A Systematic Review of the Literature on the Causes of Early School Leaving in Africa and Asia

Autor/inn/en	Momo, Michelle S. M.; Cabus, Sofie J.; De Witte, Kristof; Groot, Wim
Titel	A Systematic Review of the Literature on the Causes of Early School Leaving in Africa and Asia
Quelle	In: Review of Education, 7 (2019) 3, S.496-522 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2049-6613
DOI	10.1002/rev3.3134
Schlagwörter	Foreign Countries; Dropouts; Dropout Characteristics; Developing Nations; Influences; Africa; Asia + Suchen Sie Ihr Suchwort? Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Developing country; Developing countries; Entwicklungsland; Influence; Einfluss; Einflussfaktor; Afrika; Asien
Abstract	This paper systematically reviews the literature on the causes of leaving school early in Africa and Asia. Despite the improvement in primary school enrolment in the developing countries by 2015, the persistence of school dropout, however, renders this improvement almost insignificant. This leads to the necessity of observing the prolonged determinants of dropping out from school amid the current global development efforts to improve educational attainment in these countries. For this purpose, we review 43 articles in this study. These articles are peer-reviewed publications on the causes of early school leaving or school dropout in Africa and Asia, from the year 2001 to present (2018). A great number of causes are found to be linked to the reason for leaving school early. However, the most common causes for early school leaving include lack of income, parents' education and employment status, living in a single-parent household, being a illegitimate child, age, region of residence and school performance. Specifically, for Asia, immigration and ethnicity are important factors. This paper recommends that policies to prevent early school leaving require multi-perspective targeting, involving individual, school, community and family. For instance, attention needs to be drawn to the effective trickling down of necessary school provisions and other contemporary societal provisions to all communities. There is also need for improved individual and family awareness on the positive impact of education as well as the dangers of certain cultural beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01