Barriers to Primary Completion and Transition in Northern Nigeria: Evidence from a Non-Formal Schooling Intervention

Autor/in	Bano, Masooda
Titel	Barriers to Primary Completion and Transition in Northern Nigeria: Evidence from a Non-Formal Schooling Intervention
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 1, S.107-122 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1510304
Schlagwörter	Intervention; Elementary Education; Educational Attainment; Informal Education; Religious Education; Elementary School Students; Student Attitudes; Mothers; Parent Child Relationship; Income; School Holding Power; Educational Quality; Correlation; Barriers; Secondary Education; Developmental Tasks; Foreign Countries; Nigeria + Suchen Sie Ihr Suchwort? Elementarunterricht; Bildungsabschluss; Bildungsgut; Informelle Bildung; Nichtformale Bildung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Schülerverhalten; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Einkommen; Quality of education; Bildungsqualität; Korrelation; Sekundarbereich; Entwicklungsaufgabe; Ausland
Abstract	It is often claimed that the one-teacher, one-room, non-formal school model is more effective than the formal school in enrolling hard-to-reach children. This model is, however, not immune to the two-fold challenges of primary completion and transition. This article draws on data from three rounds of surveys with children from "Tsangaya" (traditional Quranic schools) in northern Nigeria who took part in a non-formal school programme. The article records project success in attracting children from "Tsangaya" schools and enabling them to complete the primary cycle. It shows that students' innate abilities and mother's education and income-generation ability seem to have a bearing on retention in primary school, while quality of teaching has an association with primary completion. However, it records major challenges to the transition to secondary school and argues for recognising the distinct challenges to primary completion and to transition from primary to secondary education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01