Causes Of Male Dropout Rate In Pakistan

Din, Muhammad Naseer Ud; Dad, Hukam; Iqbal, Javid; Shah, Syed Shafqat Ali; Niazi, Muhammad Imran

doi:10.19030/tlc.v8i4.4198

Cited by 6 publications

(5 citation statements)

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“…For their part, most of the fathers (4/5) had almost no contact with their children's schools (four out of five fathers are illiterate and one father reached the fourth grade of elementary school in Afghanistan). These findings converge towards the observations made in certain studies (Naseer et al, 2011;Seker & Sirkeci, 2015) underscoring how the educational level of parents significantly influences their children's school experiences. However, some of the participating parents, the mothers in particular, saw school as the best way for their children to reach a better standard of living.…”

Section: The Learning Path Of Young People In Iransupporting

confidence: 87%

“…Um… I had a goal: to become a lawyer! Furthermore, in certain developing countries, the lack of qualified teaching staff, corporal punishment and poor attention towards students with learning difficulties make it challenging for students to fit in at school and may push them to drop out (Naseer et al, 2011). As Maher explained, I would object when they said negative things about Afghanistan … The Iranian children would say, '… why are you here [Iran] …' and it would make me mad, so then we would fight … Every day, after school, I would hit everyone who was harassing me [with emphasis], […] we, the Afghans, we would beat up our Iranian classmates … Then, the school would ask to see my mother … They treated my mother well, but they were mean with me and punished me [laughs].…”

Section: The Learning Path Of Young People In Iranmentioning

confidence: 99%

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The Schooling of Forced Immigrant Afghan Youths in Iran: A Study of the Factors Leading to Exclusion

Ghasemi-Tafreshi,

Lafortune

2023

cie-eci

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This article presents the results of a qualitative study which aims to better understand the educational paths of young Afghans in Iran. We conducted individual interviews with five child-parent pairs living in Tehran. The participants were invited to describe their families’ migratory experiences and the youths’ academic backgrounds. The interview data revealed that different intertwining factors led to the exclusion of the youths from school. These factors were tied to immigration policies and the youths’ social, familial, and educational environments. The results also showed that the youths were resilient; despite the many obstacles they had faced, they continued their efforts to achieve their academic and professional goals. This research highlights the challenges of welcoming and integrating young refugees in a non-Western context and contributes to the advancement of knowledge about the phenomenon of school exclusion in developing countries.

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Section: The Learning Path Of Young People In Iransupporting

confidence: 87%

Section: The Learning Path Of Young People In Iranmentioning

confidence: 99%

The Schooling of Forced Immigrant Afghan Youths in Iran: A Study of the Factors Leading to Exclusion

Ghasemi-Tafreshi,

Lafortune

2023

cie-eci

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“…Some parents lack awareness of the importance of education, leading them to withdraw children from school (Ud Din et al., ; Cemalcilar & Goksen, ; Banik & Neogi, ) (Pakistan, Turkey, India). The analysis of Banik and Neogi () in India showed that these parents consider education as a waste of money which may make them go hungry.…”

Section: Discussionmentioning

confidence: 99%

“…This tends to negatively affect the learning experiences and performance of students, and consequently increases the dropout risk (No et al., ) (Cambodia). Evidence from Pakistan, Kenya, Turkey and Cambodia also suggests that school work assistance to students tends to enhance their performance (Ud Din et al., ; Abuya et al., ; Cemalcilar & Goken, ; Edwards et al., ;). Students who receive feedback on school work from their teachers performed well and stayed in school.…”

Section: Discussionmentioning

confidence: 99%

A systematic review of the literature on the causes of early school leaving in Africa and Asia

Momo

Cabus

Witte

et al. 2018

Review of Education

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This paper systematically reviews the literature on the causes of leaving school early in Africa and Asia. Despite the improvement in primary school enrolment in the developing countries by 2015, the persistence of school dropout, however, renders this improvement almost insignificant. This leads to the necessity of observing the prolonged determinants of dropping out from school amid the current global development efforts to improve educational attainment in these countries. For this purpose, we review 43 articles in this study. These articles are peer‐reviewed publications on the causes of early school leaving or school dropout in Africa and Asia, from the year 2001 to present (2018). A great number of causes are found to be linked to the reason for leaving school early. However, the most common causes for early school leaving include lack of income, parents’ education and employment status, living in a single‐parent household, being a illegitimate child, age, region of residence and school performance. Specifically, for Asia, immigration and ethnicity are important factors. This paper recommends that policies to prevent early school leaving require multi‐perspective targeting, involving individual, school, community and family. For instance, attention needs to be drawn to the effective trickling down of necessary school provisions and other contemporary societal provisions to all communities. There is also need for improved individual and family awareness on the positive impact of education as well as the dangers of certain cultural beliefs.

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“…This tends to negatively affect the learning experiences and performance of students, and consequently increases the dropout risk (No et al, 2012) (Cambodia). Evidence from Kenya, Turkey, Cambodia and Pakistan also suggests that school work assistance to students tends to enhance their performance (Abuya et al, 2013;Cemalcilar & Goken, 2014;Edwards et al, 2014;Ud Din et al, 2011). Students who receive feedback on school work from their teachers performed well and stayed in school.…”

Section: Schoolmentioning

confidence: 99%

A Multidimensional Perspective on Education in Developing Countries

Momo

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The aim of this thesis is to increase our knowledge on educational outcomes in low income and lower-middle-income countries by examining the intergenerational correlation of education in multiple dimensions, given the complexity inherent in the concept and the global persistence in the number of early school leavers. We posit that in order to combat the high rate of school dropout among the poor and to increase the intergenerational mobility of education, it is necessary to explore the role played by the reduction in the intergenerational mobility on inequalities that occur early in the lives of children. In other words, gaps that emerge early in life among families that need to be addressed and offset. These are gaps that exist due to inherited limited opportunities from parents and a lack of basic necessities for a comfortable standard of living.The exploration of the reduction of educational inequalities across generations is on two fronts.First, by increasing opportunities educationally, economically, and socially in society so that the independence of children's education to that of their parents will be enhanced. This may be done through public policies or actions that favour the socioeconomically disadvantaged in the society. Second, by increasing the absolute intergenerational mobility through the easing of deprivations in the households and their consequences, which make that school-aged individuals are more likely to leave school early. More knowledge and insight in these issues may contribute to achieving this goal. We therefore examine whether educational attainment vulnerability in developing countries can be explained by looking at their institutional or contextual characteristics and household deprivation status.We therefore advance the following hypothesis in Chapter 1: Hypothesis A: Push, pull, and falling out factors are prominent determinants of early schoolleaving in both Africa and Asia and context-specific Hypothesis B: Favourable institutional characteristics are able to reduce the intergenerational correlation of education Hypothesis C: Intergenerational correlation of education significantly increases with household deprivation Chapter 2 presents the evidence on early school leaving in the literature using findings from low income and lower-middle-income countries. This is done by a systematic literature review on the causes of early school leaving in Africa and Asia. It comprises of studies published from 2001 to 2018, which are either quantitative, mixed, or qualitative. We review a total of 43 vi studies. The studies included applied different analyses including logistic regression, linear regression, descriptive statistics, analysis of variance, probit regression, discrete-time logit model, Cox regression model, and narrative studies.Based on the findings, pull factors, push factors and falling out factors determine early school leaving. However, the pull factors show a very high prominence across Africa and Asia. These pull factors include gender, religion, ethnicity, house work, wag...

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Causes Of Male Dropout Rate In Pakistan

Cited by 6 publications

References 1 publication

The Schooling of Forced Immigrant Afghan Youths in Iran: A Study of the Factors Leading to Exclusion

The Schooling of Forced Immigrant Afghan Youths in Iran: A Study of the Factors Leading to Exclusion

A systematic review of the literature on the causes of early school leaving in Africa and Asia

A Multidimensional Perspective on Education in Developing Countries

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