Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Dilshad Ashraf

Department

Institute for Educational Development, Karachi

Abstract

This study aimed to explore how girls from rural Sindh understand and view their experiences of education continuity and discontinuity during their transition from primary to elementary school. A qualitative exploratory method was employed. The research sample constituted girls who either successfully transitioned into grade 6 or who had dropped out of school in grades 4 and 5 in rural schools of Taluka Tando Bago Badin, district of Sindh. The data were collected through drawing-based activity “River of Life” and semi-structured interviews with fourteen young rural girls. The data were analysed thematically followed by Naila Kabeer’s Social Relationship approach framework. 
The findings revealed that girls who successfully transitioned into grade 6 benefited from a collective source of support such as supportive family dynamics, personal interest, a positive school environment, limited household responsibilities, and parental commitment to gender equality. Together these factors created a solid foundation for their academic continuity, empowering girls to overcome obstacles and stay dedicated to their studies. However, several obstacles, including poverty, lack of family support, domestic issues, gender discrimination, and school-related difficulties, hampered the educational progress of girls who dropped out of school. This study contributes to the discussion on girls’ education, particularly their transition from primary to elementary school. Unlike the previous studies which examine n different stakeholders’ perspectives on girls’ education, this study captures girls’ voices on their experience of education continuity and discontinuity during their critical transitional period from primary to elementary school.

First Page

1

Last Page

102

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