Background of the Study
Background of the Study "Increasing Number of Out of School Youth"
BACKGROUND OF THE STUDY Out of school youth are the helpless people who have needs. Nobody can deny that the facts of education are the most important thing or factor for some people to bring change in their lives. It has been recognized as the most prevailing gearing-up the socio-economic development...
Out-of-School Youth
Youth who do not attend school or who drop out prematurely miss many of the fundamentals of basic education. They also lose a valuable opportunity to learn about reproductive health and HIV in a stable classroom situation. Such youth are vulnerable to misinformation from unreliable sources or may possibly never learn about the issues at all. While some parents fulfill their roles as educators by openly discussing these health concerns with their children, others avoid the topic because of embarrassment of lack of knowledge or skills. In some parts of the world, too, a growing number of out-of-school youth have lost their parents to AIDS.
Program planners can think of out-of-school youth as falling into two main categories: mainstream or especially vulnerable youth. The mainstream out-of-school youth include girls, who typically receive less education than boys in the developing world; pregnant girls and married adolescents, who often drop out of school; and those rural boys and girls who have no access to formal schooling. Youth who are especially vulnerable and socially marginalized include street children, orphans, migrants, child soldiers, refugees, drug users, and adolescent sex workers. Program planners and policy-makers must consider the differing needs of these two groups when developing reproductive health and HIV prevention programs for out-of-school youth. Generally speaking, interventions should include one or more of these goals:
Encourage young people to stay in or return to school
Provide out-of-school youth with accurate information on reproductive health and
BACKGROUND OF THE STUDY Out of school youth are the helpless people who have needs. Nobody can deny that the facts of education are the most important thing or factor for some people to bring change in their lives. It has been recognized as the most prevailing gearing-up the socio-economic development...
Out-of-School Youth
Youth who do not attend school or who drop out prematurely miss many of the fundamentals of basic education. They also lose a valuable opportunity to learn about reproductive health and HIV in a stable classroom situation. Such youth are vulnerable to misinformation from unreliable sources or may possibly never learn about the issues at all. While some parents fulfill their roles as educators by openly discussing these health concerns with their children, others avoid the topic because of embarrassment of lack of knowledge or skills. In some parts of the world, too, a growing number of out-of-school youth have lost their parents to AIDS.
Program planners can think of out-of-school youth as falling into two main categories: mainstream or especially vulnerable youth. The mainstream out-of-school youth include girls, who typically receive less education than boys in the developing world; pregnant girls and married adolescents, who often drop out of school; and those rural boys and girls who have no access to formal schooling. Youth who are especially vulnerable and socially marginalized include street children, orphans, migrants, child soldiers, refugees, drug users, and adolescent sex workers. Program planners and policy-makers must consider the differing needs of these two groups when developing reproductive health and HIV prevention programs for out-of-school youth. Generally speaking, interventions should include one or more of these goals:
Encourage young people to stay in or return to school
Provide out-of-school youth with accurate information on reproductive health and
References: Fashola, O. S. (1998). Review of extended-day and after-school programs and their effectiveness (Report No. 24). Baltimore, MD: Center for research on the Education of Students Placed at Risk. Cooper, H., Charlton, K., Valentine, J. C., & Muhlenbruck, L. (2000). Making the most of summer school: A meta-analytic and narrative review. Monographs of the Society for Research in Child Development (Serial No. 260), 65(1), 1–118. Redd, Z., Cochran, S., Hair, E., & Moore, K. (2002). Academic achievement programs and youth development: A synthesis. Washington, DC: Child Trends. Miller, B. M. (2003). Critical hours: Afterschool programs and educational success. Quincy, MA: Nellie Mae Education Foundation.