REDUCING THE DROPOUT RATE OF VOCATIONAL EDUCATION STUDENTS IN THE SPECIAL AREA OF SOUTHERN BORDER PROVINCES

Abstract

This study aimed to 1. analyze the factors contributing to student dropout, 2. identify effective methods for preventing dropout, and 3. develop a model for dropout prevention. Conducted by purposive sampling, this qualitative research involved 180 participants, including administrators, teachers, vocational education personnel, former students who had dropped out, and parents. Data was collected through structured interviews with consistency values ranging from 0.67 to 1.00 and appropriateness ratings between 4.25 and 4.50 and was analyzed by content analysis. The research revealed the following findings.

1. Dropout factors consisted of 1.1 the personal factors, including insufficient foundational academic skills, illiteracy, low levels of discipline and responsibility, and enrollment in inappropriate academic programs; 1.2 educational institution factors, including the absence of an effective student support system, inadequate care and follow-up, and poor coordination between educational institutions and families; and 1.3 family factors, including economic hardship, parental separation, and limited parental emphasis on education.


2. Guidelines for dropout prevention included 2.1 establishing collaborative support networks for student care and systematic monitoring, 2.2 conducting comprehensive assessments of risk factors, 2.3 implementing urgent intervention measures, and 2.4 offering career guidance and support.


3. 3. The dropout prevention model included screening students based on risk characteristics, implementing targeted interventions for each group, employing technology to monitor and share risk data, and engaging community networks to provide comprehensive support for students at risk of dropping out.