Education Of Girls Research Articles

ANALYSIS OF THE TREND IN PASS RATES OF GIRLS IN NATIONAL EXAMINATIONS IN THE REPUBLIC OF GUINEA

This presentstudy examines trends in girls baccalaureatesuccess rates in Guinea over a ten-yearperiod. Using data collectedfrom the national archives of examinationresultspublished by the National Institute of Statistics, weanalyzed the success rates in the differentsectors (Maths, Experimental and Social Sciences), explored the influentialfactors, and constructedpredictionmodels to understand trends and identify persistent challenges in girls education. Our results show a generalincrease in success rates, but alsoreveal persistent disparitiesbetweensectors. This studyhighlights the importance of supporting girls education in Guinea and offersrecommendations to improvetheiracademicsuccess.

Education for girls, GDP hike reduce antibiotic use

Education for girls, GDP hike reduce antibiotic use

Cognitive Regulation and Its Influence on the Performance of Volleyball Serve Skill

This study aims to identify the level of cognitive regulation and the level of serve skill performance among female students, and to identify the relationship, contribution and impact of cognitive regulation to the performance of their serve skill. This descriptive correlational study targeted sophomores at the College of Physical Education and Sports Sciences for Girls/University of Baghdad. The study included a purposive sample of (32)،. Participants’ opinions were surveyed using the cognitive regulation scale in volleyball for female students then skillfully testing then using the performance of serve skill considering their accomplishment of learning performing such a skill in their academic courses. Data were analyzed using the statistical package for social science (SPSS) to be the conclusions and recommendations that the level of cognitive regulation among students of the College of Physical Education and Sports Sciences for Girls was acceptable, as well as the performance of their serve skill was acceptable, and that cognitive regulation relates, contributes, and positively affects the performance of serve skill among the study participants. It is necessary to pay attention to mental measurement when teaching the serve skill, especially cognitive regulation owing to its positive role in the performance of this skill. It is also necessary to increase the teachers’ experience with the importance of paying attention to improving the level of cognitive regulation of students, as this awareness is reflected in the positives in achieving the goals of improving performance in the physical education lesson for volleyball

Mendelian randomization analyses for the causal relationship between early age at first sexual intercourse, early age at first live birth, and postpartum depression in pregnant women.

There are insufficient epidemiological studies on the impact of age at first sexual intercourse (AFS) and age at first live birth (AFB) on postpartum depression (PPD) in pregnant women, and the conclusions of these studies are inconsistent. We performed a Mendelian randomization (MR) study to determine the causal relationship between AFS or AFB and the risk of PPD. The summary data were extracted from genome-wide association study (GWAS) summary datasets. We selected the instrumental variables according to the P value of exposure-related single nucleotide polymorphisms (P<5 ×10-9 for AFS and P<5 ×10-8 for AFB) and estimated the linkage disequilibrium using the clump parameter (10,000 kb, r2 < 0.001). Single nucleotide polymorphisms were considered instrumental variables that were significantly associated with exposure factors without linkage disequilibrium. The F-statistics of the instrumental variables should all be larger than 10.A random-effects model of IVW was constructed as the main method in our study. MR studies based on GWAS data revealed that both AFS (OR = 0.4, P <0.001) and AFB (OR = 0.38, P <0.001) were negatively correlated with the risk of PPD. Early AFS and early AFB should be studied as possible risk factors for PPD in the future. Public health departments should attach importance to sex education for young girls. The results of our TSMR should be verified by high-quality prospective epidemiological studies in the future.

The Contribution Rate of Some Mental Abilities Accurately to the Performance of the Stabbing Movement with the Epee Weapon

The research assumed that there is a differentiated contribution to mental abilities (concentration of attention, diversion of attention, perception of the sense of purpose) on the performance of the stabbing movement with the Epee weapon, so the research sample was chosen from the original community, represented by the fencing team for students of the College of Physical Education and Sports Sciences for girls / University of Baghdad, which numbered (20) players and adopted the intentional method in selecting the sample, where we excluded the students who participated in the exploratory experiment, which numbered (4) students. Hence, the research sample became (16) students from the original community. The tests under study have been conducted on them. classification and treated statistically and then concluded the existence of a significant correlation between mental abilities and the accuracy of the performance of the stabbing movement with the Epee weapon.as well as a high contribution rate of mental abilities to the accuracy of the performance of the stabbing movement .In light of the results reached by the two researchers, the need to pay attention to mental abilities in the sports field in general and in the sport of fencing in particular, with the development of a special training curriculum to develop those abilities. The effect of mental abilities in other sports and on different samples, more studies were conducted on the percentage of the contribution of mental abilities of different variables to the level of physical performance and skills in fencing.

The effect of a training approach of different intensity with weights to develop strength characterized by speed and the accuracy of performing the forehand and backhand stroke skill in tennis.

The current research aims to identify the effect of using a weight training curriculum in developing the strength distinguished by speed and accuracy in performing some offensive tennis skills among the research sample. To achieve this goal, the researcher adopted the experimental method, while the research population represents the third stage students / College of Physical Education and Sports Sciences for Girls / University Baghdad, which numbered (55) students, and in a random manner they were divided into three experimental groups, two groups. Then the researcher determined the research variables, which were the distinctive strength of the arms and the forehand and backhand in tennis. The researcher prepared a training curriculum with weights and different intensities, and after obtaining the results, the researcher adopted The statistical program (SPSS), as the researcher concluded that the training curriculum with different intensities in developing the strength characterized by speed led to the development of the accuracy of the forehand and backhand shots in tennis and recommended attention to developing the strength distinguished by speed because of its positive impact on the skill aspect of the game of tennis.

Refusing the Master’s Tools: An Abolition Feminist Framework for Career and Technical Education for Black Girls

Refusing the Master’s Tools: An Abolition Feminist Framework for Career and Technical Education for Black Girls

أثر منهج مقترح لتدريس مادة اللغة العربية العامة على وفق معايير الاعتماد الأكاديمي في تحصيل طالبات كليات التربية بنات

The current research aims to identify "the impact of a proposed curriculum for teaching the general Arabic language subject according to the standards of academic accreditation in the achievement of female students in the Colleges of Education for Girls." To achieve the goal of the research, the researchers adopted the experimental research approach and chose an experimental design with two groups and a post-test. Statistically significant at the level of significance (0.05) between the average scores of the students of the experimental group who study the subject of General Arabic language in the proposed curriculum and the average scores of the students of the control group who study the same subject (in the usual way) in the achievement test of the subject of General Arabic. The research community consisted of Students of non-specialty departments of colleges of education for girls for the academic year (2021-2022), and the researcher randomly chose the Department of Qur’an Sciences to apply the research experiment. The experimental group and the number of its students (32) students whose students will be studied according to (the proposed curriculum), and Division (A) represented the control group and the number of its students (31) students who will study She requested it according to the (usual method), the researcher rewarded the research groups in the variables (intelligence test, language ability test, test scores for the previous academic year (2020-2021)), and the two researchers prepared a test to measure the achievement of the students of the two research groups, which consisted of (50) A multiple-choice test item that verified its validity and reliability. The experiment lasted a full academic year. The researcher used the appropriate statistical methods for the following research procedures (t-test, Chi-square, Pearson's correlation coefficient, difficulty coefficient, discriminatory power coefficient, and the effectiveness of wrong alternatives). The results resulted in the superiority of the experimental group over the control group in the post achievement test. The current research came out with a number of conclusions, including that the use of the proposed approach contributes to increasing the students’ activity, effectiveness, and inclination towards General Arabic. The two researchers also recommended a number of recommendations, including the adoption of the proposed approach in teaching the subject. General Arabic for departments other than specialization in the College of Education for Girls. The two researchers proposed a number of proposals, including conducting a study similar to the current study on other variables.

Queen Rania’s English Speech as a Practical Argument on Educating Women

The recent study throws light on Queen Rania’s Speech, which emphasizes the value of education for the Middle Eastern girls. The current study seeks to identify the Queen’s rhetorical strategies in order to address the research question; “why is Queen Rania’s speech reasonable, justified, and persuasive?” To answer this question the researchers examine the speech’s discourse using Toulmin’s (2003) model of argument which comprises six layouts: ground, claim, qualifier, warrant, backing, and Rebuttal. It is discovered that Queen Rania employs Toulmin’s model although with slight modification in the order of these layouts. She intends for her speech to be a massive appeal to the entire globe to raise their voices and help the unfortunate girls get better life. Her speech is composed of introduction part that sets time and place, four justified claims within the same theme beginning with showing the importance of education for girls, moving on to mention a number of sample stories of poor girls around the world and how they become successful when given the opportunity to be educated, and finally inviting the entire world to prioritize the education of girls.

Leveraging social capital for educational resilience in conflict: The impact of community behaviors on educational access in pre-Taliban ruling Afghanistan

This study investigates the role of communities in fostering resilience within the education sector amid conflict. By emphasizing the importance of collective community behaviors fostered by the cultivation of interpersonal connections in social capital, the study estimates the impact of community behaviors on the access to primary and lower secondary education in Afghanistan. Using the Geographic Information System (GIS) for battles in Afghanistan, the study conducted hotspot analysis and identified intensified conflict areas (hotspots), base areas, and relatively safe areas (coldspots) across Afghanistan as of 2014. Authors then estimated the determinants of community behaviors for access to education in each area with multi-level logit analysis using individual and community levels' information in the Afghanistan Living Conditions Survey (ALCS) 2014 collected from 20,700 households. The findings indicate that among the four community behaviors, gender-related behaviors within the community notably enhanced girls' access to education in hotspot areas. Similarly, security-related atmosphere facilitated improved access to education for both girls and boys, irrespective of the conflict intensity, and community behaviors against child labor also improved boys' access to education. However, classical educational assistance program was effective only in relatively safe areas. These findings illuminate the role of community social capital in fortifying the educational sector's resilience, providing a foundation for the development of effective education policies and support mechanisms in conflict situation.

Long-term impacts of a cash plus program on marriage, fertility, and education after six years in pastoralist Kenya: A cluster randomized trial

BackgroundPreventing early marriage by increasing girls education has shown promise. We assessed the effects of a two-year cash plus program on marriage and fertility in a pastoralist setting in Northeastern Kenya, six years after it began. MethodsA prospective 80-cluster randomized trial followed 2,147 girls 11–14 years old starting in 2015, re-interviewing 94.2% in 2021. Interventions included community dialogues (violence prevention), a conditional cash transfer (education), health and life skills training (health), and financial literacy (wealth creation). Villages were randomized to one of four study arms: (1) violence prevention only (V-only); (2) + education (VE); (3) + health (VEH); or (4) + wealth creation (VEHW). We used analysis of covariance to estimate intent-to-treat impacts of each study arm with an education component, as well as a pooled (weighted average) study arm combining VE, VEH and VEHW, in reference to V-only, four years after the intervention ended when girls were 17–20 years old. FindingsBase specification estimates show reductions in the primary outcomes, though none statistically significant in the full sample. Estimates with extended controls are larger and the pooled study arm had significantly lower marriage and pregnancy. There are considerably larger statistically significant effects for the baseline out-ofschool subsample. Pooled estimates indicate 18.2 percentage point lower marriage compared to V-only and 15.1 percentage point lower pregnancy. For the same group pooled estimates indicate a 27.9 percentage point increase in current enrollment (compared to 7.1% in V-only) and a 1.8 grades increase (compared to 1.2 in V-only). ConclusionThis study shows the potential for interventions in early adolescence with an education component to delay marriage and fertility into late adolescence and early adulthood in a marginalized and socially conservative setting with low education and high rates of child marriage.

The Importance of Context in a Global World

Global education is often framed in terms of standardised testing that makes comparisons across nations. This is particularly evident with international measures like the Programme for International Student Assessment (PISA), which tests 15-year-olds in member countries. Images on the PISA website provide representations of education that seem to clash with some of the contexts where we have conducted research. This prompted an investigation into educators’ talk about local contextual realities, and how—or whether—they were impacted by global calls for quality education. The study focused on three different educational programs: education for adolescent girls in a refugee camp in the Kurdistan Region of Iraq, school education in a western Queensland rural/remote town in Australia, and the Migrant Education Program in rural Illinois in the United States. The data were collected through semi-structured interviews and field observations. Following data analysis, three case study narratives were constructed. A final step of analysis identified four shared pillars that made learning in rural and remote areas impactful and effective: context relevance, educators’ openness to learning, flexibility of teaching/learning approaches, and responsiveness to learners’ needs. The data demonstrated that the educators had a broader picture—national or global—in mind, but their main aim was to provide learning opportunities that were responsive, flexible and contextually appropriate to their location.

When people still had enough time to live

AbstractIn this paper the author want to focus especially on the education of girls from Hungarian aristocratic families by studying not only the relationship between the parents and the children but also the aim, content, methods of education. The sources were primarily the memoirs that have been more frequently published, that resulted in more detailed, subtle conclusions complete with personal motivations as well. The research method was narrative text analysis. The author concluded that there were practically only some aristocratic girls who had enrolled a secondary school before WW1. After WW1 there were more and more girls taking part in school education, the reason being their financial circumstances and the changed social and cultural situation. Some have already enrolled in university or obtained a vocational qualification. However, working women were very rare among them. The relationship between the parents and children was different by families, but the strict distance increasingly loosened up. One of the most important goal of education was the knowledge of modern languages. Besides practising religion and arts physical education and sports were present in the lives of the girls in the country. Girls could only move around in their own social groups, they put special emphasis on developing social competences. A girl's goal was to find a spouse who is worthy of her rank.

Towards a gendered STEAM education approach: building a comprehensive model to strengthen girls’ and students with non-conforming gender identities’ STEAM trajectories in Chilean public schools

There is worldwide recognition of the gender gap in STEAM careers. Throughout the world, women are under-represented in STEAM jobs. The explanation for this lies much earlier in girls’ educational trajectories. The characteristics traditionally attributed to the feminine and the masculine are reproduced through the preservation of stereotypes in textbooks and teaching practices, which question the meaning of education for girls and students with non-conforming gender identities. By theoretically assuming gender not as a binary but as a mobile category that includes non-conforming gender identities, we sought in this study to construct a comprehensive model to strengthen the trajectories in STEAM areas of girls and those with non-conforming and socially marginalised gender identities in public schools in a semi-rural zone in Chile. We introduce the theoretical foundations of the model and its relevant dimensions and key indicators of development. As a result, this model (in construction) considers the following dimensions: a strategy of collective awareness-raising for the local communities; teacher education in STEAM education; implementation and use of FabLabs and a community centre; and an institutional strategy of accompaniment for schools and students. These are addressed in four moments of participatory research: diagnosis, design, implementation and validation. We discuss the challenges of developing a culturally responsive STEAM education by building a comprehensive model of the above-mentioned groups using a gendered approach that places the binary reproduction of the sex/gender system in tension with the principles of participation and democracy.

Understanding challenges related to menstrual hygiene management: Knowledge and practices among the adolescent girls in urban slums of Jaipur, India.

This study aimed to determine the factors associated with knowledge and practices related to menstrual hygiene management among adolescent girls in urban slums in Jaipur, India. A cross-sectional study among 417 adolescent girls was conducted. Descriptive statistics, Chi-square, and bivariate and multivariate logistic regression methods were used to analyze the data and determine the associated factors. Only 48.7% of girls had a correct understanding of menstruation. In addition, 55.1% of the menstruating girls had faced health problems related to mensuration in the last 6 months; however, only 47.6% visited a health facility for treatment. Educational status of the girl (AOR = 1.89, 95% CI = 0.88-4.06), mother's education (AOR = 2.19, 95% CI = 1.30-3.67) and income (AOR = 1.89, 95% CI = 0.67-3.95), father's income (AOR = 1.42, 95% CI = 0.76-2.95), and counseling by field health workers (AOR = 2.08, 95% CI = 1.23-3.51) were found to be associated with knowledge about menstruation. Girl's education (AOR = 1.49, 95% CI = 0.74-2.95), mother's education (AOR = 1.46, 95% CI = 0.7-2.84) and income (AOR = 1.314, 95% CI = 0.44-2.02), father's education (AOR = 1.64, 95% CI = 0.55-3.08) and income (AOR = 2.0, 95% CI = 0.86-3.28), and counseling by field health workers (AOR = 1.48, 95% CI = 0.76-2.64) were found to be associated with the type of absorbents used. The findings from the study show that the awareness about mensuration and utilization of health services among adolescent girls is low. There is a need to create an enabling environment for girls to access knowledge and health services related to menstruation by creating awareness at the community level, strengthening outreach by field health workers, and ensuring privacy in healthcare facilities.

Analysing Barriers to Girls’ Education Outcomes in South Sudan

The study was conducted to analyzed barriers to girl education South Sudan programme. With literacy rate for the country at 47%, female literacy is worse within the region with 42% of the overall enrolment were girls which was lower by 16% to that of boys. The outcome of the results might be used to scale up cash transfers and other initiatives for girls as keys barriers are identified and analyzed for girls’ education outcomes. The study has used pareto analysis, tables and graphs to demonstrate the effects of those barriers to girl’s education outcome. The findings indicated that: For instance, girls are more likely to dropout due to pregnancy at 7%, and early marriage at 9% than boys who are more likely to dropout due to recruitment into military and insecurity on the road to school. The research found that girls are more likely to drop out of school (7.4%) as they go to higher level of education compared to male counter dropout rate. 85% of girls are likely to miss school due to long distance from school and fees related issues. While 79% are more likely to drop out of schools due to displacement, 70% are likely to miss due to personal and cultural issues at home, 59z% due to marriage and pregnancy having score 40%. Therefore, partners and the national ministry of general education and instructions should prioritize those factors in their strategy to improve girls’ education outcomes.

Free secondary education policy and education attainment

This paper investigates the impact of Ghana’s Universal fee-free secondary education policy (FreeSHS) on educational attainment (completion rates). The policy was introduced in the school year 2017/2018, allowing every child to pursue secondary education irrespective of their background. We emphasize the educational outcomes of schoolgirls as they are shown to be at a greater disadvantage when accessing higher education in Ghana. Given the universality of the policy, we estimate a Difference-in-Differences model using variations in the treatment intensity across districts. The treatment and comparison groups are thus defined based on the differences in the uptake rate (changes in the uptake of education due to a price change). The paper draws from a comprehensive panel dataset capturing the demand and supply factors to education across 261 districts in Ghana. The empirical findings suggest that schoolgirls’ completion rate increased by 14 percentage points in high uptake districts, whereas the reform impact is estimated at 14.9 percentage points overall (for boys and girls). In effect, the absorption of education costs by the state serves as a critical incentive for cost-constrained households and an efficient measure for correcting market failures related to access and completion of secondary education for girls.

Classrooms as Healing Spaces: Decolonizing Conceptual Frameworks of Black Girls in K-12 School Settings

ABSTRACT There is substantive research that examines the punitive and harsh disciplinary practices in K-12 schools and the disproportionate effects on students of Color. While race has been central to this critical discourse; gender has remained secondary. Although both Black girls and boys face unique challenges in their K-12 academic environments, there is a growing body of evidence suggesting gender, in addition to race, impacts educational and psychological development. More specifically, for many Black girls, education is presented as the key to better opportunities with liberative power. Interestingly, few curricula taught in K-12 schools are designed with consideration of Black girls, who must contend with the typical adolescent developmental tasks within the context of a society that often devalues them. This conceptual article proposes a paradigm shift, which centers strengths and healthy development of Black girls in a time of heightened racial stress. A review of empirical research on punitive environmental norms of schools and the disproportionate effects on Black girls is presented. A conceptual framework is provided to help guide K-12 educators in addressing the mental health needs of Black girls. The framework proposes an anti-racist, culturally informed approach rooted in social justice initiatives to identify strengths and skills for promoting healthy and adaptive pathways for K-12 education for Black girls. The article illuminates the importance of decriminalizing Black girls and promoting an anti-racist paradigm to contextualize their educational and mental health needs. The article concludes with strategies that seek to intentionally create healing spaces in school settings for Black girls to fully explore their identities toward a healthy development.

History and Education of the Sacred: Black Girls and Curricular Violence in Literacy Learning

AbstractBlack girls and their literacies are genius. Yet, education, as we know it, does not consistently offer spaces for Black girls to be loved and honored. This form of neglect extends to literacy classrooms. As displayed in the news and research, Black girls experience abuse within the confines of educational walls. Educational violence against Black girls is a byproduct of dehumanization and devaluation, and it stems from history. The underlying stereotypical conditioning centered around the dehumanized, oversexualized, unladylike, Black girl may rationalize why educators overlook them when creating literacy curricula. When classroom teachers rely on these biases, the need for an intentional literacy curriculum to support and uplift the literacy development of Black girls may seem unimportant, which in turn leaves Black girls at an educational disadvantage. This paper will discuss social and educational historical factors that have problematized literacy education for Black girls. As a resolution, we unpack the Black Girls Literacy Framework to respond to educational and literacy inequities.

Determining standard level of some basic skills in badminton for femal students

&#x0D; Abstract in EnglishThe research included the importance of the research, which lies in assessing the level of skill performance specified in the basic skills by determining the standard levels of basic skills in badminton, and the aim of the research is to define standard levels of the most important basic skills in badminton for the sample of the research. The two researchers used the descriptive approach in the survey method. The College of Physical Education and Sports Science for Girls for the academic year 2019/2020, whose number is 143, has been identified three basic skills for badminton (short low serve, high long serve, and forehand and backhand), and after applying the tests for these skills and building their standard levels, the two researchers reached the most important conclusions:The research sample came with high percentages at the lower average level in all skill tests and small percentages at the intermediate level for all tests. The two researchers recommend that the results of this study should be used in evaluating the level of skill performance.&#x0D; &#x0D;