By: Percy López Gómez (Professor)
As a teacher in Rural Schools in Bolivia, I have been direct witness to the challenges that students face in remote communities, as well as the testimonies spilled by other people. School dropout is a persistent social problem and especially pronounced in these areas, where economic, cultural and structural factors are intertwined to move children, young people and young ladies away from education.
In this article I share my experience and that of different actors, hoping to contribute to the debate on rural education. Rural schools in Bolivia are usually located in difficult access areas, with precarious infrastructure and limited resources. Students, many of whom walk long distances or work to support their families, face barriers that hinder their school permanence.
Extreme poverty, common in these communities, forces many children to prioritize agricultural or domestic work on education. According to the experience of other actors, the economic factor is one of the main causes of dropout in rural communities. The need to contribute to family income leads numerous students to leave school to work in the field or in informal activities. This is especially common from the age of 13, when young people begin to assume work roles.
Similarly, demotivation and a decontextualized curriculum affect dropout. Designed from an urban perspective, educational contents often do not reflect the cultural reality or the needs of rural communities, which generates disinterest. To this are added cultural and social factors, such as linguistic barriers and the lack of cultural integration in school, which can move students away. In addition, phenomena such as teenage pregnancy or early marriage contribute to dropout, especially among girls.
The strategies that other actors have mentioned to reduce school dropout seek to make education more accessible and relevant. Among them, community involvement and work with parents and local leaders to organize activities such as educational fairs or workshops, promoting a sense of belonging to school. These initiatives have increased assistance by 20% in some communities where they have been applied.
Likewise, dynamic classrooms and active methodologies have been promoted, such as educational games and group dynamics, to maintain students’ interest. In multigrade classrooms, the elderly support minors, strengthening collaboration. They have also worked with local organizations to implement school breakfasts, which not only improve nutrition, but also encourage assistance. Although limited, these initiatives have shown positive results.
School dropout in rural areas is a reflection of structural inequalities that require comprehensive solutions. The greatest satisfaction for a teacher is to see a student persevere despite adversities. However, to reduce dropouts, public policies are needed that improve school infrastructure, guarantee food programs and provide specific teacher training for rural contexts.
Education must be an accessible right to all. In rural areas, this implies adapting the system to local realities, respecting cultural diversity and promoting equity.
