Cash Transfers for School-Age Children in African Countries: Simulation of Impacts on Poverty and School Attendance

2006 ◽  
Vol 24 (5) ◽  
pp. 553-569 ◽  
Author(s):  
Nanak Kakwani ◽  
Fabio Soares ◽  
Hyun H. Son
Keyword(s):  
School Attendance ◽  
Cash Transfers ◽  
School Age Children ◽  
School Age ◽  
African Countries

scholarly journals Public Health Nutrition: A Comparative Study of the Nutritional Status of Children in Villages in Northern Nigeria Using and Not Using Soya Beans

1996 ◽  
Vol 17 (1) ◽  
pp. 1-6 ◽  
Author(s):  
A. O. Owolabi ◽  
J. O. Mac-Inegite ◽  
F. O. Olowoniyan ◽  
H. O. Chindo
Keyword(s):  
Nutritional Status ◽  
Economic Recession ◽  
Soya Bean ◽  
Acute Malnutrition ◽  
School Age Children ◽  
Lower Percentage ◽  
School Age ◽  
African Countries ◽  
Malnourished Children ◽  
Nutritional Status Of Children

The nutritional status of 240 children between the ages of 2 and 15 years in communities that use or do not use soya beans was evaluated by conventional methods. There were significant differences (p <.05) in the nutritional status of pre-school (2–5 yr) and school-age children (6–15 yr) in the three communities. Using weight-for-height as an index of acute malnutrition, 32.5%, 25.5%, and 22.6% of preschool children were normal in Kurmin Masara, Kaya, and Makera, respectively, as were 44.6%, 24.4%, and 21.7% of school-age children. Kurmin Masara, a community producing and using soya beans, had a significantly higher percentage (p < .05) of nutritionally normal and a lower percentage of severely malnourished children than the other two villages. Generally, malnutrition was more pronounced in school-age children in the three communities. Soya bean accounted for 34.4%, 28.5%, and 1.3% of the protein intake of children 2 to 15 years of age in Kurmin Masara, Kaya, and Makera, respectively. Our findings appear to validate the importance of soya bean in the diet of children, especially in this period of economic recession when animal protein sources are very expensive. Extension service efforts are necessary in Nigeria and other African countries to increase soya bean production and use to improve the nutritional status of the population, particularly young children.

scholarly journals Pre-School Age Visually Impaired Children's Motives for Learning

2015 ◽  
Vol 2 ◽  
pp. 284
Author(s):  
Vytautas Gudonis
Keyword(s):  
Theoretical Analysis ◽  
Longitudinal Data ◽  
Visually Impaired ◽  
School Attendance ◽  
School Age Children ◽  
School Age ◽  
Positive Experience ◽  
Research Results

<em>The article presents longitudinal data of the survey of 212 Šiauliai Petras Avižonis Visual Centre’s 6–7-year-old pre-school children’s motives to attend school. A brief theoretical analysis of significance of motives for learning in child’s development is displayed. Analysing research results, a positive experience on development of positive motives for school attendance in pre-school age children attending Šiauliai Petras Avižonis Visual Centre is rendered in a generalising way. </em>

scholarly journals School functioning of children with perinatal HIV-infection in high-income countries: A systematic review

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252746
Author(s):  
Stefanie E. M. van Opstal ◽  
Marlies N. Wagener ◽  
Harald S. Miedema ◽  
Elisabeth M. W. J. Utens ◽  
Femke K. Aarsen ◽  
...  
Keyword(s):  
Systematic Review ◽  
Hiv Infection ◽  
School Attendance ◽  
High Income ◽  
School Functioning ◽  
School Age Children ◽  
School Age ◽  
Perinatal Hiv ◽  
National Norms ◽  
The Impact

Introduction Since the introduction of combination antiretroviral therapy, human immunodeficiency virus (HIV) infection is a manageable chronic disease. However, school-age children (4–18 years) living with HIV could still experience problems with functioning at school, due to the impact of the virus itself, medication, comorbidities and social stigma. School functioning covers academic achievement, school attendance, and social relationships and is of utmost importance to optimize normal participation. Methods To gain insight in school functioning problems of perinatally HIV-infected children, we performed a systematic review of the literature in multiple databases from January 1997 up to February 2019. Studies were included if they described outcomes of school functioning of school-age children perinatally infected with HIV, in high-income countries. Meta-analyses were performed for sufficiently comparable studies. Results and discussion Results from 32 studies show that HIV-infected children experience more problems in various areas of school functioning in comparison with national norms, matched healthy controls, siblings and HIV-exposed uninfected (HEU) children. The most pronounced differences concerned the usage of special educational services, general learning problems, and mathematics and reading performance scores. Comparisons with both national norms and siblings/HEU children show that the differences between HIV-infected children and siblings/HEU children were less pronounced. Moreover, siblings/HEU children also reported significantly worse outcomes compared to national norms. This suggests that problems in school functioning cannot be solely attributed to the HIV-infection, but that multiple socio-economic and cultural factors may play a role herein. Conclusion Perinatally HIV-infected children seem vulnerable to problems in various areas of school functioning. Therefore, monitoring of school functioning should be an important aspect in the care for these children. A family-focused approach with special attention to a child’s socio-environmental context and additional attention for siblings and HEU children, is therefore recommended.

scholarly journals Comparison of school based and supplemental vaccination strategies in the delivery of vaccines to 5-19 year olds in Africa - a systematic review

F1000Research ◽  
2017 ◽  
Vol 6 ◽  
pp. 1833 ◽  
Author(s):  
Eposi C. Haddison ◽  
Leila H. Abdullahi ◽  
Rudzani Muloiwa ◽  
Gregory D. Hussey ◽  
Benjamin M. Kagina
Keyword(s):  
Systematic Review ◽  
Children And Adolescents ◽  
Vaccination Coverage ◽  
Age Groups ◽  
School Age Children ◽  
School Age ◽  
African Countries ◽  
Routine Immunisation ◽  
Public Health Burden ◽  
School Based

Background: Some vaccine preventable diseases (VPDs) still remain a public health burden in many African countries. The occurrence of VPDs in all age groups has led to the realization of the need to extend routine immunisation services to school age children, adolescents and adults. Supplemental immunisation activities (SIAs) and school based vaccinations (SBVs) are common strategies used to complement the expanded programme on immunisation (EPI). This review aimed to assess the effectiveness of SIAs compared to SBVs in the administration of vaccines to 5-19 year olds in Africa. Methods: Systematic review methods were used to address our study aim. Several electronic databases were searched up to March 30, 2017 for primary studies investigating the delivery of vaccines via SIAs or SBVs to 5-19 year olds. This search was complemented by browsing reference lists of potential studies obtained from search outputs. Outcomes considered for inclusion were: vaccination coverage, costs of the strategy or its effect on routine immunisation services. Results: Out of the 4938 studies identified, 31 studies met the review inclusion criteria. Both SIAs and SBVs showed high vaccination coverage. However, the SIAs reported higher coverage than SBVs: 91% (95% CI: 84%, 98%) versus 75% (95% CI: 67%, 83%). In most settings, SBVs were reported to be more expensive than SIAs. The SIAs were found to negatively affect routine immunisation services. Conclusions: Both SIAs and SBVs are routinely used to complement the EPI in the delivery of vaccines in Africa. In settings where school enrolment is suboptimal, as is the case in many African countries, our results show SIAs may be more effective in reaching school age children and adolescents than SBVs. Our results re-iterate the importance of evaluating systematic evidence to best inform African authorities on the optimal vaccine delivery strategies targeting school age children and adolescents.

scholarly journals Poor school attendance and exclusion: a systematic review protocol on educational risk factors for self-harm and suicidal behaviours

BMJ Open ◽  
2018 ◽  
Vol 8 (12) ◽  
pp. e023953 ◽  
Author(s):  
Sophie Epstein ◽  
Emmert Roberts ◽  
Rosemary Sedgwick ◽  
Katie Finning ◽  
Tamsin Ford ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Children And Adolescents ◽  
Suicidal Behaviour ◽  
School Attendance ◽  
School Age Children ◽  
School Age ◽  
Manual Search ◽  
Self Harm ◽  
Poor School

IntroductionSchools have an important role in recognising and preventing self-harm and suicidal behaviour in their students, however little is known about which educational factors are associated with heightened risk. We will systematically review the existing evidence on two key educational performance indicators that are routinely collected by school administrative systems: school attendance and exclusion. We will investigate their association with self-harm and suicidal behaviour in school-age children and adolescents. Knowledge of this association could help inform suicide prevention strategies at clinical, school and population levels.Methods and analysisWe will conduct a systematic search of Medline, EMBASE, PsycINFO, British Education Index and Education Resources Information Centre (ERIC) from 1 January 1990, and conduct a manual search for additional references. We aim to identify studies that explore the association between poor school attendance or exclusion and self-harm or suicidal behaviours in school-age children and adolescents. Two independent reviewers will screen titles, abstracts and full-text documents and independently extract relevant data for analysis. Study quality will be assessed using a modified Newcastle-Ottawa Scale. A descriptive analysis will be performed, and where appropriate, results will be combined in meta-analyses.Ethics and disseminationThis is a systematic review of published literature, and therefore ethical approval will not be sought. We will publish reports in health and education journals, present our work at conferences focused on school mental health and communicate our findings to practitioners and managers in public health, education and child mental health.PROSPERO registration numberCRD42018088608.

Educational Challenges of School-Age Children in Skipped Generation Households in Nigeria

2021 ◽  
pp. 0192513X2110307
Author(s):  
Bayode I. Popoola ◽  
Funmi Togonu-Bickersteth ◽  
Joshua Aransiola ◽  
Akinjide Akintomide ◽  
Opeyemi Ekundayo
Keyword(s):  
Ethnic Groups ◽  
School Attendance ◽  
Survey Design ◽  
Family Context ◽  
School Age Children ◽  
School Age ◽  
Design Data ◽  
Nigerian Children ◽  
Educational Challenges ◽  
Descriptive Survey

The article investigated educational challenges of Nigerian children raised in an unusual family context, the skipped generation households (SGHs). Specifically, it determined the proportion of school-age children in SGHs enrolled in schools and investigated children’s perception of the effect of SGHs on their education. The study adopted a descriptive survey design. Data were collected from 2144 indexed children from the three major ethnic groups in Nigeria. The results showed that 88.2% of children in SGHs were enrolled in schools, and that significant regional variations existed in school attendance by the children. Specific educational challenges of the children in SGHs included having to do assignment alone, not getting enough time to study, difficulty in paying school fees, and late coming to school. The article brought to the fore the need for government to improve the welfare of children raised in SGHs in order to mitigate the educational challenges confronting them.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

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