Variations in Reading Achievement across 14 Southern African School Systems: Which Factors Matter?

Autor/inn/en	Hungi, Njora; Thuku, Florence W.
Titel	Variations in Reading Achievement across 14 Southern African School Systems: Which Factors Matter?
Quelle	In: International Review of Education, 56 (2010) 1, S.63-101 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-009-9148-x
Schlagwörter	Grade Repetition; Language of Instruction; Reading Achievement; Academic Achievement; Educational Quality; Foreign Countries; Grade 6; Socioeconomic Background; School Districts; Elementary Education; Native Language Instruction; Africa + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Teaching language; Unterrichtssprache; Leseleistung; Schulleistung; Quality of education; Bildungsqualität; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Sozioökonomische Lage; School district; Schulbezirk; Elementarunterricht; Native language education; Muttersprachlicher Unterricht; Afrika
Abstract	In this study the authors employed a multilevel analysis procedure in order to examine the pupil and school levels factors that contributed to variation in reading achievement among Grade 6 primary school pupils in 14 southern African school systems (Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zambia, and Zanzibar). The data for this study were collected in 2002 as part of a major project known as the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) that sought to examine the quality of education offered in primary schools in these countries. The most important factors affecting variation in pupil achievement across most of these school systems were grade repetition, pupil socioeconomic background, speaking the language of instruction at home, and Pupil age. South Africa, Uganda and Namibia were among the school systems with the largest between-school variation while Seychelles and Mauritius had the largest within-school variation. Low social equity in reading achievement was evident in Mauritius, Seychelles and Tanzania. Policy implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10