Failing to progress or progressing to fail? Age-for-grade heterogeneity and grade repetition in primary schools in Karonga district, northern Malawi

• DOI: 10.1016/j.ijedudev.2016.10.004
• Publication Date: 2016-11-25T04:45:29Z
• Authors: Bindu S. Sunny; Markus Elze; Menard Chihana; Levie Gondwe; Amelia C. Crampin; Masoyaona Munkhondya; Scotch Kondowe; Judith R. Glynn
• Keywords: Repetition (rhetorical device); School dropout

Timely progression through school is an important measure for performance, completion and the onset of other life transitions adolescents. This study examines risk factors grade repetition establishes extent to which age-for-grade heterogeneity contributes subsequent at early later stages school. Using data from a demographic surveillance site in Karonga district, northern Malawi, cohort 8174 respondents (ages 5-24 years) primary was followed 2010 observed 2011. Grade more common among those (grades 1-3) 7-8) school, with little variation by sex. Being under-age or over-age has different implications on schooling outcomes, depending stage schooling. After adjusting factors, boys girls who were least twice as likely repeat official (girls: adjusted OR 2.06 p < 0.01; boys: 2.37 0.01); while about 30% less 0.65 0.72 0.01). under/over-age grades (4-8) not associated but being dropout. Other identified that included both family-level (living away their mother, having young children household, lower paternal education) school-level (higher student-teacher ratio, proportion female teachers schools without access water). Reducing direct indirect costs households; improving quality resources may enable timely greater retention stages.