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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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    1. Kafle, Kashi R. & Dean, Jolliffe, 2015. "Effects of asset ownership on child health indicators and educational performance in Tanzania," 2015 AAEA & WAEA Joint Annual Meeting, July 26-28, San Francisco, California 205687, Agricultural and Applied Economics Association.
    2. Jennifer Alix-Garcia & David Saah, 2009. "The Effect of Refugee Inflows on Host Communities: Evidence from Tanzania," The World Bank Economic Review, World Bank, vol. 24(1), pages 148-170, November.
    3. United Nations Educational, Scientific and Cultura [UNESCO], 2015. "Education for All 2000-2015: Achievements and Challenges," Working Papers id:7512, eSocialSciences.
    4. Dubeck, Margaret M. & Gove, Amber, 2015. "The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations," International Journal of Educational Development, Elsevier, vol. 40(C), pages 315-322.
    5. Han, Wen-Jui & Lee, RaeHyuck & Waldfogel, Jane, 2012. "School readiness among children of immigrants in the US: Evidence from a large national birth cohort study," Children and Youth Services Review, Elsevier, vol. 34(4), pages 771-782.
    6. Tilaye Kassahun & Bedru Kedir, 2006. "Girls' Performance in Mathematics in Upper Primary Schools of Addis Ababa," Indian Journal of Gender Studies, Centre for Women's Development Studies, vol. 13(3), pages 401-424, October.
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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).
    4. Ndibalema, Placidius, 2024. "Barriers to accessibility of learning among minority refugee children: A systematic literature review," Children and Youth Services Review, Elsevier, vol. 156(C).

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