Context and Implications Document for: A systematic review of the literature on the causes of early school leaving in Africa and Asia

Abstract

This guide accompanies the following article: Momo, M. S. M., Cabus, S. J., De Witte, K. & Groot, W. (2018) A systematic review of the literature on the causes of early school leaving in Africa and Asia. Review of Education, https://doi.org/10.1002/rev3.3134

Author's Introduction

This article examines the determinants of early school leaving in Africa and Asia. Despite the establishment of the Millennium Development Goals in 2000 aimed partly at improving school enrolment and eventual school completion worldwide, and the yearly allocation of expenditure on education in countries, early school leaving in this region has persisted for decades. The study of early school leaving is important because national development is highly linked to education. Adequate education involves individuals acquiring sufficient literacy, numeracy and cognitive skills. This acquisition is therefore limited in countries where many students leave school early, consequently slowing down economic growth. A profound understanding of this phenomenon will be vital in informing and conducting public policy on education.

Implications for Policy

The results from this article are vital to inform policymaking on the need to assess and regulate expenses family incur in order to educate children from primary school to high school completion. This is important given the already high level of low-income household status in Africa and Asia.

It is essential that schools are available in areas where they are lacking, as well as the requirements for quality learning and skills development such laboratories, libraries, classrooms, trained and sufficient teachers, and sporting and leisure activities. Provision of schools should also be met with ease of access to them by children. We see the importance of this as a result of the fact that distance to school is one of the significant causes of school dropout in the developing countries. There is a need to greatly improve on the quality of education and equitability of access to education.

The impact of regional differences especially in terms of urban and rural, implies that institutional policies have to take into account the need of regional policies catering for the uniform distribution of educational opportunities. These are opportunities stemming from development and benefits from the proceeds of economic growth. This would presumably reduce the variations in the demographic and socioeconomic compositions of regions.