School dropout at the basic education level in rural Cambodia: Identifying its causes through longitudinal survival analysis

No, Fata; Taniguchi, Kyoko; Hirakawa, Yukiko

doi:10.1016/j.ijedudev.2016.03.001

Cited by 38 publications

(41 citation statements)

References 20 publications

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“…Underage (unofficial enrolment) is a strong causative factor of dropout (No et al., ) (Cambodia). They explain that parents prefer to send their children to school once they are 5 years old regardless of the official school enrolment age because they are more troublesome when they stay at home.…”

Section: Discussionmentioning

confidence: 99%

“…Over age students are children older than their classmates of the official age for the grade (Siddhu, 2011). Over age could come as a result of repetition, late school entry, as well as quitting school for some years and returning later (Flisher et al, 2010;No et al, 2016;Zuilkowski et al, 2016) (South Africa, Cambodia, Kenya).…”

Section: Studentmentioning

confidence: 99%

“…Feeling of age-in-grade inappropriateness and over age alienation (Sabates et al, 2013) Develops less interest and preference for opportunity cost of schooling Early school leaving in Africa and Asia 507 © 2018 British Educational Research Association No et al, 2016) 508 M. S. M. Momo et al…”

Section: Late School Entrymentioning

confidence: 99%

“…With regards to irregular attendance and absenteeism, the more students are absent from school the higher the odds of leaving school (Flisher et al, 2010;Sabates et al, 2013;Tas, Bora, Selvitopu & Demirkaya, 2013;No et al, 2016) (South Africa, Bangladesh, Turkey, Cambodia). Several other reasons for absenting from school is due to lack of interest in schooling, exam failure, early marriage, pregnancy, illness, truancy, pre-marital sex, lack of selfesteem, not being sociable, poor academic performance, grade repetition and substance use (Biddlecom et al, 2008;Lloyd, Mete & Grant, 2009;Farid-ul-Hasnain & Krantz, 2010;Yi et al, 2012;Sabates et al, 2013;Tas et al, 2013;Igboanusi, 2014;Polat, 2014;Wudu, 2015;No et al, 2016;Zuilkowski et al, 2016) (Ghana, Burkina Faso, Malawi, Uganda, Pakistan, Pakistan, China, Bangladesh, Turkey, Gambia, Turkey, Ethiopia, Cambodia, Kenya). Good student-to-student relationships help students stay in school.…”

Section: Late School Entrymentioning

confidence: 99%

“…Perceive school as being a boring place (Wegner et al, 2008) Work Absenteeism (Sabates et al, 2013) Inadequate assistance to students Poor academic performance (Yi et al, 2012;Sabates et al, 2013;Cemalcilar & Goksen, 2014) School absenteeism (Sabates et al, 2013) Early school leaving in Africa and Asia 509 parents. For example, No et al (2016) (Cambodia) explained that while high ranking students continue to receive investment from their parents because of the prospect of future economic benefits, poor performing students tend to be considered as nonproductive and will not obtain significant returns. Thus, their parents do not invest in them.…”

Section: Late School Entrymentioning

confidence: 99%

See 4 more Smart Citations

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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Section: Discussionmentioning

confidence: 99%

Section: Studentmentioning

confidence: 99%

Section: Late School Entrymentioning

confidence: 99%

Section: Late School Entrymentioning

confidence: 99%

Section: Late School Entrymentioning

confidence: 99%

See 3 more Smart Citations

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

View full text Add to dashboard Cite

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Determinants of School Dropout in Lao People's Democratic Republic: A Survival Analysis

Boualaphet¹,

Goto

2020

J of Intl Development

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Using the most recent round of a nationally representative survey series, this study examines determinants of dropout from basic education in Lao People's Democratic Republic. The existing studies show that, unlike in other developing countries, the effects of household income and gender are limited. Our analysis confirms the former but not the latter—gender inequality remains an issue to be resolved. Further, separate estimations by gender indicate that the significant effects of mother's education and rural/urban residence obtained in pooled data are due to the effects on female students, which highlights the need for more policy focus on female students in rural areas. © 2020 John Wiley & Sons, Ltd.

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Determinants of student achievement at lower secondary schools in rural Cambodia

Pov

Kawai

Matsumiya

2020

Educ Res Policy Prac

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This study examines the effects of student-, family-, and school-related factors on student achievement at lower secondary schools in rural Cambodia. To investigate the determinants of student achievement, a survey study was conducted in four rural districts, including 20 lower secondary schools for investigation. A total of 517 seventh graders were randomly selected for the study. Questionnaires and achievement tests were utilized as tools for data collection. Due to the nested and hierarchical structure of data, a two-level hierarchical linear model was employed to assess what factors may have affected student achievement. The results indicated that absenteeism and private-tutoring attendance significantly affected student achievement. The negative effect of absenteeism has highlighted the critical roles of parents, teachers, and related educational stakeholders to ensure that students come to school on a regular basis. Despite the positive effect on achievement, private tutoring has greatly disadvantaged Cambodian students from financially disadvantaged backgrounds. In contrast to some existing findings, significant effects were not found among family and school factors. The findings make up the empirical evidence needed for the development of improved education policy and practice in Cambodia.

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School dropout at the basic education level in rural Cambodia: Identifying its causes through longitudinal survival analysis

Cited by 38 publications

References 20 publications

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

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

Determinants of School Dropout in Lao People's Democratic Republic: A Survival Analysis

Determinants of student achievement at lower secondary schools in rural Cambodia

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