School-Community Interventions to Curb Learner Dropout: The Perceptions of Key Education Stakeholders in a Rural South African School Neighbourhood

Autor/inn/en	Runhare, Tawanda; Ouda, James Bill; Vele, Maria Tsumbedzo; Mudzielwana, Ndileleni
Titel	School-Community Interventions to Curb Learner Dropout: The Perceptions of Key Education Stakeholders in a Rural South African School Neighbourhood
Quelle	In: International Review of Education, 67 (2021) 5, S.591-610 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Runhare, Tawanda) ORCID (Ouda, James Bill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-021-09910-0
Schlagwörter	School Community Programs; Program Effectiveness; Intervention; Dropouts; Dropout Rate; Dropout Prevention; Secondary School Teachers; Secondary School Students; Late Adolescents; Boards of Education; Stakeholders; Neighborhoods; Rural Schools; Community Attitudes; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Sekundarschüler; Halbstarker; Ausschuss; Neighbourhoods; Nachbarschaft; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The study presented in this article gathered and examined the views of key stakeholders in rural South African secondary schools on strategies for curbing learner dropout. The investigation, which employed a qualitative case study research model, sampled 20 secondary school learners aged 17-20 (11 female, 9 male), 20 youth aged 17-22 (11 female, 9 male) who had dropped out of school, 10 School Governing Board (SGB) members (5 female, 5 male), and 20 teachers (9 female, 11 male), who were purposively sampled from two rural secondary schools engaged in tackling high dropout rates. Data were collected through face-to-face interviews with school dropouts and SGB members, and through focus group discussions with teachers and learners. The study revealed that the main strategies the two schools used to curb learner dropout include the National School Nutrition Programme (NSNP); the "no-fee school" system; counselling on personal and family challenges; attractive extra- or co-curricular activities; encouragement of parental involvement in school matters; and collaboration between the community and school leadership in monitoring learners. Based on their findings, the authors advocate for stronger school-community partnership, in which both the community and the school take shared responsibility for children's educational access and opportunity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01