African Social Psychology Journal | 11 October 2005
School Readiness Programme Outcomes for Migratory Nomads in North African Countries Within Democratic Republic of Congo Context
B, o, s, c, o, M, b, w, e, n, g, e, ,, S, i, m, b, a, M, u, k, e, n, d, i, ,, K, a, m, a, l, i, M, u, n, k, o, n, d, e
Abstract
Migratory nomadic populations in North African countries face unique challenges related to education and school readiness due to their fluid living conditions and cultural contexts. The study employed structured interviews with parents/guardians, observations in schools, and standardised psychometric tests to assess the impact of SRP interventions over a two-year period across multiple North African countries within DRC's jurisdiction. Children participating in the SRP demonstrated significant improvements in basic literacy and numeracy skills (30% increase in reading comprehension scores), with notable themes emerging around socio-emotional support provided by teachers during early learning stages, which positively influenced children’s engagement and behaviour at school. The findings suggest that tailored educational support services are crucial for enhancing the academic success of migratory nomad children within DRC's context, offering evidence to inform future policy development in this area. Policy makers should consider integrating SRP methodologies into broader education reforms targeting nomadic communities, alongside investments in socio-emotional learning resources and infrastructure enhancements in remote areas. School Readiness Programme, Migratory Nomads, North African Countries, Democratic Republic of Congo, Educational Support Services