Enrolment Patterns of Individual Children Left behind in the Trend towards 'Quality Education': A Case Study of Primary Education in Nepal

Autor/in	Ezaki, Naruho
Titel	Enrolment Patterns of Individual Children Left behind in the Trend towards 'Quality Education': A Case Study of Primary Education in Nepal
Quelle	In: Education 3-13, 47 (2019) 5, S.520-533 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2018.1504100
Schlagwörter	Foreign Countries; Enrollment; Educational Quality; Elementary Education; Dropouts; Access to Education; Enrollment Trends; Transfer Students; Developing Nations; Private Schools; Public Schools; Graduates; Gender Differences; Age Differences; Student Characteristics; Barriers; Grade Repetition; Educational Policy; Nepal + Suchen Sie Ihr Suchwort? Ausland; Einschulung; Quality of education; Bildungsqualität; Elementarunterricht; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulwechsel; Schulwechsel; Studienortwechsel; Developing country; Developing countries; Entwicklungsland; Private school; Privatschule; Public school; Öffentliche Schule; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Politics of education; Bildungspolitik
Abstract	Using longitudinal data, this study examined the enrolment status of individual children left behind in the global trend towards 'quality education'. The study identified common characteristics among dropouts as well as the existence of children who managed to complete primary education but could not progress smoothly. Among them, some children's grade levels were lowered by more than two years when they transferred from public to private schools, and their grade levels increased by one or more years when they transferred from private to public schools. These surprising enrolment patterns provide evidence of an ignorance about systematic learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01