Gátt - 2013, Qupperneq 58

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F R Æ Ð S L U M I Ð S T Ö Ð A T V I N N U L Í F S I N S
G Á T T – Á R S R I T – 2 0 1 3
á vorönn en haustönn innan framhaldsskólakerfisins. Án efa
hefur markviss vinna náms- og starfsráðgjafa með nemenda-
hópnum innan skólanna haft talsvert með þennan árangur
að gera. Einnig er vert að benda á að almennt er talað um
að meðalbrotthvarf úr framhaldsskólum sé um 10% en brott-
hvarf úr hópi nemenda á skrá hjá VMST í átakinu var lægra
en það eða 8,98% á vorönn.
Niðurstöður benda til þess að þrátt fyrir að fjölbreyttar
hindranir hafi einkennt fyrra nám margra nemenda, þá gefa
niðurstöður fyrirheit um að unnt sé að ná markmiðum Ísland
2020 í átt að hækkuðu menntunarstigi sé nemendum veittur
viðeigandi stuðningur og sveigjanleiki menntakerfisins
nýttur.
H E I M I L D I R
Bogdan, R. C. og Biklen, S. K. (2003). Qualitative research for education: An
introduction to theory and methods (4. útgáfa). Boston: Allyn og Bacon.
Jón Torfi Jónasson og Kristjana Stella Blöndal. (2002). Ungt fólk og fram-
haldsskólinn. Rannsókn á námsgengi og afstöðu ’75 árgangsins til náms.
Félagsvísindastofnun Háskóla Íslands og Háskólaútgáfan.
Kristjana Stella Blöndal, Jón Torfi Jónasson og Anne-Christin Tannhauser.
(2011). Dropout in a small society: Is the Icelandic case somehow diffe-
rent? Studies in Theory and Policy, 233–251.
Norræna ráðherranefndin. (2010). Frafall í utdanning for 16–20 aringer i
Norden. Sótt 08. júní 2011 af: http://www.norden.org/is/publikatio-
ner/2010–517
OECD. (2006). Economic survey of Iceland 2006. Sótt 8. júní 2013 af: www.
oecd.org/eco/surveys/iceland
OECD. (2012). Towards a strategy to prevent dropout in Iceland – Preventing
dropout in upper secondary schools in Iceland. Sótt 6. júní 2013 af: http://
www.oecd.org/dataoecd/26/63/49451462.pdf
Taylor, S. J. og Bogdan, R. C. (1998). Introduction to qualitative research
methods: A guidebook and resource (3. útgáfa). New York: John Wiley
og Sons.
Velferðarráðuneytið. (2011). Nám er vinnandi vegur. Sótt 6. júní 2013 af:
http://www.velferdarraduneyti.is/frettir-vel/nr/32752
U M H Ö F U N D I N N
Inga Guðrún Kristjánsdóttir er með meistaragráður í
upp eldis- og menntunarfræði og náms- og starfsráðgjöf,
og starfar sem aðferðafræðikennari við Félags- og mann-
vísindadeild Háskóla Íslands. Höfundur starfaði sem sér-
fræðingur við framhaldsskóladeild í mennta- og menningar-
málaráðuneytinu, og var rannsóknin sem hér er kynnt unnin
á þeim tíma. Höfundur hefur sérhæft sig í rannsóknum á sviði
áhættuhegðunar og afbrotafræði.
A B S T R A C T
The aim of the “Learning is the Way to Work” initiative was
partly to lower the proportion of Icelanders aged between 20
and 66 who have not completed formal secondary education.
In order to reach that about 1,500 students were enrolled on
courses at secondary school level in autumn, 2011. The stu-
dent group was divided in two – on the one hand students
registered at the Directorate of Labour and on the other stu-
dents aged between 18 and 24 who did not have a place
at college. A considerable drop-out rate was evident in the
student group during the autumn term, namely 21.37%. The
most common reasons for dropping out were mental illness,
financial circumstances, and study courses incompatible with
a student’s interests or ability, difficulty of courses, ADHD
and employment. Mental illness as a reason for drop-out is
a new factor in professional discussion of this area. These
results are of considerable value, both academic and practi-
cal. In parallel with this initiative, study and work counselling
was promoted in the secondary schools that had enrolled
students for the project and this student group was specially
monitored with a view to reducing the number of drop-outs.
In the spring term drop-outs numbered 11.49%. Drop-out
decreased by almost half from term to term, which can only
be seen as a really successful result. At the end of the school
year a total of 7.83% involved in the initiative formally com-
pleted their courses and 116 students graduated in their vari-
ous occupational and academic courses. This considerable
success can be attributed to more systematic cooperation
between academic and occupational counsellors, students,
schools and institutes who supported the initiative. It is safe
to say that the initiative has lived up to the objectives of the
strategic document “Iceland 2020” in raising the nation’s
educational standing.