What is access and retention in school means?
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To clarify, access and retention can be analysed by focusing on rates of enrolment at a particular level of education. For example, the primary net enrolment rate is defined as the number of students divided by the number of children or youth of primary school age (Engel & Rose, 2011a and 2011b; Engel et al., 2011; Wils & Ingram, 2011). Alternatively or in combination, one can focus on the number and rate of out of school children and youth (Omoeva et al., 2013; UNESCO/UIS, 2005).
Educational quality has been defined in a variety of ways, focusing either on:
INPUTS
(e.g., financial resources, teachers and other human resources, instructional materials and physical facilities);
PROCESSES
(nature of interaction in educational activities involving students, teachers, administrators, materials and technologies);
CONTENT
(knowledge, skills and attitudes being transmitted through the curriculum);
OUTPUTS
(relatively short-term consequences, such as students’ cognitive achievement, skills and attitudes); and
OUTCOMES
(longer-term consequences, such as school leavers’ employment, earnings, and civic participation) (Adams, 1993; Lockheed & Verspoor, 1990).
The relationship between access/retention and quality in education is also complex. For instance, increasing enrolment without a commensurate increase in educational inputs (e.g., classrooms, teachers) may lower the quality of education, whether defined in terms of processes, outputs, or outcomes (World Bank/IEG, 2006).
Additionally, improving educational quality – however defined – may increase enrolment, by encouraging families to send their children/youth to school and encouraging children/youth to remain in school (UNESCO, 2005).
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Educational quality has been defined in a variety of ways, focusing either on:
INPUTS
(e.g., financial resources, teachers and other human resources, instructional materials and physical facilities);
PROCESSES
(nature of interaction in educational activities involving students, teachers, administrators, materials and technologies);
CONTENT
(knowledge, skills and attitudes being transmitted through the curriculum);
OUTPUTS
(relatively short-term consequences, such as students’ cognitive achievement, skills and attitudes); and
OUTCOMES
(longer-term consequences, such as school leavers’ employment, earnings, and civic participation) (Adams, 1993; Lockheed & Verspoor, 1990).
The relationship between access/retention and quality in education is also complex. For instance, increasing enrolment without a commensurate increase in educational inputs (e.g., classrooms, teachers) may lower the quality of education, whether defined in terms of processes, outputs, or outcomes (World Bank/IEG, 2006).
Additionally, improving educational quality – however defined – may increase enrolment, by encouraging families to send their children/youth to school and encouraging children/youth to remain in school (UNESCO, 2005).
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