Suchergebnisse

Educating the girl-child has witnessed an elevated influence of women in education, politics, health, industry and sports among others. Advancing girls' education is probably the most cost-effective measure for an evolving country like Ghana and other nations to enrich womanhood. Sadly, the girls' education in Ghana appears to be on a downward trend due to their high school dropout rate. This study therefore investigated sociocultural factors influencing female school dropout -in the Asante Akim South Municipality of the Ashanti Region of Ghana. The descriptive design was employed for the study. A sample of 96, made up of 40 teachers and 56 female school dropouts was purposely selected out of a population of 3,543 from 10 public Junior High Schools. The questionnaire and structured interview were used for data collection. The results showed that some teachers' negative attitudes, persistent teacher and peer sexual harassment of female students, teenage pregnancy and some cultural practices among others were causes of female school dropout. It was recommended that regular workshops be organized by the Ghana Education Service for Junior High School (JHS) teachers on how to professionally handle the girl-child in schools in the Asante Akim South Municipality to enable the girls stay in school thereby reducing their dropout.

Abstract
Using independently collected individual-level data, this study examines the influence of learning in a female teacher homeroom class in elementary school on pupils' future voting behavior. Furthermore, it evaluates the female teacher's effect on their preference for women's participation in the workplace in adulthood. We find that having a female teacher in the first year of school makes individuals more likely to vote for female candidates and prefer female labor participation policies in adulthood. However, this effect is only observed among male pupils. These findings offer new evidence for the female socialization hypothesis. (JEL codes: D72, D78, J16, and I21)

Childhood bullying leads to life-long scars and hinders adult development. Schoolchildren involved in bullying are at risk of developing behavioural difficulties, physical health problems and suicidal ideation. This research aimed to evaluate the bullying experience of pupils in Nigerian primary schools. The study is a cross-sectional analytic survey conducted from June to November 2019. A total of 1080 pupils in participated in the study. A self-report questionnaire containing 3 questions was used for collecting data. Analysis of the collected data was done using percentage and Chi-Squared at 0.05 probability level. Results indicate that 51.4% of the male pupils and 50.8% of females reported being victims of bullying. 51.8% of the males and 49.5% of females were found to be perpetrators of bullying. 39.6% of the males and 42.9% of the females were bystanders of bullying. 35.1% of the males and 34.1% of females have experienced any 2 of the categories while 11.2% of the males and 12.4% of the females have experienced all the categories of bullying. Results show a non-significant difference between male and female pupils on bullying victimization (χ(2) = .036, P = .849), bullying perpetration (χ(2) = .589, P = .443), and bullying bystander problem (χ(2) = 1.194, P = .275). In conclusion, school bullying is an increasing problem among Nigerian schoolchildren. Initiatives must, therefore, be taken by the Nigerian government to further prevent and counter bullying problem in Nigerian primary schools. Interventions aimed at helping schools to develop effective policies to reduce bullying behaviour among pupils should be initiated.

The article reveals the concept of "learning and cognitive competence younger pupils' stages of its formation in the process of learning activity. The author cites the "generalized portrait 'different levels of cognitive competence of primary school children, based on research, experience, and observation.

Background with rationale There is evidence of a strong relationship between health (and mother's health) and early educational attainment. With access to administrative data this relationship can be explored to greater depth for the UK.
Main Aim To explore the effects of a pupil's and their mother's health (split into 22 categories) upon the pupil's educational attainment through the use of administrative data.
Methods/Approach Health events were found through hospital admissions and then converted into the World Health Organisation's ICD-10 health events. Two year lags were also created for these health events. Probit and ordered probit analyses were then used to explore the effects of these health events on a binary pass/fail core subject indicator and on a teacher assessed grade for Maths, Science and English. Analysis was split by gender and keystage.
Results Few of the health events affect the educational attainment of the pupil. The health of male pupils has little impact on education, with the mother's health having a stronger impact. The mother's past health events have the greatest impact upon the male pupil's education. The male pupil's past health effects keystage 2 pupils the most, with little effect for keystage 1 and 3 pupils. Female pupils' health has little impact at keystage 1, with increasing importance at keystage 2 and 3. Mother's health (including past health) seems to have the opposite effect, being more important at keystage 1 and less at keystage 2 and 3. The female pupil's past health has a small but consistent impact across all keystages.
Conclusion By splitting health into ICD-10 categories, the health events that affect education have been more clearly identified. Most importantly, however, is the contribution of administrative data, allowing for in-depth analysis of health on education.

The study attempted to examine the contexts under which disruptive behaviors occur among pupils in pre-primary and primary schools in Nsukka Urban. The population of the study comprised all pre-primary and schools pupils. A sample of one hundred and sixty-four (164) pupils (both male and female) was drawn. Data was collected through observation. The mean was adopted for answering the research questions. The findings indicated that the context under which disruptive behaviors were displayed by pupils, include the following: when child lacks writing materials, when the environment is noisy, when the child is oppressed by his or her classmates, when the child is frustrated and when the child lacks adequate communication. The findings also indicated that with male pupils, disruptive behaviors occur frequently under all the five items, while with the female pupils disruptive behaviors occur frequently under four of the items and occur slightly on one the items. The psychological implications were also addressed in the study.

This article explores why some Flemish secondary school students' study choices are content-wise not in line with their career aspirations and, to some extent, follow gender and ethnic patterns. We use 83 semi-structured interviews, conducted with students in academic and technical tracks in three Flemish secondary schools. Compared to female pupils, male pupils are more likely to enrol in lower status tracks whose curricular substance prepares them for a STEM career (Science, Technology, Engineering, Mathematics). Ethnic majority female pupils seem to adjust their study choices better to their aspirations, or the other way round. However, especially when changing track or field of study, ethnic majority female pupils are more likely to adapt their aspirations consistent with gender norms. While ethnic minority female pupils are more likely than ethnic majority female pupils to have STEM aspirations, their goals do not always seem to correspond with the study choices they have made. Additionally, perceived discrimination and family aspirations further impact both study choices and aspirations of ethnic minority pupils. Gendered study recommendations and choices, favouring male pupils in STEM careers, especially make that female pupils make study choices that are in terms of curriculum not always in line with their aspirations.

Schistosomiasis and Soil Transmitted Helminths (STHs) are among the mainly prevalent suffering of human who live in areas of poverty in the developing world. The diseases caused by STHs and Schistosoma mansoniare most commonly associated with poor hygiene practice and improper excreta disposal. This study aimed to determine the prevalence of infections with STHs, Schistosoma mansoniand the associated risk factors among school children in Ifelodun, Kwara State. It was a cross sectional study that recruited school children from 3 randomly selected primary schools in the Local Government Area aged from 3 to 18 years. A well structured questionnaire was used to collect information on socio-demographic data and possible associated risk factors. A single stool sample was processed using Kato Katz thick smear technique and examined for eggs of geohelminths and S. mansoniinfections.The only prevalent helminth seen wasAscaris lumbricoides6.3% (n=160). In all, female pupils had more infestation with prevalence of 4.4%(7/160) than their male counterpart 1.9% (3/160). Eighty percent of the infected pupils had heavy infection while 20% had light infection (P< 0.05). Thus, none of the infected pupils had moderateinfection. The study confirmed absence of Intestinal Schistosomiasis among pupils in the study area

Pupils Attitude Toward Technology (PATT) research began in Botswana in 1993. The research was designed to study pupils attitudes toward technology through the use of an instrument that has shown to be effective in measuring affective/behavior and cognitive attitude dimensions. The instrument used was an (English) adaptation of one created at the University of Technology Eindhoven, The Netherlands, by Drs. Jan Raat and Marc de Vries in 1984. Since that time, versions of the Dutch instrument have been used to assess the pupils' attitude toward technology in over 20 countries worldwide. One of the aims of this ex post facto study was to produce a descriptive profile of the student population based on a sample of 800 Form 5 pupils. The model employed a comparative framework controlling for differences in demographic characteristics that included GENDER, LEVEL OF TECHNOLOGICAL STUDY, and URBAN/RURAL BACKGROUND. The identification of these variables was seen as important in terms of their social significance within a changing traditional culture. Interest in comparing the findings from male and female students living in diverse rural traditional and modern urban environments, was the rationale for the investigation. Another aim was to compare responses from pupils with a technological background in school to pupils with no prior technology course work. Another aspect of the research was to encourage opportunities to share the findings in cross-cultural comparisons with research in other African countries. The Botswana instrument was modified from a study conducted in the USA (Bame, de Vries, and Dugger) and re-designed for Form 5 pupils (ages 16-21). The modified instrument was field tested during October-November, 1993, with 800 pupils in eight schools (four rural, four urban) across the nation. The instrument contains four basic parts. The first part asks pupils for a short description of what the student thinks technology is. The second part consists of 14 questions to gather demographic data about the respondents, and a survey of the technical subjects a pupil may have studied. In the third part, 58 statements were included to assess the respondent's attitude toward technology. In the fourth part, 31 items assess the pupils' concept of technology. The findings revealed that gender was a factor that affected students' attitude toward technology, as was the level of technology pupils studied in school. To a lesser extent, but still an important factor, the urban/rural backgrounds of pupils was found to combine with other variables, and thus contribute toward pupils attitudes and concepts of technology. The findings also showed that in general, a positive correlation was determined to exist between pupils' concept of technology and their attitudes toward it. However this relationship, while observed significant, was in magnitude, not notably strong. The contributions of PATT Research in Botswana offer both educators and program planners an instrument to assess the needs of particular pupil populations. Government and local planners need a means of monitoring formal educational efforts. As a curriculum development tool, the design offers a responsive solution to the needs of assessment and evaluation. ; Ph. D.

У статті висвітлюється процес становлення естетичного ідеалу вихованки інститутів шляхетних дівчат в Україні в контексті ретроспективи підходів до жіночої освіти провідних вітчизняних та європейських педагогів і мислителів. З'ясовано, що на початок ХІХ ст. панувало два підходи до тлумачення виховного ідеалу жіночої освіти, зокрема, консервативного і демократичного. Основну увагу звернуто на духовні чесноти, моральні якості й вимоги до особистості інституток у контексті традиційного розподілу соціальних ролей. ; The article deals with the process of establishing aesthetic ideal of pupils of the Institute for Noble Maidens in Ukraine in the context of the retrospective approach to female education leading national and European educators and thinkers. It was found out that at the beginning of the nineteenth century reigned two approaches to the interpretation of educational ideal of female education, including conservative and democratic. Already in the mid-nineteenth century during the official (conservative) education (G. Appelrot, M. Katkov, P. Oldenburhskyy, M. Pogodin, Y. Rostovtsev, D. Tolstoy) ideal of female pupils educational institution based on the values of aristocratic culture, religion and identity theory of official nationality. The main thesis of publicists of conservative orientation – female through natural properties must dominate; only area of self of the «ladies» – the family, and the main purpose – the birth of children. The attention in the proposed article is drawn to the spiritual virtues and moral character requirements for the individual of noble maidens in the context of the traditional distribution of social roles. Graduate of Institute of Noble Maidens was the bearer of the ideal of nobility and purity, she believed in what this ideal would be realized, despite the difficulties and hardships of real life, taking them consistently without murmurings and bitterness. In the society the graduate of the institute was fun and relaxed, impressed by refined taste and rich imagination, witty remarks, sophistication and charm of «subtle mind». And to encourage the acquisition of a certain set of «secular virtues», many of which coincide with the most important Christian virtues: humility management, mutual courtesy, meekness, temperance equal friendly behavior, clean, prone to heart goodness and righteousness and worthy of noble modesty and special generosity, she should be separated from all that had signs of pride and selfishness. Schoolmiss was an example. All these features we can find in the best pupils of the Institute for Noble Maidens. In particular, the principal provisions and statutes on governing the education of girls at the Institute for Noble Maidens were analyzed. The views of leading figures on educational objectives of the educational process in women's educational institutions were characterized. It is highlighted that as domestic and private education of girls get into character, the ideal model of training was the institute.

"Im Beitrag werden Ergebnisse aus dem Projekt der Pädagogischen Hochschule Bern 'Was Kinder unter Politik verstehen' vorgestellt. Es wird aufgezeigt, welche Vorstellungen zum politischen System der Schweiz bei Schüler/innen der 2. und 5. Klasse durch das Bild des Bundeshauses ausgelöst werden." (Autorenreferat)

Primary education in India is a development question of a unique magnitude, and the delivery of education by Indian states is often suspected to be marred by political haggling and corruption. Using rich administrative school-level panel data across Indian states, we test for electoral cycles in the provision of school resources. The effects are identified using staggered timing of state elections. We find that rulers allocate more primary school resources in the years preceding and following elections, but there is only weak evidence that resources are targeted to marginal constituencies. The resources affected are visible ones, namely free school uniforms, classrooms, toilets, ramps for the disabled and medical inspections. We also show that around election years, teachers spend more time on "non-teaching" activities. The political cycles are not inevitable, as they are present only in districts characterised by low voter turnout and low female literacy. Finally, we show that electoral cycles affect human capital accumulation: The phase of the electoral cycle in which pupils begin their primary schooling, affects their learning outcomes.