Girls' Drop-Out from Primary Schooling in the Middle East and North Africa: Challenges and Alternatives.

Autor/in	Mehrah, Golnar
Institution	United Nations Children's Fund, Amman (Jordan). Middle East and North Africa Regional Office.
Titel	Girls' Drop-Out from Primary Schooling in the Middle East and North Africa: Challenges and Alternatives.
Quelle	(1995), (125 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Change Strategies; Cultural Differences; Dropouts; Educational Attitudes; Educational Improvement; Educational Policy; Educational Strategies; Elementary Secondary Education; Equal Education; Females; Foreign Countries; Government Role; Grade Repetition; Prevention; School Role; Sex Bias; Sex Discrimination; Socioeconomic Influences; Womens Education; Africa + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Lösungsstrategie; Kultureller Unterschied; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Lehrstrategie; Weibliches Geschlecht; Ausland; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Prävention; Vorbeugung; Sex; Discrimination; Geschlecht; Diskriminierung; Sozioökonomischer Faktor; 'Women''s education'; Frauenbildung; Afrika
Abstract	The present situation in the Middle East and North Africa Region (MENA) regarding primary school drop-out and repetition, with special reference to the situation of the girl child, is examined in this study. The in-school as well as out-of-school causes of primary school drop-out are examined, and solutions that help reduce or eliminate the problem in the region are introduced. Part I presents a brief description of the purpose, the methodology, the organization, and the limitations of the study. Part II seeks to stress the importance of studying the drop-out problem in primary education in general, followed by an assessment of its characteristics and extent in MENA countries. In Part III, underlying causes of the drop-out problem in primary school are discussed, with special references to the factors leading to girls' drop out. In the final section, culture-sensitive action recommendations are provided to help meet the drop-out challenge. Twenty four strategies are introduced in five categories: child-centered, family-centered, community-centered, education-oriented, and leadership-oriented recommendations, which include: provide preparatory training, mobile counseling units, and peer tutoring; establish houses of culture; provide continued education for drop-outs; involve the family; raise the family awareness; empower the family; introduce educated role models; mobilize influential members of the community; adapt the school to local conditions and needs; equip the teachers; make the school child friendly; delegate responsibility to the students; introduce organizational reform; provide non-formal education alternatives; gather accurate data about school drop-out; raise public awareness about drop-out; provide opportunities for continued education; provide education loans; and foster sister schools. Contains 62 references. (AA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC