Transition From Primary to Post Primary Education in Uganda: The Case of Learners With Impaired Hearing
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Date
2024-08-21
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Uganda Christian University
Abstract
In developed countries, the education of learners with hearing impairments was mainly started by families struggling to empower their children, and in Uganda, it was started by an individual. However, learners' progress from one level to the other was not satisfying, and analysis showed dwindling numbers from primary to post-primary levels. Using Schlossberg's transition theory, this study intended to identify issues related to the transition from primary to post-primary education. The four constructs of the theory, support, situation, self and strategy, also formed the study's objectives. The study was qualitative and used a phenomenological design. The primary study tool was interviews administered to all respondents. The study targeted hearing-impaired learners as main respondents in their special primary schools, though later also post-primary institutions that learners joined were considered. The other respondents were teachers, education officers, and parents.
Support to the learners was mainly provided by parents, NGOs, teachers, and fellow pupils. It was categorized into financial, pedagogical and emotional support. The findings revealed, among others, that most parents must do more for learners to transit; all NGOs had already left the areas. Thus, there was no guarantee of transition for most learners. The situation leading to the transition rotated on completing the seven years, doing PLE, and the poor performances barring the majority of them from transitioning to post-primary studies. The self of these learners were experiencing challenges, making them desperate. The stakeholders recommended setting up more post-primary institutions, integrating primary study content with skills, sensitizing parents more in SNE and availing information as some strategies to enhance transition.
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Postrgraduate Research