Secondary Education Achievement in Senegal: Comparing Rural and Urban Perspectives on a Middle School Exam

Persistent Link:
http://hdl.handle.net/10150/297488
Title:
Secondary Education Achievement in Senegal: Comparing Rural and Urban Perspectives on a Middle School Exam
Author:
Adkins-Rieck, Camille Kopila
Issue Date:
2013
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The aim of this study is to investigate the urban bias in educational progress through examining the perceptions surrounding a government mandated exam at the end of middle school in Senegal. Data from a rural middle school, CEM de Leona, and an urban middle school, CEM Amadou Fara Mbodji was collected to understand from a qualitative research view the value and perceptions of preparing for Brevet de Fin d’Etudes Moyennes (BFEM - Certificate of the End of Middle School Studies). There are four actors who play a role in the preparation of students for the exam: the administration, the teachers, the students themselves, and the students’ families. While the variables existent within this framework determine the individual success of students on the exam, urban and rural differences maintain the largest polarity in perspectives and passing rates.
Type:
text; Electronic Thesis
Degree Name:
B.A.
Degree Level:
bachelors
Degree Program:
Honors College; International Studies
Degree Grantor:
University of Arizona
Advisor:
Decker, Wayne

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleSecondary Education Achievement in Senegal: Comparing Rural and Urban Perspectives on a Middle School Examen_US
dc.creatorAdkins-Rieck, Camille Kopilaen_US
dc.contributor.authorAdkins-Rieck, Camille Kopilaen_US
dc.date.issued2013-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe aim of this study is to investigate the urban bias in educational progress through examining the perceptions surrounding a government mandated exam at the end of middle school in Senegal. Data from a rural middle school, CEM de Leona, and an urban middle school, CEM Amadou Fara Mbodji was collected to understand from a qualitative research view the value and perceptions of preparing for Brevet de Fin d’Etudes Moyennes (BFEM - Certificate of the End of Middle School Studies). There are four actors who play a role in the preparation of students for the exam: the administration, the teachers, the students themselves, and the students’ families. While the variables existent within this framework determine the individual success of students on the exam, urban and rural differences maintain the largest polarity in perspectives and passing rates.en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
thesis.degree.nameB.A.en_US
thesis.degree.levelbachelorsen_US
thesis.degree.disciplineHonors Collegeen_US
thesis.degree.disciplineInternational Studiesen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDecker, Wayne-
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