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Early reading and mathematics attainments of children of self-settled recently naturalized refugees in Tanzania

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  • Ndijuye, Laurent Gabriel
  • Rao, Nirmala

Abstract

This study compares the literacy and numeracy attainments of naturalized refugees and the majority rural and urban local children in Tanzania. Samples of 150 pupils were administered Early Grades Reading/Mathematics Assessment. Further, 45 parents and three principals were individually interviewed. Results indicate that naturalized refugees outperformed both urban and rural majority on literacy measures. On numeracy tests, naturalized refugees outperformed the rural majority and had comparable attainment to the urban majority. Demographic and SES variables predicted both reading and mathematics attainments. Interviews revealed that naturalized refugee families prioritized children’s education as a path to integration into the host society.

Suggested Citation

  • Ndijuye, Laurent Gabriel & Rao, Nirmala, 2019. "Early reading and mathematics attainments of children of self-settled recently naturalized refugees in Tanzania," International Journal of Educational Development, Elsevier, vol. 65(C), pages 183-193.
    • Handle: RePEc:eee:injoed:v:65:y:2019:i:c:p:183-193
    DOI: 10.1016/j.ijedudev.2018.08.002
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    References listed on IDEAS

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    Cited by:

    1. Sakaue, Katsuki & Wokadala, James, 2022. "Effects of including refugees in local government schools on pupils’ learning achievement: Evidence from West Nile, Uganda," International Journal of Educational Development, Elsevier, vol. 90(C).
    2. Maria Drolia & Eirini Sifaki & Stamatios Papadakis & Michail Kalogiannakis, 2020. "An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics," Challenges, MDPI, vol. 11(2), pages 1-14, December.
    3. Ndijuye, Laurent Gabriel & Benguye, Nemes Danstan, 2023. "Home environment, early reading, and math: A longitudinal study on the mediating role of family SES in transition from pre-primary to grade one," International Journal of Educational Development, Elsevier, vol. 98(C).

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