Inclusion and Exclusion of Dropout Youth:

KOGA Masayoshi

doi:10.11151/eds.96.47

A large number of research papers have proved the fact that high school dropouts become low-income workers and the working poor in the exclusion-type society. This research paper is based on a questionnaire and interview conducted with respect to public high school dropouts (2011-2012) in Tokyo.<BR><BR>The aim of this research is to clarify the personal aspects and social and family background of dropout students, and the problems of career and learning support which each dropout student faces before entering and after dropping out of high school. In conclusion, we will indicate that the dropouts are not encouraged by parents, classmates and teachers to learn in high school or after they are divided into the “learning orientation,” “labor orientation” or “mixed orientation (Liquidized Life Course)” courses in the short term.<BR><BR>The gravity of the learning activity and job-seeking actions differs according to the dropout high school type, and generally “learning orientation” declines and “labor orientation” becomes rapidly stronger. Job-seeking actions easily result in finding non-regular unskilled labor, and over 80% of the dropout students experienced this kind of work. Only small number of them use “Hello Work”, the employment support agency, and support for free work capability development with economic support is mainly requested by these dropouts. They are generally members of high-risk families, where financial resources are scarce, which makes it easy to give up reentry into high school. Reentry is not achieved if there is no “capability,” such as human relationships with timing that translates into learning actions by the dropout.

Inclusion and Exclusion of Dropout Youth:

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