|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||The impact of primary education on school-to-work transitions for young people in rural Bolivia|
|Citation:||Punch S (2004) The impact of primary education on school-to-work transitions for young people in rural Bolivia, Youth and Society, 36 (2), pp. 163-182.|
|Abstract:||As in many parts of the majority world, primary education in rural Bolivia is constrained by a range of factors: poor teaching quality, lack of resources, limited infrastructure, inadequate teaching materials, and low wages for teachers. Furthermore, high rates of absenteeism, drop-out, repetition, and failure can be exacerbated by children's work responsibilities and harsh weather conditions. This article draws on a case study of a rural community in Bolivia to indicate the ways in which the structural constraints of primary education impact upon young people's school-to-work transitions. Although many children enjoy their experience at school and appreciate the opportunity to gain literacy and numeracy skills, formal education is unlikely to increase their future livelihood options.|
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