A review of enabling factors in support intervention programmes for early school leavers
| Autor: | Peter Kanyandago, Alexander Minnaert, Cuthbert Tukundane, Jacques Zeelen |
|---|---|
| Přispěvatelé: | Developmental and behavioural disorders in education and care: assessment and intervention, Education in Culture, Centre for International Relations |
| Jazyk: | angličtina |
| Rok vydání: | 2015 |
| Předmět: |
Medical education
Economic growth Equity (economics) Sub saharan Early school leavers Sociology and Political Science Sub-Saharan Africa School dropouts Enabling Factors EDUCATION TRANSITIONS Enabling factors DROPOUT Effective interventions Support intervention programmes Intervention (counseling) Developmental and Educational Psychology FAILURE Social exclusion Psychology ACCESS EQUITY |
| Zdroj: | Children and Youth Services Review, 52, 54-62. PERGAMON-ELSEVIER SCIENCE LTD |
| ISSN: | 0190-7409 |
| DOI: | 10.1016/j.childyouth.2015.02.011 |
| Popis: | One of the major problems facing education systems in Sub-Saharan Africa is the phenomenon of young people who leave school before completion. Research has shown that this phenomenon disadvantages young people and exposes them to various forms of social exclusion. Accordingly, there have been increasing calls for the scaling up of support intervention programmes for young people who leave school early. This paper analyses literature on support intervention programmes for early school leavers (ESLs) to identify enabling factors that can be promoted in future or in current less effective interventions. The review revealed that programmes that address the multiple disadvantages and needs of young people through flexible, holistic and intensive support approaches tend to be more attractive and beneficial to the participants. The findings from this review are crucial to policy makers and teachers working in support intervention programmes for ESLs. (C) 2015 Elsevier Ltd. All rights reserved. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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