Who is out of school? Evidence from the Statistics South Africa Community Survey

Fleisch, Brahm; Shindler, Jennifer; Perry, Helen

doi:10.1016/j.ijedudev.2010.05.002

Cited by 44 publications

(35 citation statements)

References 11 publications

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“…Information about the enrolment and attendance of children with any disability is scarce in low-and middle-income settings, but data from a household survey in 14 developing countries including Burundi, Mozambique, South Africa and Zambia showed that children and adolescents with disabilities were much less likely to be in school than those without disabilities. In South Africa, where disability is significantly associated both with being out of school and low attendance (Fleisch, Shindler, & Perry, 2009), a recent study showed that nearly half the disabled children sampled were not school attenders, and children with mental disability were far less likely to receive rehabilitative services than those with physical disorders (Saloojee, Phohole, Saloojee, & Ijsselmuiden, 2007).…”

Section: Mental Health and Mdg 2: Universal Primary Educationmentioning

confidence: 99%

Meeting the Millennium Development Goals in Sub-Saharan Africa: What about mental health?

Skeen

Lund

Kleintjes

et al. 2010

International Review of Psychiatry

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Mental health is a crucial public health and development issue in sub-Saharan Africa (SSA), a region where little progress has been made towards achieving the Millennium Development Goals (MDGs). In this paper we argue that not only will limited progress in achieving these targets have a significant impact on mental health, but it will be impossible to achieve some of these aspirations in the absence of addressing mental health concerns. We consider the strong relationship of mental health with dimensions of human development represented in the MDGs, including reducing poverty, achieving universal primary education, decreasing child mortality rates, improving maternal health, HIV, environmental factors and improving the lives of those living in informal settlements. With these links in mind, we examine the mental health context in SSA settings and provide some specific examples of best practice for addressing mental health and the MDGs. It is recommended that the role of mental health interventions in accelerating the realization of the MDGs is investigated; further efforts are dedicated to probing the impact of different development projects upon mental health outcomes, and that mental health is declared a global development priority for the remainder of the MDG period and beyond.

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Section: Mental Health and Mdg 2: Universal Primary Educationmentioning

confidence: 99%

Meeting the Millennium Development Goals in Sub-Saharan Africa: What about mental health?

Skeen

Lund

Kleintjes

et al. 2010

International Review of Psychiatry

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“…This has necessitated a disaggregated cultural analysis, which though too small to make statistically valid inferences, may suggest important insights into localised cultural activities. In other words, since the South African population is not homogeneous, any meaningful analysis must involve disaggregation of society into relevant groupings to understand current trends of cultural activities and plays in mathematics education (Reddy, 2006;Fleisch, Shindler and Perry, 2010). The author as an educator in Bolobedu with an interest in building mathematics capacity in the area is keenly interested in the knowledge of the Balobedu cultural activities and plays, and their intercourse to mathematics teaching, learning and attainment (Bush, 2003).…”

Section: Introductionmentioning

confidence: 99%

The Balobedu Cultural Activities and Plays Pertinent to Primary School Mathematics Learning

Tatira¹,

Mutambara²,

Chagwiza³

2012

IES

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For many years, mathematics has been conceived as abstract, a product of western values and divorced from people's everyday lives. This has contributed to the fact that rural and economically disadvantaged communities fail to see the link between school mathematics and their real world experiences. Nonetheless, it goes without question that children tirelessly engage in plays and games at the least available opportunity, and rural communities have well-knitted and immortal cultural activities which possess intricate and diverse mathematical concepts. Herein we report on some of the cultural activities and plays for the Balobedu people of South Africa and their implications for mathematics teaching and learning at primary school level. The researchers have seen the interplay of culture and the development of mathematical concepts worthy studying, as a way of bringing a turnaround in the performance of mathematics in the South African primary schools. Mathematics performance currently is trailing all other subjects of the curriculum, yet it is a key area of knowledge whose competence is necessary for individual and economic development in this modern high-tech world we are living in. Incorporating cultural issues in the methods of teaching in rural areas help learners to perceive that mathematical concepts are not done in isolation, but have a strong connection to their everyday life and therefore worthwhile learning.

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“…Several process evaluations of Grade R have been conducted, both qualitative and quantitative, and two national audits, one in 2001 and the second in 2013. There is consensus that South Africa provides excellent access to Grade R, including in the poorest and most rural areas, and that participation rates are high (Fleisch et al ). This is, in part due to the needs of families for child care as well as the provision of school meals, in addition to their educational expectations.…”

Section: Resultsmentioning

confidence: 99%

The South African universal preschool year: a case study of policy development and implementation

Richter

Samuels²

2017

Child

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Who is out of school? Evidence from the Statistics South Africa Community Survey

Cited by 44 publications

References 11 publications

Meeting the Millennium Development Goals in Sub-Saharan Africa: What about mental health?

Meeting the Millennium Development Goals in Sub-Saharan Africa: What about mental health?

The Balobedu Cultural Activities and Plays Pertinent to Primary School Mathematics Learning

The South African universal preschool year: a case study of policy development and implementation

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