Citation

Out-of-school children and exclusion from education: Equity challenges and policy responses in Eastern and Southern Africa

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Abstract:

Within the framework of the UNICEF-UIS Global Initiative on Out-of-School Children (OOSC), this paper aims at shedding a fresh light on excluded children in Eastern and Southern Africa. Moreover, by reviewing the effectiveness of current policies, the paper attempts to provide evidence for further improvement of policy and practice to contribute to the achievement of equitable basic education for all children.

Theoretical and conceptual framework: The “five dimensions of exclusion” proposed by the global initiative on OOSC will be utilized to understand major characteristics of excluded children, including individual, household and school-based factors. The study also investigates key dimensions of quality education, based on knowledge emerging from research strands of school effectiveness and improvement.

Methodology: This is a desk review of existing research and data sets from different countries. It involves the identification of OOSC and disaggregation of their characteristics through the analysis of administrative and household survey data. Issues of child labour, disabilities, ethnicities, etc. are also covered when data are available. Key sector policies and strategies are also analysed. By doing so, the study aims at establishing systematic and rigorous linkages between the characteristics of OOSC, the barriers to access to the education system, and policies aimed at reducing the number of OOSC.

Key findings: The study reveals persistent - and often unexpected and unconventional - inequalities and inequities in educational access within and across different countries in the region. The study also highlights good practices and lessons learned in terms of addressing educational inequities.

Author's Keywords:

children out of school, education quality
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p493687_index.html
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MLA Citation:

Luswata, Sibeso. "Out-of-school children and exclusion from education: Equity challenges and policy responses in Eastern and Southern Africa" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493687_index.html>

APA Citation:

Luswata, S. "Out-of-school children and exclusion from education: Equity challenges and policy responses in Eastern and Southern Africa" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493687_index.html

Publication Type: Panel Paper
Abstract: Within the framework of the UNICEF-UIS Global Initiative on Out-of-School Children (OOSC), this paper aims at shedding a fresh light on excluded children in Eastern and Southern Africa. Moreover, by reviewing the effectiveness of current policies, the paper attempts to provide evidence for further improvement of policy and practice to contribute to the achievement of equitable basic education for all children.

Theoretical and conceptual framework: The “five dimensions of exclusion” proposed by the global initiative on OOSC will be utilized to understand major characteristics of excluded children, including individual, household and school-based factors. The study also investigates key dimensions of quality education, based on knowledge emerging from research strands of school effectiveness and improvement.

Methodology: This is a desk review of existing research and data sets from different countries. It involves the identification of OOSC and disaggregation of their characteristics through the analysis of administrative and household survey data. Issues of child labour, disabilities, ethnicities, etc. are also covered when data are available. Key sector policies and strategies are also analysed. By doing so, the study aims at establishing systematic and rigorous linkages between the characteristics of OOSC, the barriers to access to the education system, and policies aimed at reducing the number of OOSC.

Key findings: The study reveals persistent - and often unexpected and unconventional - inequalities and inequities in educational access within and across different countries in the region. The study also highlights good practices and lessons learned in terms of addressing educational inequities.


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