A Dilemma of Primary Schools' Transition: A Stance from Classroom Teachers in Assaba-County, Mauritania

Autor/inn/en	Abdellahi, Mohamed Leghdaf; Stonier, Francis
Titel	A Dilemma of Primary Schools' Transition: A Stance from Classroom Teachers in Assaba-County, Mauritania
Quelle	In: International Journal of Curriculum and Instruction, 13 (2021) 3, S.2902-2922 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Foreign Countries; Elementary Schools; Teacher Attitudes; Secondary Schools; Learning Processes; Proximity; Gender Differences; Preferences; Low Income; Enrollment Rate; Barriers; Mauritania + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Sekundarschule; Learning process; Lernprozess; Lebensnähe; Geschlechterkonflikt; Niedriglohn; Mauretanien
Abstract	This study aimed to explore factors influencing students' transition from primary to secondary schools, the discrepancy of primary and secondary enrollments. The study used cluster sampling for identifying schools from the district of Assaba. The study aimed to explore the issue from teachers' perspectives. Classical Liberal Theory was adopted as a framework to guide this study. The theory argues that all individuals have the right to access education without any disparity. So, education systems are found to develop human capabilities and enable individuals to further their inherent skills. A qualitative approach was used as a study methodology, using a narrative inquiry approach to explore participants' perceptions about factors influencing the transition from primary to secondary. Interviews were the instrument used to collect data from 12 participants selected randomly from 3 schools. The study found that discontinuity of learning, home distance from schools, gender preference in education, and low income impact the transition from primary to secondary levels. The study recommends that school principals enhance counseling guidelines in schools for students, engaging parents' participation in the education process. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org/index.php/IJCI/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01