A. Joyce-Gibbons
Successful transition to secondary school in Tanzania: What are the barriers?
Joyce-Gibbons, A.; Galloway, D.; Mollel, A.; Mgoma, S.; Pima, M.; Deogratias, E.
Authors
D. Galloway
A. Mollel
S. Mgoma
M. Pima
E. Deogratias
Abstract
Transition to secondary school is a problem internationally. Tanzanian students face an additional challenge as the medium of instruction changes from Kiswahili to English. An 18-item questionnaire (N = 383) and focus groups (primary standard 7, secondary forms 1 and 3, and primary and secondary teachers) were used in this study. Most students started secondary school with high expectations. These were qualified by experiences of bullying and punishment. Teachers recognised students losing hope as an explanation for truancy. However, they lacked both the training to teach English and knowledge of alternatives to punishment. Peer mentoring potentially addresses these challenges during transition.
Citation
Joyce-Gibbons, A., Galloway, D., Mollel, A., Mgoma, S., Pima, M., & Deogratias, E. (2018). Successful transition to secondary school in Tanzania: What are the barriers?. Journal of International Development, 30(7), 1142-1165. https://doi.org/10.1002/jid.3304
Journal Article Type | Article |
---|---|
Acceptance Date | Jun 7, 2017 |
Online Publication Date | Aug 31, 2017 |
Publication Date | Oct 1, 2018 |
Deposit Date | Sep 19, 2017 |
Publicly Available Date | Mar 28, 2024 |
Journal | Journal of International Development |
Print ISSN | 0954-1748 |
Electronic ISSN | 1099-1328 |
Publisher | Wiley |
Peer Reviewed | Peer Reviewed |
Volume | 30 |
Issue | 7 |
Pages | 1142-1165 |
DOI | https://doi.org/10.1002/jid.3304 |
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Advance online version © 2017 The Authors Journal of International Development Published by John Wiley & Sons Ltd This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
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