Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr.

2/2013

ABANDONUL COLAR O

DROPOUT - AN INVISIBLE

URGEN INVIZIBIL

Prof. Florina Alexandra MNESCU

coala Gimnazial ,,Alexandru tefulescu,
Trgu-Jiu
Masterand - Emilia Mihaela
COSTESCU
Universitatea ,,Constantin Brncui din
Trgu-Jiu
Abstract: Lucrarea de fa trateaz tema
abandonului colar, o tem de mare actualitate,
dat fiind rata mare a abandonului colar din
ara noastr. Pentru a putea interveni eficient
trebuie cunoscute cauzele care pot conduce la
abandonul colar. Prsirea timpurie a colii
reprezint un potenial pierdut. Acesta are
costuri sociale (ruptur social, cerere mai mare
n sistemul de sntate i coeziune social mai
redus) i costuri economice (productivitate mai
sczut, venituri fiscale mai mici i o cretere a
alocaiilor sociale acordate). Fiecare caz de
abandon colar are o istorie proprie care
presupune o analiz complex, o interpretare
psihogenetic, dinamic i funcional a situaiei
particulare a fiecrui subiect aflat n aceast
situaie.

1. Noiuni introductive
n literatura de specialitate fenomenul
de abandon colar are semnificaia de
renunare la studiile colare provocat de
cauze diverse, ntre care, cele mai
importante, sunt cauzele de ordin material;
alteori, renunarea este determinat de faptul
c elevul, neputnd face fa sarcinilor
programei de nvmnt, nu este reorientat
spre colile adecvate posibilitilor sale;
alteori, el sufer influene negative (prietenii
nefaste care i abat interesul de la coal) sau
este lipsit de asisten educativ.[1]
Abandonul colar este un fenomen
periculos, deoarece el determin efecte

EMERGENCY
Florina Alexandra MNESCU
coala Gimnazial ,,Alexandru tefulescu,
Trgu-Jiu
Masterand Emilia Mihaela COSTESCU
Universitatea ,,Constantin Brncuidin
Trgu-Jiu

Abstract: This paper deals with the subject

connected to dropout, a very topical issue, given
the high rate of school dropouts in our country.
To intervene effectively we must know the causes
that can lead to dropping out of school.The early
school leaving is a potential lost. It has social
costs (social disruption, higher demand in health
system and lower social cohesion) and economic
costs (lower productivity, lower tax revenues and
increased social benefits). Each case of dropout
has a "history" of its own that requires a complex
analysis, a psychogenic interpretation, dynamic
and functional individual purposes of each subject
in this situation.

1. Introduction
In the specialized literature dropout
signifies the renunciation of school education
due to various reasons, among which the most
important are causes of material; sometimes,
the waiver is determined by the fact that the
student cannot cope with the tasks of the
curriculum, or he is not appropriate refocused
to schools appropriate to its possibilities and
sometimes he suffers negative influences
(damaging friendships diverge its interests
from school) or free educational assistance.
[1]
The dropout is a dangerous
phenomenon because it causes negative
effects both in individual psychological area,
or alternates the student self-image in
question, who will lose more and more

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negative att n plan psihologic individual,

respectiv o alterare a imaginii de sine a
elevului n cauz, care i va pierde tot mai
mult ncrederea n propriile posibiliti i
capaciti, ajungnd s dezvolte o team de
eec, ct i pe plan social, pentru c eecul
colar
permanentizat
stigmatizeaz,
eticheteaz i conduce la o marginalizare
social cu un nivel crescut de comportamente
deviante i infracionale. Abandonul colar
are la baz mai muli factori care pot fi
diferii, dar cel mai adesea asociai. Elevul se
confrunt cu o serie de dificulti colare care
au ca principale cauze: propria persoan,
prinii i familia, coala, comunitatea local
.a.
Exist cteva concepte care sunt
corelate i a cror semnificaie se
ntreptrunde, oferindu-ne o imagine asupra
fenomenului de devian colar. Acestea
sunt: comportamentul deviant, delincventa
juvenil, deviana n coal i deviana
colar, iar relaia dintre ele poate fi redat n
diagrama fig. 1 [2].
Abandonul colar se caracterizeaz
prin prsirea prematur a colii. n plan
social, de multe ori abandonul se asociaz cu
delincvena juvenil, cu recurgerea la
droguri, cu viaa de familie dezorganizat.
Abandonul poate fi caracterizat prin
absenteism total sau parial. Cel parial are
cauze diferite n funcie de zon, rural sau
urban. Abandonul n zona urban poate fi
cauzat de influena cercului de prieteni
asupra copilului, de atraciile pe care oraul
le exercit asupra acestuia. Cel rural este
determinat de condiiile satului, de ajutorul
pe care copiii trebuie s i dea prinilor n
muncile agricole.
Jigu precizeaz c noiunea de eec
colar poate varia de la o ar la alta, de la o
coal la alta, de la un sistem de nvmnt
la altul[3]. Sensurile cele mai uzuale pe care
le folosete sunt urmtoarele:
abandonarea precoce a colii;
decalajul
ntre
potenialul
personal i rezultate;
prsirea colii fr o calificare;

confidence in their capabilities and capacities

to develop a fear of reaching failure and
socially, for school failure made permanent
"stigma", "label" and leads to social exclusion
with increased levels of deviant and criminal
behavior. The dropout based on several
factors may vary, but most of them are
sometimes associated. The student faces a
number of challenges that school main
causes: themselves, their parents and family,
school, local community, etc.
There are several concepts that are
interrelated and whose meaning is
interwoven, giving us an insight into the
phenomenon of school deviance. These are:
deviant behavior, juvenile delinquency,
scholar deviance and deviance in school
curriculum, and the relationship between
them can be depicted in the diagram fig. 1 [2]:
Early school leaving is characterized
by premature leaving the school. In social
plan, often we associate it with early juvenile,
with drug use, disorganized family life. The
abandonment can be characterized by total or
partial absenteeism. The part has different
causes depending on the area, rural or urban.
The abandonment in urban areas may be due
to the influence of the circle of friends of the
child, the attractions that the city exerts on it.
The area is influenced by the village, the help
that children need to give parents in farm
work. Jigau states that the concept of school
failure may vary from one country to another,
from one school to another, from one school
system to another [3]. The meanings that the
most common uses are:
early school abandonment;
gap between personal potential and
results;

leaving
school
without
a
qualification;
Individual learning difficulties;
repetition;
illiteracy;
inability to achieve pedagogical
objectives;
failure to finals.

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dificulti

individuale

de

nvare;
repetenie;
analfabetism;
incapacitatea
de
a
atinge
obiectivele pedagogice;
eecul la examenele finale

2. Cauzele i efectele abandonului

colar
Abandonul colar reprezint un
indicator ce semnalizeaz existena unor
dificulti la nivelul sistemului colar i al
societii. Astfel, cu ct indicele de abandon
este mai ridicat, cu att sistemul colar se
dovedete ca fiind mai ineficient, iar dac la
nivel naional numrul abandonurilor este
mare i n continu cretere, acesta reflect
srcia ce caracterizeaz socitatea, precum i
indiferena fa de problemele elevilor i ale
familiilor acestora.
Gooderham a realizat o schem a
cauzalitii abandonului colar (fig. 2), prin
care ncearc s evidenieze faptul c, dei
exist o serie de factori externi pe care nici
individul i nici coala nu-i poate controla i
care duc direct la abandon colar, cei mai
muli factori externi i psihosociali devin
vizibili mai ales la nivelul colii,
determinnd incapacitatea elevilor de a se
integra n mod corespunztor, ceea ce se
soldeaz cu renunarea definitiv la coal.
2.1 Cauze de ordin economic
Rata
abandonului
la
nivelul
colaritaii primare este mai scazut n rile
cu venit mare pe cap de locuitor. Statisticile
indic faptul c n rile cu venit mai sczut,
aproximativ 40% dintre elevii nscrii
abandoneaz coala primar nainte de a
termina ciclul primar. n cazul rilor srace,
rata abandonului colar este foarte mare la
nivelul colaritaii primare, iar n cazul rilor
cu o economie puternic, studiile indic o
rat nalt abandonului colar la nivelul
nvmntului post-obligatoriu: liceal i
superior, ns cei care recurg la abandon
provin, n mare parte, din familii cu un statut

II.

Causes and effects of early

school dropout
The dropout is an indicator that shows
the existence of difficulties in the school
system and society. Thus, as higher the dropout rate is, as higher the school system proves
to be less efficient, and if the national number
abandonment is large and growing, it reflects
that society characterizing poverty and
indifference to the problems of students and
their families.
Gooderham made a drop causality
scheme (fig. 2), which tries to point out that
although there are many external factors,
neither the individual nor the school cannot
control and go straight to drop, most external
factors and psychosocial become visible
especially at school level, causing inability to
integrate students properly, which results in
permanent waiver from school.
2.1 Economical Causes
The dropout rate at primary schooling
is lower in countries with high income per
capita. Statistics indicate that in lower-income
countries, about 40% of students enrolled in
primary school drop out before completing it.
If in poor countries the dropout rate is very
high at primary schooling but for countries
with a strong economy, studies show a high
school dropout rate in the post-compulsory
education: secondary and higher education,
but those who resort to abandonment are
coming from families with low economic
status (case is therefore strictly economic, see
the criteria for making the HDI and the
relationships between the three main
participants).
In Romania, the dropout rate is shown
in the table in figure 3.
As we can see, the dropout rate for the
school year 2009-2010 is up from the
previous school year. The situation is not
favorable because it was felt that economic
and social losses were much higher in the
case of a dropout at primary and secondary
schools unless secondary education. Since the
2006-2007 school year has been a
considerable increase in the share of early

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economic sczut (cauza fiind, aadar, strict

de ordin economic; a se vedea criteriile de
ntocmire a IDU i relaiile dintre cei trei
factori participani).
n Romnia rata abandonului este
prezentat n tabelul din fig. 3.
Dup cum putem observa, rata
abandonului n anul colar 2009-2010 este n
cretere fa de cea din anul colar precedent.
Situaia nu este deloc favorabil, deoarece s-a
considerat c pierderile economice i sociale
au fost cu mult mai ridicate n cazul unui
abandon la nivelul nvmntului primar i
gimnazial, dect n cazul nvmntului
liceal. ncepnd cu anul colar 2006-2007 a
avut loc o cretere considerabil a ponderii
abandonului colar la nivelul nvmntului
profesional.
Copiii care triesc n familii srace au
anse mai mici de a-i nusi o educaie
colar complet. Statutul economic corelat
cu abandonul colar este evaluat prin
variabile de genul:
a) gradul de instruire i educaia
prinilor;
b) profesia tatlui;
c) venitul familiei i nivelul de via al
acesteia
2.2 Factori individuali
Acetia se refer la capacitatea personal
a elevului de a reaciona, adic de resursele
personale, de bogia i calitatea ,,schemelor
de adaptare'' ce se refer la faptul c unii
dintre elevi au un potenial mai mare de
adaptare, iar alii unul mai redus (sunt mai
rigizi, mai puin permisivi n relaiile cu
ceilali). Un rol important este reprezentat i
de prezena mamei n viaa copilului. n
condiiile n care copilul a trit ntr-un mediu
familial n care prezena mamei era cotidian,
dezvoltarea copilului a decurs normal. n caz
contrar, acesta poate prezenta anumite
tulburri psihice, cum ar fi hiperemotivitate,
fobii,
anxietate
etc.
Poate
aprea
hospitalismul (nervozitatea excesiv sau
apatia, indiferena, poate ajunge chiar la
retardare mintal, dac elevul triete n stare
de izolare prelungit).

school vocational education. Children living

in poor families were less likely to complete
school education itself. Economic status
correlated with school dropout is measured by
variables such as:
Training and education level of
parents;
Fathers profession;
Family income and their living
standard.
2.2 Individual factors
They refer to the students personal
ability to react, meaning that the personal
resources of wealth and the quality of
adaptation schemes that means that some
students have a greater potential for
adaptation, others a lower (are more rigid, less
permissive in relationships with others). An
important role is represented by the presence
of the mother in the childs life. When the
child has lived in a family where the mother
was present every day, the child development
went normal. Otherwise, he may have some
mental disorders, such as hiperemotiability,
phobias, anxiety etc. It may appear
hospitalism (excessive nervousness and
apathy, indifference, may even reach mental
retardation if the student lives in a state of
prolonged isolation).
Childs mental peculiarities can
negatively
influence
his
academic
performance. Labels as weak student, bad
student lowers the self-esteem reduce
confidence in their own forces and the people
surrounding it. Under these conditions, the
lack of resources to overcome this difficulty,
these children seek to stand out, often through
deviant behavior. Unwillingness (or limited
availability), low aspirations, interests of
motivation, insufficient development of
cognitive ability to work and others may have
an acute negative effect on the students
academic work, the results of his work. Also,
the students health status can influence the
success or failure / failure of his school.
2.3 The family
Family is the first and most important
life contexts, with a special role in the

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Particularitile psihice ale copilului pot

influena i negativ randamentul su colar.
Etichetrile ca elev slab, elev ru duc la
scderea stimei de sine, la scderea ncrederii
n propriile fore, ct i n persoanele ce l
nconjoar. n aceste condiii, din cauza lipsei
resurselor necesare pentru a depi aceast
dificultate, aceti copii caut s ias n
eviden, adeseori, prin comportamente
deviante. Lipsa voinei (sau disponibilitatea
redus), nivelul sczut al aspiraiilor, al
intereselor, al motivaiei, insuficienta
dezvoltare a capacitii de a opera cognitiv i
altele pot avea un acut efect negativ asupra
activitii colare a elevului, asupra
rezultatelor muncii sale. De asemenea, starea
de sntate a elevului poate influena
succesul sau insuccesul/eecul colar al
acestuia.
2.3. Mediul familial
Familia reprezint cel dinti i cel mai
important context de via, cu un rol deosebit
n socializarea copilului. Familia i ofer
copilului un sentiment de siguran, singurul
care i permite acestuia s se emancipeze i
s-i dobndeasc personalitatea. ns, acest
sentiment depinde de anumii factori:
protecia mpotriva agresiunilor venite din
afar, satisfacerea trebuinelor elementare,
coerena i stabilitatea mediului de
dezvoltare, sentimentul de a fi acceptat ca
membru al familiei, de a fi iubit, de a i se
accepta caracteristicile individuale i de a
dobndi o experien personal. Lipsa
interesului pentru activitile colare ale
copilului sau, din contr, preocuparea
exgerat poate duce la nereuita colar a
copilului. Un rol foarte important n
dezvoltarea copilului l reprezint tipul de
familie din care acesta provine:
familii cu muli copii, care nu-i pot
permite s i trimit la coal din
cauza lipsei resurselor materiale;
copiii sunt pui s munceasc,
reprezentnd o surs de venit, mai
ales n mediul rural unde copii sunt
pui la munci agricole;
familii monoparentale care nu pot

socialization of children. Family gives to the

child a sense of security, which alone enables
him to emancipate and to gain personality.
However, this sense depends on several
factors: protection against aggression from
outside, meet basic necessities, consistency
and stability development environment, the
feeling of being accepted as a member of the
family, to be loved, you are accepting
individual characteristics and gain a personal
experience. Lack of interest in school
activities of the child or, conversely,
exaggerated concern can lead to school failure
child. An important role in child development
is represented by the type of family he comes:
families with children who cannot
afford to send them to school because of lack
of funds; children are put to work and to gain
a source of income, especially in rural areas
where children are put at farming;
single parents who cannot pay
attention due to raising children, especially
since the number of working women is
increasing;
families in which one or both parents
had emigrated. Statistics show that more and
more people opted to go abroad (especially
those in rural areas) due to very low living
standards;
ysfunctional families of alcoholics,
victims of domestic violence, narcotics
addicts etc.
Also a certain disinterest shown by
parents regarding education, conceptions of it,
and their low level of education have a
negative impact on student enrollment. Thus,
the chances that in rural areas, the number of
children that want to continue their education
to be increased are minimal.
2.4. The school
There are some of the factors from
educational space that can influence school
dropout:
Insufficient knowledge of students,
due to the number of a class or because of
lack of interest shown by teachers;
the age and failure of individual
students (teachers in psycho-pedagogical

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acorda atenia cuvenit creterii

copilului, mai ales c numrul
femeilor care muncesc este n
cretere;
familii din care unul sau ambii prini
au emigrat. Statisticile arat c din ce
n ce mai multe persoane opteaz
pentru a pleca n strintate (mai ales
persoanele din mediul rural) din
cauza nivelului de trai foarte sczut;
familii dezorganizate, cu prini
alcoolici, victime ale violenei
domestice, dependeni de substane
stupefiante etc.
De asemenea, dezinteresul manifestat
de ctre prini n ceea ce privete educaia,
concepiile despre aceasta, dar i nivelul
sczut de instrucie al acestora au un impact
negativ asupra colarizrii elevului. Astfel,
ansele ca, n mediul rural, numrul de copii
care s i continue studiile s fie cresctor
sunt minime.
2.4. Mediul colar
Enumerm o parte dintre factorii, din
spaiul educativ, ce poate influena
abandonul colar:
cunoaterea insuficient a elevilor,
datorit numrului mare dintr-o clas
sau
din
cauza
dezinteresului
manifestat de ctre profesori;
nerespectarea particularitilor de
vrst i individuale ale elevilor
(profesorii
prin
modulul
psihopedagogic trebuie s cunoasc
personalitatea elevului pentru a
adapta metodele de predare-nvare
la fiecare elev);
lipsa de preocupare a unor cadre
didactice pentru stimularea interesului
fa de nvtur (n special n
mediul rural unde profesorii nu i
manifest interesul pentru procesul
nvrii din cauza faptului c salariile
nu sunt pe msura ateptrilor, dar
exist i excepii!);
insuficienta pregtire profesional i
psiho-pedagogic a unor cadre
didactice;

module the student should know the

personality to adapt teaching methods to each
student learning);
lack of concern for some teachers to
stimulate interest in teaching (especially in
rural areas where teachers are interested in
learning process because salaries are not as
expected, but there are exceptions!)
Insufficient training and psychopedagogy of teachers;
lack of professionalism exhibited by
severity teacher (can induce a state of fear,
anxiety student) or its permissiveness;
lack of material facilities in
educational institutions, lack of schools in
rural areas, which forces most of the students
go through a daily long walk to school;
lack of qualified teachers in rural
areas.
2.5. Social context
At this point of the analysis we
consider the lack of state investment in
education. An important negative influence
on the perception of education is represented
by media promoting of those people who did
not attended school, who have succeeded in
life by chance and equipping other parts of
nature. For children, they may be models,
endorsing the idea that the school does not
offer the same prospect. Often, those from
rural areas are stigmatized in relation to area
of origin. National programs are designed to
support education in rural areas, but few are
implemented.
2.6.
Factors
(causes)
of
psychological order
Labelling
as
poor
student
deprivation status and reduce self-esteem of
students and undermine their attempt to build
a positive social identity. In these
circumstances, students who do not have the
resources to mobilize to overcome
difficulties, seek to satisfy their need for
personal valorization outside school, possibly
abandoned. Labeling as failed or deviant
leads students to adopt deviant roles precisely
in response to deprivation status. In schools
there are classes to keep subrealizai students

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lipsa de profesionalism, manifestat

fie prin severitatea profesorului
(poate induce starea de team,
anxietate a elevului), fie prin
permisivitatea acestuia;
lipsa dotrilor materiale n instituiile
de nvmnt, lipsa colilor la sate,
care i oblig pe cei mai muli dintre
elevi s parcurg zilnic un drum lung
pn la coal;
lipsa profesorilor calificai n mediul
rural
2.5. Contextul social
La acest punct din analiz avem n
vedere lipsa investiiilor statului n domeniul
educaiei. O important influen negativ
asupra percepiei educaiei o reprezint massmedia, prin promovarea din ce n ce mai
larg a celor necolarizai, care au reuit n
via prin noroc i pri alte nzestrri de la
natur. Pentru copii, acetia pot reprezenta
modele, aprobnd ideea c coala nu ofer
aceleai perspective. Adeseori, cei care
provin din mediul rural sunt stigmatizai n
legtur cu mediul lor de provenien. La
nivel naional sunt elaborate programe care
s susin educaia n mediul rural, ns
puine sunt puse n aplicare.
2.6. Factori (cauze) de ordin psihologic
Etichetarea ca ,,elev slab i
deprivarea de status reduc stima de sine a
elevilor i submineaz ncercarea lor de a-i
construi o identitate social pozitiv. n
aceste condiii, elevii care nu au resursele
necesare pentru a se mobiliza, n vederea
depirii dificultilor, vor cuta s-i
satisfac nevoia de valorizare personal n
afara colii, eventual prin abandon.
Etichetarea ca ratat sau deviant
determin elevii s adopte roluri deviante
tocmai ca rspuns la deprivarea de status. n
colile n care exist clase pentru meninerea
n coal a elevilor subrealizai colar,
calitatea de membru al unei asemenea clase
poate conduce la abandonul colar.
(discuia/analiza poate continua pe o paralel
ce
are
la
baz
conceptul
de
hipercorectitudine)

in school as school membership of such

classes can lead to dropping out of school.
(discussion / analysis can proceed on a
parallel that is based on the concept of
hypercorrectness).
2.7. Socio-cultural causes
Child is merely the product of his own
family and socio-cultural context in which it
is formed and manifested. When we
encounter failures at these levels, the effects
become visible, especially in personality and
of the child behavior. Berge shows that a
child is often problematic: ... a child
miserable among people who are themselves
unhappy. It is false note in a concert, which
shows that the instruments were granted
without the public knowing very well which
one to blame. [4]
This category includes indicators of
power and social status which are relate
primarily to ethnicity, social class affiliation,
membership in guy communities rural / urban
etc. [5]. A special place is the family, the
major role that it plays in the life of every
child and its influences.
Conclusions
It seems that early school tends not to
be stopped, on the contrary! Are facts which
show that the phenomenon is even more
increased compared with official data. There
is an important part of children attending
classes only symbolically, speculating a
decision stipulating that are prohibited in
classes I-VIII expulsion or possible loss
allowance even more than 40 absences per
month. School failure is not a new problem.
Over time many studies have been conducted
to identify and prevent it. As time passes and
new factors contribute to this negative
phenomenon among students, changing
educational vision informative and
educational, equal opportunity in education,
psycho support offered in schools were of
utmost necessity. It requires involvement of
all factors contributing to stopping school
education for early school leaving! School
failure is a dangerous phenomenon because it
causes negative effects both in individual

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2.7. Cauze de ordin socio-cultural

Copilul nu reprezint dect produsul
propriei familii i al contextului sociocultural n care el se formeaz i se
manifest. Cnd ntlnim disfuncii la aceste
niveluri, efectele devin vizibile, mai ales n
personalitatea i comportamentul copilului.
Berge arat c un copil cu probleme este
adesea: un copil nefericit printre oameni
care sunt ei nii nefericii. El constituie nota
fals care, ntr-un concert, arat c
instrumentele nu au fost acordate, fr ca
publicul s tie prea bine pe care dintre ele s
dea vina.[4]
n aceast categorie se includ
indicatorii de putere i de status social care
fac referire, n principal, la apartenena
etnic, la apartenena la clasa social, la
apartenena la comunitile de tip rural/urban
etc.[5]. Un loc aparte revine familiei, prin
rolul major pe care-l joac n viaa fiecrui
copil i prin influenele sale.
Concluzii
Se pare c abandonul colar nu are
tendine de a fi stopat, dimpotriv! Sunt
realiti care arat c fenomenul crete i este
chiar mai mare comparativ cu datele oficiale.
Exist un segment important de copii care
frecventeaz doar simbolic cursurile,
speculnd o hotrre care stipuleaz c sunt
interzise exmatricularea la clasele I-VIII sau
posibilitatea de a pierde alocaia, chiar i la
peste 40 de absene lunar.
Eecul colar nu este o problem
nou. De-a lungul timpului au fost realizate
multiple cercetri pentru identificarea i
prevenirea eecului colar. Odat cu trecerea
timpului i apariia unor noi factori ce
contribuie la acest fenomen negativ n rndul
elevilor, schimbarea viziunii educativ
informative i formative, egalitatea de anse
privind educaia, suportul psihopedagog
oferit n coli au fost de maxim necesitate.
Este nevoie de o implicare a tuturor factorilor
ce contribuie la educaia colar pentru
stoparea fenomenului de abandon colar!
Eecul colar este un fenomen periculos,
deoarece el determin efecte negative att n

psychological, or an altered self-image of the

pupil concerned that he/she would lose more
and more confidence in their capabilities and
capacities to develop a fear reaching failure
and socially, for school failure made
permanent stigmatizing labels!
Note:
[1] Cristea, S., Dictionary of
Pedagogy, International Letter Publishing,
Bucharest, 2000, page 11
[2] Neamu, Cristina, Deviance
school. Guide intervention for behavioral
problems of students, Ed Polirom, Science,
2003, page 27
[3] Jigau, M., School success factors,
Grafoart Publishing, Bucharest, 1998, page 35
[4] Popescu, V., School success and
failure in ,, Journal of Education, no. 11,
1991
[5] Neamu, C., Deviance school
teaching social phenomenon. Reduction
methods (PhD Thesis), Univ. ,, A.I.Cuza,
Science, 2001, page 185
References:
I. General Works:
1. Cretu, E., Special education for
primary school, Bucuresti, Aramis, 1999;
2. Cristea, S., Dictionary of Pedagogy,
International Letter Publishing,Bucharest,
2000
3.
Cristea,
CG,
Educational
Psychology, Ed Bucharest, 2003
4. Dragan, I., Nicola, I., Pedagogical
research, Tg. Mures, Ed. Tipomur, 1993
5. Gal, D., Education and its social
stakes, Cluj Napoca, Dacia Publishing,
2002;
6. Jigau, M., School success factors,
Grafoart Publishing House, Bucharest, 1998
7. Neamu, Cristina, Deviance school.
Guide intervention for behavioral problems of
students. Ed Polirom, Science, 2003, pp. 27
8. Popescu, V., School success and
failure in ,, Journal of Education , no. 11,
1991
II. Web sites:

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plan psihologic individual, respectiv o

alterare a imaginii de sine a elevului n cauz,
care-i va pierde tot mai mult ncrederea n
propriile posibiliti i capaciti, ajungnd s
dezvolte o team de eec, ct i pe
plan social,
pentru
c eecul
colar permanentizat
stigmatizeaz,
eticheteaz!

1. www.insse.ro

Note:
[1] Cristea, S., Dicionar de pedagogie, Ed.
Litera Internaional, Bucureti, 2000, p. 11
[2] Neamu, Cristina, Deviana colar. Ghid
de intervenie n cazul problemelor de
comportament ale elevilor, Ed. Polirom,
Iai, 2003, p. 27
[3] Jigu, M., Factorii reuitei colare, Ed.
Grafoart, Bucureti, 1998 p. 35
[4] Popescu, V., Succesul i insuccesul
colar, din ,,Revista de Pedagogie, Nr. 11,
1991
[5] Neamu, C., Deviana colar fenomen
socio-pedagogic. Modaliti de diminuare
(Tez doctorat), Univ. ,,A.I.Cuza, Iai,
2001, p. 185

Bibliografie:
I. Lucrri generale:
1. Creu, E., Psihopedagogia colar
pentru
nvmntul
primar,
Bucureti, Ed. Aramis, 1999;
2. Cristea, S., Dicionar de pedagogie,
Ed. Litera Internaional, Bucureti,
2000, p. 11
3. Cristea, C.G., Psihologia educaiei,
Ed. Bucureti, 2003
4. Drgan, I., Nicola, I., Cercetarea
psihopedagogic, Tg. Mure, Ed.
Tipomur, 1993
5. Gal, D., Educaia i mizele ei sociale,
Cluj Napoca, Ed. Dacia, 2002;
6. Jigu, M., Factorii reuitei colare,
Ed. Grafoart, Bucureti, 1998
7. Neamu, Cristina, Deviana colar.
Ghid de intervenie n cazul
problemelor de comportament ale
elevilor. Ed. Polirom, Iai, 2003, pg.
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27
8. Popescu, V., Succesul i insuccesul
colar, din Revista de Pedagogie, Nr.
11, 1991
II. Web sites:
1. www.insse.ro

Comportamentul deviant Deviant behaviour

Delincvena juvenil Juvenile delinquency

Deviana colar Schoolar deviance

Deviana n coal Deviance in school

Fig. 1 Conceptele fenomenului de devian colar / Concepts of deviance in school

Factori psihosociali
Psychosocial
factors
Neintegrarea n instituia
educativ Not integrating the
educational institution

Abandon
Dropout

Factori externi
External factors

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Fig. 2 Schema cauzalitii abandonului colar / Dropout causality diagram

Anul colar/
Unitatea
School year
/ Unit
nvmnt
primar i
gimnazial
Primary
education
nvmnt
liceal
Secondary
education
nvmnt
profesional
Vocational
nvmnt
postliceal i
de maitri
Secondary
and
foremen
education

2004 2005

20052006

20062007

20072008

20082009

20092010

20102011

1,8%

1,8%

2,0%

2,0%

1,7%

1,6%

1,8%

2,7%

2,7%

3,3%

2,9%

2,4%

2,2%

2,4%

7,6%

7,4%

8,2%

8,5%

8,3%

8,6%

9%

7,8%

8,6%

7,5%

4,8%

5,9%

5,5%

Fig. 3 Rata abandonului Sursa: Anuarul statistic 2011, pag. 269

Fig. 3 Dropout rate Source: Statistical Yearbook 2011, p 269

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