Global Education Digest 2012 - International Reading Association

More documents

Recommendations

Info

SECTION 3 / Early school leaving: Lost opportunities, lower potential to more than three in five early school leavers in Cambodia and Uganda, and four in five early school leavers in the post-conflict country of Liberia. In 4 of the 16 countries presented in the figure, the majority of children left school when they were already three or more years older than the expected completion age for primary education. The high proportion of over-age early school leavers emphasises the importance of children starting school at the intended age and moving through the system in a timely manner. Indicators that track children by age are needed to monitor these aspects of education systems, though the accuracy of age data is often questionable. Therefore, greater efforts are needed to improve birth registration and record-keeping. 3.5 THE PROFILE OF EARLY SCHOOL LEAVERS Which children are more likely to leave school early? The profile of children who leave school early is similar to that of children who repeat a grade in several important ways. Rural areas are linked to both higher rates of repetition and early school leaving (Hunt, 2008). Children who travel long distances to school are also more likely to leave school early, which often occurs in remote rural areas (Hunt, 2008; Sabates et al., 2010). Hunt (2008) finds that there may also be inter-urban disparities in the prevalence of early school leaving, particularly in cities with large slums, such as the capital cities in Burkina Faso and Kenya. Household poverty is also an important characteristic related to a higher likelihood of repetition and early school leaving (Hunt, 2008; Hammond et al., 2007; Sabates et al., 2010). Children who must combine work with study are more likely to repeat and leave school early (UCW, 2010). Other related household factors include a low level of education of the mother and living in a conflict-affected region (Hunt, 2008; Sabates et al., 2010; UIS, 2011). However, there are also important differences between the profiles of the typical early school leaver and the typical repeater. UIS data show that, on average, girls are less likely than boys to enter primary school, but boys face greater risks of repeating grades and leaving school early. Age is another important difference. Compared to children who attend the appropriate grade for their age, under-age pupils are more likely to repeat grades while over-age pupils tend to leave school early (EPDC, 2008). In general, repetition affects younger children more frequently. As discussed in Section 2, UIS data show that in many countries the repetition rate is high in primary education, especially during the early grades. However, early school leaving is more likely to occur among older children, at an age when the opportunity cost of participation in school rises. Six case studies of early school leavers: How do countries compare? Children who have left school or have never enrolled are not captured by school-based data collections. Household survey data cover children in and out of school and, therefore, represent an important source of information on early school leavers and their characteristics. Using household survey data, Figure 20 presents the educational attainment profile of young people aged 17 to 22 years in six countries: Bolivia, Cambodia, Egypt, Kenya, Niger and Pakistan. The figure shows young people who entered and left school, categorised by the level of educational exposure: those who left before completing primary education; those who completed primary but did not transition to lower secondary education; those who left secondary education early; and finally those who left school after completing secondary or some tertiary education. In general, young people from poor and rural households are more likely to leave school before completing primary education than their peers from 40
OPPORTUNITIES LOST: THE IMPACT OF GRADE REPETITION AND EARLY SCHOOL LEAVING FIGURE 19 How old are children who leave primary school early? Distribution of children leaving primary school without completing, by age range in selected countries, 2006-2011 Primary school age 1−2 years older 3 or more years older 100 21 18 20 Percentage of early primary school leavers 80 60 40 20 80 8 65 23 63 15 22 52 18 30 47 21 32 37 30 33 48 18 34 32 34 34 35 28 38 31 28 41 36 20 43 33 47 36 17 47 30 20 51 23 59 17 63 12 12 0 Liberia Cambodia Uganda Malawi Mauritania Philippines Mozambique Bolivia Mali India Zambia Bangladesh Dominican Rep. Côte d’Ivoire Ghana Swaziland Notes: The figure concerns pupils who were in primary school in the previous year, are not in school in the current year (when the household survey was conducted), and for which the highest grade completed was less than the last grade of primary education. This last condition excludes anyone who left school after completing primary education. The age of persons in the sample may range from 5 to 24 years, depending on the age range of available school attendance data in the household survey. Sources: Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). wealthier households in urban areas. This is clearly seen in the cases of Bolivia and Cambodia. In Niger, very few children (less than 20%) from poor and rural households ever attend school. If pupils enter and complete primary education on time, their educational attainment can reach upper secondary or higher education (depending on the national education system) when they reach the ages of 17 to 22 years. In Bolivia, Egypt and Kenya, more than one-half of young people have achieved this: either they are still in school and attending secondary or higher education, or have left school after completing at least secondary education. By contrast, most of the 17- to 22-year-olds in Cambodia, Niger and Pakistan fall short of this level of educational attainment. Strikingly, across these six countries, young men have higher attainment rates than women. There are large disparities in attainment rates between urban and rural areas, and between poor and rich households. Young people from urban and rich households are much more likely to still be in school than their counterparts from rural and poor households. The pattern changes slightly in Kenya, where data show that relatively large proportions of rural and poor youth between the ages of 17 and 22 are still in secondary school but far beyond the intended age range – which increases the likelihood of dropout. How do the countries and sub-groups compare with respect to young people who never entered school? The proportion which has never attended school ranges from 73% in Niger and 31% in Pakistan to 10% and 6% in Egypt and Cambodia, respectively. 41
Page 1 and 2: Global education diGest 2012 INSTIT
Page 3 and 4: GLOBAL EDUCATION DIGEST 2012 Opport
Page 5 and 6: FOREWORD Each year the UNESCO Insti
Page 7 and 8: CONTENTS Foreword 3 Acknowledgement
Page 9: OPPORTUNITIES LOST: THE IMPACT OF G
Page 12 and 13: SECTION 1 / Policy design and imple
Page 20 and 21: SECTION 2 / Learning achievement: D
Page 34 and 35: SECTION 3 EARLY SCHOOL LEAVING: LOS
Page 36 and 37: SECTION 3 / Early school leaving: L
Page 48 and 49: SECTION 4 / Monitoring education qu
Page 54 and 55: SECTION 5 THE COSTS OF SCHOOL FAILU
Page 56 and 57: SECTION 5 / The costs of school fai
Page 62 and 63: REFERENCES Belfield, Clive (2008).
Page 64 and 65: A N N E X A4 DEFINITIONS Adjusted n
Page 66 and 67: DEFINITIONS Educational institution
Page 68 and 69: DEFINITIONS Social science, busines
Page 70 and 71: DEFINITIONS Net flow ratio of mobil
Page 72 and 73: DEFINITIONS Part-time students. Stu
Page 74 and 75: A N N E X B INTERNATIONAL STANDARD
Page 76 and 77: A N N E X C REGIONS ARAB STATES (20
Page 78 and 79: A N N E X D ELECTRONIC RESOURCES UI
Page 80 and 81: READER’S GUIDE ii) UOE survey UNE
Page 82 and 83: READER’S GUIDE Population issues:
Page 84 and 85: A N N E X F STATISTICAL TABLES The
Page 87 and 88: OPPORTUNITIES LOST: THE IMPACT OF G
Page 93 and 94:
OPPORTUNITIES LOST: THE IMPACT OF G
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
show all

Global Education Digest 2012 - International Reading Association

Create successful ePaper yourself

Delete template?

Save as template?