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MARC 21

Koranic education centres : a viable educational alternative for the disadvantaged learner in Sahel Africa?.
Tag	Description
001	$ 75879
013	$aUPS BIBL CENTR SL-II-633
100	$aBAH-LALYA, I.
245	$aKoranic education centres :$ba viable educational alternative for the disadvantaged learner in Sahel Africa?.$hParte componente di periodico
300	$app. 465-479
500	$aEstratto da: International Review of Education 2015, 61, 4
520	$aWithin the international momentum for achieving Education for All (EFA) and the Millennium Development Goals (MDGs), many African countries have made considerable progress during the last decade in terms of access to basic education. However, a significant number of children enrolled in the early grades of primary schools either repeat classes or drop out and never graduate. Moreover, there are currently about 30 million school-age children in sub-Saharan Africa who have never attended any form of schooling. In view of this situation, sub-Saharan African countries have been looking for alternative options to educate those who have not been accounted for in the formal school system. This note considers informal Koranic Education Centres (KECs) which are trying to fill the gap of schooling in the Sahel-Saharan strip. The author looks at the challenges this form of schooling faces and at how to meet them efficiently. He sounds out the possibility of using KECs to cater for those who have been left aside by formal schooling. Based on existing studies, data compiled by educational systems and a study conducted by the Working Group on Non-Formal Education (WGNFE) of the Association for the Development of Education in Africa (ADEA) in four West African countries (Burkina Faso, Mali, Mauritania and Senegal) in 2013, the author of this research note came to the conclusion that a holistic approach, where the two systems (the Koranic and the formal) collaborate and support one another, could effectively contribute to alleviating the dropout predicament and to reducing the number of unschooled children. It could offer a second-chance opportunity to dropout and unschooled children in the Sahel and Saharan zone. However, before this can become a viable alternative, a number of major challenges need to be addressed. Through its WGNFE, ADEA intends to further investigate the holistic approach of combining formal ‘‘modern’’ and informal ‘‘Koranic’’ schooling to come up with tangible recommendations.
653	$aRICERCA.
655	$aEDUCAZIONE.
655	$aSVILUPPO.
655	$aAFRICA.
655	$aISTRUZIONE.
655	$aADOLESCENTI.
655	$aSCUOLA.
655	$aDISAGIO.
658	$aPedagogico.
740	$aInternational Review of Education 2015, 61, 4
856	$uhttp://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110069467&lang=it&site=ehost-live