Fathers’ involvement on children’s school performance among camped-refugees and local majorities’ communities in Tanzania

Ndijuye, Laurent Gabriel; Basil, Pambas Tandika

doi:10.1080/09669760.2022.2041405

Cited by 12 publications

(21 citation statements)

References 25 publications

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“…While access to early childhood education has broadened in the last two decades, the gains have not accounted for the quality of education (Ndijuye & Rao, 2018; Piper et al, 2020). In Tanzania, children from rural areas are generally just going to school, not learning at their grade levels (National Examination Council of Tanzania, 2020; Ndijuye & Tandika, 2022b). According to recent findings of government educational bodies and independent researchers, one to three out of every 10 children living in rural and urban households with low incomes could not read a sentence in Kiswahili (the native language of the Swahili people in Tanzania) even after spending 4 years in schools (Ndijuye & Beatus, 2022).…”

Section: The Gap In Early Reading and Math Attainment In Tanzaniamentioning

confidence: 99%

“…The curriculum currently used in most of Tanzania recognizes the importance of developing early reading and math; these subjects are the most common indicators of learning used by parents and teachers (Ndijuye & Tandika, 2022b). Their importance is reflected in the time dedicated to teaching them, which is comparable to that in more developed systems and, in some cases, exceeds international norms (Bethell, 2016; Ministry of Science, Education, and Technology, 2022).…”

Section: Factors Affecting Early Learning Of Children Of Naturalized ...mentioning

confidence: 99%

“…The effects and resulting implications persist into adulthood in terms of developmental outcomes such as personality and income (García et al, 2021), especially for children from households with low incomes in rural areas (Ndijuye & Tandika, 2022b; Susperreguy et al, 2022). The effects are more severe for children of naturalized citizens from refugee backgrounds who live in rural areas in the sub‐Saharan region which are characterized by acute shortages of educational resources (Ndijuye & Tandika, 2022b). Although evidence from developed countries has consistently emphasized the dominant role of cognitive skills (Jones et al, 2015; Leyva et al, 2019), most recent findings establish that early reading and math skills provide solid foundations for future learning (Leyva et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Early learning attainments of children of naturalized citizens of refugee backgrounds in the sub‐Saharan region: Evidence from Tanzania

Ndijuye

2023

Child Dev Perspectives

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Research has consistently indicated that children of naturalized citizens from refugee backgrounds lag in most indicators of development. The disparities are more nuanced in contexts with limited educational resources, such as the sub‐Saharan region of Africa. However, that is not the case with children of naturalized citizens from refugee backgrounds of Burundian origin living in Tanzania. The early learning attainment of these children is comparable to children from more advantaged urban majority groups. In this article, I discuss the role of the home learning environment and families' socioeconomic status in children's development of early math and reading skills by linking global and local perspectives. Challenges facing children from this group in Tanzania include issues related to curriculum, cultural practices and parental beliefs, mastery of Kiswahili, and the quality of teachers in the early grades. In light of the evidence, I argue for improvements in learning experiences and recommend research to inform policy and improve practice.

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Section: The Gap In Early Reading and Math Attainment In Tanzaniamentioning

confidence: 99%

Section: Factors Affecting Early Learning Of Children Of Naturalized ...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Early learning attainments of children of naturalized citizens of refugee backgrounds in the sub‐Saharan region: Evidence from Tanzania

Ndijuye

2023

Child Dev Perspectives

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“…Over the past 20 years in Tanzania, the mathematics curricula have been revised and modernised as part of broader educational reforms emphasising movement towards competencybased curricular models. In fact, however, early grades mathematics curricular and classroom practices in Tanzania remain largely defined by content and are often delivered by teacher-led pedagogies (Ndijuye & Tandika, 2022).…”

Section: Factors Affecting Naturalised Citizens' Early Mathematics Le...mentioning

confidence: 99%

“…For instance, immigrant Chinese parents in the United States have higher academic expectations of their children to the extent that any score below A+ is mockingly referred to as an Asian F (Ng et al, 2017;Ng & Wei, 2020). Parental beliefs, expectations and involvement have been found to be vital within the context of limited educational resources and large learning disparities across urban-rural, family socioeconomic status and gender divides (Ndijuye & Tandika, 2022) typical of the sub-Saharan region (Bethell, 2016;UIS, 2021).…”

Section: Cultural Issues and Parental Beliefsmentioning

confidence: 99%

Early mathematics learning among naturalised refugee citizens and rural majority and urban majority groups in Tanzania

2022

JALT

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Early mathematics attainment; family socio-economic status; home learning environments; naturalised citizens/refugees; Tanzania.Globally, available empirical evidence has consistently indicated children of immigrants and refugee backgrounds lagging in most of the developmental indicators and early achievements and learning tests. The developmental and learning disparities are more nuanced in the sub-Saharan region which is characterized by reportedly limited educational resources. This article discusses mathematics learning environments during early years education among naturalized citizens/ refugees in Tanzania. Their early mathematics attainments are observed on a benchmark of children from other groups such as urban and rural majorities. The article delineates the role of home learning environments and family socioeconomic status by linking global perspectives and findings from the sub-Saharan region to that from Tanzania. It further discusses the context of early mathematics learning in Tanzania, the existing gap in policy, research, and practice. Challenges facing children of naturalised citizens in learning mathematics within the Tanzanian education system are also discussed. The noted challenges include issues related to curriculum, cultural practices and parental beliefs, mastery of Kiswahili -the official early grades medium of instruction in Tanzania, financing, and quality of early grades mathematics teachers. The article concludes by arguing for improvements in learning experiences of all learners regardless of backgrounds, race, gender, and/or citizenship status. Recommendations for policy, practice, and future research related to children from immigrant and refugee backgrounds are made.

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Why a Re-theorisation of More-than-Parental Involvement in ECEC Is Needed

Sadownik,

Višnjić Jevtić

2023

International Perspectives on Early Childhood Education and Development

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This introductory chapter begins with the critical presentation of the concept of parental involvement (PI) as one implying a “democratic deficit” that builds on educational experts’ protectorate approach towards families. This aspect of PI is traced back to its history, and regardless of its colonial roots, we argue that we should not give up on this sense of PI. Based on a strong political will that can be traced in policy documents in all regions of the world, together with existing research reporting on the importance of acknowledging the democratic and culturally responsive practices of PI, we redefine PI as part of a search for theocratisations of hope, by which we mean the conceptual toolkits that acknowledge parental participation and provide room for more-than-parental involvement and agonism/disagreements. This introduction concludes with an overview of the remaining chapters in the book, as well as some information about the ethical details related to the empirical examples used later in the book.

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Fathers’ involvement on children’s school performance among camped-refugees and local majorities’ communities in Tanzania

Cited by 12 publications

References 25 publications

Early learning attainments of children of naturalized citizens of refugee backgrounds in the sub‐Saharan region: Evidence from Tanzania

Early learning attainments of children of naturalized citizens of refugee backgrounds in the sub‐Saharan region: Evidence from Tanzania

Early mathematics learning among naturalised refugee citizens and rural majority and urban majority groups in Tanzania

Why a Re-theorisation of More-than-Parental Involvement in ECEC Is Needed

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