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Books > Social sciences > Education > Organization & management of education
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The Burden of Educational Exclusion - Understanding and Challenging Early School Leaving in Africa (Hardcover)
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The Burden of Educational Exclusion - Understanding and Challenging Early School Leaving in Africa (Hardcover)
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'School was nothing but a taboo for me' concludes Johannah, a young
South African, after recounting her life story. Johannah is one of
the early school leavers who features in this book. Figures on
participation in education in Africa show that despite government
agreements and policies developed under the banner of Education for
All this remains a remote goal. In several countries, programmes on
Universal Primary Education have improved access to education, but
do those who enter school remain there until they have reached a
suitable level? Do they acquire enough competences at primary and
secondary school to survive the tough daily life in sub-Saharan
countries? What happens to children and young adults who leave
school early? What measures can be taken to prevent them from doing
so? This book is based on research carried out in Eastern and
Southern Africa by scholars from Africa and the Netherlands who
cooperated within the framework of the ESLA project. The
contributions to this book reflect the exchanges and discussions
which took place in this research group, initiated by staff of
Mzumbe University in Tanzania, Uganda Martyrs University and the
University of Groningen in the Netherlands. The group aims to go
beyond figures and uncover the causes, effects and stories of the
young people involved, as well as explore promising new strategies
with which to address their needs. As early school leaving is not
exclusively an African problem, a contribution on the Dutch
situation is also included. The book concludes that exclusion from
education has far-reaching effects, not only for the young people
involved, but also for the society in which they live. The burden
of educational exclusion should be the joint responsibility of
developing and developed countries. The authors hope the book will
contribute not only to a greater understanding of the phenomenon of
early school leaving, but also challenge it in terms of developing
policies and programmes that can prevent educational exclusion and
support those who already find themselves in such a situation.
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