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ERIC Number: EJ1236634
Record Type: Journal
Publication Date: 2020
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-7925
EISSN: N/A
Barriers to Primary Completion and Transition in Northern Nigeria: Evidence from a Non-Formal Schooling Intervention
Bano, Masooda
Compare: A Journal of Comparative and International Education, v50 n1 p107-122 2020
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria
Grant or Contract Numbers: N/A