Student transition from primary to lower secondary school in Cambodia: Narrative insights into complex systems

Edwards, D. Brent; Zimmermann, Thomas; Sitha, Chhinh; Williams, James H.; Kitamura, Yoshihisa

doi:10.1007/s11125-014-9318-x

Cited by 15 publications

(10 citation statements)

References 10 publications

(20 reference statements)

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“…This tends to negatively affect the learning experiences and performance of students, and consequently increases the dropout risk (No et al., ) (Cambodia). Evidence from Pakistan, Kenya, Turkey and Cambodia also suggests that school work assistance to students tends to enhance their performance (Ud Din et al., ; Abuya et al., ; Cemalcilar & Goken, ; Edwards et al., ;). Students who receive feedback on school work from their teachers performed well and stayed in school.…”

Section: Discussionmentioning

confidence: 99%

“…Students may feel bored because of lack of recreational, sports and leisure activities for their prosocial development. Other school provisions such as inadequate and low-quality facilities, less qualified teachers and unavailability of teachers deter students from staying in school (Zhao & Glewwe, 2010;Chung & Mason, 2012;Abhisek & Soumendu, 2014;Cemalcilar & Goken, 2014;Edwards et al, 2014;Huisman & Smits, 2015) (China, China, India, Turkey, Cambodia, 30 developing countries). In Cambodia, No et al (2012) showed that trained teachers improve their students' experience and performances as a result of the better and effective methods of teaching that they use.…”

Section: Culturementioning

confidence: 99%

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A systematic review of the literature on the causes of early school leaving in Africa and Asia

Momo

Cabus

Witte

et al. 2018

Review of Education

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This paper systematically reviews the literature on the causes of leaving school early in Africa and Asia. Despite the improvement in primary school enrolment in the developing countries by 2015, the persistence of school dropout, however, renders this improvement almost insignificant. This leads to the necessity of observing the prolonged determinants of dropping out from school amid the current global development efforts to improve educational attainment in these countries. For this purpose, we review 43 articles in this study. These articles are peer‐reviewed publications on the causes of early school leaving or school dropout in Africa and Asia, from the year 2001 to present (2018). A great number of causes are found to be linked to the reason for leaving school early. However, the most common causes for early school leaving include lack of income, parents’ education and employment status, living in a single‐parent household, being a illegitimate child, age, region of residence and school performance. Specifically, for Asia, immigration and ethnicity are important factors. This paper recommends that policies to prevent early school leaving require multi‐perspective targeting, involving individual, school, community and family. For instance, attention needs to be drawn to the effective trickling down of necessary school provisions and other contemporary societal provisions to all communities. There is also need for improved individual and family awareness on the positive impact of education as well as the dangers of certain cultural beliefs.

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Section: Discussionmentioning

confidence: 99%

Section: Culturementioning

confidence: 99%

A systematic review of the literature on the causes of early school leaving in Africa and Asia

Momo

Cabus

Witte

et al. 2018

Review of Education

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“…Algunas de las indagaciones van más allá de lo académico y lo escolar, pues, centran el interés de su estudio en la percepción del estudiante como individuo, en términos de motivación y autoestima. También consideran los aspectos familiares como la situación económica, social y cultural de los padres, sin perder de vista que el contexto educativo debe conllevar el desarrollo de una transición benéfica en lo individual y en lo grupal (Castro et al, 2011(Castro et al, , 2012Coelho et al, 2017;Edwards et al, 2014;Folgar, 2013) La transición de básica primaria a secundaria es una de las trayectorias de gran complejidad dentro del sistema educativo, familiar y personal (Ames & Rojas, 2011;González-Rodríguez et al, 2019;Monarca et al, 2013). De acuerdo con los estudios de Martínez y Pinya (2015), Monarca (2013), Fabuela (2015, García et al (2019), y, Arbeláez (2016, se identifican diversos enfoques y perspectivas relacionados con el proceso de transición escolar de primaria a secundaria en aspectos de organización, planificación de centros educativos, estrategias de docentes, percepción de niños y jóvenes, puntos de vista de padres y tipos de acompañamiento en los contextos educativos urbanos y rurales.…”

Section: Introductionunclassified

La transición escolar de primaria rural a secundaria urbana: una aproximación teórica

Balaguera¹,

Estupiñán²

2020

rev.educien

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El artículo pretende realizar una aproximación teórica al estado del arte en torno al concepto, tipos y procesos de transición escolar en contextos urbanos y rurales en el mundo. En este sentido, la revisión documental se fundamentó en la indagación, clasificación, procesamiento y análisis de 54 artículos de revistas especializadas en educación y piscología, en el ámbito nacional e internacional, en un período de tiempo comprendido entre 2002 y 2020. Además, se incluyeron reflexiones y hallazgos de un libro y seis estudios de tesis (dos monografías de pregrado, tres de maestría y una de doctorado).Se destaca que la mayoría de los aportes encontrados se refieren a la problemática de la transición educativa en contextos urbanos, mientras que, se encuentra un número bajo de estudios que aborden las tensiones presentes en el ámbito rural, esta tendencia sucede tanto a nivel nacional como internacional. Así mismo, las investigaciones abordan el tránsito escolar desde perspectivas escolares y no escolares, tales como, rendimiento académico, deserción, convivencia escolar, comportamiento, autoestima y relaciones de los estudiantes con compañeros, padres y profesores.

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“…Schools and education systems are complex, as they involve many interconnected elements, including, but not limited to, principals, teachers, families, communities, and infrastructure, that are organized to achieve multiple goals [ 9 ]. Research has used complex systems science in the context of the education system to explore various topics, including the social determinants of health [ 10 ] and achievement gaps [ 11 , 12 ]. Studies have also used complex systems science to explore food systems, with the majority of research to date focusing on interventions that address the obesogenic environment [ 13 , 14 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

Understanding System-Level Intervention Points to Support School Food and Nutrition Policy Implementation in Nova Scotia, Canada

McIsaac

Spencer

Stewart

et al. 2019

IJERPH

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Supporting the implementation of school food and nutrition policies (SFNPs) is an international priority to encourage healthier eating among children and youth. Such policies can improve equitable access, resources, and supports for healthy eating. However, despite the potential impact of SFNPs, several implementation barriers have been reported. This study sought to examine the system-level intervention points within a school food system using a complex systems framework. We conducted semi-structured interviews with various stakeholders working to influence the school food system in Nova Scotia, Canada. We sought to understand their roles and experiences with the SFNP by applying the Intervention Level Framework (ILF), a novel, solutions-oriented approach to better understand how complex systems function. Participants (n = 33) included teachers, parents, cafeteria workers, public health staff and non-profit organizations. Interview transcripts were first coded, then themed and finally analyzed using the ILF, resulting in three intervention points within the school food system. These were defined as: (1) Actors and Elements, (2) System Regulation and Interconnections and (3) Purpose and Values. We concluded that understanding the interactions between these system levels and stakeholder roles can help to inform the development of relevant policy strategies that better support healthier school food environments in this jurisdiction.

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Student transition from primary to lower secondary school in Cambodia: Narrative insights into complex systems

Cited by 15 publications

References 10 publications

A systematic review of the literature on the causes of early school leaving in Africa and Asia

A systematic review of the literature on the causes of early school leaving in Africa and Asia

La transición escolar de primaria rural a secundaria urbana: una aproximación teórica

Understanding System-Level Intervention Points to Support School Food and Nutrition Policy Implementation in Nova Scotia, Canada

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