詳細検索結果
以下の条件での結果を表示する: 検索条件を変更
クエリ検索: "ENTRY GRADE"
2件中 1-2の結果を表示しています
  • 三輪 千明
    比較教育学研究
    2021年 2021 巻 63 号 90-111
    発行日: 2021年
    公開日: 2023/07/19
    ジャーナル フリー

      The present study examines the relationships between young children’s school readiness and primary school enrollment, grade retention and completion through a panel study in rural Cambodia. School readiness refers to young children’s foundations necessary for their learning in school environments.

      With the backdrop of a recent emphasis on early childhood education in developing countries lies an expectation that improving school readiness during the early years contributes to children’s increased educational attainment in later life. Such policies sound promising, particularly for those developing countries in the last stage of universalizing primary education, in tackling the remaining issues of educationally disadvantaged children in rural and impoverished areas. Yet, the argument rests on weak empirical footings, wherea majority of evidence comes from developed countries and the few longitudinal studies in developing countries have generated mixed results thus far. This study therefore poses the following four questions to accomplish the above research purpose: 1) What is the level of young children’s school readiness in rural Cambodia?; 2) What determines their school readiness?; 3) Are there differences in school readiness between on-time enrolled students at the official school-staring age and those who did not, grade repeaters and non-repeaters during primary school years, and graduates and non-graduates from primary school?; and 4) What are the relationships between school readiness and primary school on-time

    entry
    ,
    grade
    retention and completion after controlling for children’s and their families’ background characteristics?

      A panel of 252 children in two rural districts of Province A in Cambodia was first studied in November 2008 when they were around 5 years old and later tracked through four instances of fieldwork in the years of 2009, 2010, 2017, and 2018. In the sampling of 2008, 25 villages with community preschools were first selected by systematic random sampling, which was followed by the selection of three public kindergartens located in their neighborhood and 20 other villages of similar socio-economic levels without access to any preschool education. All children born in 2003 in these villages and kindergartens participated in the study in principle, and only those who did not change their preschooling status during 2008 and 2009 remained in the sample. School readiness of individual children was measured twice at the ages of 5 and 6 before primary schooling, using the “Cambodian Development Assessment Test” developed by Unicef based on the government’s “Early Learning and Development Standards” for children aged 5. Other data were also collected, such as children’s demographic characteristics, their families’ socio-economic status, along with past schooling records in the follow-up fieldwork. In the sample, 47% had preschool experience at the age of 4, and 75% received preschool education either at a public kindergarten or a community preschool at the age of 5.

      The study’s uniqueness is found not only in its longitudinal design, but also in the accuracy of the sampled children’s chronological age, which often constitutes a serious challenge in education research in rural areas of developing countries where people are not particularly age conscious. In fact, the original sample size as of 2008 was 378; however, 56 children were later confirmed not to be in the targeted age group, reducing the original sample to 322. With the final sample of 252 children for analysis, the retention rate after the ten years of follow-up was 78%. Change of residence accounted for the majority of the sample loss. (View PDF for the rest of the abstract.)

  • Takako Tasaka
    アフリカ教育研究
    2015年 6 巻 165-180
    発行日: 2015/12/28
    公開日: 2021/06/12
    ジャーナル フリー

    Public secondary schools in Kenya are hierarchically structured. Thus, the country’s national, county and district schools (currently sub-county schools) are of high, middle and low status, respectively. This hierarchical structure is grounded in the historical background of the schools’ establishment. Following the introduction of the “Free Day Secondary Education Policy” by the Kenyan Government in 2008, the transition rate from primary to secondary schools improved. However, despite the window of opportunity provided for students from poor families to attain a secondary education, equitable access to good quality, high-status secondary schools is not guaranteed. Differential opportunities have resulted in inequitable access to higher education. This study aimed to assess the post-secondary educational aspirations of students in low-status district secondary schools compared with those of students in relatively higher status county schools. Descriptive survey analysis was performed to examine the characteristics of sampled fourth form students in their last year of secondary education. Ten schools (seven district schools and three county schools) were purposively selected from three counties (Embu, Meru and Kisii), where students’ transition rates from primary to secondary schools were relatively high. This study did not find any difference in the post-secondary educational aspirations of students from district and county schools. These were very high, even among low-status district school students (96.6 %), despite the limited possibilities to pursue higher education. It appears that there is a considerable discrepancy between students’ career goals and what they could actually do after completing secondary education. This study provides an opportunity for re-examining the underlying purpose of secondary education, as well as for assessing whether increased financial support is required for schools to provide a good education beneficial to students.

feedback
Top