Contribution of Complementary Elementary Education towards Transition of Nomadic Pupils from Non-Formal to Middle School Education in Habero Sub-Zone, Eritrea
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Date
2015
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Journal of Education and Practice
Abstract
Background: Education in Eritrea is a fundamental right of every person. Therefore, ensuring equal and equitable educational
opportunities for every citizen is essential for upward mobility. However, enrolment in areas inhabited by the nomadic groups is far
less from the national average. To boost enrolment among the nomads and to meet the Millennium Development Goals (MDGs) the
government of Eritrea along with donor partners in 2007 introduced non-formal Complementary Elementary Education (CEE)
targeted at out-of-school children aged 9-14 years. Nevertheless, no study was conducted since the program has started whether the
children are mainstreamed to formal middle school primary education. Objective: The study was aimed to assess the enrollment and
transition rate of CEE, examine challenges of transition and to identify possible alternatives to facilitate transition of pupils to formal
middle school education in Habero Sub-Zone. Materials and methods: Mixed method design along with the use of both qualitative
and quantitative approaches was employed. Semi-structured questionnaire was used to collect information on socio-demographic
characteristics of pupils and CEE teachers, challenges and alternatives of transition to middle school. Moreover, key informant
interview was carried out from the middle school director and sub-zone education officer. The sample size included were 150 pupils,
18 teachers, 1 middle school director and 1 sub-zone education officer. The data was analyzed using frequencies and percentages.
Qualitative data were transcribed and coded and then analyzed thematically. Results: The study findings indicate that the transition
rate of pupils from the CEE centers to formal middle school education was high (83%). However, the enrollment of pupils transited
from CEE centers in the available middle schools of the sub-zone was low (35%). Conclusion: The low enrollment in middle school
was contributed by distance of middle school, early marriage and economic status of the community. Finally, based on these
findings, it is recommended that CEE centers at the very distance should develop to formal middle school. Establishment of at least
one boarding school in Habero sub-zone to accommodate the most disadvantaged nomadic children would ease economic burden of
the pupils. Furtherer, government authorities, national unions and religious bodies should play important role in sensitizing the
community about benefits of education
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Tekle, T., Njihia, M., Ogeta, N., & Habtu, M. (2015). Contribution of Complementary Elementary Education towards Transition of Nomadic Pupils from Non-Formal to Middle School Education in Habero Sub-Zone, Eritrea. Journal of Education and Practice, 6(24), 71-79.