scholarly journals SELECTED FACTORS AFFECTING GIRLS’ PARTICIPATION IN PRIMARY SCHOOL EDUCATION IN KENYA

2012 ◽  
Vol 48 (1) ◽  
pp. 52-61
Author(s):  
Benjamin C. Kipkulei ◽  
Micah C. Chepchieng ◽  
Mary J. Chepchieng ◽  
Lydia M. Boitt
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Basic Education ◽  
School Education ◽  
Sub Saharan Africa ◽  
Girl Child ◽  
Factors Affecting ◽  
School Based ◽  
Child Education ◽  
Sub Saharan

The girl child participation in primary school level of education has become a real concern in all nations of the World particularly in the developing countries of the Sub-Saharan Africa, Kenya included. Girl child education worldwide provides benefits to the family and the society at large thus factors affecting it should be addressed for the sake of human and societal development. The objective of the study was to establish the factors affecting girls’ participation in primary schools in Kenya. Specifically, the study investigated the effect socio-economic, socio-cultural and school -based factors have on a girl-child’s participation in primary school education in Kenya. In some parts of Kenya, there is low girls’ participation in primary school education thus the interest in establishing the factors that may be contributing to this problem. This was considered crucial as Kenya strives to achieve basic Education for All by 2015. The study employed a survey design. 210 girls drawn from primary classes 6, 7 and 8 participated in the study. The simple random technique was used in the selection of the sample. A questionnaire was used to collect data that were analyzed by use of descriptive statistics (frequencies and percentages). The findings of the study revealed that socio-economic, socio-cultural and school related factors affect girls’ participation in primary schools in Kenya. In effect, unless these factors are expeditiously addressed, primary school girls will continue to be disadvantaged in the Kenya’s school system. This will frustrate the world’s efforts in attaining basic education for all by 2015. The study therefore recommended that the Ministry of Education in Kenya should create awareness to all education stakeholders on the importance of girl child education in the country. It was also recommended that a large scale study involving sub-Saharan Africa developing nations experiencing low girls' participation in education be carried out to falsify or corroborate the findings. Key words: education, factors, girls’ participation, socio-economic, socio-cultural, school-based.

scholarly journals Anaemia in schoolchildren in eight countries in Africa and Asia

2001 ◽  
Vol 4 (3) ◽  
pp. 749-756 ◽  
Author(s):  
◽  
Andrew Hall ◽  
Emily Bobrow ◽  
Simon Brooker ◽  
Matthew Jukes ◽  
...  
Keyword(s):  
Public Health ◽  
Health Services ◽  
Health Problem ◽  
Basic Education ◽  
Public Health Problem ◽  
Sub Saharan Africa ◽  
School Age Children ◽  
African Countries ◽  
School Based ◽  
Sub Saharan

AbstractObjectiveTo report on the haemoglobin concentrations and prevalence of anaemia in schoolchildren in eight countries in Africa and Asia.DesignBlood samples were collected during surveys of the health of schoolchildren as a part of programmes to develop school-based health services.SettingRural schools in Ghana, Indonesia, Kenya, Malawi, Mali, Mozambique, Tanzania and Vietnam.SubjectsNearly 14 000 children enrolled in basic education in three age ranges (7–11 years, 12–14 years and Ä15 years) which reflect the new UNICEF/WHO thresholds to define anaemia.ResultsAnaemia was found to be a severe public health problem (defined as >40% anaemic) in five African countries for children aged 7–11 years and in four of the same countries for children aged 12–14 years. Anaemia was not a public health problem in the children studied in the two Asian countries. More boys than girls were anaemic, and children who enrolled late in school were more likely to be anaemic than children who enrolled closer to the correct age. The implications of the four new thresholds defining anaemia for school-age children are examined.ConclusionsAnaemia is a significant problem in schoolchildren in sub-Saharan Africa. School-based health services which provide treatments for simple conditions that cause blood loss, such as worms, followed by multiple micronutrient supplements including iron, have the potential to provide relief from a large burden of anaemia.

Attaining the Active School Flag: How physical activity provision can be enhanced in Irish primary schools

2017 ◽  
Vol 25 (1) ◽  
pp. 76-88 ◽  
Author(s):  
Richard Bowles ◽  
Déirdre Ní Chróinín ◽  
Elaine Murtagh
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Primary Schools ◽  
Qualitative Interviews ◽  
Positive Health ◽  
Policy Makers ◽  
School Communities ◽  
Physical Activity Interventions ◽  
School Based ◽  
School Initiatives

The provision of regular physical activity opportunities has the potential to have positive health benefits for children. This study used qualitative interviews and focus groups to examine the experiences of two Irish primary school communities as they worked to attain an Active School Flag. The data suggest that engagement in this formal physical activity initiative impacts positively on children’s engagement in physical activity. Schools were encouraged to embark on innovative activities that attracted widespread participation within schools and in the wider community. The establishment of links with community groups fostered collaborations that were empowering and inclusive. This research supports the contention that primary school initiatives can provide enhanced physical activity opportunities for children, and may provide guidance to national and international policy-makers as they devise school-based physical activity interventions.

Nutrition across the curriculum: a scoping review exploring the integration of nutrition education within primary schools

2021 ◽  
pp. 1-44
Author(s):  
Berit M. Follong ◽  
Angeliek Verdonschot ◽  
Elena Prieto-Rodriguez ◽  
Andrew Miller ◽  
Clare E. Collins ◽  
...  
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Scoping Review ◽  
Primary Schools ◽  
Student Outcomes ◽  
Overweight And Obesity ◽  
Integrative Approach ◽  
Intervention Effectiveness ◽  
Education Programs ◽  
School Based

Abstract Primary schools contribute to promoting healthy eating behaviour and preventing overweight and obesity by providing nutrition education. Research highlights the importance of improving teachers’ program implementation to enhance intervention effectiveness. An integrative approach has been suggested to reduce time barriers that teachers currently experience in teaching nutrition. This scoping review explores use and effectiveness of integrative teaching in primary school-based nutrition education programs. Six databases were searched for primary school-based interventions on nutrition education. Papers reporting on integration of nutrition topics within core curriculum were included. Abstracts and full texts of potentially relevant articles were screened to determine eligibility. Next, data were extracted and tabulated. Findings were collated and summarised to describe intervention characteristics, subject integration and effectiveness of the included programs. Data describing integration of nutrition into the primary school curriculum were extracted from 39 eligible papers. Nutrition education programs often involve lessons about food groups and are frequently embedded within the mathematics, science or literacy syllabus. Although articles report on the integration of nutrition, the use of this approach was not commonly described in detail. Only seven papers discussed student outcomes related to the integration of nutrition education within core subjects. The ability to draw strong conclusions about school-based nutrition intervention effectiveness is limited by the current lack of program description and methodological issues. Hence, more research is warranted to inform evidence on effectiveness of integrative nutrition education for both teacher and student outcomes. Future studies that include greater detail regarding the integrative approach are needed.

scholarly journals The Effects of Picking Up Primary School Pupils on Surrounding Street’s Traffic: A Case Study in Hanoi

2020 ◽  
Vol 14 (1) ◽  
pp. 237-250
Author(s):  
Dinh Hiep ◽  
Vu V. Huy ◽  
Teppei Kato ◽  
Aya Kojima ◽  
Hisashi Kubota
Keyword(s):  
Primary School ◽  
Traffic Safety ◽  
Traffic Congestion ◽  
Traffic Management ◽  
Primary Schools ◽  
Traffic Accidents ◽  
Binary Logistic Regression ◽  
Binary Logistic Regression Model ◽  
Factors Affecting ◽  
Almost All

Introduction: One of the significant characteristics of schools in Vietnam is that almost all parents send their children to school and/or pick up their children from school using private vehicles (motorcycles). The parents usually stop and park their vehicle on streets outside the school gates, which can lead to serious congestion and increases the likelihood of traffic accidents. Methods: The objective of this study is to find out factors affecting the picking up of pupils at primary school by evaluating the typical primary schools in Hanoi city. A binary logistic regression model was used to determine factors that influence the decision of picking up pupils and the waiting duration of parents. The behavior of motorcyclists during the process of picking up pupils at the primary school gate has been identified and analyzed in detail by the Kinovea software. Results and Discussion: The study showed that, on the way back home, almost all parents use motorbikes (89.15%) to pick up their children. During their waiting time (8.48 minutes in average), they made a lot of illegal parking actions on the street there by, causing a lot of “cognitive” errors and “crash” points surrounding in front of the primary school entrance gate. Risky picking-up behaviors were significantly observed, i.e. picking-up on opposite side of the school, making a U-turn, backing-up dangerously, parking on the middle of street, and parking on the street next to sidewalk). Conclusion: Based on the analyzed results, several traffic management measures have been suggested to enhance traffic safety and reduce traffic congestion in front of school gates. In addition, the results of the study will provide a useful reference for policymakers and authorities.

scholarly journals Knowledge of geographical map at the end of primary school education in Serbia

2009 ◽  
Vol 41 (2) ◽  
pp. 526-541
Author(s):  
Djurdjica Komlenovic
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Achievement Test ◽  
School Education ◽  
Educational Standards ◽  
Final Grade ◽  
Knowledge And Skills ◽  
The Subject ◽  
Students Success

The paper presents the results of one part of empirical research conducted for the purpose of conceiving the proposal of educational standards for the subject Geography at the end of primary school education. The goal was to determine the extent to which the students were trained to orient themselves and use cartographic method in the process of using geographical map. Research comprised the representative sample of 919 students of the final grade in 159 Serbian primary schools. Achievement Test served for studying the levels of students' knowledge and skills in the field of Geographic Skills. Besides this, the questionnaire studied students' opinion on learning outcomes in this field, and by analyzing contingency tables, the correlation between students' success in geography at the end of the first term of the eighth grade and their opinion about learning outcomes in the afore-mentioned field was determined. The findings of this research indicate that students are not sufficiently trained to orient themselves in space and on geographical map, as well as to use geographical map in instruction. Besides, it was established that there is a correlation between students' success and their opinion on learning outcomes in the field of Geographic Skills.

scholarly journals Evaluating survey designs for targeting preventive chemotherapy against Schistosoma haematobium and Schistosoma mansoni across Sub-Saharan Africa: a geostatistical analysis and modelling study

2020 ◽  
Author(s):  
Kimberly Fornace ◽  
Claudio Fronterrè ◽  
Fiona M Fleming ◽  
Hope Simpson ◽  
Honorat Zoure ◽  
...  
Keyword(s):  
Cost Effectiveness ◽  
Schistosoma Haematobium ◽  
Sampling Strategy ◽  
Sub Saharan Africa ◽  
Spatial Distributions ◽  
Preventive Chemotherapy ◽  
School Based ◽  
Control Programmes ◽  
Sub Saharan ◽  
Survey Designs

Abstract Background: Schistosomiasis control programmes primarily use school-based surveys to identify areas for mass drug administration of preventive chemotherapy. However, as the spatial distribution of schistosomiasis can be highly focal, transmission may not be detected by surveys implemented at districts or larger spatial units. Improved mapping strategies are required to accurately and cost-effectively target preventive chemotherapy to remaining foci across all possible spatial distributions of schistosomiasis. Methods: Here, we use geostatistical models to quantify the spatial heterogeneity of Schistosoma haematobium and S. mansoni across sub-Saharan Africa using the most comprehensive dataset available on school-based surveys. Applying this information to parameterise simulations, we assess the accuracy and cost of targeting alternative implementation unit sizes across the range of plausible schistosomiasis distributions. We evaluate the consequences of decisions based on survey designs implemented at district and subdistrict levels sampling different numbers of schools. Cost data were obtained from field surveys conducted across multiple countries and years, with cost effectiveness evaluated as the cost per correctly identified school. Results: Models identified marked differences in prevalence and spatial distributions between countries and species; however, results suggest implementing surveys at subdistrict level increase the accuracy of treatment classifications across most scenarios. While sampling intensively at the subdistrict level resulted in the highest classification accuracy, this sampling strategy resulted in the highest costs. Alternatively, sampling the same numbers of schools currently recommended at the district level but stratifying by subdistrict increased cost effectiveness.Conclusions: This study provides a new tool to evaluate schistosomiasis survey designs across a range of transmission settings. Results highlight the importance of considering spatial structure when designing sampling strategies, illustrating that a substantial proportion of children may be undertreated even when an implementation unit is correctly classified. Control programmes need to weigh the increased accuracy of more detailed mapping strategies against the survey costs and treatment priorities.

Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jace Pillay
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Negative Impact ◽  
School Bullying ◽  
Home Language ◽  
Primary School Children ◽  
Contextual Variables ◽  
School Based ◽  
Early School

Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant.Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions.Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1–7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa.Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers.Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school.Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying.

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