Passage $4$: Second$-$chance programs

The demand for second$-$chance programs is high and the evidence is promising, but keeping youth engaged in further education and training requires an integrated policy approach. In Sub$-$Saharan Africa, there is a demand for programs to reengage early school leavers, especially in low$-$income or conflict regions. But in practice, programs tend to be small, and few operate within a policy framework that integrates them into the formal education and training systems. For low$-$income students, who usually make up a disproportionate number of early school leavers around the world, second$-$chance programs like the Open Basic Programme in India can provide important pathways to educational opportunities. In India, Indonesia, the Philippines, and Thailand, equivalency programs for early school leavers improve students' self$-$development, especially when programs are aligned with the formal education system. Similarly, second$-$chance programs in Latin America and the Caribbean yield better results when they take into account the multidimensional needs of young people, connect students to pathways for further education and training opportunities, and provide support to help participants return to productive adulthood.

VR$\_$P$4\_$Q$1$: Youth who have dropped out of school can benefit from second$-$chance programs.

True

False

Cannot Say

VR$\_$P$4\_$Q$2$: Second$-$chance programs support girls who have dropped out of school due to teenage pregnancy.

True

False

Cannot Say

VR$\_$P$4\_$Q$3$: Poorer children are more likely to drop out of school.

True

False

Cannot Say