School exclusions

One of the goals of Education for All (EFA) was to ensure that by 2015 children, specifically girls, vulnerable children and those belonging to ethnic minorities, have access to compulsory and free quality primary education and follow it to completion. However, at the end of 2015, Ivory Coast had not been able to achieve the objectives set, particularly the universal schooling of children and adolescents. The country faces many constraints related to its education system, notably school exclusion. The problem of access and maintenance of children in the system, whether they relate to the demand for or supply of education, remain important. The 2002 political crisis has exacerbated the obstacles to children's schooling because of the massive displacement of populations and the lack of infrastructures. What are the main factors behind school exclusion? how many children and adolescents are out of school? what are the economic implications? To answer these questions, we rely on data from the national survey of out of school children and adolescents conducted in 2015. The study reveals that 1,550,586 children aged 3-5; 1,123,674 children aged 6-11, 797 137 of 12-15 years are out of the school system. In order to achieve economic emergence, the country must imperatively address the problem of access to education with the utmost speed. Résumé L'un des objectifs de l'Education Pour Tous (EPT) était de faire en sorte qu'en 2015 tous les enfants, notamment les filles, les enfants en difficulté et ceux appartenant à des minorités ethniques, aient la possibilité d'accéder à

Exclusion from school is widely used as a disciplinary tool, but there is concern that it might be applied disproportionately to certain groups of students. Student, family, neighbourhood and school characteristics all relate individually to differences in rates of exclusion but most studies (predominantly in the US) have focussed on a small subset of potential explanatory variables, have not used nationally representative data or have been limited to exclusions at one period of time. in contrast we examine the relationship between exclusion from school and a wide range of variables, using data for a whole cohort of over 500,000 students in England between their entry into secondary education at age 11 and the end of their compulsory education at age 16. We find that 16.3% of all students experience one or more fixed term exclusions (FTE) during their five years of secondary schooling, but that this rises to over 30% for Black Caribbean and Mixed White & Black Caribbean students. The probability of experiencing one or more FTE is strongly related to gender, ethnicity, poverty (as indicated by entitlement to a Free School Meal and by local neighbourhood deprivation), scores in national attainment tests (particularly English) at age 11 and early patterns of attendance in Year 7. The relationship between ethnicity and the odds of experiencing one or more FTE remains large and significant even after controlling for all these other variables. Among those who experience at least one FTE, 56% go on to experience a second or further FTE, but 44% do not. Despite their greatly increased risk of experiencing the first exclusion, conditional on this Black Caribbean and Mixed Black & Caribbean students are no more likely to experience repeated FTEs than White British students. Experience of FTE is the predominant predictor of permanent exclusion but higher rates of permanent exclusion, especially of students from deprived neighbourhoods and certain ethnic groups, are not fully accounted for by previous FTEs. In multi-level regression models the school (20%) and the Local Authority (6%) levels account for significant variation in rates of FTE and very little of this is explained by school characteristics (though schools serving a higher proportion of students from poor families were less likely to exclude, after controlling for the higher risk of exclusion for individual students). We conclude that the drivers of differential rates of exclusion may have significant socio-cultural and school policy dimensions. This robust analysis of nationally representative data establishes a rationale and focus for more qualitative investigations of the role played by family, neighbourhood and school in determining rates of exclusion and the need for further evidence about reasons for variation in rates of exclusion at the school level.

Each year 25,000 pupils in France, are summoned to attend disciplinary boards. More than two thirds of those disciplinary boards lead to permanent school expulsion. From interviews with expelled individuals, this paper sheds light on the parental reactions to what appears to be a strong test for family solidarity. School expulsion exposes pupils to the combined effects of academic failure and family breakdown.

Chaque année en France, environ 25 000 élèves sont convoqués à des conseils de discipline, lesquels débouchent dans plus de deux tiers des cas sur l’exclusion définitive de l’établissement scolaire. Quelles conséquences ont les exclusions scolaires sur les relations à l’intérieur de la famille ? À partir d’entretiens menés avec des individus exclus de leurs établissements, nous proposons d’éclairer les réactions parentales à ce qui apparaît comme une véritable épreuve pour la solidarité familiale. L’exclusion d’un établissement scolaire expose ainsi une partie des élèves aux effets conjugués de la rupture scolaire et de la rupture familiale.

Apresento, com Antero Afonso, uma reflexão de enquadramento sobre a injustiça educativa e sobre o papel de uma educação misericordiosa, tendo como pano de fundo a dinâmica do Arco Maior, projeto socioeducativo dirigido aos jovens excluídos das escolas, na cidade do Porto.