Are economically disadvantaged children in Tanzania committed to primary schooling?
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Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Korean Educational Development Institute
Abstract
This study attempts to answer two research questions: (1) Are economically disadvantaged children in Tanzania committed to their primary schooling? (2) What are the factors that enhance or limit the commitment to primary schooling among this group? The informants for this study were pupils, dropouts, parents and guardians, and education officers. The study employed a qualitative research methodology, using a multiple case study design that covered three schools in the Chunya district. The findings show that most of the children from economically disadvantaged households in the studied areas were less committed to school and that pupils’ commitment to school was associated with seven key factors: (1) family poverty; (2) parents and community members’ level of education; (3) parents’ attitudes, values and interests regarding their children’s education; (4) family structural constraints; (5) parent monitoring of children; (6) home rules; and (7) parent/child socialization and conversations on educational matters. The paper concludes with a discussion of the practical implications of this study.
Keywords: primary schooling, children’s commitm
Description
This article is available online at:
http://eng.kedi.re.kr/khome/eng/kjep/pubList.do
Keywords
primary schooling, children’s commitment to schooling, economically disadvantaged children, Tanzania, Chunya
Citation
KJEP 10:1 (2013), pp. 63-82