Factors affecting children’s access to primary education in seasonal flood prone areas in Tanzania.
| dc.contributor.author | Kiberenge, Batuli S. | |
| dc.date.accessioned | 2024-03-12T09:17:37Z | |
| dc.date.available | 2024-03-12T09:17:37Z | |
| dc.date.issued | 2023 | |
| dc.description | Dissertation ( Educational Management And Administration) | |
| dc.description.abstract | This study assessed the factors affecting children’s access to primary education in seasonal flood-prone areas in Chemba District in Tanzania. This mixed methods study assessed factors affecting school-age children’s enrolment in primary school in seasonal flood-prone areas, examined the factors affecting the pupils’ school attendance in seasonal flood-prone areas, explored flood-related factors affecting teaching and learning activities in the seasonal flood-prone primary schools and evaluated the strategies employed to promote access to primary education in seasonal flood-prone areas. This cross-sectional survey study comprised 348 household samples selected from three villages, including Kaloleni, Mrijo Chini, and Olboroti in Mrijo Ward of Chemba District. Forty individuals, including 35 teachers and 5 Chemba District Council officials, participated in individual interview. Descriptive and inferential statistics were employed to analyse quantitative data, while thematic analysis was applied to qualitative data. Results revealed that household-related factors, including the age of the head of household, the level of education of the head of household, household size, and household location, significantly influenced the enrolment of school-aged children. Flood-related factors such as family displacement and impassable roads and footpaths led to reduced enrolment among school-aged children, low pupils’ school attendance, long-term absenteeism, and school dropout. The study found significant higher school attendance among pupils from male headed households, households with heads aged below 46 years, households with heads educated above primary education, households with less than seven members, and pupils using bicycles as means of transport to school. School attendance was significantly low among pupils from pastoral households and households affected by floods. Teaching and learning processes were apparently affected by low pupils’ participation in learning, insufficient instructional time and consequently ineffective coverage of the learning content. Monetary and non-monetary contributions,establishment of satellite schools, enforcing by-laws and remedial classes were the most common practices employed to ensure pupils complete their primary education cycle. The study recommends that the community and the government should improve their partnership to ensure the school-aged children’s access to primary education. In addition, the local governments should improve institutional mechanisms to ensure the school-aged children in flood-prone areas were enrolled in primary schools attend, learn, and successfully complete a cycle of primary education. | |
| dc.identifier.citation | Kiberenge, B. S. (2023). Factors affecting children’s access to primary education in seasonal flood prone areas in Tanzania. (Master's Dissertation) The University of Dodoma | |
| dc.identifier.uri | https://repository.udom.ac.tz/handle/20.500.12661/4251 | |
| dc.language.iso | en | |
| dc.publisher | The University of Dodoma | |
| dc.subject | Seasonal flood and education | |
| dc.subject | Primary education barriers | |
| dc.subject | Primary education and climate | |
| dc.subject | Access to primary education | |
| dc.subject | Primary education | |
| dc.title | Factors affecting children’s access to primary education in seasonal flood prone areas in Tanzania. | |
| dc.type | Thesis |