Improving Educational Access of Vulnerable Children in High HIV Prevalence Communities of Malawi: The Potential of Open and Flexible Learning Strategies

Autor/in	Jere, Catherine M.
Titel	Improving Educational Access of Vulnerable Children in High HIV Prevalence Communities of Malawi: The Potential of Open and Flexible Learning Strategies
Quelle	In: International Journal of Educational Development, 32 (2012) 6, S.756-763 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2011.09.004
Schlagwörter	Acquired Immunodeficiency Syndrome (AIDS); Learning Strategies; Foreign Countries; Access to Education; At Risk Students; Disadvantaged; Learning Experience; School Holding Power; Academic Persistence; Change Strategies; Educational Change; Educational Improvement; Improvement Programs; Educational Policy; Educational Development; Disease Incidence; Malawi + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Lernerfahrung; Lösungsstrategie; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Politics of education; Bildungspolitik; Bildungsentwicklung
Abstract	Many children in Malawi have poor access to learning and are at risk of exclusion and early dropout. In the context of HIV/AIDS, formal schools need to become more flexible and responsive to children's lives. Introducing an educational model that integrates open and flexible learning strategies with conventional schooling, this paper highlights the potential of such an approach to enhance learning experiences, bring psychosocial benefits and improve retention of vulnerable pupils in high HIV prevalence communities in rural Malawi. This paper also argues that effective innovation requires strategies to create an enabling environment and promote an inclusive philosophy within schools. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10