Why do we want to discuss Tertiary Education Dropouts? Tertiary education that includes higher secondary, college, technical and vocational schools and higher education is, according to the World Bank, "instrumental in fostering growth, reducing poverty and boosting shared prosperity. It benefits not just the individual, but the entire educational system. " (World Bank, 2021, https://www.worldbank.org/en/topic/tertiaryeducation) Dropouts who discontinue their tertiary education constitute a sizable number of youths in India and many other countries. They are potentially an important driving force in the social and economic development of the country and the world, and in achieving the sustainable development goals, 2035.
In his book Who Graduates from College? Who Doesnt?, Mark Kantrowitz writes about the United States Colleges: The United States has a higher education system that is the envy of the world. Its breadth, its diversity and its near-universal access are the engine that has propelled the United States to become the world's economic superpower. Yet, it has a fundamental problem: More than half of students who enter the system leave with no credential to show for their investment in time and money. ... More than half of college students do not graduate on time. Three-quarters of college dropouts are first-generation college students, and more than two-thirds are low-income students. (http://www.kantrowitz.com/books/college-graduation-rates/)
Our own Indian scenario is disturbing too. Despite this situation, its very difficult to find any thorough study on this topic to know why such a huge percentage of the youth drop out after secondary school, and what is the exact statistics. I have personally spoken randomly with some college authorities of the general disciplines of arts, commerce or science, about the difference between the number of the students who enroll in the first year, and those who complete their degrees. The answer: These is a very vast gap (Even sometime up to 40-50%, if not more!).
Usually, we talk only about enhancing GER (Gross Enrollment Ratio) in higher education, and now we talk about EER (Eligible Enrollment Ratio) but neither of the two tell us what the UN has called se CR (Completion Ratio), i.e. those who are able to attain some degree of completion in tertiary education. This is what can reveal the number of the youth who enter tertiary or higher education and are able to complete it at certain level. The provision of multiple entry and exit that has been included in NEP 2020 can be used to its fullest potential in addressing the dropout issue.
Nevertheless, the challenge remains. Even suppose the number of the dropouts from tertiary education is brought under control and the completion rate soars high. Will these graduates have locally relevant skills that they need to take care of their lives and stand on their own feet? And there are several other questions to reflect upon? How to address the socio-economic and family reasons why students drop out the tertiary education? Do students find the education they receive at tertiary education relevant to their life and their needs? How far the countrys poorest and most marginalized groups, the girls and the minorities are included in the system? What are the opportunities available to reduce the rate of the dropouts and bring back the dropouts to education? Do skilling and distance education, both face to face and online, provide a silver lining to a brighter tomorrow?
Sincerely
Lesan Azadi (Ph.D.), Editor
Editor-in-Chief
The Compass – An International Peer-Reviewed Journal of Education in Universal Human Values
