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RESEARCH PRODUCT
The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education
Elina LehtomäkiHanna Posti-ahokassubject
dialogic educational developmenttoisen asteen koulutuseducationLANGUAGETRANSITIONSContext (language use)Qualitative propertyTanzaniaEducationGender Studiesstudent voicesecondary educationPedagogyta516SUB-SAHARAN AFRICA10. No inequalityPOLITICSgender equalitySub-Saharan AfricaPovertybiology4. EducationEquity (finance)Social environmentPOLICYbiology.organism_classificationPOVERTYDevelopment planTANZANIATanzaniaSCHOOLGIRLS516 Educational sciencesGENDERINEQUALITYPsychologyQualitative researchdescription
Abstract: In Tanzania, the national examinations are used as the primary tools for selection and transition from lower to upper secondary education. Female students are more likely to fail in the national exams and to drop out from education. This article examines the perspectives of female students concerning their advancement in secondary education. Two sets of qualitative data, responses to a research questionnaire from 100 female lower secondary school students and follow-up interviews with seven mature students enrolled in a non-formal school who had failed in the national examinations, were analysed to identify critical issues influencing the educational advancement of female students in an urban context of Dar es Salaam. Finally, the connections between students' perspectives and the national secondary education development plan are examined. The aim is to highlight how student voice can contribute to transform secondary education and achieve the equality and equity targets. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2014-01-01 | Gender and Education |