MAPPING OF THE TYPOLOGY OF STUDENTS AT RISK OF SCHOOL DROPOUT IN TUNISIA: REGIONAL COMPARATIVE STUDY
We propose to study the typology of dropout students according to their socio-geographical affiliation. The idea supported is based on a simple observation: the more regional disparities persist, the more different and high the types of school dropouts specifically from disadvantaged regions. How to explain such a phenomenon? Using data analysis techniques, based on factorial and automatic classification methods, the article aims to provide a cartography that highlights a panorama of the typology of school dropout according to the seven Tunisian regions (socio-geographical affiliation). We identified significant differences in the types of dropouts across regions. These differences are explained by regional disparities, exclusion and social inequality. Thus, our study tends to show the importance of geographical and cultural space in determining the type of student at risk of dropping out of school. But our results confirm that there is a typology of dropouts (little interested, internalized and externalized behavioral disorders) which is due to social inequalities and geographical disparities in training and which persist especially in the interior regions of Tunisia. They are permanently rooted in the social and geographical diversities of Tunisian society.
School Education, Dropping Out, Typology, Student Characteristics, Social and Regional Disparities, Inequalities of Opportunities, Mapping, Tunisia.