The Impact of Primary Education on School-to-Work Transitions for young People in Rural Bolivia

Bibliographic Data

ID2328699
AuthorsPunch (0000-0001-9741-0978, University of Stirling, corresponding author), Samantha Punch
Year2004
Volume36
Issue2
Pages163-182
Publication date2004-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueYouth & Society (JOURNAL)
Journal identifiersISSN: 0044-118X • E-ISSN: 1552-8499
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0044118x04265155
OpenAlexW2024639839
LanguageEN
Citations received18
References cited10

As in many parts of the majority world, primary education in rural Bolivia is constrained by a range of factors: poor teaching quality, lack of resources, limited infrastructure, inadequate teaching materials, and low wages for teachers. Furthermore, high rates of absenteeism, drop-out, repetition, and failure can be exacerbated by children's work responsibilities and harsh weather conditions. This article draws on a case study of a rural community in Bolivia to indicate the ways in which the structural constraints of primary education impact upon young people's school-to-work transitions. Although many children enjoy their experience at school and appreciate the opportunity to gain literacy and numeracy skills, formal education is unlikely to increase their future livelihood options

Absenteeism · Agriculture · Community education · Economic growth · Economics · Geography · Literacy · Livelihood · Numeracy · Pedagogy · Political science · Primary education · Rural area · Sociology · Work (physics) · Children's Rights and Participation · Engineering · Poverty, Education, and Child Welfare · Psychology · Social Psychology · Youth Education and Societal Dynamics

Tools

Open DOISci-Hub