Secondary School Completion Research Articles

Legal status as a life course determinant of health: parent status, adjudication stages, and HIV knowledge among highlanders in Thailand

BackgroundRising nativism and political volatility worldwide threaten to undermine hard-won achievements in human rights and public health. Risks are particularly acute for hundreds of millions of migrants, minorities, and Indigenous peoples, who face disproportionately high health burdens, including HIV/AIDS, and precarious legal status (LS). While LS is receiving increasing attention as a social determinant of health and HIV, understandings are still limited to select immigrant communities. Its effects on health among stateless communities, particularly in the Global South, remain largely unknown. Moreover, widespread limitations in census measures of LS reduce its complexity to a simplistic citizen/non-citizen binary or insufficient proxies. Thailand’s ethnolinguistically diverse highlander population experiences disproportionately high HIV prevalence and comprises one of the world’s largest and most protracted cases of statelessness, an acute condition of precarious LS. As such, analysis of LS and health outcomes among highlanders is both critically warranted, and useful as a case study outside of the migration paradigm.MethodsDrawing on the UNESCO Highland Peoples Survey II (2010), an unprecedented and unique cross-sectional census of highlanders in Thailand, we mobilize complex measures of LS in adjusted ordinal logistic regression models to assess how parent citizenship and LS adjudication over the early life course condition adult HIV knowledge—a key protective factor against transmission (n = 8079).ResultsAdjusted ordinal logistic regression on knowledge scores reveal that parent citizenship predicts odds of greater knowledge by 1.4- to 2.2-fold, depending on ethnic group. This is partially explained by divergent stages of LS adjudication between birth and adulthood, including successful birth registration and adult citizenship acquisition, along with secondary school completion. Precisely how these factors contribute to HIV knowledge varies by ethnic group.ConclusionsThis study advances knowledge of LS outside of the migration paradigm, reveals heretofore unexamined connections between LS and access to public health information, and elucidates how instabilities in LS adjudication stages underlie health inequalities over the life course. Findings indicate that securing success in public health and human rights agendas requires attention to how states adjudicate and deploy LS in multiple stages across the life course to structure access and exclusion among migrant and non-migrant communities alike.

Early academic struggles among children with home-based support from child welfare services

ObjectivesChildren in child welfare services have a higher risk of becoming marginalized as they grow up to be young adults. An important protective factor against later marginalization is academic achievement. Unfortunately, studies show that children who receive support from child welfare services have poorer academic achievement. Most research focuses on children in out-of-home care and on performance in secondary school or school completion rate, while few studies focus on children receiving home-based support from child welfare services and their performance in primary school. Recipients of home-based support is the largest group of children receiving help from the child welfare services, and knowledge on whether this group of children are struggling in the early stages of their education is necessary for knowing when to intervene. MethodThe sample included 104 families of children in primary school (ages 5–13) who received home-based support from child welfare services. Math and reading tests were administered to the children (n = 103). In addition, the children, one of the children’s parents (n = 104), and the children’s teacher (n = 61) completed a questionnaire, including a measure of the child’s mental health (the Strength and Difficulties Questionnaire) and social skills (Social Skills Rating System). FindingsDescriptive analyses showed that on average, the children scored below the 30th percentile on the math test and below the 40th percentile on the reading test. Moreover, fewer than half of the children at risk of academic difficulties received help from the pedagogical psychological services. Multivariable linear regression analyses showed that parental income was associated with children’s math achievements, while parental education was associated with children’s reading abilities. Parents marital status was negatively associated with children’s reading abilities. Children with higher parent- and teacher-reported externalizing difficulties had lower math and reading achievements, while we found no association with social skills. ConclusionThe primary school children who receive home-based support from child welfare services had average scores that indicates increased risk for academic difficulties. Moreover, an intervention is highly needed, as fewer than half of the children at risk of academic difficulties received help from the pedagogical psychological services. The results show some important predictors of academic achievement in this population: parental income, education, and marital status as well as the children’s externalizing difficulties.

Experience of intimate partner violence among rural women in Southwest, Nigeria.

Intimate partner violence (IPV) is a significant public health issue that affects 1 in 3 women globally. Women's experiences of IPV in rural southwest Nigeria was examined in this study, conducted between July and August, 2019. A total of 677 women participated in this survey which employed a mobile phone application. Results revealed that the prevalence of experience of IPV was 39.4%. Experience of IPV was significantly higher among women who had been married longer (AOR = 2.09, 95% CI: 1.23, 2.93), completed secondary school (AOR = 1.81, 95% CI: 1.07, 3.05), were in the middle or richer wealth tertiles (AOR (95% CI= 1.59, 1.02, 2.51 and 1.84, 1.19, 2.84 respectively), and who justified IPV (AOR = 1.44, 95% CI: 1.00, 2.06). The prevalence of IPV among women in southwest Nigeria is high and determining factors are multi-faceted, hence the need for community sensitization interventions designed to address social norms that justify partner violence.

Survey of Nunavut Post-Secondary Students: Determinants of School Completion, Post-Secondary Education, and Education Success

Little is known about Nunavut students’ experiences in high school and post-secondary education, in particular their self-defined determinants of success. This study aimed to understand factors that influence secondary school completion, post-secondary education, and education success for students from Nunavut. An online survey was conducted with 91 current post-secondary students in 2018–19. Results found that students articulated complex support needs that influence their success, with roles for parents, teachers, and the community. Students identified support needs gaps, primarily in the form of funding distribution and delivery. Recommendations include increased financial, counselling, and mental health support for Nunavut students.
 Keywords: Inuit education, Nunavut education, Indigenous post-secondary students

School dropout among female learners in rural Mpumalanga, South Africa

South Africa, like many countries, has high numbers of learners who do not complete secondary schooling. This reduces these young people’s chances of finding work or of earning a better salary. It is thus important to understand the factors that contribute to high school dropout. In the study reported on here we investigated the factors that caused a number of female learners to drop out and return to high school in a rural community in Mpumalanga. The learners provided 3 reasons for dropping out of school: pregnancy, illness and immigration. The analysis of these factors suggests 3 underlying themes that influence the ability of children to remain in school, viz. health, policies and structures, and poverty. The implications of these and recommendations to address them are discussed. The authors argue that greater interdepartmental efforts are required to support vulnerable girls to remain in school.

Образовательные стратегии молодежи в СССР в 1950–1960-е годы

Introduction. Currently, the Russian Federation is implementing a state youth policy, the goal of which is to create the necessary conditions for self-realization of youth and their active inclusion in social processes. In this regard, the task of studying the historical experience of the USSR in the field of implementing state youth policy in the 1950s–1960s is actualized. At that time the interests and needs of youth began to be widely taken into account for the first time in the implementation of socio-economic development programs, including in the field of education. The article analyzes the conditions, causes and consequences of the choice of educational strategies by young people, reveals the relationship between the material capabilities of society and the social aspirations of young people. Sources and Methods. This problem is viewed from the point of view of social history, within the framework of the concept of "socialist welfare state". The research is based on archival materials from the collections of GA RF, RGANI, RGASPI. Analysis. The educational opportunities of young people in the early 1950s were significantly limited by the low quality of education, its partial payment; the dominance in the school system of the incomplete seven-year secondary school; a limited number of educational institutions providing vocational training on the basis of a complete secondary school; poor development of evening and distance learning. One of the main negative factors in the choice of educational strategies was the low standard of living. Conclusions. The implementation of the new social policy helped to increase the material capabilities of the population, opened access to higher and secondary education for a wide range of young people. Among the most important prerequisites for the free choice of educational strategies were the abolition of tuition fees, the expansion of the network of ten-year schools, the improvement of the quality of education, and the widespread dissemination of forms of on-the-job training.

Impact of the DREAMS interventions on educational attainment among adolescent girls and young women: Causal analysis of a prospective cohort in urban Kenya.

DREAMS promotes a comprehensive HIV prevention approach to reduce HIV incidence among adolescent girls and young women (AGYW). One pathway that DREAMS seeks to impact is to support AGYW to stay in school and achieve secondary education. We assessed the impact of DREAMS on educational outcomes among AGYW in Nairobi, Kenya. In two informal settlements in Nairobi, 1081 AGYW aged 15-22 years were randomly selected in 2017 and followed-up to 2019. AGYW reporting invitation to participate in DREAMS during 2017-18 were classified as "DREAMS beneficiaries". Our main outcome was being in school and/or completed lower secondary school in 2019. We used multivariable logistic regression to quantify the association between being a DREAMS beneficiary and the outcome; and a causal inference framework to estimate proportions achieving the outcome if all, versus no, AGYW were DREAMS beneficiaries, adjusting for the propensity to be a DREAMS beneficiary. Of AGYW enrolled in 2017, 79% (852/1081) were followed-up to 2019. In unadjusted analysis, DREAMS beneficiaries had higher attainment than non-beneficiaries (85% vs 75% in school or completed lower secondary school, Odds Ratio (OR) = 1.9; 95%CI: 1.3,2.8). The effect weakened with adjustment for age and other confounders, (adjusted OR = 1.4; 95%CI: 0.9,2.4). From the causal analysis, evidence was weak for an impact of DREAMS (estimated 83% vs 79% in school or completed lower secondary school, if all vs no AGYW were beneficiaries, difference = 4%; 95%CI: -2,11%). Among AGYW out of school at baseline, the estimated differences were 21% (95%CI: -3,43%) among 15-17 year olds; and 4% (95%CI: -8,17%) among 18-22 year olds. DREAMS had a modest impact on educational attainment among AGYW in informal settlements in Kenya, by supporting both retention and re-enrolment in school. Larger impact might be achieved if more AGYW were reached with educational subsidies, alongside other DREAMS interventions.

Enhancing adolescent Mayan girls’ education through peer support

ABSTRACT The aim of this paper is to evaluate how peer support can contribute to the completion of secondary school for girls who have interrupted their education, so that they can achieve higher levels of schooling through a supportive community network in villages of the Yucatan peninsula in southeast Mexico. For this purpose, qualitative social science research methodology was used with a participatory approach. The findings demonstrated that beyond existing school reintegration programs, it is the strength of purpose in the girls’ minds and the influence of the people that surround them that determines the degree of success or failure. The originality of this research is to be found in the collection of primary information from groups of adolescents regarding aspects that encourage them to reach, or stop them from reaching, higher levels of education, while compiling the intervention of key actors in the communities in favor of girls’ education in the state of Yucatan.

Internalising and externalising problems during adolescence and the subsequent likelihood of being Not in Employment, Education or Training (NEET) among males and females: The mediating role of school performance

Mental health problems are associated with a greater risk of being Not in Employment, Education or Training (NEET) during young adulthood. Yet evidence on the extent to which self-reported mental health problems precede males' and females’ NEET status and on the potential pathways linking mental health problems to NEET is lacking. This study examines the longitudinal associations that internalising and externalising problems during adolescence share with the risk of being NEET in young adulthood, with a focus on the mediating role of school performance. Data comes from a representative sample of 4,452 Swedish youth (51% females) who provided information on internalising and externalising problems at age 14–15 years. Information on secondary school grades (age 15–16 years), completion of upper secondary school (age 20–21 years) and NEET status at 21–22 years were drawn from administrative registers. Overall, 6% of participants were NEET at 21–22 years of age and rates were higher for those who had internalising and externalising problems at age 14–15 years. A series of gender-stratified multivariate regression models showed that for both genders, greater internalising and externalising problems predicted lower school grades and a reduced likelihood of upper secondary school completion. However, externalising problems were associated with an increased risk of being NEET for males, while internalising problems were associated with a higher likelihood of being NEET for females. The effects of externalising and internalising problems for males and females, respectively, were partially mediated by school performance. The findings indicate that mental health problems in adolescence are associated with exclusion from the labour market and education in early adulthood, but that internalising and externalising problems represent different risks for males and females. Furthermore, school performance in comprehensive and upper secondary school helps explain links between mental health problems and subsequent NEET status.

Observational study on hand washing practice during COVID-19 pandemic among bank visitors in Gondar Town, Northwest Ethiopia

ABSTRACT Hand washing has received considerable attention during the COVID‐19 pandemic and it is simple, cost-effective, and one of the first lines of defenses in ceasing the spread of the current pandemic. Hence, assessing the actual hand washing practice of bank visitors during COVID-19 pandemic will have tremendous contribution in the prevention and control strategy of the disease. Observational study followed by demonstration was conducted from May 1 to June 15, 2020, among bank visitors at Gondar town. A total of 415 bank users participated in the study. Data was collected through observation using check list and pretested questioner. Bivariate and multivariate logistic regression was used to show the association between outcome variable with determinant factors. P-value <0.05 was taken as significant. A total of 415 participants were enrolled on the study. Most of the participants, 245 (59%), were males and 369 (88.9%) come from urban area. One hundred fifty one (36.4%) completed secondary school. Majority of the participants, 388 (93.5%), heard and watched proper hand washing practice. The proportion of proper hand washing performance was 21.4% before demonstration, but after demonstration, it was increased to 82.2%. Study participants aged 25–30 years, age of 31–40, married and attended college and above were found to be significantly associated with proper hand-washing practice. Overall, there was a significant change of hand washing practice after demonstration. Health education and public mass medias are needed, especially audio–visual aids are very important.

Assessment of Educational Attainment and Employment Among Individuals With Autism Spectrum Disorder in Denmark

Population-based data on educational and employment outcomes in adulthood among individuals diagnosed with autism spectrum disorder (ASD) in childhood are currently limited. To evaluate educational attainment and employment among individuals with and without a diagnosis of ASD before age 12 years in Denmark. This nationwide cross-sectional prevalence study was conducted using data from Danish registers. Individuals with a diagnosis of ASD recorded before age 12 years were identified among all individuals born in Denmark between January 1, 1989, and December 31, 1991, who were alive at age 25 years. Individuals with ASD were then matched on a 10:1 ratio by age, sex, and region of residence with a comparison population of individuals without a diagnosis of ASD at age 12 years. Data were analyzed from March 2019 to December 2020. Autism spectrum disorder diagnosis and diagnostic subtype recorded before age 12 years. Adjusted prevalence ratios (aPRs) with 95% CIs for the completion of compulsory primary and lower secondary school (grade 9), upper secondary school (grades 10-12 or vocational), and tertiary school (university) and for employment by age 25 years were estimated using log-binomial regression analysis. A total of 810 individuals with a diagnosis of ASD before age 12 years were matched with a comparison population of 8100 individuals without ASD. The prevalence of ninth-grade completion was similar among those with and without ASD (785 individuals [96.9%] and 7982 individuals [98.5%], respectively; aPR, 0.98; 95% CI, 0.97-1.00). Compared with those without ASD, persons with ASD had a lower prevalence of completing upper secondary school (6338 individuals [78.2%] vs 286 individuals [35.3%], respectively; aPR, 0.46; 95% CI, 0.42-0.50) and tertiary school (2185 individuals [27.0%] vs 70 individuals [8.6%]; aPR, 0.33; 95% CI, 0.26-0.41) and obtaining employment (4284 individuals [77.7%] vs 177 individuals [27.2%]; aPR, 0.35; 95% CI, 0.31-0.40) at age 25 years. A ninth-grade final examination score was available for 394 individuals (48.6%) with ASD and 7417 individuals (91.6%) without ASD. In an analysis stratified by ASD subtype, individuals diagnosed with childhood autism had lower educational attainment and employment than those diagnosed with Asperger syndrome or pervasive developmental disorder not otherwise specified. A total of 461 individuals (56.9%) with ASD were receiving public assistance or a pension (ie, disability benefits) at age 25 years compared with 1094 individuals (13.5%) without ASD in the comparison population. In this population-based cross-sectional study, a diagnosis of ASD in childhood was not associated with the completion of compulsory primary and lower secondary education (ninth grade). An ASD diagnosis before age 12 years was associated with a lower prevalence of attaining education beyond ninth grade and obtaining employment by age 25 years, indicating a substantially higher risk of reliance on public assistance in young adulthood.

Educational and Employment Outcomes among Young Australians with a History of Depressive Symptoms: A Prospective Cohort Study.

The aim of this study was to investigate whether depressive symptoms reported during adolescence are associated with subsequent educational and employment outcomes, including whether experiences of depressive symptoms in adolescence are associated with higher exposures to adverse psychosocial job stressors among those who were employed in emerging adulthood. We used data from the Victorian arm of the International Youth Development Study (IYDS). Multiple logistic regression analyses were used to model the association of depressive symptoms reported in 2002 (wave one) and/or 2003 (wave two) and self-reported completion of compulsory secondary schooling, employment status, and exposure to a number of psychosocial job stressors roughly a decade later (i.e., at wave three in 2014). In fully adjusted models, reporting high depressive symptoms at waves one or two (odds ratio (OR) 0.71, 95% confidence interval (CI) 0.55 to 0.92), as well as at both waves (OR 0.55, 95% CI 0.41 to 0.75) were associated with a reduced likelihood of completing secondary schooling by wave three. High depressive symptoms reported at multiple waves were also associated with a reduced likelihood of employment (OR 0.49, 95% CI 0.36 to 0.66). Amongst those employed at wave three (n = 2091; 72.5%), adolescent depressive symptoms were associated only with workplace incivility. Psychosocial job stressor exposures should be considered in the design and selection of jobs for young workers with a history of depressive symptoms in order to increase employment participation and sustainability for young people experiencing symptoms of depression.

Impact of growing up with somatic long-term health challenges on school completion, NEET status and disability pension: a population-based longitudinal study

BackgroundYoung adulthood is an important transitional life phase that can determine a person’s educational and employment trajectories. The aim of this study was to examine the impact of somatic long-term health challenges in adolescence on upper secondary school completion, not in education, employment or training (NEET status) and receiving disability pension in early adulthood. Additional disparities in educational and employment achievements were also investigated in relation to socioeconomic background.MethodsThe sample consisted of all young adults born in the period 1990 to 1996, (N = 421,110). Data were obtained from the Norwegian Patient Registry which is linked to the Central Population Register, education and income registries and the Historical Event Database in Statistics Norway. These data sources provide longitudinal population data. Statistical analyses were performed using multiple logistic regression and computed average marginal effects after the multiple logistic regression.ResultsThe results showed that, compared to young adults without long-term health challenges, young adults with the diagnoses inflammatory bowel disease, epilepsy, diabetes, sensory impairment, spinal muscular atrophy (SMA), spina bifida (SB) and cerebral palsy (CP) had lower odds of completing upper secondary education. Moreover, young adults with long-term health challenges had higher odds of NEET status by age 21 compared to those without a long-term health challenge. As for the odds of NEET status by age 21, the results showed that young adults with epilepsy, SMA, SB and CP in particular had the highest odds of receiving disability pension compared to young adults without long-term health challenges.ConclusionsThis longitudinal study revealed that on average young adults with long-term health challenges, compared to those without, struggle to participate in education and employment. The findings highlight the need for preventive measures especially in relation to young adults with neurological conditions such as epilepsy, SMA, SB, and CP.

Learning equity requires more than equality: Learning goals and achievement gaps between the rich and the poor in five developing countries⋆

Whereas the MDG was a simple schooling goal the Sustainable Development Goals (SDGs) have a number of targets for learning. Target 4.1 specifies not just that all children complete primary and secondary school but that this schooling leads to “relevant and effective learning outcomes” and Indicator 4.1.1 tracks progress goal using the proportion of children reaching “minimum proficiency” at early (grade 2/3), intermediate (primary complete) and late (end if lower secondary) stages of basic education with the aim that "all youth…achieve literacy and numeracy" (Target 4.6). We use the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that assess all children in a given age range, whether in school or not, on simple measures of learning in math, reading (local language), and English, to quantify how much achieving within country equality between the richest 20 percent and the poorest 40 percent in (a) grade attainment and (b) learning achievement by grade would contribute to an SDG-like global equity goal of universal numeracy and literacy for all children by age 12−13. We have three empirical findings. First, except in Kenya equalizing grade attainment between children from rich and poor households would lead to only modest progress in achieving universal numeracy, closing only between 8% (India) and 25 % (Pakistan) of the existing gap to universal literacy. Second, equalizing the learning profiles, that is, closing the gap in learning for children in the same grade between those from the poorest 40 percent of households and the richest 20 percent, would close between 16 % (Pakistan and Uganda) and 34 % (India) of the gap to universal numeracy, and between 13 % (Uganda) and 44 % (India) of the gap to universal literacy. Third, even with complete equality in grade attainment and learning achievement with children from the richest 20 percent children from poorer households still be far from the equity goal of universal numeracy and literacy, as even children from the richest 20 percent of households are far from universal mastery of basic reading and math by ages 12−13. In the currently low performing countries achieving universal literacy and numeracy to reach even a minimal proficiency of global equity goal will require more than just closing the rich-poor learning gap, it will take progress in learning for all.

The Impact of Mental Health Problems in Adolescence on Educational Attainment

ABSTRACT The aim of the study has been to examine the impact of diagnosed internalising and externalising behavioural problems on educational attainment. We used a fixed-effect model on rich individual longitudinal register data. The sample consisted of five full cohorts of adolescents (N=242,542). The analyses suggest that compared to their healthy peers, boys and girls with externalising problems have respectively 38 and 40 percentage points lower probability of completing upper secondary school. The comparable numbers for internalising problems are 29 percentage points for boys and 26 percentage points for girls. With regard to the likelihood of attending higher education, for those that completed secondary school, the results show a negative but much smaller impact of mental health disorders than the case was in the analysis of upper secondary school completion.

Language variability judgement among university students

Language variability means that a particular language element can be expressed in different variations and consequently, linguistic variants closely related to each other. In other words, there are no two people with the same mother tongue, who under the same circumstances always speak the same way. The differences arise mainly from the environment and the community where they grow up. Lesley and James Milroy’s research, carried out in Belfast, was the first to prove that if the members have much more contact with each other than with outsiders, the members’ behavior is defined by stronger norms, and respect for their own norm becomes very strong. According to the results if somebody integrates more strongly into his / her community, he / she will use several non-standard versions characteristic of that particular group. One of the results obtained by Peter Trudgill in Norwich proved that although the appreciation of the standard language version is undoubtful, the examined communities are bound to their own language version, even if they have already been subjected to negative discrimination. The aim of the study is to search for the features that are characteristic for the language use of a younger person who has moved to Hungary. To extend the research on more cross-border informats than were in the previous study, and to complement the existing data with personal life stories, individual experience, explanations, narratives, and life-course reports. We consider it important to observe those linguistic phenomena which were in focus during the informantsá speaking experience in Hungary, as well as within the framework of a follow-up study to highlight whether there is any correlation between the linguistic attitudes and career path. During our research, we will talk with native Hungarian students who lived in their home country until the completion of secondary school, high school (gymnasium) and then moved to Hungary for continuing their studies. Qualitative method will highlight the feedback, a student from abroad faces during his /her stay in Hungary. 18 to 25 years old students will speak on their personal life stories and individual experiences, and not incidentally, the dialectical features that characterize the informants.

Knowledge and Impact of COVID-19 on Middle-Aged and Older People Living with HIV in Lima, Peru.

COVID-19 has had an unprecedented worldwide impact, and Peru has had one of the highest COVID-19 case rates despite implementation of an early strict nationwide quarantine. Repercussions on Peru's healthcare system may impact vulnerable populations, particularly people with HIV (PWH). We explored knowledge of COVID-19 and the socioeconomic and health impact of the pandemic among middle-aged and older PWH. A cross-sectional telephone survey was administered to 156 PWH age ≥40 years receiving care in one of two large HIV clinics in Lima, Peru. The majority of PWH (age 52 ± 7.7 years, 41% female, 65% completed secondary school or less) were knowledgeable regarding COVID-19 symptoms and prevention methods. Nearly half of those employed prior to the pandemic reported job loss. Female sex (unadjusted prevalence ratio [PR] 1.85 [95%CI 1.27-2.69]), low educational level (PR 1.62 [1.06-2.48]) and informal work (PR 1.58 [1.06-2.36]) were risk factors for unemployment but not in adjusted models. Increased anxiety was reported in 64% and stress in 77%. COVID-19 has had a substantial socioeconomic and mental health impact on PWH living in Lima, Peru, particularly those with lower educational levels and informal workers. Efforts are needed to ensure continued medical care and socioeconomic support of PWH in Peru.

Evaluation of Acceptability, Safety, Efficacy and Outcome of Postplacental IUCD Insertion in Women Undergoing both Vaginal Delivery and Caesarean Section- A Cohort Study

Introduction: Prevention of unplanned and unwanted pregnancies could help avert 20-35% of maternal deaths and as many as 20% of infant death. Despite many advantages of, mothers of India are reluctant for IUCD use. Aim: To determine the acceptability, safety, efficacy and outcome of Postpartum Intrauterine Contraceptive Device (PPIUCD) following both vaginal delivery and caesarean section. Materials and Methods: A descriptive prospective cohort study conducted in the Department of Obstetrics and Gynaecology in a tertiary care institute in Eastern India from August 2019 to July 2020. Among the women delivered almost all mothers were counseled about postplacental IUCD insertion and the first 100 mother who satisfy inclusion criteria were incorporated in the present study. Out of 100 mothers, six mother refused and 94 mothers accepted PPIUCD. Only three mothers were lost to follow-up. Ninety-one mothers were followed-up in postnatal clinic after 6 weeks, 12 weeks, 24 weeks and 48 weeks. Primary parameter was to assess acceptance rate and reason for acceptance. Secondary variables were refusal rate and reason for refusal, reason for removal, failure rate and complications. Collected data were then analysed by SPSS (version 27.0; SPSS Inc., Chicago, IL, USA) and GraphPad Prism version 5. Results: Majority of mothers were in the 21-25 years age group and completed secondary school education. A very high rate of acceptance of about 94% was found. The most common reason for acceptance was its long-term effect of contraception (40.4%) followed by reversible nature (27.7%). This study showed that refusal rate was 6%, majority due to fear of complications. Among 91 mothers followed-up for safety profile of PPIUCD, majority (81.3%) had no complication which was statistically significant (p&lt;0.0001). Out of 91 women, 80 mothers (87.9%) continued PPIUCD, three mothers had abdominal discomfort, 10 had abnormal bleeding P/V, and 67 mothers (90.4%) had no complications and failure rate was 2.2%. Only two mothers conceived with PPIUCD in-situ. Expulsion rate was 4.4%. Out of 91 mothers followed-up, only four had expulsion. Conclusion: PPIUCD is widely accepted, efficacious, safe method of family planning, that can reduce maternal morbidity and mortality

HUMAN RESOURCE THROUGH EDUCATION OF SCHEDULED CASTE IN KERALA

This paper analyses the policy of reservation for Scheduled castes in Kerala. The paper provides a brief overview of the caste system and discusses the types of groups that are eligible for reservation, based on data from government reports. The stance of this paper is that affirmative action has not benefited the lower castes due to contextual factors like low school enrolment and completion rates, and high dropout and failure rates. Also, continuous addition of more and more castes to the fold of reserved categories has diluted the positive impact of the reservation policy. This paper suggests that under-representation of any social group in educational institutions should be assessed with reference to sub-populations of secondary school completers and argues that, unlike Scheduled Castes and Tribes, Other Backward Castes are not markedly under-represented. Hence, the 27% quota declared by the government recently is not justified. The paper also highlights the human resources through the education social, pedagogic, psychological and political issues involved in the policy of reservation, and suggests that quotas should be based on economic criteria rather than on caste considerations.

Poised for a dividend? Changes in the life trajectories of India’s young women over the past two decades

This paper examines recent changes in the life trajectories of Indian women. We use data from four major national population surveys that span the years 1998–2016. We look at several cohorts of women across the states and regions. We compare decisions related to education, marriage, childbearing and participation in the labor force. Though there is considerable diversity across states and regions, as well as religious groups, we find some consistent patterns that emerge everywhere. First, educational attainment and the age at marriage have been steadily increasing. Women who do not complete secondary school are more likely to marry early. Second, caste and religion (rather than education) play a significant role in decisions after marriage, such as the timing of births, the use of contraception and labor force participation. Third, women from disadvantaged communities continue to have very different life trajectories than other social groups. They are more likely to use contraception and participate in the labor force. Lower levels of schooling also appear to exacerbate the disadvantages of social identity. The pace of these changes varies sharply across states as well as regions of the country.