The Effectiveness of School Rules and Sanctions in Managing Pupils’ Schooling among Tanzanian’s Economically Disadvantaged Pupils
| dc.contributor.author | Komba, Aneth Anselmo | |
| dc.date.accessioned | 2016-02-10T18:49:01Z | |
| dc.date.available | 2016-02-10T18:49:01Z | |
| dc.date.issued | 2012 | |
| dc.description.abstract | This paper presents the qualitative findings of a study which examines the effectiveness of school rules and their associated sanctions in guaranteeing pupils’ regular school attendance and completion among economically disadvantaged pupils. The paper attempts to provide answers to three research question: (1) what are the school rules and sanctions which are used to encourage pupils’ regular school attendance and completion? (2) Are these rules and sanctions effective in ensuring that pupils from economically disadvantaged households attend school regularly and complete their primary schooling? (3) What should be done to improve school attendance and completion of the pupils from economically disadvantaged households? Data were collected using interviews, a literature review, and children’s stories and activities. The findings suggest that, in the studied schools, the rules require the pupils to: attend school regularly, attend all classes, remain on the school premises until the end of the school day, and miss school only after permission has been requested from the school by their parent/guardians. It has been noted that pupils who attended school irregularly were punished by being whipped, instructed to cut grass, dig pit latrine holes, water gardens and uproot tree stumps, and by being chased from classroom. Furthermore, some of their parents were fined in cash and kind, while others were taken to village executive secretaries, police stations and courts. The study produced two key findings: firstly, to a certain extent, the school rules and sanctions were very helpful and the children were enrolled, attended and completed school because of fear of the rules and their associated sanctions. Secondly, despite the rules and punishments, a number of pupils continued to play truant and others dropped out of school, suggesting that the effectiveness of the rules and sanctions is questionable. This study proposes that attendance rules should be jointly developed by the parents and teachers. Instead of being punished, truants and their parents should be educated on the importance of schooling compared to the presumed benefits of engaging in income-generating activities. The parents should also be encouraged to instil in their children a sense of education commitment and positive value towards education. | en_US |
| dc.identifier.citation | Journal of Adult Education, No 19, pp.61- 75, 2012 | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/346 | |
| dc.language.iso | en | en_US |
| dc.publisher | Institute of Adult Education Tanzania | en_US |
| dc.relation.ispartofseries | No 19, pp.61- 75, 2012; | |
| dc.subject | School rules, school sanctions, pupils’ schooling, economically disadvantaged pupils, Tanzania. | en_US |
| dc.title | The Effectiveness of School Rules and Sanctions in Managing Pupils’ Schooling among Tanzanian’s Economically Disadvantaged Pupils | en_US |
| dc.type | Journal Article, Peer Reviewed | en_US |