The government promoted intermediate education for dropout youth to provide an adjusted learning environment to guarantee their right to education. Through effective trace, installment and counseling service, the dropout could survive in the mainstream educational system. The purpose of this research was to explore the learning experience of dropout youth after receiving intermediate education. The result of this research could provide references for future improvements in the field of intermediate education.
The study was conducted by evaluating 10 dropouts who had attended alternative classes for at least two semesters from 94th to 99th academic year at a junior high school in New Taipei City. Triangulation was conducted by interviewing an executive and a teacher. Data-collection of the study was mainly from in-depth interview.
The results of the study were concluded into three parts. First, alternative classes not only provided an adaptive learning environment for dropout youth but also helped improve their interpersonal relationship. Second, dropout youth adjusted to the learning environment of the classes, where they obeyed class rules, improved their interaction with others, changed their attitude toward learning, got better control over their emotions, and also developed abilities to tell right from wrong and to deal with tough situations. Third, the five building blocks of self-esteem of the ten subjects were enhanced, with individual differences though, which showed intermediate education were of great help for dropout youth to build up their self-esteem.
