MENIFA centers for dropout prevention cope with the phenomenon known as "latent dropout". The definition of this term is complex and includes several characteristics. The definition tries to describe a population of teenagers that are frequently absent from school, either physically or mentally. It is a dynamic phenomenon that evolved within the teen over time and has different manifestations and causes. There are a variety of issues that bring a teen into this situation. However, if the teen is not treated at this point, the road to full dropping out of the system is usually quite short. There are different behavior patterns of teens defined as being in "latent dropout", starting with teens who sit passively in the classroom without participating in any effective or meaningful way and ending with those who do not come to school at all. (Based on a definition of Dr. Haim Lahav, Head of "teen advancement", at the ministry of Education, from the article "The phenomenon of dropping out from the education system – who pays the price?" May 2004. A link to the full article can be found at the Hebrew section of this website).
In most cases teens start the dropout process because of academic or emotional problems, these problems are accompanied by problems of acclimation to the educational institution. For some teens this process is expounded by disconnection from their family and community.
It is very difficult to to find data on the extent of latent dropouts, there is no accurate measuement of the teens in this process. One way is by looking at teens who are under the care and attention of regular attendance officers. In 2008 there were 62,113 pupils** (that present almost 14% of overall pupils in the system) under the attention and care of ministry of education regular attendance officers. (A regular attendance officer's job is to prevent children from dropping out of the education system. This is a collaboration between the ministry of education and the local municipality, with the aim of escorting all dropping out pupils in the municipality between the ages of 4-18 in any framework they belong to and to make sure they function properly).
MENIFA offers a preventative program that operates within normative schools . MENIFA is the only organization which has been given responsibility for working in schools with students who are at risk of dropping out or non academic achievers. The program provides these students with a holistic environment that addresses their academic, social and emotional needs (therapy).
Academic Habits: Under the supervision of intern teachers, the teenagers study in small groups to prepare for their matriculation exams. The curriculum is set, together with the school, under the pedagogical guidance of a MENIFA facilitator.
Social: A full-time education coordinator at each MENIFA Center runs a life skills program. The coordinator monitors the progress of the group as a whole as well as the progress of each individual student.
Emotional Needs: The students are provided group and individual therapy sessions facilitated by a team of professional therapists throughout the year. In addition, they participate in workshops relevant to the issues being addressed in therapy at the time. The program involves both the parents and the school in the process, thereby easing the integration of students into normative frameworks which enhances a sense of natural progression.
The MENIFA Learning Center for Dropout Prevention enjoys a high rate of success at relatively low cost:
1. Success: The percentage rate of the program's success of reintegrating graduates into normative frameworks is very high (90%).
2. Low Costs compared to welfare programs and other rehabilitation programs.
** Data taken from "The State of the Child in Israel, An Annual Statistical Abstract 2008", The national council for the welfare of the child and Charuv Institute. December 2008. This number refers to pupils from preschool to 12th grade. 75% of them are between 7th and 12th grade (Junior and High school).
