Contribution of Complementary Elementary Education towards Transition of Nomadic Pupils from Non-Formal to Middle School Education in Habero Sub-Zone, Eritrea

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Autor/inn/en	Tekle, Tesfu; Njihia, Mukirae; Ogeta, Norbert; Habtu, Michael
Titel	Contribution of Complementary Elementary Education towards Transition of Nomadic Pupils from Non-Formal to Middle School Education in Habero Sub-Zone, Eritrea
Quelle	In: Journal of Education and Practice, 6 (2015) 24, S.71-79 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Elementary Education; Middle Schools; Access to Education; Migrant Education; Mixed Methods Research; Questionnaires; Student Characteristics; Teacher Characteristics; Transitional Programs; Coding; Enrollment Trends; Proximity; Social Influences; Marriage; Socioeconomic Influences; Early Adolescents; Preadolescents; Surveys; Siblings; Student Attitudes; Parent Attitudes; Parent Role; Gender Differences; Barriers; Semi Structured Interviews; Eritrea + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Middle school; Mittelschule; Mittelstufenschule; Education; Access; Bildung; Zugang; Bildungszugang; Fragebogen; Codierung; Programmierung; Lebensnähe; Sozialer Einfluss; Ehe; Sozioökonomischer Faktor; Pre-adolescence; Präadoleszenz; Survey; Umfrage; Befragung; Sibling; Geschwister; Schülerverhalten; Elternverhalten; Parental role; Elternrolle; Geschlechterkonflikt
Abstract	Background: Education in Eritrea is a fundamental right of every person. Therefore, ensuring equal and equitable educational opportunities for every citizen is essential for upward mobility. However, enrolment in areas inhabited by the nomadic groups is far less from the national average. To boost enrolment among the nomads and to meet the Millennium Development Goals (MDGs) the government of Eritrea along with donor partners in 2007 introduced non-formal Complementary Elementary Education (CEE) targeted at out-of-school children aged 9-14 years. Nevertheless, no study was conducted since the program has started whether the children are mainstreamed to formal middle school primary education. Objective: The study was aimed to assess the enrollment and transition rate of CEE, examine challenges of transition and to identify possible alternatives to facilitate transition of pupils to formal middle school education in Habero Sub-Zone. Materials and methods: Mixed method design along with the use of both qualitative and quantitative approaches was employed. Semi-structured questionnaire was used to collect information on socio-demographic characteristics of pupils and CEE teachers, challenges and alternatives of transition to middle school. Moreover, key informant interview was carried out from the middle school director and sub-zone education officer. The sample size included were 150 pupils, 18 teachers, 1 middle school director and 1 sub-zone education officer. The data was analyzed using frequencies and percentages. Qualitative data were transcribed and coded and then analyzed thematically. Results: The study findings indicate that the transition rate of pupils from the CEE centers to formal middle school education was high (83%). However, the enrollment of pupils transited from CEE centers in the available middle schools of the sub-zone was low (35%). Conclusion: The low enrollment in middle school was contributed by distance of middle school, early marriage and economic status of the community. Finally, based on these findings, it is recommended that CEE centers at the very distance should develop to formal middle school. Establishment of at least one boarding school in Habero sub-zone to accommodate the most disadvantaged nomadic children would ease economic burden of the pupils. Further, government authorities, national unions and religious bodies should play important role in sensitizing the community about benefits of education. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01