Factors Affecting the Primary School Participation of Pastoralists: A Case Study from Ethiopia
The study investigated the status of primary school participation of pastoralist children. It was conducted in Bench Maji zone of the S/N/N/P/R/G in Ethiopia. The main focus of the study was to identify the major constraints that hinders the participation of pastoral Suri children. To this end, case study method was employed. Data were gathered from 20 teachers, 16 PTA’s, 20 community elders, 5 educational experts, and 2 administrators through in-depth interview and focus group discussion. Community elders, educational experts and administrators were selected by purposive method. Teachers and Parent Teacher Association [PTA] were selected by availability sampling. The data from documentary analysis indicated that the status of pastoral Suri children participation in the primary school is extremely low. Based on findings, school related constraints, socio-economic constraints and Socio – cultural constraints were found to be the major barriers to the educational participation of pastoral Suri children. Hence, it is concluded that the participation of pastoral Suri children in the primary schools was a function of school related constraints, socio – economic and socio – cultural constraints. Depending on the result of the findings, formulation of policy and strategy to pastoral Suri children was recommended. DOI: 10.5901/mjss.2014.v5n23p1386
Intention of Pastoralist Students’ to Attend University in Borana zone, Ethiopia
Received: July 15, 2019 Accepted: August 13, 2019 Published: September 30, 2019 Volume: 1 Issue: 5 The purpose of the study was to assess pastoralist students’ intentions to attend university in the Borana zone of Ethiopia. A descriptive survey research design was employed where quantitative and qualitative approaches were used to collect and analyze data. Data were collected from 512 grade 12 students, seven principals and seven districts (Woredas) educational heads. The study used both descriptive statistics and inferential statistics (Pearson correlation and logistic regression). The study revealed that few female students enroll in high schools which in-turn affects the number that enroll in university education as compared to male students. Students lack access to adequate toilets and water while libraries lack books and reference materials. Besides, in most of the school laboratories we not equipped or they had been converted in dormitories. The study also found that sex, life skills gap, and occupation of household head predict decision to attend the university while the drop-out is high for those who join. In conclusion, there is need to encourage female education in pastoralist areas. The government and non-profit organizations working with pastoral communities should provide training on life skills that ensure smooth transition to university or college life. KEYWORDS
The Literacy Hour
In this paper, we evaluate the effect of the literacy hour in English primary schools on pupil attainment. The National Literacy Project (NLP) was undertaken in about 400 English primary schools in 1997 and 1998. We compare the reading and overall English attainment of children in NLP schools as compared to a set of control schools at the end of primary school education (age 11). We also compare the overall English performance of these children when they have reached the end of their compulsory education (age 16). We find a larger increase in attainment in reading and English for pupils in NLP schools as compared to pupils not exposed to the literacy hour between 1996 and 1998. We also find modest, but positive effects from exposure to the literacy hour that persist to age 16, as GCSE English performance is seen to be higher for children affected by the NLP introduction. Since there are gender gaps in English performance (in favour of girls), we consider whether the literacy hour has had a differential impact by gender. We find some evidence that at age 11, boys received a greater benefit than girls. Finally, we show the policy to be cost effective. These findings are of strong significance when placed into the wider education debate about what works best in schools for improving pupil performance. The evidence reported here suggests that public policy aimed at changing the content and structure of teaching can significantly raise pupil attainment.