DROPOUT PHENOMENON AND THE TREATMENT THAT MUST BE GIVEN

Abstract

Evaluation of P.I.S.A-2009 shows an average result within the Collége (equivalent to lower secondary levels of O.E.C.D) students of France, but in 2000 E.U seminar 16 quality indicators were iden tified in which up gradation of science study was one of the major issue of intervention selected by pedagogic. In this study we tried to discriminate the reasons, why the inconsistency in science learning is growing. In this comparative study we tried to analyze firstly the scientific assessment graph of P.I.S.A-2009 in contrast to 2006 in France along with few developed countries. Afterwards we measured the study hours and facility provided by the educational concern from C.E-2 to 2nd. From this study we concluded the concept that due to unavailability and scope of proper guidance if a student become deviated from science stream then it might be call ‘science drop out’ which certainly happens every academic year at least within few students who are entering in lycées (higher secondary section) after completing their Collége study. This practice not only creates a bad effect to the individual but also to the economic growth and scientific infrastructural development of the country.