Download - Sample Literature Review of Drop out of Cambodian students

Norton University College of Arts, Humanities, and Languages

Prepared by: Peth Phannith

LETTER OF CONFIRMATION

20th December 2012

Mrs. Hay Sopheap

Lecturer of NU

St. Keo Chenda,

Sangkat Chroy Changva,

Khan Russey Keo, Phnom Penh

Dear Mrs. Hay Sopheap

Here is the letter that my group would love to confirm you that this work is our

original work. We are supposed to submit this assignment to you on 20th

December 2012.

My group tried the best to complete this work successfully, and we didn’t copy

it from other groups. We strongly certify that we all tried hard in order to

prepare this particular work, and we strongly refuse if you think we copied this

work from other group.

Please inform us if you need more information or you wonder about our

assignment. We’re optimistic about what you want us to do.

Sincerely,

Peth Phannith

Representor for Group 4 (M2a)



PREFACE

For many decades now, the education in Cambodia has been developing dramatically.

There have been many universities built from day to day. However, for some reason the rate of drop

out university of Cambodian students has been increasing because of some factors involved such as

family, individual, university, and society. Drop out university is the main issue to the country

development especially lacking of human resources for nation. Most of those who do not attend

school are students who have enrolled but who have crossed the threshold from regular attendance

to regular absence. In most countries especially Cambodia, the number secluded this way are much

greater than those who never attend school. Most students who start attending university tend fail to

complete their degrees.

This assignment topic is about drop out university in Cambodia, and it’s an interesting

topic and a new knowledge for all university students to think and decide when they attend

university.

In this book, contains many data showing the reasons why Cambodian students drop out

university, literature review and discussion questions to drop out university. Moreover, the ways to

reduce the number of Cambodian students dropping out university are also included in this book.

The topic in this book might be not so easy to work with because it related to the education

in Cambodia and the drop out reasons of university students. Moreover, finding the information

about drop out university is probably very difficult.

We hope that all students and learners will use this particular book and get benefits warmly.

This book will become a good means in order to improve our knowledge about drop out university.

We’re looking forwards to any constructive criticisms and comments from all students, readers, and

lecturers with the best regards.

Phnom Penh, December 20, 2012

Group 4 (M2a)



ACKNOWLEDGMENT

To be honest, this research cannot be done without any help from many

sources. Firstly, we would like to thank our government sincerely for giving the high

quality of education which is the opportunity to do this research.

Secondly, we would like to respect to Mrs. Hay Sopheap, who is the lecturer of

Grammar and Reading at Norton University and point us to do this.

Thirdly, we would like to ask for apologize from all lecturers that have read this

assignment if it has any mistakes.

Finally, this assignment contain of all our group members operating and

discussing. Moreover, we would like to be freely with your comments.



TABLE OF CONTENTS

Lists Pages

Letter of Confirmation ........................................................................................ 1

Preface ................................................................................................................... 2

Acknowledgement ................................................................................................ 3

Table of contents .................................................................................................. 4

CHAPTER I

Introduction .......................................................................................................... 5

1.1. Background of the Study ............................................................................. 5

1.2. Statement of Problem ................................................................................... 5

1.3. Objectives of the study ................................................................................. 5

1.4. Significance of the Study ............................................................................. 6

1.5. Scope and Delimitation of the Study ........................................................... 7

1.6. Research Methodology ................................................................................. 7

CHAPTER II

REVIEW OF RELATED LITERATURE AND DISCUSSIONS

2.1. Review of Related Literature .................................................................................. 8

2.2. Discussions ................................................................................................................ 13

CHAPTER III

CONCLUSIONS AND RECOMMENDATIONS

3.1. Conclusions ............................................................................................................... 22

3.2. Recommendation ...................................................................................................... 22

*Lists of References ......................................................................................................... 23

Conclusion ........................................................................................................................ 24

Lists of References ........................................................................................................... 25



CHAPTER I

INTRODUCTION

1.1. Background of the study:

This study provides an in-depth review and analysis on drop outs of university.

It looks at the issues involved in dropping out from university in different situational

contexts, and develops shared understandings of dropping out across the contexts. The

study asks questions about what we know about drop outs and identifies where there

might be gaps in research knowledge. Dropping out from university occurs after

students have previously achieved access to university. A major problem in many

developing countries like Cambodia, dropping out is often obscured within statistical

data and by the emphasis on initial access. This study is concerned with children who

have not completed a cycle of university. The study locates the issue of drop outs at a

macro level providing statistical data around drop outs, but the discussion mainly

focuses on and around qualitative accounts of dropping out of university. This report

brings together previous research done in this area, with a particular focus on case

study, qualitative research where available. It looks at the push factors in schools,

communities and households which factor into dropping out.

1.2 Statement of the Problem:

This study attempts to address the issues of dropping out university of

Cambodian students.

Specially, it seeks to answer the following questions:

1. What are the factors that make Cambodian students drop out of

university?

2. What are the effective strategies that should be used to reduce the

number of dropping out of university of Cambodian students?

1.3. Objective of the Study:

This study aimed to achieve the following objectives:

1. To describe the factors that make Cambodian students drop out of

university.



2. To describe the effective strategies that should be used to reduce the

number of dropping out of university of Cambodian students.

1.4. Significance of the Study:

The finding of this research will be very helpful and significant in the following

ways:

First, understanding why students drop out of school is a near impossible task

because, as with other forms of educational achievement, it is influenced by an array

of individual and institutional factors. Nonetheless, a review of the theoretical and

empirical literature does yield some useful insights into the nature of this problem and

what can be done about it. For one thing, dropping out is not simply a result of

academic failure, but rather often results from both social and academic problems in

school. These problems are influenced by a lack of support and resources in families,

schools, and communities. This suggests that reducing dropout rates will require

comprehensive approaches both to improve the at-risk settings in which potential

dropouts live and to help them address the social and academic problems that they face

in their lives.

Second, the problem of school drop-out can be reduced by using several

strategies. First, educational authorities have to work closely with parents to monitor

attendance. They need to follow up and determine the reasons for a student’s absence.

In some countries, parents are fined if the children are not attending. Schools also need

social workers who can respond to family problems. A second approach is to

implement changes in the curriculum so that school is more interesting for students at

risk of dropping out. This could mean new methods of teaching or new subjects and

facilities in the school. Thirdly, some financial help could be made available in a

country like the UAE to encourage students with financial problems to stay in school.

As can be seen, there is no one solution to the problem of school drop-outs.

Educational authorities, parents and schools need to work closely together to find the

reason for each student’s decision to leave school and to try to do as much as possible

to encourage them to stay in the system.



1.5. Scope and Delimitation of the study:

This research has studied about the reason of drop-out in Cambodia. It

particularly collected data in all universities in Cambodia to limit its scope, and family,

universities and the Royal government should deal with these problems by offering

something special, which helps them to keep their study, to students.

1.6. Research Methodology:

This research is designed to know about the reason why students usually drop-

out their study, which has effected to our government and human resource.

Furthermore, the research can introduce students not to drop-out their study while they

are the pillars of the nation. According these reasons allows the researchers knowing

clearly about students in Cambodia.

Moreover, to design this study, it has used generally of secondary data, which

were found in the internet that sharing the result of drop-out, some reported books, and

the researchers discussion. The researchers analyzed all of these in reference to the

given research question.



CHAPTER II

LITERATURE REVIEW AND DISCUSSIONS

2.1. Review of Related Literature:

2.1.1. Definition and Concept of Drop out University:

Dropout University refers to the students who do not complete their course to

any degrees at university. Dropping out of university is a global issue in the world and

in developing countries, like Cambodia have been concerned. Many studies of dropout

have examined factors contributing to dropout of student in order to achieve the

Education For all (EFA) goals and Millennium Development Goals (MDGs). This

study will base on some related studies in Cambodia to provide theoretical framework

in for conducting the study.

2.1.2. Overview of Research on Student Dropouts: According to Egyed, McIntosh, & Bull (1998), university dropouts were

discussed in literature as early as 1975. At that time the dropout phenomenon was

called “school leaving” and was considered to be a psychological problem based on

interest and attitudes (Fuller, 1975). Beginning in the 1970s, adolescents were viewed

as restless and needing the freedom to explore new interests. If schools did not meet

these needs, “ there would be a natural disposition for these students to escape” (Egyed,

McIntosh, & Bull, 1998, p. 153). This review of the literature on student dropouts is

based on a typology used by Goldschmidt and Wang (1999). Cambodian Student

variables are grouped by ascriptive, family, student academic characteristics, and

psychological and social characteristics. Following the characteristics of the “ typical”

dropout, the characteristics of nontraditional dropouts are described. School-level

variables are grouped into sector, school policy and practice, and impact of teachers as

done in research (e.g., Bryk & Thum, 1989; Rumberger, 1995). Factors related to

dropping out at the macro-level (i.e., community and region), are discussed. According

to the Ministry of Education, Youth and Sports (MoEYS), the number of drop out

university increased in 1975-1979 because of the civil war in Cambodia.



2.1.3. Theoretical Framework:

According to Rumberger and Lim (2008), theoretical perception that is still

worthwhile in clarifying dropout conduct which is a broadly acknowledged theory of

institutional departure at the higher education level developed by Tinto (1987). First,

personal attributes-- family background, skills and abilities, and prior school

experiences, including goals (intentions) and motivation (commitments) to continue

their schooling in Tinto’s model as the process of departure which is influenced.

Second, two separate dimensions, a social dimension dealing with social integration

and an academic dimension dealing with academic integration, influence students by

both informal and formal structure of the university. For instance, the formal systems

of classrooms and the informal system of communications with university in other

situations may be existed in academic integration. Moreover, the needs and attributes

of graduate students as well as external factors make them dropout which the

dimensions can have distinct and free impacts on how the students do. Third, student

mobility is another aspect of persistence. It differentiates between the commitment to

the goal of finishing university and the commitment to the university, and how these

commitments can be influenced by students’ experiences in university over time (p.

115). Furthermore, the theory suggests that universities can have various people or

subgroups (p. 119) to provide unneeded accommodations and provision to students.

Besides the theory grants the significance of external factors that have influenced

student leaving (Rumberger & Lim, 2008).

2.1.4. Girls in Cambodia to dropping out university:

There have been two main studies on girl's participation in basic education

which have extended the attention to the incidence of girls dropping out of school in

Cambodia (Fiske, 1995 and MoEYS, 1998). Fiske's study dated seven years ago was

conducted to find out the community attitude towards male and female education and

to elicit community and parents' opinions and reasons behind girls dropping out of

schools (Fiske, 1995). The study found that parents predominantly stressed reasons for

girls dropout to be those of demand-related factors. i.e. family poverty and the need for

girls' labor contribution to household chores to free up the adult members for income



earnings.

Fiske`s study also noted that some girls preferred female teachers but again, in

general, parents do not express any dissatisfaction with having their girls taught by

male or female teachers. Thus, the lack of female teachers may mean a lack of positive

role models but was not a direct factor significantly determining girls' dropping out.

Quantifying this study, the Ministry of Education Youth and Sport (MoEYS,

1998) conducted a larger scale survey on girls' and boys' educational attainment,

constraints and barriers, and attitudes toward education of boys and girls with 1530

households with university students and some teachers in 5 provinces. Supporting the

earlier study by Fiske, MoEYS's study well articulated the opinions of the children's

parents/guardians as well as of teachers that girls dropped out of schools because their

parents could not afford the school fee and because girls were needed at home for

household chores and minding siblings. Another point is that because of pregnancy,

girl students tend to drop university.

One possible conclusion that can be drawn at this stage is, in the present

Cambodian context, the demand-side factors appeared to be more daunting in affecting

the school continuation among girls than the supply-side factors. Yet, caution needs to

be taken in interpreting that unaffordability to pay for the school fee and the need for

girls' labor are the only determinants to girls' dropping out of university. It is suspected

that reasons offered by dropouts and their parents/guardians who are influenced by

values regarding socially acceptable behavior, may be vague or false (Kelly, 1994). An

example from an in-depth observation in rural Botswana (the Country in the southern

Africa) may be worth reflecting upon in the Cambodian context. It was observed that

out-of-school girls in rural Botswana contributed only 9 % to 12 % more time than the

in-schoolgirls to income generating and housekeeping activities (Chenichovsky, 1985

as cited in Stromquist, 1987 p9). This may challenge parental statements, which justify

their decision to withdraw girls from schools to their need for girls' labor contribution

to household chores.



According to Velasco (2001), why are girls not in school? Perceptions, realities,

and contradictions in changing Cambodia stated six main factors cause girls out of

school in six provinces, Kompong Cham, Siem Reap, Kompong Thom, Kratie,

Banteay Meanchey, and Rattanakiri. The six factors push the girls leave school:

poverty of girls’ family, inadequate school materials, unqualified teachers, very far

school from their village, no security in community and school, bad environment in

school, and parents’ expectation on education. Significantly, this research paper wants

to explore the school factors; therefore, there are four school factors in the findings

related to the study, inadequate school materials, unqualified teachers, distance school,

and bad environment in school.

2.1.5. VSO about Cambodian students to dropping out university:

The study by VSO sharing skills and changing in Cambodia Reaches the

Unreached: Bridging the Social Divide in Cambodia Through Inclusive Education

showed 8 factors which push Cambodian students to drop out university. These

include informal school fees from students, low salary of teacher; poor health and

malnutrition for students, and poverty; overcrowded classroom, and inadequate

facilities in school, poorly trained and unqualified teachers and low level of motivation

among teachers. There are 6 school related-factors, informal fees from students, low

salary of teachers, inadequate facilities in school, poorly trained and unqualified

teachers and low level of motivation among teachers in the findings in directing the

study.

2.1.6. The research by Rumberger & Lim (2008):

According to Rumberger & Lim (2008) indicated the main factors cause

student dropout university during 25 years of researches on dropouts which consist of

203 researches. The study showed the two factors for out-of school students: the first,

factors associated with individual characteristic of student included educational

performance of student- academic achievement, persistence, and attainment; behaviors

of student- engagement, course taking, deviance, peers and employment; attitudes-

motivation, values, goals, and a self-perception; and background- demographics,



health, and past experiences. The second, factors associated with institutional

characteristic of school- structure, resources, and characteristic of student; families-

structure, resource, and practice; and communities- institutional resources, parental

relationship, and social relationship. The second factor is related to the study. The

study showed that the school characteristics influencing on dropping out, school

location, quality of teachers, teacher salaries, teacher ratio, pupils expenditure, and

school size.

2.1.7. Thanh and Long (2004) on Dropping out University research:

The study by Thanh and Long (2004), indicated some factors which

contribute to dropping out school. The factors are child’s characteristics, household

economic situation, household per capita expenditure, direct the school fee,

particularly, low quality of education, and together with the parents’ incorrect

perception of and the community’s attitude to education values. For these factors in

finding, this study examines the low quality of education influencing on schooling

dropout. The low quality of education included the first curriculum and learning

programs, teaching methods, and facilities for teaching and learning; and the second

relates quality of teaching.

2.1.8. Dropout rate:

Statistically, from 2005 to 2009, university enrollment rates for males and

females were at 90 and 87 percent respectively while the attendance levels are at 84

and 86 percent of the students heading to school. This suggests that not all the students

within Cambodia are able to consistently attend the school’s curriculum due to

possibly financial reasons, health care issues and even transportation costs. In addition

to that, there are disparities between the perceived data to that of the official

administrative data rendering the university graduation rates. On the other hand,

formal university’s administrative data suggests that only a mere 43 percent has

actually completed degree.



2.2. Discussions:

2.2.1. Research Question 1: What are the factors that make Cambodian

students drop out of university?

Cambodian students drop out of university through five main factors such as

family, individual, university, and the society.

A. Family:

In most families in Cambodia are the main factors causing the university

students to drop out because of some reasons:

• Family economy: when a family faces with the problem of finance

known as the family economic crisis, there would be the main factor to

make their child or children drop out school or university because that

family has no enough money to pay for the school fee anymore, so their

children have to be forced to drop out.

• Parents’ expectation: Mostly parents in Cambodia always guide their

children to choose a major at university. Sometimes they are the ones

who choose a subject for their children although they know that their

children don’t like that major. Finally, their children left behind the class

because they attended the subject they don’t need; moreover, they are

not able to learn it. As a result, they force to quit their study.

• Violence in family: The family which has members commit violence

effects to the study in university of children, for they have no feeling to

concentrate or to pay very close attention to lecturing so that they can’t

catch up what they have learnt. In other word, they fail behind in class,

so it’s a reason causing them to drop out university. Aside from this,

children who are stricken by their father or by any members in family

get suffer seriously, so they have to be absent in class, absent to do

assignment or homework for a period of time, and when they attend

class, they can’t carry off their lesson. Finally they decide to drop out

university.



• Labor force for family: Some students studying at university force to

drop out school because they have to help their parents at work

especially for students coming from provinces. When their families lack

of labor force, they have to stop studying in order to help work in family

or in the field.

• Life Situations and Other Outside Demands: Unfortunately, as life

may dictate, unexpected life situations can occur that are of such a

serious nature, the student is forced to come home. Illness of a family

member, can all contribute to why a student may be forced to relinquish

his or her college education for the time being.

B. Individual:

• Homesickness: The comforts of home always seem to be desirable when

a lonely and discouraged student is away at college. Whether it is an

abandoned relationship back at home or the coziness of a childhood

bedroom or even the climate, some students can become so

overwhelmed with grief, they cannot continue in their studies and

concede.

• Own Job Force, Long Term vs Short Term: Some students who work

come to the conclusion that making money in the now is somehow better

than investing their time in an education for possibly more money in the

future, and they give up their college career to focus on their job. • Having bad friends: University students always have many kinds of

friends, but if they associate with friends who are the diseases of the

society, they will get into a big trouble, dropping out study. As students

have bad friends, and their friends persuade him or her to commit illegal

thing such as taking drugs, robbery or mugging, and others, they will be

sometimes arrested and sent to prison for a long period of time. As a

result, they’re forced to stop studying.

• Having no scholarship or not enough scholarship: Firstly, they do not

have a scholarship. Although the government has provided scholarship

for the students who are poor, they have to spend a lot of money on their



daily life for their daily needs such as food, housing, book and tuition

fee. The given scholarships do not meet all their needs. They just help

students to reduce their expenditure. Surely it is not enough for them.

They have to ask money from their parents more and more. For example;

when universities organize festivals such as welcoming freshman party,

by senior and graduate day, students must have money to enjoy

themselves. They have to buy something for their fresh man, buy present

to congratulate their senior and they have to wear beautiful dresses to

join in bye-bye senior party. Whereas some students cannot afford to

join these activities. Whenever they want money from their parents, they

feel upset. These are the causes that force students to drop out from their

universities. • Choosing wrong major or wrong university: They are confused about

which subject they like. All of their friends have prejudgment. If one of

their friends enters the department of Engineering or medicine, they will

be promising students. They have to enter a popular faculty and famous

university. Sometimes some of them go a popular faculty but they do not

like it and they go there just follow the crowd. Entering in a famous or

ordinary university does not mean that you success in your life because

the first year they mainly focus on general subject .They do not

specialize in their major in their first year. Then in the second year they

have to study the main subjects in their major. It’s very hard if it is not

their way and their ability. Therefore they cannot concentrate on their

subjects. Some students drop out from university or sometimes their

parents want them to go on their school. Due to these problems, they

need resting. For example they spend all night at pub, club, bar or

internet cafe. When they return their home at eight o’clock, they fall

behind with their lessons? In exams they cannot get good points. When

they exceed the absent limit, they cannot attend classes. • Cannot meet their parents’ expectation: Some students cannot meet

their parents’ expectations. Parents want their child to have a good



university and see them happy with their departments. That is a pressure

for students. If they are not able to be a successful student as their

parents expected it will not be good for them. For example I am studying

in English major but I am always speaking with grammar mistakes and

this cause my parent’s sadness. It makes me feel I am a stupid girl. This

problem may prevent students from studying. Then they feel unhappy,

they cannot control their emotions, they may be aggressive and cannot

pay attention to other people. Society they live do not pay respect for

them. Every student has a characteristic feature on their own. Parents

must encourage their children to work hard. Ever student has a different

ability. Someone may be good at science; someone may be good at

drawing. Therefore parents should support their children. Some student

may not be intelligent but if their parents pay attention to them, they will

access to success. • Academic problems – course too hard. • Boredom in lessons. • Loneliness. • Pregnancy: While studying, university students usually have love.

Sometimes girl students get pregnant by accident. Because some

university students are so overjoyed with love, they are likely to have

early intercourse with their partners without thinking about bad things

that will happen by chance like pregnancy, spreading of HIV or AIDS.

All of those things will destroy their future, and at the end they stop

studying because they feel ashamed to the classmates. C. University:

• Poor quality of educational system: Some universities in Cambodia

have poor quality of educational systems; they can’t provide students a

good qualification, so this makes students lose confidence on their

university. Students have no feeling to study any longer, and they afraid

that they can’t find a good job in the future if they still keep studying in

their school. This reason causes student to quit their study at university.



• Uncomfortable environment of university.

• Too crowded in class- difficult to study.

• Unqualified Lecturers: Good lecturers teach good lessons. This means

that if students study with qualified professors, they will gain many

experiences, techniques, and they will have a good qualification.

Unfortunately, unqualified lecturers can’t help their students every

circumstance, so it is a cause that makes students bored with their

professors’ teaching. Sometimes some students get low level in class

because their teachers can’t explain lessons to them clearly or properly.

• University can’t provide scholarship for students: Some students

decided to stop studying in their university because their school can’t

provide them scholarships. For poor students and outstanding students,

they want scholarship to support their study at university until they finish

their degree. But some students are hopeless to their school due to

having no scholarship for them; they don’t have feeling to continue their

degree any longer. Finally, they decide to drop out school.

D. Society:

• Unstable society: When our society is unstable, there will be difficult to

improve educational systems. For instant, civil war from 1975-1979

forced students to quit class because they are afraid of being killed, and

they would have been killed if they had gone to school.

• Robbery: For many students especially night class students are afraid of

going to school or coming back home at night when the society is full of

robbery and killing. This because of the unsecured society.

2.2.2. Research Question 2: What are the effective strategies that should be

used to reduce the number of dropping out of university of Cambodian students?

Students report a variety of reasons for dropping out of school; therefore the

solutions are multidimensional. The Ministry of Education, Youth and Sport (MoEYS)

has identified 14 Effective Strategies that have the most positive impact on the

university graduation rate.



The Basic Core Strategies:

• Mentoring/Tutoring

• Service Learning

• Alternative Schooling

• Educational systems of university

Family:

• Family Engagement

• Eliminating the violence in family

Making the Most of Instruction:

• Professional Development

• Active Learning

• Educational Technology

• Individualized Instruction

Making the Most of the Wider Community:

• Systemic Renewal

• School-Community Collaboration

• Career and Technical Education

• Safe Schools

The 14 Effective Strategies Explained:

The Basic Core Strategies:

• Mentoring/Tutoring:

Mentoring is a one-to-one caring, supportive relationship between a mentor and a

mentee that is based on trust. Tutoring, also a one-to-one activity, focuses on



academics and is an effective way to address specific needs such as reading, writing,

or math competencies.

• Service Learning:

Service learning connects meaningful community service experiences with

academic learning. This teaching/learning method promotes personal and social

growth, career development, and civic responsibility and can be a powerful vehicle for

effective school reform at all grade levels.

• Alternative Schooling:

Alternative schooling provides potential dropouts a variety of options that can lead

to graduation, with programs paying special attention to the students’ individual social

needs and the academic requirements for a university degree.

• Educational systems of university:

University should try to change its educational systems if the educational systems

are not good enough so that it can make students feel glad to study, and they will not

have willingness to drop out.

Family:

• Family Engagement:

Research consistently finds that family involvement has a direct, positive effect on

children’s achievement and is the most accurate predictor of a student’s success in

school. Students should be often motivated or persuaded from their families when they

are desperate or bored with their study at university.

• Eliminating the violence in family:

Violence in family should be eliminated because it’s a main cause to drive

Cambodian students quit school.



Making the Most of Instruction:

No sustained and comprehensive effort to keep students in school can afford to

ignore what happens in the classroom. Strategies that produce better teachers, expand

teaching methods to accommodate a range of learning styles, take advantage of

today’s cornucopia of technological resources, and meet the individual needs of each

student can yield substantial benefits.

• Professional Development:

Teachers who work with youth at high risk of academic failure need to feel

supported and need to have an avenue by which they continue to develop skills,

techniques, and learn about innovative strategies.

• Active Learning:

When educators show students that there are different ways to learn, students find

new and creative ways to solve problems, achieve success, and become lifelong

learners.

• Educational Technology:

Technology offers some of the best opportunities for delivering instruction that

engages students in authentic learning, addresses multiple intelligences, and adapts to

student’s learning styles.

• Individualized Instruction:

A customized individual learning program for each student allows teachers

flexibility with the instructional program and extracurricular activities.

Making the Most of the Wider Community:

Students who come to school bring traces of a wider community; when students

leave school, either before or after graduation, they return to that community. It’s



impossible to isolate “school”� within the walls of the school building. Effective

efforts to keep students in school take advantage of these links with the wider

community.

• Systemic Renewal

Systemic renewal calls for a continuing process of evaluating goals and objectives

related to school policies, practices, and organizational structures as they impact a

diverse group of learners.

• School-Community Collaboration:

When all groups in a community provide collective support to the school, a strong

infrastructure sustains a caring environment where youth can thrive and achieve.

• Career and Technical Education:

A quality guidance program is essential for all students. School-to-work programs

recognize that youth need specific skills to prepare them for the larger demands of

today’s workplace.

• Safe Schools:

A comprehensive violence prevention plan, including conflict resolution, must deal

with potential violence as well as crisis management. Violence prevention means

providing daily experiences at all grade levels that enhance positive social attitudes

and effective interpersonal skills in all students.



CHAPTER III

CONCLUSIONS AND RECOMMENDATIONS

3.1. Conclusions:

According to the discussion above, it can be mentioned that this research

expresses the reasons why Cambodian students drop out university. On the other hand,

drop out university in Cambodia is a main issue to discuss into educational systems of

Cambodia especially the educational systems in all universities.

Dropouts have dissimilar characteristics and therefore need different kinds of

programs which respond to their individual circumstances and needs. Programs, to be

effective, need to provide one-on-one intensive attention to at-risk students, who often

must be convinced that they are competent and can be successful in school. The

curriculum should include basic educational skills, social skills, and experiential

education.

Finally, the study also explained about the effective strategies for dropout

prevention. This shows the way to reduce the number of students drop out school. All

of those strategies are so effective to use for at risk-students. If we can use all the

strategies described above, the rate of drop out university in Cambodia will be reduced

successfully.

3.2. Recommendations:

This research finds that the number of drop out university of Cambodian

students is still increasing now. So the recommendation specified that this problem

should be helped to reduce quickly. I have some ideas shown as the following:

1) The Royal government of Cambodia should provide more scholarships to poor

students so that they could continue their study at university until they reach

their degrees.

2) University should set up a good educational system and should organize the

schedule properly for students in order not to make them feel bored with their

study. Moreover, university should train lecturers who are unqualified to be

qualified enough to teach their students.



3) Parents should try to motivate their children not to drop out school if they find

that their children intend to do so. They should explain them the advantages of

graduation together with good degree.

4) Students themselves should not be too overjoyed with all vices or they will

become the ones whom the society really hates. Students who are lonely should

try to make more friends so that they will not feel lonely in class and not feel

desperate.

REFERENCES Baker, J., and Sansone, J."Interventions with Students At Risk for Dropping Out of

School: A High SchoolResponds." The Journal of Educational Research 83/4

(1990): 181-186.

Charney, H."Project Achievement: A Six-Year Study of a Dropout Prevention

Program in BilingualSchools." Social Work in Education 15/2 (1993): 113-117.

Duckenfield, M."Confronting the Dropout Crisis. The National Dropout Prevention

Center." Partnershipsin Education Journal 8/6 (1994): 5.

Hahn, A.; Danzberger, J.; with Lefkowitz, B.Dropouts in America: Enough Is Known for Action. Washington, DC: Institute for Educational Leadership, 1987.

Herbert, V."School-Based Collaborations in Dropout Prevention: Phnom Penh City Experience."NASSP Bulletin 73/518 (1989): 84-88.

http://www.doe.mass.edu/dropout/

http://khmernz.blogspot.com/2009/02/dropout-rates-mar-cambodias-mdg-quest.html

http://en.wikipedia.org/wiki/File:MoEYS_%28Cambodia%29.svg

http://cambodia.worlded.org/Resources/Docs/IBEC_Project_Newsletter_6.pdf









CONCLUSION

After learning and searching for this assignment, we could know many reasons

why Cambodian students at university decided to drop out the school. The students

who dropped out of the school had their own reasons to drop out. In short, before we

decided to drop out, we the students of university must be sure that we should drop out

or continue to learn in order to avoid feeling regret.

To be well-organized to this particular work, we all had been trying so hard to

prepare this assignment. We met many problems when we tried to find information or

data relating to our topic Drop out University because there were very little

information about drop out university in Cambodia. However, we could deal with all

problems we met.

We strongly believe that we will do or prepare the future assignment as well as we

did to this particular work because we experienced many problems already.

We strongly wish that the next generation can do their work as well as we do

because they can use this particular work as a sample. The next generation should try

your best to do your work and should evaluate it as evaluate yourselves.



REFERENCES Baker, J., and Sansone, J."Interventions with Students At Risk for Dropping Out of

School: A High SchoolResponds." The Journal of Educational Research 83/4

(1990): 181-186.

Charney, H."Project Achievement: A Six-Year Study of a Dropout Prevention

Program in BilingualSchools." Social Work in Education 15/2 (1993): 113-117.

Duckenfield, M."Confronting the Dropout Crisis. The National Dropout Prevention

Center." Partnershipsin Education Journal 8/6 (1994): 5.

Hahn, A.; Danzberger, J.; with Lefkowitz, B.Dropouts in America: Enough Is Known for Action. Washington, DC: Institute for Educational Leadership, 1987.

Herbert, V."School-Based Collaborations in Dropout Prevention: Phnom Penh City Experience."NASSP Bulletin 73/518 (1989): 84-88.






Naylor, M."Reducing the Dropout Rate Through Career and Vocational Education.

Overview."ERIC Digest 63 (1987).

Office of Educational Research and Improvement.

Educational Reforms and Students at Risk: A Review of the Current State of the Art.

Quinn, T."The Influence of School Policies and Practices on Dropout Rates." NASSP

Bulletin 75/538 (1991): 73-83.

McCaul, E. J.; Donaldson, G. A.; Coladarci, T.; and Davis, W. E."Consequences of Dropping Out of School: Findings From High School and Beyond."The Journal of Educational Research 85/4 (1992): 198-207.






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