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Autor/inn/enMolosiwa, Annah; Boikhutso, Keene
TitelLow Educational Participation of Marginalised Children in Botswana's Rural and Remote Schools: Interface between Cultural, Structural and Institutional Factors
QuelleIn: Africa Education Review, 13 (2016) 2, S.48-63 (16 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1814-6627
DOI10.1080/18146627.2016.1224097
SchlagwörterDeveloping Nations; Educational Quality; Access to Education; Participation; Children; Rural Areas; Cultural Influences; At Risk Persons; Equal Education; Socioeconomic Influences; Mixed Methods Research; Elementary Secondary Education; Questionnaires; Focus Groups; Teacher Attitudes; Social Attitudes; Barriers; Language Usage; Foreign Countries; Elementary Schools; Secondary Schools; Principals; Parents; Department Heads; Teachers; Botswana
AbstractConventional wisdom sees education as a primary vehicle through which all people can graduate out of poverty. Education as an instrument of societal change is capable of facilitating a wide range of human rights. However, in many developing countries the education gap seems to be growing within schools in urban, rural and remote areas. The key question is how we translate quality education inputs and processes into desirable outputs and outcomes, thus making teaching and learning inclusive to all the learners. All learners need to have equal access and opportunities in the school system, irrespective of social and cultural background, ethnic identity, gender, religion, social identity and disability. It is against this background that this article explores factors that contribute to low educational participation of children in remote and rural areas of Botswana. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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