"Bridging the Gap" Ensuring Smooth Transition to Secondary School for At Risk Rural Youth

• In Event: The complexities of digital transformations

Proposal

RELEVANCE (1-4): Relevance of topic as related to comparative and international education, conference theme and/or special interest group
In today’s rapidly evolving digital society, access to quality education remains a critical challenge, particularly in rural areas where technological advancements have not yet fully penetrated. In Tanzania, the transition from primary to secondary education is fraught with difficulties due to the shift from Kiswahili to English along the students’ education transition journey from primary to secondary levels. This shift, coupled with limited resources and inadequate preparation, often results in low transition and retention rates in secondary schools. Relevant to the CIES 2025 conference theme ‘’Envisioning Education in a Digital Society’’, the Bridge the Gap Initiative harnesses the power of technology and digital innovation to promote inclusive and equitable education in underserved communities. Delivered using the Content and Language Integrated Learning (CLIL) model, the initiative uses digital tools such as tablets, computers, and projectors in classrooms, e-learning platforms to enhance English literacy, Science, Numeracy, and digital literacy to enable them to transition from primary to secondary education while adopting English as the instruction language.
THEORY / CONTEXT (1-4): Strength of theoretical framework or contextualization
The "Bridge the Gap" initiative, launched in 2021, addresses educational disparities for students transitioning from primary to secondary school in Tanzania. This three-phased project offers an 11-week accelerated learning program focusing on English literacy, Science, Numeracy, and digital literacy for rural students. Using the Content and Language Integrated Learning (CLIL) model, it integrates subjects like Mathematics, Science, English, and Digital skills with English as the medium of instruction, aiming to better prepare students for secondary education. The program employs digital tools including tablets, computers, projectors, and e-learning platforms to enhance digital literacy and address students’ needs in a digital society. Collaborating with local stakeholders and the government, the initiative is community-driven. From 2021 to 2023, it has engaged 405 students, 23 teachers, and 275 parents. Recent research highlights the positive impact of technology on language learning, with studies indicating that it fosters active engagement and improves learning outcomes (Zainuddin, 2022; International Journal of Education, Learning and Development, 2020). The World Bank supports this, noting that technology enhances student performance and teaching effectiveness (World Bank, 2012). Additionally, digital learning solutions offer more opportunities in STEM fields (UNICEF, 2021). However, digital learning faces challenges in remote rural Africa due to limited internet access (only 34% of households) and low availability of computers at home (89% of learners lack access) (UNESCO, 2021).

● INQUIRY (1-4): Strength of critical analysis or research methods (including design, data collection, analysis)
Most education technology initiatives aim to enhance learning by improving access to content, often focusing on urban areas with better tech resources. However, rural settings with limited technology, internet access, and digital literacy are often overlooked. This paper examines how integrating technology can boost students' academic performance and confidence in English literacy, STEM, and digital skills in rural Tanzania.
Using a mixed-methods approach, the study assessed the impact of a digital learning program through pre- and post-intervention assessments. The program included practical tests for digital literacy, evaluating skills in operating computers and using software like MS Word, Excel, and PowerPoint. A digital platform was used to deliver content and monitor student progress in real time. Participants were selected using systematic sampling and compared with a control group. Qualitative data were collected from surveys, interviews, and focus groups involving students, teachers, and community members to gain insights into the program's effect on confidence, motivation, and learning experiences.

● FINDINGS (1-4): Clarity and coherence in the presentation of findings or argument
The evaluation of the 2023 cohort revealed significant improvements in students' academic performance and confidence levels: English Proficiency: a 40% improvement in English literacy, with 98% of students demonstrating basic competency in reading and interpreting English texts by the end of the program. The average score in English improved from 39.7% (baseline) to 69.7% (post/endline). Mathematics Performance:16% improvement in Mathematics scores, with 62% of students scoring 40% or above in post-assessments. The program's focus on strengthening foundational numeracy skills proved successful, with 56% of students achieving passing grades in Mathematics by the end of the initiative. Digital Skills: 97% of the students enrolled achieved passing grades in post-assessments with many students demonstrating competence in basic computer operations, word processing, and information management. Science Proficiency: 80% of students scored passing grades in science subjects, with 44% achieving grades of B or higher. Transition Rates: A 97% transition rate to secondary school, significantly higher than the regional and national averages of 49% and 68%, respectively was achieved. Retention rates for the first two cohorts were also impressive, with 99% of students remaining in school.
● CONTRIBUTION (1-4): Scholarly originality or contribution to existing knowledge
This paper explores how digital tools in rural East African classrooms enhance academic performance and learning outcomes. It shows that integrating technology improves language proficiency, aiding school transition and retention. Additionally, it highlights how digital tools boost teachers’ ability to deliver content effectively, promoting digital inclusion in education.

Author

• Frank Ategeka, Asante Africa Foundation