Physical access to schooling in South Africa: mapping dropout, repetition and age‐grade progression in two districts

Motala, Shireen; Dieltiens, Veerle; Sayed, Yusuf

doi:10.1080/03050060902920948

Cited by 45 publications

(32 citation statements)

References 2 publications

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“…The report also highlights that participation rates in education by girl learners were being negatively affected by girls' involvement in income generating activities (Motala, 2007).…”

Section: Constitutional Obligationsmentioning

confidence: 99%

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Constitutional Right to Education in South Africa: A Myth or a Reality?

Nevondwe

Odeku

2013

MJSS

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“…The report also highlights that participation rates in education by girl learners were being negatively affected by girls' involvement in income generating activities (Motala, 2007).…”

Section: Constitutional Obligationsmentioning

confidence: 99%

“…The Department also made progress in developing a redistribution model for personnel and operating expenditure that would achieve equality of teaching quality and equality of learning outcomes in the schooling system from 2003/2004 onwards (Motala, 2007).…”

Section: Constitutional Obligationsmentioning

confidence: 99%

Constitutional Right to Education in South Africa: A Myth or a Reality?

Nevondwe

Odeku

2013

MJSS

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“…In South Africa, peer pressure was one of the reasons that school dropouts engaged in these ways 21 . Another study conducted within two South African educational districts found that poor school performance precipitated the decision to leave school 22 . Occupational engagement characterised by poor academic performance and participation in risky occupations was a significant aspect of school dropouts' participation prior to dropping out and their eventual reason for dropout in other studies too 23,24 .…”

Section: Insights About the Patterns Of Occupational Engagement Of Scmentioning

confidence: 99%

Navigating the occupational transition of dropping out of school: Anchoring occupations and champions as facilitators

Peters

Galvaan

Kathard

2016

S. Afr. j. occup. ther

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This paper has the dual aim of first presenting an understanding of school dropout as an occupational transition and second, to suggest how this occupational transition may be navigated successfully. School dropout is of concern to occupational therapy as it limits peoples' full social inclusion. We draw on data from a biographical inquiry into the nature of occupational engagement of men in a low socioeconomic, South African community who dropped out of school. In this study, narrative data were generated from 3 men, followed by a narrative analysis and thematic analysis. The findings reflected that two of the men established stable occupational trajectories after dropping out of school, contrasted with the third man who was unable to do this. The interpretations suggest that a successful occupational transition for these two participants occurred through establishing anchoring occupations as a result of chance encounters with individuals who acted as 'champions'. These champions ensured the successful negotiation of available opportunities. Through offering these insights, this paper provides an illustration of how concepts interpreted and discussed in occupational science

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“…While incidence of student drop out is high, with approximately 551,000 students estimated to drop out of school before Grade 12 each year (Kraak in Brown, 2010: 10), South Africa has made deliberate efforts to re-admit ex-dropouts (Motala et al, 2007). Unlike in many other country globally, in South Africa, there is a policy in place since 1996, which allows girls who dropped out of school due to pregnancy related reasons to return to school after giving birth, if these young mothers can manage to do so logistically and financially (Grant & Hallman, 2006).…”

Section: The Context Of Ex-dropout Reenrolment In South Africamentioning

confidence: 99%

The Social Treatment of Ex-Dropouts Reenrolled in Secondary School in South Africa

Brown¹

2013

JEL

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Dropout recovery and return to school is an education access priority for government in countries in both the western and non-western worlds. In a qualitative investigation involving a sample of dropouts who had re-enrolled in secondary school in South Africa, this study explored antisocial aspects in their social experiences at school. The aim was to explore the social treatment of ex-dropout who rerolled in secondary school and discuss ways to help them reintegrate in the school community. The study revealed that the major antisocial aspects in dropout experience were prejudice and social hostility, expressed through experiences of social ostracism, isolation, categorisation and rejection. This was motivated by a matrix of intersecting modern and traditional forces. Relational and physical aggressions, which occurred in response to dropout out-group labelling and categorisation, were major factors in the social interactions. The evidence of hostility and reactions substantiated previous studies. The various implications of the findings for the school climate were highlighted. The study stressed that for dropouts to reintegrate, the entire school culture that condones social categorisation, relational or physical aggression against them, needs to be altered.

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Physical access to schooling in South Africa: mapping dropout, repetition and age‐grade progression in two districts

Cited by 45 publications

References 2 publications

Constitutional Right to Education in South Africa: A Myth or a Reality?

Constitutional Right to Education in South Africa: A Myth or a Reality?

Navigating the occupational transition of dropping out of school: Anchoring occupations and champions as facilitators

The Social Treatment of Ex-Dropouts Reenrolled in Secondary School in South Africa

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