School Leavers Research Articles

Schooling opportunities for 5-year-olds: some early origins of high school achievement

In many countries, school attendance starts on a fixed date. In contrast, New Zealand uses rolling admissions and children can start school throughout the year, right after their fifth birthday. However, children turning five during a school holiday need to wait until the start of the following teaching term. This system generates an exogenous variation in the amount of time spent in primary school and enables us to estimate the causal effects of early schooling, independent from the effects of age. Using rich microdata on all high school leavers in New Zealand from 2009 to 2016, we find that an additional month of early schooling increases the probability of achieving a top high school certificate by 6% and qualifying for university entrance by 5%. These are large long-term effects.

‘Teaching up’ at school and home: young people’s contemporary gender perspectives

This paper explores young people’s understandings of gender and investigates their gender-based experiences in high schools in Australia. The discussion is based on qualitative research including focus groups and interviews with 47 recent high school leavers from diverse linguistic, socioeconomic, religious, ethnic, gender and sexuality backgrounds, who attended a broad range of high school types in New South Wales (NSW). We found that young people are critically engaging in gender issues and are often challenging binary gender and associated inequitable practices in schools and beyond. They are taking a leading role in educating adults about gender—that is, they are ‘teaching up’, as young people conceptualised it, to their families and teachers about gender, gender-related issues and doing gender differently in contemporary times. Their views on gender are often in contrast to those institutional views that currently prevail in NSW schools, which often still reflect stereotypes that perpetuate gender inequalities.

The Effects of Occupation, Education and Dwelling Place on Attitudes towards Animal Welfare in China.

Attitudes to animal welfare are not understood well in China, the country with the highest output of farm animals in the world. We surveyed attitudes of the public around China using a team of researchers to conduct individual interviews, with 1301 respondents in total. Contrary to results obtained in several other countries, high school leavers were more concerned about animal welfare than those who had obtained a university degree. We speculate that this may reflect the labour market currently existing in China, with limited opportunities for graduates. Scientists were less supportive, and artists more supportive, of good animal welfare. Urban dwellers were more concerned about animal welfare than rural residents, with village residents in the middle, which confirmed our theory that such a difference prevails in developing countries, where a large proportion of the rural population are involved in agriculture. It is concluded that education level, occupation and living place all have pronounced influences on attitudes to animal welfare in China, some of which follow international trends.

Blended Language Learning Strategies used among Religious School Leavers in an English Language Course

Although much research has been done on university students' language learning strategies in EFL and ESL settings, little has been written and said about 21st-century university students and the strategies they use to improve their second language skills. The importance of English in today's world is undeniable suggesting a need to conduct study on the learning strategies used by today's learners, particularly university students, to improve their English language skills. Therefore, the goal of this study is to discover the learning strategies that a group of undergraduates used to learn the language through a blended learning approach. One-to-one semi-structured interviews, focus group interviews, students' reflective journals and documentation were used to collect data, which were then analyzed thematically using Nvivo12 software. A total of 12 first-year undergraduate students from a public university participated in this study. Three themes emerged from the data analysis which are the categories of Blended Language Learning Strategies (BLLS) namely, in-class strategies, out-of-class strategies and online strategies. The findings revealed that when using a blended learning approach to learn English, participants employed a combination of strategies in both contexts - inside the classroom and online settings. Implications and suggestions are offered for instructors or language practitioners, specifically in tertiary education settings.

School absences, academic achievement, and adolescents’ post-school destinations

ABSTRACT Most research on the consequences of school absenteeism has focused on academic achievement rather than post-school outcomes. Using the Scottish Longitudinal Study (n = 2,941), we investigated the link between overall absences, truancy, sickness-related absences, and upper secondary school leavers’ post-school destinations. We also examined how upper secondary school achievement explains these associations. Overall school absences during the first year of upper secondary schooling decreased the likelihood of continuing further and higher education. However, they increased the likelihood of being employed or not being in education, employment, or training (NEET). Sickness absences and truancy also reduced the likelihood of pursuing further and higher education. Truancy did not significantly increase the risk of NEET, but sickness absences did. Both absence types did not significantly influence the likelihood of being employed. Academic achievement mediated 78%-100% of the link between overall absences, sickness absences or truancy and entry into further and higher education versus being employed. While achievement explained 38%–55% of the link between all absences and further and higher education versus NEET, it did not explain the link between absences and NEET versus being employed. The study emphasises the necessity of reducingunexcused and excused school absences and mitigating their effects.

Digital Learning Content in Automotive Technology Program Towards Student Cognition in TVET: A Partial Experiment

This study examines, via a partial experiment, the impact of the automotive technology program digital learning content on students' cognition. Consequently, the researcher conducted a partial experiment in this study to evaluate the functionality and usability of digital content. It fits with the social stigma of TVET, shaped by the perception that vocational education and training exist to serve school leavers rather than as an essential strategy to provide competent workers to the labour market. In total, 47 students in the Bachelor of Engineering Technology (Honours) in the Mechatronics (Automotive) programme participated in the investigation. The study's findings indicated that digital learning content has a significant positive influence on the cognitive and psychomotor achievement of students. The functionality of digital learning content is evaluated based on its capacity to produce the desired learning outcomes and its compatibility with the current curriculum. Assessing the usability of digital learning content involves measuring usability, navigation, and overall user experience. This evaluation demonstrates that the digital learning content is functional and usable, providing students with a positive learning experience. In addition, the results of this test demonstrate a significant improvement in students' cognitive achievement, indicating that digital learning content is beneficial in facilitating the learning process, and students are evaluated on their ability to perform practical tasks related to the course material. The results of this evaluation demonstrate a significant improvement in the psychomotor performance of students, indicating that digital learning content can enhance their practical skills. This study concluded that incorporating digital learning content into the curriculum for automotive technology has a significant positive influence on students' cognitive and psychomotor achievement. Available digital learning content can facilitate learning and provide students with a positive educational experience. These findings suggest that incorporating digital learning content into automotive technology programs may be a valuable addition to conventional learning methods. This study implies that digital learning effectively facilitates the learning process and that students are evaluated on their ability to complete practical tasks related to the course material. Consequently, this study was conducted to aid educators in using digital learning for students in automotive programs.

Longitudinal study of meningococcal carriage in adolescents and young adults in South Australia 2017-2020

This analysis investigated longitudinal changes in meningococcal carriage in adolescents in South Australia over 4 years. Data from the "B Part of It" study, which included a state-wide cluster randomized controlled trial in secondary-school students (n=34,489 in 2017 and 2018) and serial cross-sectional studies in school leavers aged 17-25 years (n=4028 in 2019-2020). Individuals had oropharyngeal swabs collected annually. This study included two unique cohorts: (1) individuals enrolled in 2019, with three consecutive annual swabs taken in 2017, 2018 and 2019; and (2) individuals enrolled in 2020, with swabs taken in 2017, 2018, and 2020. Disease-associated N. meningitidis genogroups were identified using PCR and whole genome sequencing. Univariate analysis identified risk factors for recurrent carriage (≥2). Among school leavers, 50 (1.7%, total n=2980) had carriage detected at successive visits. In participants with meningococcal carriage at successive visits, 38/50 (76.0%) had the same genogroup detected by porA PCR. Of those, 19 had the same MLST type and demonstrated minimal variation, indicating they most likely had sustained carriage of the same isolate (range 226 to 490 days, mean duration 352 [SD 51] days). In the 2019 school leaver cohort, 6.7% acquired carriage in their first year out of school compared to 3.3% in their final school year. Compared to single carriage detection, recurrent carriage was potentially more likely in older adolescents (16 compared to ≤15 years; OR=1.97 (95%CI 1.0, 3.86); p=0.048). Whilst carriage is typically transient, some adolescents/young adults may have persistent carriage and are likely to be an important group in the transmission of meningococci.

Teacher Preparation and the Implementation of Official Bilingualism in Anglophone Primary Schools in Cameroon: A Study of Some Teacher Training Colleges in the Buea Municipality

Since the reunification of the two Cameroons in 1961, successive modes of application of official bilingualism have been adopted geared toward empowering every child leaving school with communication competencies in English and French. Despite the noble intentions, the pedagogic implications of the implementation remain uncertain. With the current Anglophone crisis, the much talked about ‘living together’ is threatened by a linguistic divide which, undeniably, has a huge toll on the cultural heritage of the two linguistic communities in the country. One wonders why after more than half a century; official bilingualism is not yet a living reality among school leavers. In teacher training institutions responsible for laying the foundation for the achievement of the policy, language curriculum still leaves much to be desired. This research investigates teacher preparation as a crucial link in implementing the official bilingualism policy in Anglophone primary schools. It focuses on language curriculum as the basis for teacher training to establish its adequacy in the achievement of official bilingualism. The paper examines official bilingualism in the professional preparation of teachers in some public, confessional and lay private teacher training institutions in the Buea municipality of the South West Region of Cameroon. The findings reveal that, though most teachers have a good working experience of over 10 years, their deficient bilingualism levels do not reflect effectiveness in bilingualism teaching. They cannot plan, implement and evaluate French and bilingualism training lessons. They lack exposure in terms of content knowledge and pedagogic skills and have limited time allocation for bilingual training. Finally, teachers do not master the French language subject matter they are expected to teach.

Exploring Factors Influencing Student Disciplinary Challenges in TVET Colleges: An Investigation Study

The department of education in 2006 developed the new outcomes-based curriculum of the National (NCV) to be implemented in 2007. It was aimed at addressing shortcomings of quality and relevance in the college curriculum. The purpose of this article was exploring factors influencing student disciplinary challenges such as absenteeism and dropping out in the Technical Vocational Education and Training (TVET) College with National Certificate Vocational (NCV) programme. The NCV primarily targets post Grade 9 school leavers and also Grade 10, 11 and 12, and although these students are not at the same knowledge level, they are placed in one Level 2 class. A qualitative research approach was chosen, employing a research method which included focus-group interviews for students, semi-structured (face to face) interviews with NCV lecturers. Population comprised of 43 NCV lecturing staff and 353 NCV students in all six campuses from Level 2, 3 and 4. The investigation focused on three lecturing staff and 12 students in the NCV programme who were purposefully sampled to participate in the study. This investigation revealed that students’ behaviour can be attributed to the curriculum demands, lack of resources such as textbooks, and stationery, shortage of lecturers, inadequately trained lecturers, and students who are not fully matured and not committed. A recommendation was made that the entry requirement for NCV Level 2 should be changed from post Grade 9 to Grade 10 graduates, after a subject choice has been made in school. The study is underpinned by curriculum theory, which says curriculum is an academic discipline devoted to examining and shaping educational curricula.

Assessment of National Board for Technical Education on Skill Acquisition among Technical School Leavers in Osun State

The study examined the contributions of National Board for Technical Education (NBTE) programmes towards enhancing acquisition of skills among youth in Osun State. The study adopted a descriptive survey research design. The population for this study comprised 12 technical schools across the three Federal Constituencies in Osun State. Multi-stage sampling procedure was used to group the schools. From each senatorial district, one Local Government Area (LGA) with Technical College was purposively selected. In each LGA, one Technical College was selected using simple random sampling technique. In each school, total enumeration sampling technique was used to select all top management in the chosen school to make a total of 15 top management team members. Also 150 stakeholders in Technical schools were selected using convenience sampling technique at 50 participants per senatorial district. Two self-designed research instruments titled: ‘’Technical Education and Skill Acquisition Questionnaire (TESA-Q) and Stakeholders’ Perception Questionnaire (SP-Q)”. Mean and standard deviation of descriptive statistics were used for data analysis. Findings from the study revealed that NBTE had contributed towards enhancing acquisition of skills among school leavers in Osun State through the introduction, implementation and evaluation of relevant policies in technical education schools.

Acquisition of Economic and Soft Skills among OVC in Southwestern Nigeria

The achievement of the goal of primary education in Nigeria, which targets giving every child the opportunities to develop life manipulative skills, has been a challenge among primary school leavers, most especially the Orphan and Vulnerable Children (OVC). In most cases, the limited resource accessible to the homes has not allow giving the OVC educational opportunity to secondary level. Despite the introduction of some pre-vocational subjects such as Home Economics and Agriculture into the primary school, there is no empirical or physical evidence to show that the pupils are equipped with much life manipulatives skills such as economic and soft skills. This study adopted descriptive survey to investigate the acquisition of economic and soft skills among OVC in some selected southwestern states of Nigeria. The study reveals that the economic skills of the OVC pupils were fairly developed (mean = 1.52). The economic sub-skills of endurance (Mean = 1.57) and self-dependence (mean = 1.51) were the most and least developed respectively. The soft skills of the OVC pupils were fairly developed (mean = 1.76) among other findings. Appropriate recommendations were proffered to enhance the development of economic and soft skills among the OVC in southwestern Nigeria.

Assessment of Central Bank of Nigeria Assisted Entrepreneurship Training (2016-2019) and Self Employability of Youths and Adults in South East Nigeria

The research examined the 2016-2019 Central Bank of Nigeria Assisted Entrepreneurship Training (CBN-AET) and self-employability of youths and adults in the South East geo-political zone of Nigeria. It was intended to find out whether the CBN-AET is effective for reducing unemployment of youths and adults, facilitating readiness for self-employment and facilitating access to start-up funds among youths and adults in South East Nigeria. The focus group numbered 8,063, which encompassed secondary school leavers, university undergraduates, graduates of diverse fields, business owners, civil servants and other interested persons in the study area, who have benefited from the training. Ex post facto research design was adopted to conduct the study, which covered the five States of Abia, Anambra, Ebonyi, Enugu and Imo within the South-East geo-political zone, using a random sample of 300. Validated and reliable interview schedules added to observation were used for data collection, plus available/existing records at the Central Bank of Nigeria South East Entrepreneurship Development Centre (CBN-SEEDC). Data analysis was by quantitative content analysis. The findings included remarkable number of youths and adults (beneficiaries) who secured start-up funds through business plan writing, which portrayed an advantageous feature of the training for facilitating employability in the geopolitical zone.

Myopia, what causes it and can it be avoided?

Myopia (short‐sightedness or near‐sightedness) is a condition of refraction where vision to distant is impaired. Axial elongation of the eye is the main anatomical cause of myopia.The prevalence of myopia has increased alarmingly fast globally. The estimation of WHO report was that in 2020 27% of world's population would be myopic, and if there will be no changes in the trend then by 2050 there would be 2.56 billion myopic people worldwide. Highest prevalence of myopia has been reported in many South and East Asian countries, where about 80% of the school leavers are myopic. Parental myopia increases the risks of myopia in their children, two myopic parents more than one. Genetic studies have been able to explain only small part of myopia, nor have been able to explain the differences in the prevalence between populations. Myopia relates to higher education, near work and higher occupational status and is mare rare in urban environment and in occupations where people work outdoors. In children myopia usually develop after they had begun attending school and is associated with more time spent on reading and near work and less time on outdoor activities.The major public health concerns connected with myopia are related to its complications. Myopia has become one of the main causes of vision loss due to complications, such as retinal detachment, macular degeneration and haemorrhage, choroidal neovascularization, and open angle glaucoma. The higher myopia is the higher is the risk of these complications. In countries where myopia is common, it is already a significant cause of low vision and blindness.In a Finnish study prevalence of myopia in 7‐ and 11‐year‐olds, was 0.5% and 3.3%, respectively, if daily near work did not exceed 1 h. Multiple regression model adjusted by sex, parental myopia and time spent outdoors, showed that 1 h increase in near work increased the risk of myopia 47% (95% CI 1.099–1.984, P = 0.010) and 35% (CI 1.170–1.548, P < 0.001), in 7‐ and 11‐year‐olds, respectively. Each hour spent outdoors adjusted by sex, parental myopia and time spent outdoors decreased their same risk by 24% (95% CI 0.533–1050, P = 0.096 and 0.648–0.000, P = 0.001, respectively). Higher prevalence of myopia in girls could mainly be explained by their more time spent in near work and less time outdoors.Plenty of long‐term near viewing, and short viewing distance, combined with low amount of time outdoors are risk factors for myopia. Avoiding these factors is more important the younger the child is. It is recommended that the daily time spent outdoors in children should be at least equal to near work time. Early school starting age, increases the risk of myopia and high myopia, and consequently risk for myopia related complications. Great educational stress in young children should be avoided.

The Pecuniary Costs of Early School Leaving and Poor Basic Cognitive and Non-Cognitive Skills

The Pecuniary Costs of Early School Leaving and Poor Basic Cognitive and Non-Cognitive Skills

Teacher Self-Efficacy as a Correlate of Academic Achievement Among Grade Seven Learners in Botswana.

Primary school academic achievement forms the foundation for societal progress and individual development of cognitive, emotional, and social competencies. However, in Botswana’s Kweneng Region, Primary School Leaving Examination (PLSE) scores have declined from 2018-2022. This is despite government interventions and stakeholder efforts to raise educational standards. While psychological predictors of academic achievement have been studied in Western countries, little research has been done in Botswana on how teacher self-efficacy and task motivation impact student performance. Therefore, this study aimed to investigate the correlation between teacher self-efficacy and the academic performance among grade seven learners. The study adopted a descriptive correlational design. A sample of 190 teachers were randomly selected from a core of 293 grade seven teachers in Kweneng region. Data collection was by filling questionnaires. The Teacher Self-Efficacy Scale was used to measure academic achievement whereas, academic achievement was measured using performance records. Bivariate correlational analyses established a significant weak but positive correlation between teacher self-efficacy and students’ academic achievement, r (198) = .20 p < .01. The findings of the study have key implications to practice, especially on teacher training to bolster teacher self-efficacy through professional development programs

Factors contributing to poor academic performance in English composition writing among grade12 learners in Kabwe District, Zambia

There has been dissatisfaction with school leavers’ English language skills, especially in composition writing and pupils’ academic performance at the school certificate level is not as expected in most secondary schools. Therefore, this study aimed to assess factors contributing to poor academic performance in English Composition writing among Grade 12 learners in some selected secondary schools in Kabwe district of Central Province, Zambia. Eight (8) head teachers, (8) eight teachers, (4) four education standards officers, and eighty (80) learners from the eight secondary schools in Kabwe district were sampled for the study. Data was collected using questionnaires and in-depth interviews to allow the researchers a platform to ask open-response questions and to explore the respondents’ perspectives about the factors contributing to poor academic performance in English Composition writing among Grade 12 learners. The data was analyzed by use of the Statistical Package for Social Science (SPSS) computer package and Microsoft Word. The study revealed factors contributing to poor academic performance in English Composition writing among Grade 12 learners such as poor attitude, contact time, composition writing skills, poor teaching methods and techniques, and teachers lacking skills in various important areas of teaching composition in secondary schools at O’ level. These areas include composition skills, teaching approach, and other factors revealed. Hence, the study recommended that head teachers should come up with programmes in schools through school-related activities to educate teachers on composition writing.

Why does youth unemployment lead to scarring of depressive symptoms in adulthood? The importance of early adulthood drinking.

The aim of the paper is to analyse if alcohol consumption could explain the scarring effect of youth unemployment on later depressive symptoms. The analyses are based on the 24-year follow-up of school leavers in a municipality in Northern Sweden (the Northern Swedish Cohort). Four-way decomposition analyses were performed to analyse if alcohol use at age 30 years could mediate and/or moderate the effect of youth unemployment (ages 18/21 years) on depressive symptoms in later adulthood (age 43 years). Excessive alcohol use at early adulthood (age 30 years) mediates 18% of the scarring effect of youth unemployment on depressive symptoms in later adulthood. The scarring effect was seen among both those with and without excessive alcohol use. Youth unemployment leads to poor mental health later in life and part of these relations are explained by excessive alcohol consumption in early adulthood. Policy interventions should target the prevention of youth unemployment for reaching a lower alcohol consumption and better mental health.

'Everyone would freak out, like they’ve never seen a boy before’: young people’s experiences of single-sex secondary schooling in NSW

Although gender expansive views are increasingly evident amongst young people, segregation according to binary notions of gender underpins the organisational structures of single-sex secondary schools. While claims of educational benefits are common, particularly for girls, gender is difficult to disentangle from socioeconomic advantage and other factors. Evidence suggests that such schools contribute to homogenised and limiting notions of gender. While some schools are moving towards desegregation in response to parental demand, little is known from the perspectives of young people in non-elite schools who have experienced segregated schooling. This paper turns to the accounts of 14 recent school leavers in NSW to consider the underpinning logics of segregated schooling, including the imbrication and erasure of socioeconomic dis/advantage, cultural, social, and locational factors that complicate claims about segregated schooling. Affective intensities of single-sex schooling are traced through micronarratives that touch on relations with peers, teachers, school spaces and practices, learning experiences, and their implications for gendered subjectivities and gender justice. Their accounts suggest that student experiences of segregated schooling are ambivalent and do not support claims of educational advantage and that configurations of single-sex schooling may be anachronistic for these times.

Pressure to attend university: beyond narrow conceptions of pathways to a “good life”

ABSTRACT Securing stable, well-paid employment has become increasingly difficult for youth world-wide, negatively affecting their health and wellbeing. In recent years, this job insecurity has been exacerbated by compounding natural, economic, and social disasters. At the same time, young people are increasingly being encouraged to pursue higher education to secure a more viable future. This paper examines the post-school transitions of 22 Australian school leavers who were interviewed while at school between 2012 and 2017 and then again 1–5 years post-school. We investigated their transition into work and/or further education in the light of (1) profound societal change, and (2) the dominant narrative of university as necessary for the “good life.” We found that young people face immense pressure to attend university, even if their career aspirations do not require a degree, while other post-school pathways are derided. This pressure can compound stress and mental ill-health and is exacerbated by the limited career education available to students during schooling. In the context of immense transformation in contemporary society, we argue that conceptions of “worthy” post-school pathways must be broadened and communicated to young people through high-quality career education as they navigate their post-school transitions.

A Theoretical Approach to School Success within the Framework of Multicultural Schools

A multicultural school is meant to promote inclusive politics and equitable learning opportunities and that in the framework of the winding quest for high educational outcomes for each and every student, regardless of ethnicity and socio-economic backgrounds. School success is not merely the salient knowledge span, it encompasses a set of life skills, parental support, brain power and a myriad of attitudes meant to allow the school leaver not only to avoid depletion, but also to achieve high performance goals and, what’s more, to ensure fair treatment to all. Equipped with fortitude, resilience and a team spirit, the school leaver finds thus attainment by taking different educational pathways, from the theoretical to the vocational one. School success is ultimately about finding fulfilment, about leading a quality life and feeling integrated wherever one may be. Taking on challenges in exchanges among the different ethnic groups, making practical use of soft sills to stay connected and agile in such a community, grappling with the link between the school curriculum and the practicalities of the world around, all these might be the tipping point to be analyzed and addressed by the present article. Yet, in a multicultural learning environment attachment to one’s cultural values with its spillover implications is far from enough, it must align with keeping all lines of communication open for cultural exchange, even to the point where the exchanges become goals and social and emotional learning go hand in hand with academic achievement.