School Attendance Research Articles

Contribution of community participation in education development projects: A case of community secondary schools in Butiama District council

Community participation in education development projects is very vital. However, studies left the area of community participation in education development projects unstudied. This study was conducted in Butiama District Council to explore the contribution of community participation in education development projects. Specifically, the study assessed the contribution of community participation in school projects. The study used a case study research design with a sample of 123 respondents which involved households. Simple random and purposive sampling techniques were employed to obtain respondents. Data were analyzed using descriptive statistics. The study indicated that community participation in school projects had a great contribution to schools in the construction of more classes/school facilities, recruitment of more teachers, and purchase of stationery; in terms of students it reduced students' dropout cases, increased completion rate and school attendance; and in terms of households it contributed on provision of employment opportunities to households and money contribution to the schools. It was recommended that facilitators need to deliberately create an enabling environment for the community to participate effectively in their development projects, the awareness creation of the need for all community members to effectively contribute to their development plans, irrespective of gender, social economic, and educational prominence. This study recommends that school management should collaborate with Community Development officers, Ward Executive Directors, and community members to discuss school-based matters to counteract challenges facing school projects.

Acute and long-term outcomes of SARS-CoV-2 infection in school-aged children in England: Study protocol for the joint analysis of the COVID-19 schools infection survey (SIS) and the COVID-19 mapping and mitigation in schools (CoMMinS) study.

The symptom profiles of acute SARS-CoV-2 infection and long-COVID in children and young people (CYP), risk factors, and associated healthcare needs, are poorly defined. The Schools Infection Survey 1 (SIS-1) was a nationwide study of SARS-CoV-2 infection in primary and secondary schools in England during the 2020/21 school year. The Covid-19 Mapping and Mitigation in Schools (CoMMinS) study was conducted in schools in the Bristol area over a similar period. Both studies conducted testing to identify current and previous SARS-CoV-2 infection, and recorded symptoms and school attendance. These research data have been linked to routine electronic health record (EHR) data. To better understand the short- and long-term consequences of SARS-CoV-2 infection, and their risk factors, in CYP. Retrospective cohort and nested case-control analyses will be conducted for SIS-1 and CoMMinS data linked to EHR data for the association between (1) acute symptomatic SARS-CoV-2 infection and risk factors; (2) SARS-CoV-2 infection and long-term effects on health: (a) persistent symptoms; (b) any new diagnosis; (c) a new prescription in primary care; (d) health service attendance; (e) a high rate of school absence. Our study will improve understanding of long-COVID in CYP by characterising the trajectory of long-COVID in CYP in terms of things like symptoms and diagnoses of conditions. The research will inform which groups of CYP are more likely to get acute- and long-term outcomes of SARS-CoV-2 infection, and patterns of related healthcare-seeking behaviour, relevant for healthcare service planning. Digested information will be produced for affected families, doctors, schools, and the public, as appropriate. Linked SIS-1 and CoMMinS data represent a unique and rich resource for understanding the impact of SARS-CoV-2 infection on children's health, benefiting from enhanced SARS-CoV-2 testing and ability to assess a wide range of outcomes.

Impact of water, sanitation, and hygiene (WASH) interventions on gender-specific school attendance and learning outcomes: A systematic review and meta-analysis protocol.

The Water, Sanitation, and Hygiene (WASH) interventions have been acknowledged for their role in the public health and educational outcomes. While there are strong evidences that reveal that WASH facilities do reduce the prevalence of infectious diseases and improve the learning environment, data remain thin and equivocal on the differential impacts of WASH facilities on education by gender. The literature reviewed does not, in most cases; go to the extent of investigating if indeed both men and women students have unique needs especially in underprivileged areas. This is the point from which the present systematic review and meta-analysis intend to fill this gap by assessing the global evidence on the effect of WASH interventions on educational outcomes with due consideration given to gender. This systematic review will include international databases used for the search, such as PubMed, Google Scholar, Web of Science, Europe PubMed Central, and Scopus. Study eligibility will include cross-sectional studies published in English on the impact of WASH interventions on school attendance and academic performance, stratifying gender-specific outcomes. Data extracted will be analyzed using the STATA software version 17. The percentage of heterogeneity will be quantified through the I2 statistics to show the variability between the included studies. Based on the observed results, diversity will be checked among the outcomes of the study and based on that random-effect model will be used to estimate the pooled effect size. I will, therefore, make use of the Egger and Begg tests for checking statistical asymmetry. Publication bias will be assessed with funnel plots. These will ensure the methodologies used provide comprehensive and rigorous data analysis, which will give strong insights into the impacts of the WASH intervention on educational outcomes. Prospero registration number: Systematic review and Meta-analysis registration number: PROSPERO CRD42024536477.

Cultural and Educational Work in The Corrective Labor System of the Ukrainian SSR in 1926-1930

The paper highlights the state of cultural and educational work with prisoners and convicts in the Ukrainian Soviet Socialist Republic (USSR) in the 1926-1930s based on the analysis of archival and contemporary normative-legal documents. Previously unknown interesting and important facts on the researched topic have been introduced into scientific circulation. The author arrived at the following conclusions: 1. Cultural and educational work by the Soviet authorities was considered through the prism of ideological work as a secondary means after compulsory labor, together forming the basis of the regime in corrective labor institutions. 2. There existed both school and extracurricular cultural and educational as well as professional-production work, implemented in general education and vocational schools. 3. School attendance was mandatory for all illiterate and poorly literate prisoners up to the age of 50. 4. As of the beginning in November 1928, approximately 40,000 individuals were held in corrective labor institutions of the Ukrainian SSR, of which 26,000 were peasants (65% of all prisoners). 5. In 1926/1927, illiteracy and low literacy were eliminated through school work in 14,796 individuals, 17 corrective labor institutions were equipped with cinemas, 24 had radios, and the library stock of corrective labor institutions amounted to 55,504 books. Wall newspapers were published almost everywhere, as well as the newspaper "Away with Crime." 6. In 1928, as part of accelerated industrialization and mass exploitation of labor, it was legislatively allowed to use the labor of convicts in many cases free of charge or for symbolic payment in many administrative positions in corrective labor institutions (in fact, this had been done much earlier). 7. The theoretical education of prisoners in vocational schools of a production nature lasted 3-6 months in the evening, but not more than 3 hours per day (72 hours per month). Practical training took place directly in workshops for a total of 2 working hours according to the course program. Each group should have no more than 35 individuals. 8. The typical curriculum of vocational courses of a production nature for workshops of corrective labor institutions was designed for 3 months (144 educational hours) and included the study of 5 disciplines: social studies, Ukrainian language, arithmetic, graphical literacy, and materials technology and tool science. 9. Distance learning and self-education of prisoners were encouraged, with prisoners forming study groups where they independently carried out the corresponding work, using only the services of a consultant. Distance learning was paid. The authorities made efforts to diversify sources of funding and reduce the cost of education. 10. In practice, funding for cultural and educational work was carried out on a "residual" basis with a tendency to decrease, corresponding to the general punitive-repressive policy of the Soviet authorities towards prisoners. For example, in the agricultural corrective labor institution of the Kharkiv Unified Agricultural-Industrial State Farm as of October 1, 1927, expenses for cultural and educational needs of prisoners accounted for 5%, whereas as of October 1, 1928, only 0.6%. 11. The annual cost of maintaining 1 prisoner in the House of Forced Public Works in 1928/1929 amounted to almost 65 krb., which was not so cheap considering the conditions of the food crisis and famine of 1928-1929.

Indigenize-Blended Learning Approach: An Intervention to Improve Numeracy Skills of Non-Numerates Learners

The study aims to reduce the number of non-numerate learners among Grade 7 students at Pintuyan National Vocational High School. The unified numeracy test results indicate a high number of non-numerate learners in this cohort. To address this, Mathematics Teachers must implement interventions that consider factors such as age, sex, family background, school attendance, interest, capabilities, behavior, and perceptions towards mathematics. By introducing simple, consistent practices through an indigenized-blended approach, the teachers aim to enhance numeracy skills and measure the effectiveness of these interventions. The ultimate goal is to increase the number of numerate learners while reducing the number of non-numerate learners, thereby overcoming learning hindrances and obstacles. This action research is focused on finding alternative mechanisms that support learners in improving their numeracy skills in an enjoyable manner.

State of the maternal healthcare continuum in Guinea, awaiting the next Demographic and Health Survey: the case of the five communes of Conakry in 2022.

The continuum of maternal health care ensures consistency in the delivery of care from pregnancy to the postnatal period. It recommends a minimum of 4 antenatal visits, skilled birth attendance, and 42 days of postnatal care. This approach helps reduce maternal deaths. The aim of this study was to estimate the proportion of women who had completed the different stages of the continuum of maternal health care (four antenatal visits, given birth under the care of qualified personnel, and received postnatal care within 42 days of delivery). This was a cross-sectional analytical study conducted in the five communes of Conakry, using a two-stage cluster sampling for data collection. Results were described using medians and percentages. The proportions of women in the continuum of care, and at the different stages of this continuum, have been weighted. Multivariate logistic regression was used to identify the factors associated with non-completion of the different stages of the maternal health care continuum among the women included in this study. We found that 26.9% of women had completed all stages of the maternal health care continuum, while 73.1% had not. While 56.7% received four antenatal visits, only 29.5% delivered under the care of a qualified healthcare professional. Key factors associated with discontinuity were not attending school (AOR 1.825: 1.594-2.089), unemployment (AOR 4.588: 3.983-5.285), having two or more living children (AOR 1.890: 1.016-1.296), and not receiving a free Long-Lasting Insecticidal Net at the first Antenatal Care. Maternal care discontinuity is a major issue in Guinea. The country's Health Development Plan had set an expected level for maternal care which has not been met as of 2022. The completeness of care is influenced by various factors, including individual socio-demographic characteristics and factors related to the organization, availability, and quality of health services. To reduce maternal and child mortality rates, it is essential to improve interpersonal communication during antenatal care, ensure the availability of quality health services, and conduct a national study on maternal health service quality and maternal satisfaction. This will help establish a proper continuum of care for mothers and children.

Prestação de cuidados em terapia ocupacional durante a COVID-19 via telessaúde para crianças de famílias que vivem em condições de vulnerabilidade e confinamento

Abstract Introduction The COVID-19 pandemic had a significant impact on health and education, parents and children living in non-urban areas were severely affected. Objective To design and implement a telehealth based occupational therapy intervention aimed at improving the well-being of children under nine years of age living in vulnerability and confinement conditions, the latter due to the restrictions imposed due to the pandemic, through the provision of context-based occupational counseling to their parent/caregivers. Methods Before-and-after study conducted in families from rural and peri-urban areas living in conditions of vulnerability and in which children were attending online school. Descriptive and a bivariate analysis of the baseline conditions of the sample were performed, as well as before-after comparisons of the objectives achieved and their differences. Results 13 families completed the assessment and intervention processes (12 sessions, 94% attendance); the average age of children was 7.3 years, and in 92.3% of the families the head of the household was a woman. The before-after goals evaluation showed there were gains in all proposed goals, with the highest gains observed in the family social participation category. Conclusions Occupational therapy, telehealth and a context-based approach provide a broad array of benefits to families and children living in vulnerability and confinement conditions.

Adult refugees' perspectives on the impact of trauma and post-migration hardships on learning.

Background: Research shows that adult refugees' well-being and future in the reception country heavily depend on successfully learning the host language. However, we know little about how adult learners from refugee backgrounds experience the impact of trauma and adversity on their learning.Objective: The current study aims to investigate the perspectives of adult refugee learners on whether and how trauma and other adversity affect their learning.Methods: We conducted in-depth interviews with 22 adult refugees (10 women) attending the Norwegian Introduction Programme (NIP). The participants came from six Middle Eastern, Central Asian, and African countries. Two questionnaires were included, one about past stressful life events (SLESQ-Revised), and one about mental health symptoms and current psychological distress following potentially traumatic experiences (PCL-5).Results: Participants held varying beliefs about trauma's impact on learning: that it had a constant impact, that it was situational, or that it had no impact. Other aspects they brought up as having an essential effect on learning and school attendance include psychological burdens from past and present school experiences, and post-migration hardships such as loneliness, depression, ongoing violence, and negative social control. Post-migration trauma and hardships exacerbated the burden of previous trauma and were frequently associated with a greater negative influence on learning.Conclusion: This study adds new insights from adult refugee learners themselves into how post-migration hardships as well as trauma can impact their learning, and the importance of recognising their struggles. A safe space is required for refugees to open up about their difficulties in life and with learning. This knowledge can be used to enhance teaching practices, foster better teacher-student relationships, and inform policy-making decisions, ultimately benefiting both individuals and society.

The effectiveness of education assistance programs using AI innovation. Case for tackling school dropout in Morocco

Introduction: since 2008, Morocco's Tayssir program has been a key public initiative aimed at combating school dropout rates, by offering conditional cash transfers to households with school-aged children, particularly targeting rural communities with high poverty rates. This initiative seeks to ensure equitable access to education, regardless of socioeconomic status, and boosted school attendance rates.Objective: to assess the impact of the Tayssir program on reducing school dropout rates in rural Morocco and to examine the effectiveness of targeting strategies and incentives provided to families.Methods: the study utilized cross-sectional data from the Household Survey Panel Data. Propensity score matching (PSM) techniques were employed to estimate the program's impact on school dropout rates, comparing beneficiaries with a control group not participating in the program. Various statistical analyses were conducted to explore the characteristics of participants and to validate the logistic model used.Results: the propensity score matching analysis revealed a statistically significant reduction in school dropout rates among beneficiaries of the Tayssir program. The average treatment effect on the treated (ATET) demonstrated a decrease in dropout rates by approximately 43 % using one-to-one matching, 42,7 % with k-nearest neighbor, and 38,6 % via kernel matching methods. Furthermore, no significant gender differences were observed in the program's impact.Conclusions: the Tayssir program has significantly contributed to reducing school dropout rates in rural Morocco, ensuring better access to education for children from disadvantaged backgrounds. The program's effectiveness underscores the importance of targeted interventions and conditional cash transfers in promoting educational attainment. Future recommendations include expanding the beneficiary base, refining targeting mechanisms, and establishing a unified social registry to improve program governance

Intelligent Face Recognition Based Students’ Attendance System

This paper aims at developing an intelligent face recognition students’ attendance system to enhance school attendance tracking. The system is made up of four phases- database of students’ details, face detection, face recognition and attendance report. The database stores all the students’ details and images of the students’ face captured while face detection and recognition is carried out with convolutional neural network algorithms from the face recognition and opencv library. As faces are detected and recognized from live streaming video of the classroom, attendance are recorded into an excel file and then sent to a real time database. The system also contains a mobile interface through which the course instructors can access information at all time. The methodology adopted for this work is object-oriented analysis and design methodology (OOADM) while programming language used is Python. This work has helped immensely to eliminate the issue of proxy attendance as well as reduce the time wasted in manual attendance system. It is very beneficial to schools and other institutions where attendance is required.

The Long and Winding Road of Restoration —Study on Outcome Types and Family Psychological Processes in Adolescents with School Attendance Problems

The Long and Winding Road of Restoration —Study on Outcome Types and Family Psychological Processes in Adolescents with School Attendance Problems

“The Unbearable Weight of Life”: A Qualitative Study of the Family Adaptation Process among Adolescents with School Attendance Problems

“The Unbearable Weight of Life”: A Qualitative Study of the Family Adaptation Process among Adolescents with School Attendance Problems

An Empirical Investigation of the Impact of the Boko Haram Insurgency on Primary School Attendance in Nigeria

An Empirical Investigation of the Impact of the Boko Haram Insurgency on Primary School Attendance in Nigeria

Life Skills Education; Investigating its Relationship with Teenage Pregnancy in Public Secondary Schools in Kenya

Teenage pregnancy remains a persistent global crisis that profoundly affects the socio-economic wellbeing of nations, citizens and families. It contributes to school dropout rates, lower academic achievements, early marriages, and decreased school attendance for female learners. The aim of the research was to investigate the relationship between Life Skills Education and teenage pregnancy in public secondary schools in Machakos County. This article is an extract of a study done in public secondary schools in Machakos County. The reviewed Literature was based on the research aims whereas the research was anchored on social learning theory postulated by Albert Bandura. The research utilized a descriptive survey research design. The research target population was 360 principals and 360 Heads of Department (HoDs) Guidance and Counseling (G&C),. The study gathered data from a sample of 189 schools comprising Boys only, Girls only and mixed schools. The participants of the study, who were proportionately sampled, included; principals and HODs G&C. Data were collected using questionnaires and document analysis. The Collected data was analyzed using SPSS software version 25. Descriptive analysis was done using frequencies, measures of central tendency and dispersion particularly the mean and standard deviation. Hypotheses were tested using Pearson’s’ correlation coefficient at the .05 level of significance. The study results revealed that teenage pregnancy was prevalent in Machakos County with an average of 173 cases recorded annually. Each school in the county also recorded at least 2 cases of teenage pregnancy yearly. The research findings revealed that there was also a positive and significant relationship between Life Skills Education and teenage pregnancy in public secondary schools in Machakos County (rp =.575 & rh = 0.414; p≤ .01). The study suggests that KICD should review the Life Skill Education syllabus to include content on sex education. In addition, the MOE should include LSE in teacher education as a learning area or infuse LSE in a specific subject combination so that the Teachers Service Commission (TSC) posts teachers to teach LSE specifically and make it compulsory and examinable.

Unraveling educational networks: Data-driven exploration through multivariate regression, geographical clustering, and multidimensional scaling

Enhancing rates of school participation holds significant importance for a nation’s educational achievements. This research employs a comprehensive approach that combines various methodologies, including multivariate regression analysis, geographic categorization, and multidimentional visualization, to examine the factors influencing school enrollment in Indonesia. Through the integration of diverse data sources, we investigate the connections among variables such as economic status, school accessibility, educational quality, and societal considerations concerning enrollment rates. This discrete impact of each factor on enrollment variations is analyzed through multivariate regression. Geospatial clustering analysis reveals enrollment trends in different regions, while multidimensional visualization untangles the intricate interplay of influencing factors. This holistic approach facilitates a nuanced comprehension of these dynamics within Indonesia’s varied geographical and society offering guidance in the formulation of more efficient strategies to improve school attendance, tackle enrollment disparities, and advocate for inclusive education based on fundamental determinants.

Correlations between non-suicidal self-injury and problematic internet use among Chinese adolescents: a systematic review and meta-analysis.

Non-Suicidal Self-Injury (NSSI) has continued to be a major issue for public health worldwide, especially among teenagers. Studies have found a certain correlation between NSSI and Problematic Internet Use (PIU). However, this relationship is still unclear among Chinese adolescents, a specific population. Hence, a meta-analysis was carried out on observational studies to explore the connection between NSSI and PIU in Chinese teenagers, aiming to provide more clarity on the correlation. To identify the link between NSSI and PIU, we scoured seven digital repositories until November 16, 2023. Employing a random-effects meta-analysis framework, we delved into the association between NSSI and PIU. Additionally, we carried out subgroup evaluations to scrutinize variables including geographical location, age demographics, research methodology, diagnostic instruments, gender, and variables controlled for confounding, like symptoms of depression. For amalgamating data, STATA software (version 16) was deployed. In this analysis, we included 15 research papers encompassing a collective sample of 137,166 individuals. Our findings revealed a significant positive association between NSSI and PIU within the adolescent population in China, with an Odds Ratio (OR) of 2.02 and a 95% Confidence Interval (CI) ranging from 1.73 to 2.37. Notably, this correlation was markedly stronger in specific subgroups: adolescents from China's Western regions exhibited an OR of 4.22 (95% CI: 3.44, 5.18); middle school attendees had an OR of 2.09 (95% CI: 1.92, 2.28); those diagnosed with concurrent depression disorders showed an OR of 2.32 (95% CI: 1.98, 2.73); and female adolescents demonstrated an OR of 2.49 (95% CI: 2.26, 2.75), highlighting the nuanced dynamics of this relationship. This meta-analysis indicates that PIU among adolescents is associated with an increased risk of NSSI. Our findings underscore the importance of targeting specific populations, including those in the western region of China, middle school students, adolescents with comorbid depression disorders, and female adolescents, who may be at higher risk of PIU and subsequently NSSI. These results emphasize the need for tailored interventions and preventive strategies to address these intertwined issues effectively. PROSPERO, identifier CRD42024496579.

Efektivitas Program Indonesia Pintar terhadap Partisipasi Sekolah di Kawasan Barat dan Timur Indonesia

Smart Indonesia Program (PIP) is a government program that aims to make the 12-year compulsory education program a success. The PIP program has been running since 2015. However, the Badan Pusat Statistik (BPS) notes that there are still school-age residents who are not attending school, even though the percentage of children not attending school has decreased. This study aims to measure the implementation of PIP and other factors on school participation in two regions, namely the West Indonesia Region (KBI) and the East Indonesia Region (KTI) in 2021. This research uses data from the 2021 National Socio-Economic Survey (Susenas) in the Indonesian Region West (KBI) and Eastern Indonesia Region (KTI). Data analysis used logistic regression method. The results showed that all independent variables, PIP, gender, marital status of head of household, classification of area of residence, per capita expenditure, other social assistance had a significant effect on school enrollment in the Western Regions of Indonesia (KBI) and Eastern Indonesia (KTI). . The biggest tendency for children to participate in school is the PIP.

A STUDY ON INSTITUTIONAL ENVIROMENT OF THE MODEL SCHOOLS OF TEA GARDEN AREAS OF LAKHIMPUR DISTRICT, ASSAM

The National Policy on Education 2020 aims to transform the Indian education system by making it more inclusive, holistic and flexible. In continuations the Government of Assam launched a significant initiative in October 2020 to establish 119 Model Schools across major tea growing districts through Public-Private- Partnership (PPP). By May 2022, 97 of these schools were inaugurated marking a pivotal step towards providing quality education within tea garden community. The present study, through qualitative research methods , examined the institutional environment in enhancing Enrolment, Attendance and Community participation in the Model Schools in the Tea Garden areas of Lakhimpur district, Assam.

A STUDY ON INSTITUTIONAL ENVIROMENT OF THE MODEL SCHOOLS OF TEA GARDEN AREAS OF LAKHIMPUR DISTRICT, ASSAM

The National Policy on Education 2020 aims to transform the Indian education system by making it more inclusive, holistic and flexible. In continuations the Government of Assam launched a significant initiative in October 2020 to establish 119 Model Schools across major tea growing districts through Public-Private- Partnership (PPP). By May 2022, 97 of these schools were inaugurated marking a pivotal step towards providing quality education within tea garden community. The present study, through qualitative research methods , examined the institutional environment in enhancing Enrolment, Attendance and Community participation in the Model Schools in the Tea Garden areas of Lakhimpur district, Assam.

Teachers and parents’ perception towards the use of local languages from grade one to grade four in six selected urban and rural schools of Kabwe District, Zambia

Teaching learners in local languages enables learners to learn from known to unknown and learners understand given instructions faster while perception influences education and its values. Therefore, this study aimed to investigate teachers’ perception towards the use of local languages from Grades one to four in six selected primary schools of Kabwe district in the Central province of Zambia. Six head teachers, 24 teachers, 18 PTA Executive members, and 36 parents from six primary schools in Kabwe district, plus 3 district education officers were purposively sampled for the study. Data was collected using questionnaires and in-depth interviews to allow the researcher a platform to ask open-response questions and to explore the teachers’ perceptions towards the use of local languages. The data was analyzed thematically by carefully identifying and expanding significant themes that emerged from the respondents’ perceptions of the use of local languages. The study revealed that teenage pregnancy has a negative or detrimental effect on school attendance, academic performance, emotional behavior, and relationships between pregnant teenagers, their peers, and educators. The Study revealed that more administrators and teachers preferred their pupils to be taught in local languages from Grade 1 up to the University levels while a few were in favor of using English as a medium of instruction and only very few felt that it was more appropriate to use both languages during a child’s early stages of learning. Given these findings, the study recommended steps that should be taken to develop local language policies that do not enhance a child’s academic success and cognitive development but are also respective of ethno cultural characteristics and supportive of national unity.