Country studies on out-of-school children

Every Syrian child under the age of five has known nothing but a lifetime shaped by war – that’s an estimated 2.9 million children inside Syria and at least 811,000 in neighbouring countries. Addressing the needs and rights of all children affected by this conflict is essential if we are to avoid the loss of an entire generation, and decades of development progress. Any child who has lived through the last five years will never know the Syria their parents remember. Today, more than ever, it is a children’s crisis. More than eight million children inside Syria and in neighbouring countries are in need of assistance.  

This study attempts to estimate the economic loss from school dropout by using labour market data provided by the Central Bureau of Statistics (CBS) of Syria and data from the Education Management Information System (EMIS) of the Ministry of Education in order to build evidence to better understand the impact of the crisis and to provide further support for the education cluster in Syria.

This report investigates a national problem in our country: children who are out of school (or out-of-school children, OOSC). It focuses mainly on children who are out of primary school and secondary school, the main issues out-of-school children face, and to further research the problem in Namibia. The main objectives of this report are: To find out who the out-of-school children are To understand why they do not go to school To discuss the current policies for out-of-school children To suggest solutions for these problems

This report highlights the determinants of the schooling status of children (no schooling and dropping out) from 6-16 years old in Burkina Faso to based on data from the continuous multisectoral survey on living conditions of households carried out in 2014 (EMC, 2014). While determining the profile of the children outside the education system, this study identifies the determinants of schooling status of children from a binary logistic regression.

This fact sheet gives detailed statistics and data on the situation of out-of-school children in Syrian Arab Republic in 2015. It provides statistical information and graphs, highlighting the following areas; Number and percentages of Syrian children in school and out of school (pre and post-crisis) Impact of the Syria and Iraq crises on out-of-school children in MENA Geographical distribution of out-of-school children Inside Syria: Change in enrolment in public education by governorate and level Outside Syria: Number of refugee children, in formal and non-formal education, and out of school Out-of-school Syrian refugee children by host country Distribution of out-of-school Syrian refugee children in-camp/non-camp, and age group In Iraq: Distribution of out-of-school internally displaced children Challenges and responses

This report outlines a framework for developing a system to monitor children and adolescents who are out-of-school (OOSC) or at risk of exclusion from education in Romania. Without an effective national monitoring system, it is difficult if not impossible to obtain accurate figures on out-of-school children and children at risk of exclusion. Moreover, without such a system related policies and strategies will not be evidence-based, or based on unreliable evidence, and possibilities for analyzing the causes of exclusion will be severely limited. To address these issues, a monitoring system needs to be based on a robust framework with clearly defined indicators, procedures and roles and responsibilities, and a clear understanding of information flows in the system and the potential information gaps and bottlenecks. Specifically, this report outlines a framework which can be used to: (i) Reliably identify OOSC and those at risk of exclusion, (ii) Analyze the causes of exclusion, and (iii) Develop and implement appropriate evidence-based policies and strategies to prevent exclusion.

This study describes the multi-layered barriers that Syrian children and families encounter in accessing education in Syria or neighbouring countries. Differences in the medium of instruction, lack of learning space, financial constraints, opportunity costs, the need for psychosocial support and teacher training for responding to the needs of displaced and vulnerable children and discouraging policies and practices at the central and school levels represent only some of the challenges that deter refugee children from accessing school.

This fact sheet gives detailed statistics and data on the situation of out-of-school children in Iraq between the years 2000 and 2014. It provides statistical information and graphs, highlighting the following areas; Numbers and percentages of out-of-school children The Five Dimensions of Exclusion Classification of the out-of-school population Schooling pathways of school aged children Out-of-school children by background characteristics Cumulative out-of-school risk related to combined characteristics Out-of-school children by location Barriers and policies/strategies

The findings of the study are intended to inform education policies and strategies and on-going reforms that aim to accelerate progress toward achieving inclusive, high quality education for all in Romania. Specifically, the findings derived from the study are to be used in strategizing, designing and implementing policy and programmatic interventions to increase access to education for out-of-school children and those at risk of dropping out.

In line with national strategies and priorities, this study engages recent national and survey data to identify the profile of out-of-school girls and boys in Yemen, the bottlenecks they encounter in accessing education, and intersecting challenges that prevent them from enrolling and completing basic education. Following this analysis of the situation of out-of-school children in Yemen, the international and Yemeni experts offer a set of policy recommendations to improve enrolment and retention rates across the country.

This study is investigating out-of-school children in order to help achieve the goal of improved education. It aims to determine the situation of children who are out of school or who risk becoming so. It also seeks to identify the socio-political and cultural factors that restrict access to education and seeks to propose a number of courses of action.

This out-of-school children study provides excellent evidence for policy reforms and the designing of targeted interventions that will tackle different bottlenecks and address the causes that hinder children from enjoying basic education. It again outlines the need for an integrated approach of social, economic and educational activities involving a number of institutions, agencies and community-based organisations.