Published in Scientific Papers. Series "Management, Economic Engineering in Agriculture and rural development", Vol. 24 ISSUE 2
Written by Carmen-Olguta BREZULEANU, Alina SARGHEA, Roxana MIHALACHE, Elena UNGUREANU, Stejarel BREZULEANU

University dropout has become a worrying reality for the education system in general, but also for Romania in particular, which ranks first in Europe. Thus, the worrying phenomenon of early university leaving is a phenomenon that has complex causes and therefore requires a variety of ways to combat it. These include the development of a supportive extra-curricular environment and individualized teaching practices focused on student-centered learning to support their potential. The aim of the research undertaken in this paper is to demonstrate the contribution of learning support activities in a formal and non-formal environment to the progress of first year of "Iasi University of Life Sciences" (IULS) students in the Faculties of Agriculture and Horticulture in reducing dropout. The qualitative research methodology was carried out through a review of the literature on university dropout, predominantly early. The case study, as a quantitative research method, is composed of a questionnaire containing 3 questions applied to first year students at IULS Iasi. The resulting data were processed and analyzed by statistical methods, and after interpreting the results we formed an overview of the problem of the causes of early university dropout of first year students and thus could apply personalized support measures. As a result of the steps taken in this respect, adaptability to the university environment increased and early university leaving was reduced, which provided us with a working model. This work has an innovative character in terms of the educational support measures provided to first year students at IULS Iasi, which constitute a model of good practice for increasing the adaptability of first year students to the university environment and for reducing early dropout. These extracurricular activities, carried out in a formal and especially non-formal friendly environment in a modern way, must be continued and adapted to the students' needs, but taking into account the skills they need to acquire in order to finally integrate into the changing labour market.

[Read full article] [Citation]