Bariery społeczno-kulturowe w dostępie do edukacji dzieci w Afryce Subsaharyjskiej
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Date
2015
Authors
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Journal Title
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Publisher
Wydawnictwo Naukowe UAM
Title alternative
Socio-cultural Barriers in Children’s Access to Education in Sub-Saharan Africa
Abstract
Sub-Saharan Africa is a region with the highest illiteracy and the lowest percentage of children attending primary schools. According to UNESCO in 2011, 41% of adults (over the age of 15) were illiterate. 30% of the illiterate adult population were aged between 16 and 24. Primary schools are
attended by only 77% of children. As a result, Black Africa is home to more than half of the children of the world who do not access primary level education. There are many reasons that cause this situation. Apart from the insufficient number of schools, Sub-Saharan Africa is one of the poorest
regions in the world, which means that children are forced to work, with an estimated one in three children starting work between the ages 5-14. However, it is Cultural Barriers that are the biggest
obstacle preventing access to education in Africa. There are vast cultural differences between traditional Sub-Saharan African communities and West European civilisation. School education in Africa is not, as in Europe, the continuity of the values of family upbringing. In fact, school introduces
children to an unfamiliar world and values, often contradictory to their previously held family values.
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Keywords
education system, access to education, child labour, poverty, culture
Citation
Studia Edukacyjne, 2015, nr 35, s.235-249.
ISBN
978-83-232-2904-9