The effects of schooling, family and poverty on children’s attainment, potential and confidence—Evidence from Kinondoni, Dar es Salaam, Tanzania

Humble, Steve; Dixon, Pauline

doi:10.1016/j.ijer.2017.03.001

Cited by 23 publications

(21 citation statements)

References 31 publications

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“…Over the years, poverty and malnutrition have been implicated to have a far-reaching consequence on the academic performance of school children globally (Humble & Dixon, 2017;Sawaya, 2006). Though Nigeria as a country is blessed immensely with extraordinary economic resources such as oil, cocoa, rubber and plantations, however, the country is not spared from the global trends of poverty as accessibility to quality education is a big challenge for the majority of the poor masses in the country (Ismail, 2010).…”

Section: Introductionmentioning

confidence: 99%

Possible impact of COVID-19 on senior secondary school students performance in science education in Nigeria

Oyinloye

2020

JPSP

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The recent outbreak of Coronavirus (COVID-19) pandemic has led to the total lockdown of major cities globally which resulted in the early closure of schools in the cities affected, Nigeria inclusive. It is hypothesized that COVID-19 may have a negative outcome on the performance of senior secondary school students in class 3 (SS3) who are yet to write their 2020 external examination (West Africa Senior Secondary Certificate Examination as well as National Examination Council) especially in the science subjects namely Biology, Physics and Chemistry. This study collected data from three teachers who are science experts and head of their respective departments in three government secondary schools in Ado-Ekiti local government area of Ekiti State, Nigeria. A semi-structured interview was used to collect data from the teachers through phone calls and WhatsApp chats. This qualitative study employed a case study research approach. Findings from this study revealed that there is the possibility of a further drop in the pass rate (%) of senior secondary school students' in this year's external examinations if this pandemic is not contained soon knowing fully well that the school academic calendar has already been disrupted due to early closure of schools in Nigeria. As part of COVID-19 relief package, recommendations are made to the Federal government of Nigeria and policymakers to distribute iPads and electronic tablets preloaded with e-textbooks in these subject areas to SS3 students and their teachers to facilitate online learning as this will enhance their performance in Science subjects in this year's national examination.

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Section: Introductionmentioning

confidence: 99%

Possible impact of COVID-19 on senior secondary school students performance in science education in Nigeria

Oyinloye

2020

JPSP

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“…Other studies, however, find negative (Humble and Dixon, 2017) or no significant association between teaching experience and learners outcomes (Nye et al, 2004;Rivkin et al, 2005), while some suggest a non-linear relationship between teacher experience and student attainment whereby teacher experience is important only up to a point and plateaus (Staiger and Rockoff, 2010;Toropova et al, 2019). For example, Toropova et al (2019) found that teaching experience was positively associated with student attainment from the early years of teaching until the nineteenth year of experience and thereafter there is no change.…”

Section: Teacher Academic Qualification Professional Background Andmentioning

confidence: 99%

“…This suggests that having a teaching certificate is necessary for improved student attainment. However, other studies have found inconsistent associations between teacher qualification and different forms of student attainment (Humble and Dixon, 2017). One argument is that having a teaching certificate is a necessary but not a sufficient condition for effective teaching (Cochran-Smith et al, 2012).…”

Section: Teacher Academic Qualification Professional Background Andmentioning

confidence: 99%

Teacher Characteristics and Children’s Educational Attainment in Ghana: Do Some Teacher Characteristics Matter More for Children Attending Disadvantaged Schools?

et al. 2020

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This study examined the association between teacher characteristics and primary school children's educational attainment. Additionally, it explored whether certain teacher characteristics are more important for children attending disadvantaged schools. Multilevel analyses of linked administrative data on teacher characteristics and attainment indicate socioeconomic differences in children's educational outcomes. Teacher certification and experience were associated with children's attainment in both Mathematics and English language. Findings exploring the differential effect of teacher characteristics show that teacher certification and experience were more important for the attainment of children attending rural and public schools. The results have significant implications for teacher professional development and deployment policies to improve attainment for all learners.

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“…This is because as established in literature, fairness-by-merit is as complicated as fairness-bypositive-discrimination since there is really no such thing as a neutral ground for building talents. Academic talents are necessarily shaped and developed through the availability of quality educational resources and support (Humble and Dixon, 2017) which are mostly accessible to the more privileged in society. Hence, while policy trajectories for widening higher education participation are being considered, the extent to which the meritocracy principle might negate positive outcomes for target groups should also be crucially foreshadowed.…”

Section: Conclusion and Prospectsmentioning

confidence: 99%

University access and 'comparative disadvantage' in Nigeria: a reflection on the criticality of equity for sustainable development

Agbaire

2018

IJHES

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Notwithstanding the revamped attention to equity in higher education the world over, it is pertinent to realistically address several foundational issues if equitable access to higher education for sustainable development is indeed envisaged. What is the understanding of 'equal' in the context of everyday African society and how has this affected inclusion policy implementation? What roles have existing higher education access practices played in achieving inclusion? Could policy definitions of 'disadvantage,' 'under-representation' and 'vulnerability' have been misplaced, flawed, or outdated? What should new equity reforms be targeted at, or more problematic, how should they be targeted? These profound questions provoke the thinking in this paper using the lingering crisis of university admission in Nigeria as a case study within the context of the United Nations Sustainable Development Goals (SDGs). The paper critically reflects on the country's 'merit-driven' application system and ambiguous quota admissions policy to illustrate the possibility of persistent exclusion and heightened inequality should the status quo remain. It ultimately calls for the need to contextually rethink equity policies and practices towards the achievement of the SDGs.

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The effects of schooling, family and poverty on children’s attainment, potential and confidence—Evidence from Kinondoni, Dar es Salaam, Tanzania

Cited by 23 publications

References 31 publications

Possible impact of COVID-19 on senior secondary school students performance in science education in Nigeria

Possible impact of COVID-19 on senior secondary school students performance in science education in Nigeria

Teacher Characteristics and Children’s Educational Attainment in Ghana: Do Some Teacher Characteristics Matter More for Children Attending Disadvantaged Schools?

University access and 'comparative disadvantage' in Nigeria: a reflection on the criticality of equity for sustainable development

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