Analysing Bottlenecks to Equal Participation in Primary Education in Bangladesh: An Equity Perspective

Introducing an employment variable with five levels of educational attainment per capita and employing inequality decomposition, this study addresses three questions. How does labour force vary by education and provinces? How does labour force utilization vary by education and provinces? What are the potential causes of differences? We find that the no‐primary‐education group is more endowed in less‐developed provinces and allocated most unequally among education groups across provinces, despite past universal primary education policies. The senior‐secondary‐education group with the largest labour share is a growing concern due to the lower employment rate and largest interprovincial inequality.

Youth participation in education is, at the same time, a right and an obligation. Regarding it from the standpoint of different actors involved in the educational process reveals various perspectives of approaching and analyzing school participation. The family is one of the key actors of school participation with a significant input not only on the material and financial aspects of it, but also at the level of attitudes and practices valued and developed in relation to the child and his/her educational trajectory. Beyond all the determinants of a child’s school participation, regarding, for instance, educational policies, implemented strategies, or financial investments in education, the family has a critical role in his/her educational trajectory and future social and professional inclusion. The following aspects determine this essential role of the family: family’s great influence on the child’s first years within the context of primary socialization; family’s continuous action as a “model” for the child; the cultural capital that the family promotes; the sound understanding that it has regarding the child’s needs; and, finally, the amount of trust that the family invests in the school. The family’s influence on school participation of children from socially and economically underprivileged communities has, oftentimes, negative connotations translated into risks of absenteeism and dropping out of school. Starting from this general hypothesis, the present study aims at identifying and analyzing the family related factors that influence the school trajectory of children coming from socially and economically underprivileged communities.The entire analysis is framed by collaborative approaches that sustain a real and functional partnership between school and family. How to cite: Apostu, O. (2017). Family’s Role in Sustaining the Educational Trajectory of Children from Socially and Economically Disadvantaged Communities. Revista Romaneasca pentru Educatie Multidimensionala, 9(2), 93-107. DOI: http://dx.doi.org/10.18662/rrem/2017.0902.05

The attainment of education for all objectives ensures that girls participate in education across the academic year even during their menstrual period. The menstrual health and hygiene management requires provision of adequate toilets, water, and sanitary pads for girls. Data from Sub-County Director of Education for Kacheliba showed that the retention and completion rate of girls for 2022 in primary school was below that of boys. This paper sought the head teachers’ opinion regarding girls’ menstrual hygiene and sanitation and its influence on girls' participation in primary school education. The study was conducted in 39 public primary schools in Kacheliba Sub-County (North Pokot), West Pokot County Kenya. The study adopted both qualitative and quantitative approaches. A sample size of 12 schols representing 30.0% were selected using simple random sampling technique. Data was collected through a structured questionnaire administered to head teachers in the selected schools. Analysis of data was done using descriptive statistics and thematic content analysis for qualitative data. Research results showed that majority of schools had inadequate toilets to be used by girlsas they ended up sharing the available ones with boys. This made it uncomfortable for them to share the toilets during their menstrual period. Considering being semi-arid, water availability was inadequate as only 1 out of 11 schools was found to have water supply during the whole academic year. The government of Kenya programme of providing free sanitary pads to girls across public primary schools in the country was found to be irregular. This state of affairs made most girls in Kacheliba sub countyabsent from school during their menstrual period. The paper concludes that menstrual hygiene and sanitation negatively affected girl child participation in primary education because incidents of absenteeism were high, truancy cases and retention was low. The the government should provide capitation funds vote for schools to purchase sanitary towels, partner with other organisations to set up hygiene and sanitation facilities, and educate the community on the need for supporting girl child menstrual hygiene and management

BackgroundRecruitment of candidates is a cost- and effort-intensive aspect of rheumatology fellowship programs. For program leaders to efficiently use the available resources and improve recruitment outcomes, it is imperative to...

Monthly menstruation can complicate participation and achievement for schoolgirls. On a global scale, and in Tanzania, school enrolment of girls and boys are becoming equal, or even in favour of girls. However, in contrast to many other countries, Tanzanian boys on average score better than girls on secondary school exams. We argue that menstrual health management (MHM) difficulties are probably a barrier to female participation and success in secondary education. Factors like cultural beliefs and taboos, poverty, inadequate infrastructure at school and at home, lack of pads, and of relevant knowledge, are challenging to girls who are pursuing an education and at the same time balancing norms and ideals of traditions and of modernity. We argue that knowledge and openness concerning menstrual health management is needed, and that the school has an essential part to play in this.

Internationally, insufficient physical activity (PA) is a major health concern. Children in Northern Ireland (NI) are recorded as having the lowest levels of PA in the United Kingdom (UK). To date, validated and representative data on the PA levels of NI school children are limited. The aim of this study was to provide surveillance data on self-reported PA, sport and physical education (PE) participation of school children in NI. Differences between genders and factors associated with PA were also examined. A representative sample of primary (n = 446) and post-primary (n = 1508) children was surveyed in school using validated self-report measures. Findings suggest that PA levels are low, with a minority of children (13%) meeting the PA guidelines (primary pupils 20%, post-primary pupils 11%). NI school children have lower levels of PA, PE and sports participation than UK and European peers. A trend of age-related decline across all the domains of PA was apparent. The data presented highlighted that females are less likely to achieve PA guidelines, children from lower socio-economic background participate in school and community sport less often, and that enjoyment and social support are important variables in PA adherence. Policy solutions that would support implementation e.g., mandatory minimum PE time, whole school approaches to PA promotion and targeted investment in schools, particularly in areas of deprivation and for females, are suggested.

This study aims to evaluate the potential impacts of the 2008/09 global economic crisis on child poverty in Cameroon. It also explores the potential effects that policy responses to such a crisis could have on children. In order to do this, the study uses a macro-micro methodology. A dynamic computable general equilibrium (CGE) model is used to simulate various scenarios of the economic crisis together with policies which respond to the crisis, taking into account the different transmission channels of the global crisis to the Cameroonian economy. The results of the CGE model are then used in a micro-econometric module in order to evaluate the impacts of the simulated shocks on households in general and children in particular.Five dimensions of child poverty are examined: monetary poverty, caloric poverty, child school participation and child labour, and children’s access to health care services. The study shows that the crisis is projected to lower the real GDP growth rate by 1.3 percentage points in 2009, 0.9 in 2010 and 0.8 in 2011. The crisis would also bring about a 1.05% increase in the number of children who were poor in monetary terms in 2008 and a 4% increase in 2009, 2010 and 2011, compared to the situation without a crisis. With respect to this reference scenario, the crisis is simulated to increase the number of children who are poor in caloric terms by 0.56% in 2009, 1.08% in 2010 and 1.60% in 2011, and negatively affects, albeit lightly, both children’s school participation rate and their access to health care servicesFour alternative policy responses to the crisis are simulated: a reduction in the VAT levied on the sale of food products; elimination of customs tariffs applied on imports of food products; free access to school canteens for children under the age of 15 in districts where monetary poverty is higher than the national average; and granting cash transfers to poor children. These policies, with a cost of 1%, 0.4%, 0.19% and 1% of Cameroon’s before-crisis GDP respectively, are financed either by foreign aid or by draining the state’s foreign reserves. Results from these simulations show that, in terms of poverty reduction, cash transfers appear to be the most effective of the four policy responses mentioned above, but this policy is the most ineffective at improving the real GDP growth rate. At the national level, the cash transfer policy completely counters the increase in monetary and caloric poverty engendered by the crisis over the entire period of the study. It even lowers these two types of poverty to less than the situation where the crisis did not occur. Moreover, these transfers have beneficial, although small, effects on children’s school and labour participation rates. Furthermore, beside the cash transfer policy, the subsidy for school canteens has a relatively low cost but carries fairly considerable benefits in response to the crisis, especially in alleviating caloric poverty; while the other two policies are quite ineffective, regardless of which dimension of poverty is considered.

This study aims to evaluate the potential impacts of the 2008/09 global economic crisis on child poverty in Cameroon. It also explores the potential effects that policy responses to such a crisis could have on children. In order to do this, the study uses a macro-micro methodology. A dynamic computable general equilibrium (CGE) model is used to simulate various scenarios of the economic crisis together with policies which respond to the crisis, taking into account the different transmission channels of the global crisis to the Cameroonian economy. The results of the CGE model are then used in a micro-econometric module in order to evaluate the impacts of the simulated shocks on households in general and children in particular.Five dimensions of child poverty are examined: monetary poverty, caloric poverty, child school participation and child labour, and children’s access to health care services.The study shows that the crisis is projected to lower the real GDP growth rate by 1.3 percentage points in 2009, 0.9 in 2010 and 0.8 in 2011. The crisis would also bring about a 1.05% increase in the number of children who were poor in monetary terms in 2008 and a 4% increase in 2009, 2010 and 2011, compared to the situation without a crisis. With respect to this reference scenario, the crisis is simulated to increase the number of children who are poor in caloric terms by 0.56% in 2009, 1.08% in 2010 and 1.60% in 2011, and negatively affects, albeit lightly, both children’s school participation rate and their access to health care services.Four alternative policy responses to the crisis are simulated: a reduction in the VAT levied on the sale of food products; elimination of customs tariffs applied on imports of food products; free access to school canteens for children under the age of 15 in districts where monetary poverty is higher than the national average; and granting cash transfers to poor children. These policies, with a cost of 1%, 0.4%, 0.19% and 1% of Cameroon’s before-crisis GDP respectively, are financed either by foreign aid or by draining the state’s foreign reserves. Results from these simulations show that, in terms of poverty reduction, cash transfers appear to be the most effective of the four policy responses mentioned above, but this policy is the most ineffective at improving the real GDP growth rate. At the national level, the cash transfer policy completely counters the increase in monetary and caloric poverty engendered by the crisis over the entire period of the study. It even lowers these two types of poverty to less than the situation where the crisis did not occur. Moreover, these transfers have beneficial, although small, effects on children’s school and labour participation rates. Furthermore, beside the cash transfer policy, the subsidy for school canteens has a relatively low cost but carries fairly considerable benefits in response to the crisis, especially in alleviating caloric poverty; while the other two policies are quite ineffective, regardless of which dimension of poverty is considered.

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.

Parental awareness refers to parents' perceptions and making sense out of children's responses and behaviours. This study examined a theoretical model on the determinants of disturbed parental awareness, with a central place given to Belsky's buffer hypothesis. Maternal characteristics were hypothesized to have direct effects on parental awareness, whereas effects of negative childhood experiences and low levels of social support were regarded as being mediated by maternal characteristics. The model was examined in a community sample of 101 mothers from different socioeconomic backgrounds with a zero‐to‐three infant. Social nurses providing home visits reported on parental awareness, childhood experiences, social support, and maternal characteristics. Results supported a modified model that added a direct pathway between childhood experiences and parental awareness, supporting the intergenerational transmission hypothesis. Copyright © 2002 John Wiley & Sons, Ltd.

The study explores the participation of girls in primary education among the pastoralist community of Tanzania, and the way formal education facilitates the creation of the capabilities girls value. It specifically explores people’s views on girls’ education, the environments in which girls participate in education and the value girls attach to formal education in creating the capabilities they value. The study adopts the ethnographic approach to studying people’s views in their natural settings. Capability approach underpins the theoretical framework adopted to guide the discussion of the study findings. Thirty participants were recruited in the study. The participants were selected using purposive and opportunistic sampling procedures. Data were collected using ethnographic interviews and participant observation, and they were analysed using thematic analysis. In this study, findings reveal that there are both supporting and opposing views regarding girls’ education among members of the Maasai community. It also indicates that girls value the formal education; but, they are prevented by their home and school environments. Distance to and from school also limits girls’ participation in education. The study concludes that efforts to empower marginalised Maasai girls and women through education are not enough. Thus, more community sensitisation about the importance of girls’ education is required. In addition, concerted effort and dedication to the provision of education are needed to address the challenges faced by girls in and outside the school environments.

ABSTRACTDespite increased access to antiretrovirals, HIV/AIDS continues to impact millions across sub-Saharan Africa. In Uganda, stigmatization compounds the challenges of poverty and poor government service provision, often limiting children's school participation. Holistic family support interventions are a promising strategy to ensure that children enroll in and attend school. This article reports on the Western Uganda Bantwana Program, which worked with more than 1,000 HIV/AIDS-affected families with the goals of improving socioeconomic status, psychosocial functioning, and educational participation. Bantwana provided training and materials for families to improve agricultural practices and marketing of their products, offered home visits for psychosocial support, and connected vulnerable families to social services as needed. Using Bantwana's child profiling data tracking 75 youth across 3 waves of data collection from 2009 to 2012 and 138 additional youth across 2 waves of data collection, this analysis revealed positive trends over time in economic well-being and psychosocial functioning, as well as possible impacts on school participation. These findings suggest that multifaceted, family-focused programs may be part of the solution to ensuring lasting educational access for vulnerable youth in Uganda. Given this encouraging preliminary evidence, further research using rigorous evaluation methods is recommended.

The adequacy of sanitary facilities is a critical issue in a girl’s life. Studies have shown that most aspects of a girl’s life are affected by lack of sanitary facilities thus lowering the girl’s esteem and confidence. The study sought to determine how the adequacy of sanitary facilities affects girls’ participation in primary education in Nakuru Municipality, Nakuru County, Kenya. A descriptive survey design was used as the preferred research design. The study targeted the 59 public primary schools in Nakuru Municipality comprising of 1100 girls, 59 Head teachers and 271 female teachers. Simple random sampling was used to select the 18 Schools and purposive sampling to get a sample size of 428 respondents comprising of 330 girls and 80 female Teachers. The Main research instruments used in this study were questionnaires, interview schedules and an observation check list. The findings would be useful in establishing the effects of sanitary facilities for girls’ participation in Education. The study found out that adequacy of sanitary facilities has affected girls’ participation and performance. This is mainly because girls thrive well in clean environment and they are sensitive to embarrassments, diseases and issues that create trauma on them. The study recommended that there is need to develop sanitation programs. The challenge should be tackled right from the root rather than attempting to manage the resultant unpleasant consequences. Offering incentives and rewards to pupils, teachers and head teachers for keeping good sanitation will also help in maintaining high standard of adequacy.

A relationship between early menarche in girls and later development of breast cancer has long been observed. Some environmental factors, such as diet and exposure to endocrine disruptors and other chemicals, could affect children’s timing and pace of puberty and development. This leads to the question of whether exposure to these agents may also lead to breast cancer later in life. That is the scientific premise for the establishment of the Breast Cancer and the Environment Research Centers (BCERCs), which presented results of ongoing studies at their third annual meeting on 2–3 November 2006. The centers are co-funded by the NIEHS and the National Cancer Institute (NCI) Epidemiology and Genetics Research Program. They work together to integrate community outreach and two lines of research: 1) basic biology of the mammary gland and its development using animal models, and 2) epidemiological studies of how environmental factors affect puberty in girls. Four centers were established across the nation: the Fox Chase Cancer Center in Philadelphia (collaborating with Mount Sinai School of Medicine in New York and the University of Alabama at Birmingham), the University of Cincinnati in Ohio (collaborating with Cincinnati Children’s Hospital Medical Center), the University of California, San Francisco (collaborating with numerous partners including Lawrence Berkeley National Laboratory), and Michigan State University in East Lansing. “Using a transdisciplinary scientific approach, the centers are able to investigate possible windows of susceptibility during pubertal development more comprehensively and on a larger scale,” said Shannon Lynch, a program analyst at the NCI. The BCERCs’ ability to work closely together, share resources, compare findings, and establish common research protocols is especially important in epidemiological studies. With each center recruiting a number of girls from diverse racial/ ethnic, geographical, and socioeconomic backgrounds, the data that are ultimately generated should be more robust due to a greater number of samples that are more representative of different populations.

Primary education is the constitutional right in Bangladesh and one of the most basic needs on which the nation is built. Nailing this point the paper is aimed to investigate the awareness level of tribal parents to let their children admission in primary schools. The study sets three research questions focusing the awareness of parents and intends to explore the obstacles in path of education. There are 250 tribal parents selected purposively from Khagrachari district of Bangladesh. The sample size consists two areas of tribal parents urban and rural, both areas are entailed literate and illiterate parents of primary school student. The primary data has been collected based on questionnaire survey. The study selects the variables regarding awareness enrollment initiatives while statistical tool (t-test) is used to know awareness level of tribal parents about enrollment of primary education. Finally, the important thing in all scenarios that the researchers have found significant differences in awareness between rural compare to urban as well as literate and illiterate tribal parents about enrollment on primary education of their children. The identified major challenges are the poverty, insufficient infrastructure, unskilled teacher, lack of awareness and proper monitoring for bridging the gap between home and school through mother tongue-based bi or multilingual education in primary school.