Background
In order to contextualize the challenges we expected to face throughout our project, we researched topics relating to the obstacles faced by the FRMR. We first sought to better understand the struggles faced by younger generations relating to their education, as well as the struggles older generations face in their day-to-day lives. We looked into these problems on a global scale and then narrowed our research to see how they affected Romania specifically. To see how these challenges are being tackled around the world, we then researched existing educational programs and different ways technology is currently being implemented into classrooms to create more engaging environments.
Poverty has a large impact on a child’s education; low income is “one of the most significant predictors...of their educational success” (Garcia, 2017, p. 1)*. Children affected by poverty often end up falling behind students who are not affected by poverty, despite starting at the same place academically (Porter, 2015). Low-income families may struggle to purchase quality school supplies that can help advance learning. On top of these setbacks, economic factors can challenge their ability to attend higher-level programs, like private schools that can offer a better quality education. Even “looked-after children and care leavers,” also known as those in the foster care system, “have lower educational achievements than their peers” (Brown, 2019, p. 220).
Education is a necessity in modern life. Nowadays, most jobs that will bring in a decent salary require at least a high school diploma. However, according to a study done by the Digest of Education Statistics, 18 out of 100 US high school students did not graduate on time, if at all, in 2016 (Cass, 2018). Recent data suggests that students who do not complete secondary school are likely to experience social exclusion, unemployment, and poverty, because not being enrolled in secondary education “leads to marginalization and inactivity” (Petersen & Andersen, 2018, p. 43). In the EU as a whole, 10% of the young adult population are considered “early leavers” - people between 18-24 years of age who are not currently in formal education and left school before completing their secondary education (Figure 1). In the southeastern regions of the EU, 15% of the young adult population is not employed or enrolled in any kind of education, which puts them at risk of social exclusion and poverty (Eurostat, 2019). Overall, having at least a baseline of secondary education can lead to a better quality of life, and the current school dropout rates around the world are leading to a large number of people being put at a disadvantage.
Causes and Impacts of Early School Dropout
The Romanian Education System
According to Eurostat data, in the year 2018, Romania had the fifth highest early school dropout rate in Europe at 16.4% (2019). The FRMR attributes these dropouts primarily to poverty. Poverty is extremely prevalent in Romania nowadays. According to UNICEF, half of the child population in Romania is currently at risk for childhood poverty and a quarter of the child population already experiences it (n.d.). As of 2017, 24.4% of the Romanian population lives below the national poverty line, with 5.7% living under the international poverty line, one of the highest percentages in Europe (The World Bank Group, 2019). Specifically, minority groups in Romania, such as Roma, are at a higher risk of falling below these poverty lines.
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The poverty rates of the Roma population could possibly be attributed to the discrimination they face and the attitude the more traditional Roma population holds about education. Issues pertaining to these factors may be present in the Generations’ Centre we are working with, due to the population the students in the center are being drawn from.
The Special Fund for Children program, created by the FRMR, works to prevent early school dropout in two ways: by providing individual scholarships to children and young people in need, and by awarding grants for after-school programs in rural areas and small towns. According to a 2019 report by the European Commission, “The shortage of staff with proper qualifications in rural areas...remains a challenge” (p. 4). Furthermore, it states that one guidance counselor can be expected to work with as many as 2000 children (2019). The FRMR hopes to offset these discrepancies with programs targeted at students facing such challenges. Both poverty and a lack of funding for schools contribute to today’s drop-out rates. However, these concerns are merely symptoms of a systemic problem based on the turbulent history of Romania and the impact both communism and, later on, early-stage democracy had on the development of the education system.
The following periods of reforms had some positive impacts on the Romanian education system, and created a solid foundation from which the system could continue to grow. According to Georgeta Connor in her master’s thesis at the University of Georgia, Romania’s education system underwent four major stages of change after 1990 and the fall of the RCP: “De-Structuring, Stabilization, Restructuring, and Comprehensive Educational Reform” (2003, p. 34). The first stage eliminated much of the communist influences on education; for example, the country shifted from providing the maximum number of students with low-level education to ensuring that the students who were enrolled in school received quality education. The stabilization period from 1991-1992 was characterized by the Constitution of Romania, which supported private and religious schools, granted the right to education for national minorities, and solidified secondary and higher education, among other reforms. In 1995, Romania began to restructure its education system, namely by creating a state-mandated curriculum. During this time, the education system was also greatly impacted by foreign policy, as Romania joined the Council of Europe and accepted foreign aid from the World Bank and the European Union’s Poland and Hungary: Assistance for Restructuring their Economies (PHARE) program. Throughout the period of comprehensive educational reform, strides were taken to better imitate the education systems of other nations in the European Union. These periods and reforms had major positive impacts on the Romanian education system, and created a solid foundation from which the system could continue to grow.
The country has been in a continuous state of reform since joining the European Union in 2007, or even since declaring itself a social democratic nation in 1989. Despite all of the continuing reforms to education, the economy, and politics enacted while establishing itself as a social, democratic nation, Romania is still working through many pitfalls, including large-scale poverty, discrimination, and a disparity in consistent education between the urban and rural regions of the country (Roma Education Fund, 2007). Poverty, while improving, is still fairly high, especially in rural areas. While efforts have been made to decrease discrimination per EU regulations, Romanian society still struggles with the systemic residue from years previous, especially toward the Roma community (The World Bank Group, 2019) (Roma Education Fund, 2007). Unfortunately, there is also still a disparity between the standard of living in urban areas and rural areas. Those who are Roma or live in rural areas have significantly higher drop-out rates than Romanian students or those who live in cities. Overall, we can see that the current socio-economic state of Romania greatly influences the education of Romania’s children.
Global Aging Population Crisis
According to the “World Population Ageing” report from the United Nations in 2019, there are 703 million people in the world over the age of 65. This makes up 9% of the total population on earth, compared to the 6% of the world population who was over the age of 65 in 1990. The United Nations also predicts that these numbers will rise to 1.5 billion people and 16% of the population. This increase in population will put greater financial pressure on support systems for the elderly (United Nations, 2019).
As people age, they are faced with new sets of challenges to overcome. In addition to having complex housing and medical needs, older retirees also face emotional hardships. It has been widely acknowledged that not meeting the emotional needs of the elderly has a large negative impact on their physical health (Malcolm, 2019). Oftentimes, unfulfilled emotional needs and social isolation affect health-related behaviors that ultimately play a large role in the overall well-being of the person.
Retirees struggling with the death of a spouse, divorce, “empty nest syndrome,” or financial issues can lead to habits of social isolation and avoidance. To help manage these habits, people often come out of retirement and rejoin the workforce, volunteer, or continue their education. The U.S. Council on Aging connects the elderly to services and resources to help with this. One such service is a class to help mature workers transition back to the workforce (Anderson, 2010). The course describes the phenomenon of technophobia, the disapproval and avoidance of new emerging technology, and gives a guide on understanding the importance and use of e-mail and Microsoft programs.
Aging Population in Romania
The issues faced by the aging population worldwide can also be found on a local level. 514 elderly Romanian people were surveyed in a study done in 2015 by the FRMR. They were asked questions about their lives and their mental well-being, such as how bothered they are by things such as loneliness, having no one to talk to, or feeling as though others are avoiding them. 60% of respondents reported feeling some level of loneliness (Milos, Pasparuga, & Gogita, 2015). Figure 3 below breaks down the percentages of these 514 Romanians who were bothered by these thoughts or feelings.
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In addition to these findings, Eurostat has done in-depth research on the way the elderly are living today through data collection targeting information about their social and economic behaviors. Overall, 17.4% of Romania’s population is considered “elderly,” which is defined to range between the ages of 65-74 years old (Eurostat, 2017). Through this article, we were able to find that 35.6% of the elderly population lives alone and that only 15% of the elderly population are economically active (Eurostat, 2017). Larger proportions of the population retiring and becoming economically inactive can put the country at a greater risk of falling into a recession (Melenciuc, 2019).
It was also found that only 13% of the elderly population in Romania use the internet at least once a week and, with the rapid expansion of technology, this is a severely low number. In comparison to the rest of the European Union, Romania has one of the smallest rates of internet usage (Cimpoieru, 2011). In general, this lack of usage of the internet may cause a disparity in the ability for all Romanian age brackets to be able to use technology properly. Older Romanian adults may find it even more difficult to navigate the implementation of new technology due to negative perceptions in learning how to use it, poor health, and the view that technology is useless (Wang, 2018). However, it is becoming more and more imperative that older generations have the ability to use technology as it is integrated into everyone’s day-to-day lives, including systems as imperative as home security and prescribed drug distribution (Heaggans, 2012). With all of the limitations and the stigma older adults have toward technology, it can be difficult to both effectively teach them about and ensure that they can easily use said technology. Studies that have looked into teaching and implementing technology for older adults suggest multiple different guidelines for doing so, including short, goal-oriented steps of instruction, using easily legible fonts and sizes, and allowing sufficient time for both steps and repetitive practice (Heaggans, 2012). Overall, the use of certain technologies can assist older adults with the problems they are facing and, given the proper education, adults can use the technology to its fullest potential.
Existing Education Programs
Intergenerational learning programs bring together children and retired individuals to boost a sense of community and the transfer of knowledge. The article “Intergenerational Learning and Care Centers, A Report from Generations United to The Commission on Affordable Housing and Health Facility Needs for Seniors in the 21st Century” extensively describes the housing and health needs of the elderly as well as the emotional needs that should be considered when planning an intergenerational community center. The importance of understanding the federal, state, and local regulations involving both children and the elderly is also stressed, as often they can be contradictory and can result in liability issues. Overall, connecting the founding principles of an intergenerational program to real, feasible action is crucial for any center involving children and the elderly.
The Providence Health and Services of Washington is known for its award-winning Intergenerational Learning Center (ILC). The center is home to the retired residents and acts as a campus for the children to visit for daycare services. The opportunities available to both the children and retirees involved are clearly detailed. According to the ILC, the children learn about the normal aging process and have the opportunity to both give and receive love and attention. Children often report feeling as though they become part of a new, extended family. The retirees benefit from the physical and mental activity of working with children each day, having the opportunity to act as role models, and transferring knowledge to future generations.
Other ongoing U.S. programs also provide exemplary services to underprivileged students. The Boys & Girls Club of America is dedicated to building successful futures for disadvantaged children, often at risk of drug use and gang activity. Over the years, the Boys & Girls Club has shifted its focus to integrating technology into its community programs. The article “Beyond Safe Havens: A Synthesis of 20 Years of Research on the Boys & Girls Club” looks at 20 evaluations from the past 20 years to give a larger scale view of the program's effect on troubled youths (Arbreton, Sheldon, & Herrera, 2005). The report shows participation in the club increases academic achievement, homework completion, and the ability to participate in academic discussions. Students were also able to learn how to set clear goals that set them up for long term success and to enjoy the safe space and opportunities to utilize technology. The long term and widespread success of this club makes it an ideal model for any program for disadvantaged children.
The Big Brothers Big Sisters’ program has been operating for nearly 100 years as an after-school program that connects disadvantaged children from 6-18 years of age to an adult, well-educated mentor. The article “BIG Ideas on School-Based Mentoring: Evaluation of the Big Brothers Big Sisters - Greater Twin Cities School-Based Mentoring Program” evaluates both qualitative and quantitative data to measure the success rate of meaningful connections between adult “Big Brothers and Sisters” and their “Little,” their mentee. High numbers of mentors were satisfied with the program’s application, interview and match processes, and training. It was noted that additional continued support for the mentors is needed to aid in relationship building. The article suggests bi-monthly check-ins from a problem-solving coach to ensure mentors receive the support they require. The length of success and suggestions for major improvements also makes this a model program.
Existing Education Programs
The growth of computer technology has revolutionized many aspects of society, including educational institutions. The ability to instantly gather, assess, and distribute information opens pathways for different lesson plans and can contribute to a more experimental learning approach. According to a study by Amy Baylor and Donn Ritchie (2002), “the computer facilitates the student's internal cognitive processes by serving as an extension to their intellectual capacity” (Impact on HOTS section, para. 1). This allows students more time to think critically about problems. As such, the European Union created an action plan in 2018 to add better technology in classrooms. Not only did they plan on implementing technology, but they also focused on incorporating it into the every-day life of students with initiatives such as a “public awareness campaign on online safety, media literacy and cyber hygiene” (sec. 2). One study conducted in Switzerland examined the effectiveness of tablet use while teaching basic mathematical concepts to kindergarteners. The study concluded that “students that were taught with educational intervention based on [the Kindergarten Tablet Division Model] had a significant improvement on their mathematical achievement of division in comparison to those taught using the traditional teaching method according to the kindergarten curriculum,” (Zaranis & Alexandraki, 2019, p. 291). This shows that technology can have a positive effect on early learning.
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Different types of technology can be utilized in many different ways. Ideally, a teacher would be able to choose which devices best apply to a course, and then incorporate them into classroom activities. Items such as computers and tablets give students access to instant information as well as software that can enhance the educational experience. In the past decade, Google has greatly expanded and improved upon its available applications. Google Docs, Slides, and Sheets can be accessed for free and provide many of the same functions as Microsoft Office programs (Koranteng, Wiafe, & Keuada, 2018). Other online resources, such as KAHOOT! and Quizlet, can enhance language learning and vocabulary (Jones, 2019). Khan Academy, an online tutoring service, is another resource students can access free of charge (Thompson, 2011). Other resources, such as projectors and the smart boards, give instructors greater control in the dissemination of information and provide significant advancements in the classroom (Muhanna & Nejem, 2013). There are also different educational tools that can be applied in different areas of teaching, including E-books, which provide supplemental, interactive reading activities and the ability to have the book read to the student through online recordings (Office of Educational Technology, 2017). Students can also be given the opportunity to take virtual tours of different museums and zoos, which offers another interactive, exciting opportunity for the students to learn (Office of Educational Technology, 2017).
A more modern approach to technology used in community-based learning, especially in regards to STEM, are makerspaces. This buzzword has been heard quite frequently in recent years and describes any communal space that includes tools and supplies for people to pursue projects that interest them. Areas like these allow people to explore new activities such as woodworking, painting, 3D printing, and more. These spaces can greatly aid any member of a community, so they are being implemented more and more in schools. Free access to these STEM resources leads to open-ended learning and gives kids a safe place to learn and explore without fear of failing or being compared to a peer. It is common to find children taking apart donated electronics, learning to use simple computer aided design programs, using a 3D printer to bring a new idea to life, or developing engineering problem solving skills at makerspaces in local U.S. libraries. The model of a makerspace is simple and fluid, allowing it to be implemented in any size space with any budget. Kindergarten classrooms often use simple shelves filled with markers, Legos, and construction paper to encourage creativity. Figure 3 below shows an example of a simple, inexpensive space for kids. Although it is a simple set up, the directions can lead to complicated projects to foster imaginative builds and art pieces.
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The article “Makerspace or Waste of Space: Charting a Course for Successful Academic Library Makerspace” explores how best to utilize a space, find funding, and implement the right technology to aid the users at a university level (Benjes-Small, Bellamy, Resor-Whicker, & Vassady, 2017). In that article, a survey of 25 makerspace founders in the U.S. showed that 22 of them repurposed an existing classroom, and 18 turned the whole room into a dedicated space. The majority of the spaces received funding from both the university it was located in and grants. A breakdown of the technologies implemented can be seen in Figure 4. This shows potential technologies to utilize and illustrates that, while not all spaces are the same, all can be successful. In fact, 21 of the 25 respondents indicated that they considered their center a success (Benjes-Small, Bellamy, Resor-Whicker, & Vassady, 2017).
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However, the simple availability of technology in the classroom can have little effect on learning; “the critical element is how technology is incorporated into instruction” (Baylor & Ritchie, 2002, Technology integration section, para. 1). The instructor’s expertise and understanding of a specific device remains an issue in the utilization of technology. One study found “students believed that faculty should be fully trained in how to use the technology….‘the professors not knowing how to use the technology or not using it in a meaningful way, does not leave a good impression for students’” (Granito & Santana, 2016, p. 4). Furthermore, technology is rarely distributed equally to every classroom. This creates problems for professors that frequently change classrooms and cannot rely on the availability of technology when creating lesson plans (Granito & Santana, 2016). A goal of this project will be to incorporate technology into the given learning space in such a way that the students can claim the maximum benefits from its availability.
Conclusion
The ongoing educational struggles in Romania, including high early dropout rates, are a growing concern for the FRMR. Through our research of this global problem, we have gained a better understanding of what resources and programs have been effective in the past and around the world. We have also seen how the emotional needs of both the students and the aging volunteer population are critical to establishing how, where, and why technology can be implemented to meet the needs and wants of each group. Overall, we realize that an effective after school program can limit the risk of young students dropping out at an early age and that the addition of technology within this program can increase engagement and access to resources.
Our project encompasses a lot of different moving parts that we need to address, making contextualizing the problem a major portion of our methodology. We will conduct online student and volunteer surveys to tie in details of the major problem to the specific needs of the project center. This information will be analyzed and used in written reports for our stakeholders. It will also contribute to videos highlighting our goals, which are redesigning the center, gaining sponsors and volunteers, and creating a volunteer handbook.
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*Any citations used can be found on our Sources Page
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