The literature on national-level work shows that different terms are used across and within countries to refer to out-of-school: not enrolled, drop-out, early school leavers and not in education, employment or training (NEET) are some, but not all, in evidence. In addition, there is ambiguity around the notion of absenteeism. A learner’s transition from being ‘absent from school’ to formally ‘dropping out’ is rarely clearly defined in research or data collection.
Within work linked to Sustainable Development Goal 4, UNESCO has developed the following working definitions for:
- Out-of-school children: ‘Children in the official primary school age range who are not enrolled in either primary or secondary school’.
- Out-of-school adolescents and youth: ‘Those of lower or upper secondary school age who are not enrolled in primary, secondary, post-secondary non-tertiary or tertiary education’ (UNESCO, 2018, p. 356).
Being considered out-of-school is most often linked to a learner’s age in relation to compulsory education, and their access to, enrolment in and participation in some form of educational provision.
The COVID-19 crisis in education will probably reshape the notions of ‘out of school’ and ‘drop out’. School closures, moves towards distance and blended teaching and learning methods and the rise in home schooling have implications for access to education and access to an inclusive education for a growing number of learners.