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Successful transition to secondary school in Tanzania: What are the barriers?

Joyce-Gibbons, A.; Galloway, D.; Mollel, A.; Mgoma, S.; Pima, M.; Deogratias, E.

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Authors

A. Joyce-Gibbons

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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Copyright Statement
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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