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|Titel||Drop out study in basic education level of schools in Afghanistan.|
|Quelle||Kabul: Swedish Committee for Afghanistan (2007), 34 S.
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|Schlagwörter||Schule; Schulabsentismus; Abbruch; Schulabschluss; Grundbildung; Schulbildung; Sitzen bleiben; Wiederholung; Schulsystem; Bildungsqualität; Primarbereich; Sekundarstufe I; Geschlechtsspezifischer Unterschied; Standort; Schulversagen; Schüler; Eltern; Lehrer; Schulleiter; Intervention; Einflussfaktor; Schuljahr 01; Schuljahr 02; Schuljahr 03; Schuljahr 04; Schuljahr 05; Schuljahr 06; Schuljahr 07; Schuljahr 08; Schuljahr 09; Vergleichende Bildungsforschung; Quantitative Forschung; Qualitative Forschung; Studie; Statistische Analyse; Interview; Afghanistan|
|Abstract||This study addresses aspects of the drop out rate in Afghan schools and provides some practical recommendations [...]. Since 2002, Afghanistan has experienced a very rapid and large expansion of education facilities. Millions of children have been given access to schools and, although the quantity aspect is continuously significant, however, [...] it is increasingly important to give more attention to the quality of education. Enrollment in schools is only part of the picture, while completion of a cycle (mainly at primary level) is a minimum requirement of quality education. Drop out, i.e. children who leave schools before completion of a school cycle is a common phenomenon in Afghan schools, which is visible in the school statistics. However, very little is known about the nature, scope and causes of the phenomenon. Needless to say, any intervention aiming at minimizing the drop out rates requires knowledge and insight of the causes and consequences of the occurrence itself. This study, which gives some answers, hopefully constitutes the beginning of a wider and more in depth research on this problem. In short, according to the study, the 7-8 percent yearly drop out rate at primary level and higher retention rate of girls are promising findings, while the high drop out rate in the lower primary grades and the high failure rate after grade 3 are alarming indicators. (DIPF/Orig.)|
|Erfasst von||DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main|