Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/19741
Title: Breaking the cycle : a phenomenological approach to broadening access to post-secondary education
Authors: Cefai, Carmel
Downes, Paul
Cavioni, Valeria
Keywords: Dropouts -- Malta
Social isolation
Education -- Psychological aspects
Postsecondary education -- Malta
Issue Date: 2016
Publisher: Springer
Citation: Cefai, C., Downes, P., & Cavioni, V. (2016). Breaking the cycle : a phenomenological approach to broadening access to post-secondary education. European Journal of Psychology of Education, 31(2), 255-274.
Abstract: Over the past decades, there has been a substantial increase in post-secondary education participation in most Organisation for Economic Co-operation and Development (OECD) and European Union countries. This increase, however, does not necessarily reflect a parallel equitable growth in post-secondary education, and early school leaving is still an issue of concern in particular regions and countries across the world. This paper presents a study on increasing participation in post-secondary education in Malta, the country with the one of the highest proportions of early school leaving in the European Union. The study was carried out in a region with one of the highest rates of early school leaving in the country, making use of a phenomenological approach as well as a resilient systems perspective to early school leaving. On the basis of students’ narratives, the study identifies a number of risk and protective factors in early school leaving and makes various suggestions on how to build more resilient systems to facilitate access to post-secondary education, particularly for students coming from low socio-economic, excluded backgrounds.
Description: This project was in part financed by the University of Malta.
URI: https://www.um.edu.mt/library/oar//handle/123456789/19741
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