family feud
 Drugs
 Natural Calamities
 Lack of Personal Interest
 High cost of Education/
 Employment/looking for work/
 House keeping/
 Access to school. School are very far from the community
 No regular transportation
 Illness/Disability
 Cannot cope with school work

83. Turkey
 Compulsory education is not well mandated
 Family pressure to dropout.
 Need to work/
 Parents don’t want them to go to school
 Educational Background of the Family.
 Language spoken at home (Turkish)
 Helping household choirs /
 High expenses of education/
 Low family income
 School factors
 Teachers Factor

84. Rumburger Factors Philippines Turkey
Individual Factor
Background
Demographics Natural Calamities Not available
Health Illness, Disability and illegal
Drud use
Prior performance Not applicable
Past experience Both country experiencing the same in terms of high cost of
education, employment or need to work and helping family
in the household choir or rearing family members.
Attitudes
Goals Not applicable
Values
Lack of Personal Interest
Parents don’t want them to
go to school and Educational
Background of the Family
Self-perception
family feud and Cannot cope
with school work
Language spoken at home
(Turkish) and Need to work
Behaviors
Engagement Not applicable
Coursework Not applicable
Deviance Not applicable
Peers Not applicable

85. Employment
Employment/looking for
work/ Need to work
Performance
Achievement Not applicable
Persistence Not applicable
attainment Not applicable
Institutional Factors
Families
Structure - Family pressure to
dropout, - Parents don’t
want them to go to
school
- Educational
Background of the
Family
- Low family income
- Helping household
choirs
Resources
looking for work
Low family income
and Need to work
Practices
Housekeeping Helping household
choirs
Schools

86. Composition structure  High cost of Education
and Access to school.
School are very far from
the community
Teachers Factors,
School factors and
High expenses of
education
Resources
Practices Language spoken at
home (Turkish)
Communities
Composition structure War conflict between the
government and the rebel
groups; and No regular
transportation
family feud
Resources Not Available Available (public
library,playground,
Spor salonu, gençlik
merkezi)

87. The Philippines & Turkey
Based from the comparison made from
both countries, the Philippines revealed 12
reasons as to why School dropout present
in their system. Turkey, on the other hand
revealed 11 reasons as to why dropout
present in their system. Both country
experiencing the same in terms of high cost
of education, employment or need to work
and helping family in the household choir
or rearing family members.

88. The Philippines & Turkey
In the Philippines, one of the reasons why number of
dropout were very rampant is due to the conflict or war in
the Mindanao Region and due to the Natural Calamities
used to devastate the country which is typhoon and
earthquake. Second main reason is due to lack of family
income to support the education of the family. Turkey, on
the other hand, is also facing the problem of lack of family
income to support the education of the family. Other
factors are the school and the teachers where the school
activity and the teachers motivation towards handling the
learner.

89. Conclusion
Based from the comparisons as to why there is a
present of School Dropout in the system, both
countries have their own reasons towards the result
of school dropout in their system. The Philippines
has cited 12 reasons while Turkey on the other hand
cited 11 reasons. Both of these countries have
similarities and differences. Both country
experiencing the same in terms of high cost of
education, employment or need to work and
helping family in the household choir or rearing
family members.

90. Recommendation: Philippines
Based on study made by a glimpse at the school
dropout problems, below were the suggested
issues;
1. Make the education system more relevant to the
realities of the communities where the children live
in. This can include improving the relevance of the
curriculum and improving pedagogy. Remedial
actions on students showing poor results may also
help.
2. Provide more resources to schools with high
dropout rate may also help.

91. Recommendation: Philippines
3. Cooperation among community and schools for a
concerted effort at implementing better truancy laws will
definitely help.
4. Conditional cash transfer programs which provide cash to
poor families if they keep their children in school should be
able to make a dent on the dropout problem, particularly for
those citing employment or looking for work as a reason.
5. Mobile Teacher where teacher go to rural areas and teach.
6. Free schooling from elementary to high school and
selected Colleges and Universities during college.

92. Recommendation: Turkey
Based on the study on Drop outs in Turkey’s Basic
Education – Policies for monitoring and Prevention”,
4 recommendation were made;
1. Creating standards for dropping out and enlisting
the help of a statistical model to establish a
monitoring system;
2. Identifying and monitoring risk groups;

93. Recommendation: Turkey
3. Increasing the institutional and functional capacities of
schools. The school itself is the central focus in
recommendations and policies formulated to prevent
dropping out; and
4. Improving economic and social opportunities and
support. Supporting children who remain outside the system
due to economic difficulties or those who carry this risk,
along with their families, with various funds and scholarships.
Expanding mother-and-child education programs and
programs that support migrating families.

94. THANK YOU FOR
LİSTENİNG!