The Main Causes of Early School Leaving at the Remote and Rural Areas: Practical Implications for Educational Planning and Policy
Abstract
This research paper explores the main causes of early school leaving and provides a comprehensive understanding of the underlying challenges, including implementation of education policy. The study employed a qualitative case study approach to examine this issue. Data were collected through semi-structured interviews with four distinct groups, with a total of 36 participants, including education managers, principals, deputy head teachers, school learners, and learners’ parents. Additionally, group discussions were conducted with classroom teachers and education managers to gather diverse perspectives. The study highlighted five main factors contributing to early school leaving which are home socioeconomic status, family background, teachers, learners, and domestic education budgets. The key findings included that the more adverse and problematic the challenges faced by young learners, the greater the risk of school abandonment and that head teachers, educational staff, managers, and parents must bear greater responsibility for addressing school dropout than the learners themselves. This research serves as a call to action, urging increased attention and intervention from the family, community, and society to support at-risk learners. The findings highlight the need to ensure all learners experience the core values of inclusive and equitable education, aligned with the principle of “no one is left behind” and “no man is an island.” This requires the combined efforts of families, communities, and society, alongside the enhanced support of NGOs and targeted government education policies. Particular emphasis should be placed on addressing the needs of pupils in remote and rural areas.
https://doi.org/10.26803/ijlter.24.4.37
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