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

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0255165
Author(s):  
Sarah Mulwa ◽  
Lucy Chimoyi ◽  
Schadrac Agbla ◽  
Jane Osindo ◽  
Elvis O. Wambiya ◽  
...  
Keyword(s):  
Secondary School ◽  
Educational Attainment ◽  
Adolescent Girls ◽  
Young Women ◽  
Informal Settlements ◽  
Causal Analysis ◽  
Lower Secondary School ◽  
The Impact ◽  
Prevention Approach ◽  
Unadjusted Analysis

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

scholarly journals An assessment of the impact of improvised versus conventional laboratory equipment on students’ performance in thermal expansion

2019 ◽  
Vol 15 (1) ◽  
pp. 135-140
Author(s):  
Kizito Ndihokubwayo ◽  
Jean Uwamahoro ◽  
Irénée Ndayambaje
Keyword(s):  
Thermal Expansion ◽  
Secondary School ◽  
Secondary School Students ◽  
Statistical Significance ◽  
Test Design ◽  
Lower Secondary School ◽  
School Students ◽  
Laboratory Equipment ◽  
Post Test ◽  
The Impact

Science education in Rwandan schools still faces a number of challenges including the lack or shortage of equipment available for science experiments. This paper describes research conducted to assess the impact of using improvised versus conventional laboratory equipment in experiments. Eighty-five lower secondary school students were assessed using a semi-experimental post-test design on thermal expansion of bodies. Data analysis using a t-test produced a t-Stat of 2.74 over a t-Critical of 1.98 indicating a statistical significance between the two experimental groups in favour of the group using improvised equipment. As a result, it is recommended that improvised equipment be used in those instances in which there is a lack or shortage of conventional equipment since students’ achievement was similar regardless of the type of equipment used.

scholarly journals Experiences of violence among adolescent girls and young women in Nairobi’s informal settlements prior to scale-up of the DREAMS Partnership: Prevalence, severity and predictors

PLoS ONE ◽  
2020 ◽  
Vol 15 (4) ◽  
pp. e0231737 ◽  
Author(s):  
Benedict O. Orindi ◽  
Beatrice W. Maina ◽  
Sheru W. Muuo ◽  
Isolde Birdthistle ◽  
Daniel J. Carter ◽  
...  
Keyword(s):  
Adolescent Girls ◽  
Young Women ◽  
Scale Up ◽  
Informal Settlements

scholarly journals Evaluating the effectiveness of incentives to improve HIV prevention outcomes for young females in Eswatini: Sitakhela Likusasa impact evaluation protocol and baseline results

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Marelize Gorgens ◽  
Andrew F. Longosz ◽  
Sosthenes Ketende ◽  
Muziwethu Nkambule ◽  
Tengetile Dlamini ◽  
...  
Keyword(s):  
Adolescent Girls ◽  
Young Women ◽  
Impact Evaluation ◽  
Trichomonas Vaginalis ◽  
Trial Registration ◽  
Baseline Survey ◽  
Young Females ◽  
Link Type ◽  
Cash Incentive ◽  
The Impact

Abstract Background Eswatini continues to have the highest prevalence of HIV in the world, and one of the highest HIV incidences among adult populations (aged 15–49). This analysis reports on both key elements of study design/protocol and baseline results from an impact evaluation of an intervention incentivizing (i) initiation, enrolment, attendance or completion of some form of education, and (ii) lower risk sexual behaviour. Methods The impact evaluation employs a two by two factorial design in which participants are enrolled in either the incentive for education arm (‘education treatment arm’ providing a conditional cash incentive) or the control arm (‘education control arm’). In each of these arms, 50% of participants were randomized to also be eligible for selection – three times a year – to participate in a conditional raffle conditional on testing negative for curable STIs (syphilis and Trichomonas vaginalis). Results Baseline recruitment and screening occurred in 2016 when a total of 6055 individuals were screened of which 4863 participated in the baseline survey, and 4819 individuals were randomized into one of the study arms. The baseline prevalence of HIV, Trichomonas vaginalis, and syphilis among adolescent girls and young women 8.20% (397/4840), 3.31% (150/4533) and 0.17% (8/4830) respectively. Conclusions An educational cash incentive and raffle incentive impact evaluation that addresses adolescent girls and young women who are in-education and out-of-education has the potential to reduce HIV risk in adolescent girls and young women in Eswatini. Trial registration Name of the registry: Pan African Clinical Trials Registry. Trial registration number: PACTR201811609257043. Date of registration: May 11, 2018 ‘Retrospectively registered’. URL of trial registry record: https://pactr.samrc.ac.za/TrialDisplay.aspx?TrialID=4685

scholarly journals Silenced Narratives on Schooling and Future: The Educational Situation for Roma Children in Norway

2020 ◽  
Vol 4 (1) ◽  
pp. 118-137
Author(s):  
Kari Hagatun
Keyword(s):  
Structural Change ◽  
Secondary School ◽  
Educational Attainment ◽  
Educational System ◽  
Formal Education ◽  
Lower Secondary School ◽  
Portraiture Methodology ◽  
Counter Narratives ◽  
Educational Situation ◽  
Before And After

This article explores how Roma pupils in Norway experience school. Using portraiture methodology, I narrate the experiences of Leah, Hannah and Maria, focusing on their situation before and after the transition from elementary to lower secondary school. The article demonstrates how children negotiate and are negotiated by, intersecting racializing and gendering structures, using decolonial perspectives. One key finding is the complexity in how the schools’ knowledge discourses, and subsequent practices and attitudes, play out in the girls’ agency. I emphasize the need to produce counter-narratives by identifying agency, rather than depicting Roma in positions as either exotic or marginalized. Overall, the article addresses how coloniality still produces and upholds structures of inequality that render groups like Roma as non-existent in education. Turning the lens towards the inadequacy of an educational system that struggles to recognize the need for radical structural change, the article challenges a strong metanarrative within research and public debate that depicts “the different Roma culture” as the main explanation to low educational attainment among Roma pupils. I argue that the agency of Roma in Norway, who historically have resisted formal education experienced as forced assimilation, represents a unique opportunity to critically examine and rethink how inclusion is understood and operationalized in schools. Thus, knowledge about how school is experienced by Roma pupils today constitutes a vital contribution to the needed effort to decolonialize the educational system.

scholarly journals YOUNG WOMEN DIGITAL COMPETENCE IN USING THE INTERNET IN SURABAYA

2020 ◽  
Vol 13 (2) ◽  
pp. 310
Author(s):  
Yuli Candrasari ◽  
Salshabilla Permata ◽  
Afifah Rachmania ◽  
Dyva Claretta
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Adolescent Girls ◽  
Young Women ◽  
Participant Observation ◽  
The Internet ◽  
Digital Competence ◽  
Negative Effects ◽  
Internet Information ◽  
The Impact

The growth in the number of netizens is now the impact of increasingly easy internet penetration and high penetration of social media that is easily accessed via smartphone gadgets. Research conducted by Candrasari (2016) states that female internet users cannot be separated from their social media. Within a day of 2-3 hours, his time is spent accessing digital media. Therefore digital competencies are needed for girls to avoid the negative effects of the internet. The purpose of this study is to get a picture of the competence of adolescent girls. Digital competence is a form of using technology safely and critically to facilitate work, get entertainment and to communicate (E. Encabo & Murcia, J: 2011: 166). This research was conducted on adolescent girls in Surabaya with qualitative research methods. Data obtained through in-depth interviews, participant observation, and literature studies. The results of the study indicate that the digital competence of adolescent girls is still not good, especially in the categories of skills using the internet, information management and responsibility for using internet which is still low. Only in the category of communication and sharing digital competence of young women is good

scholarly journals Arising reading patterns in understanding literary texts

2020 ◽  
Vol 7 (2) ◽  
pp. 407-420
Author(s):  
Revathi Gopal ◽  
Charanjit Kaur Swaran Singh
Keyword(s):  
Secondary School ◽  
Oral Reading ◽  
Reading Ability ◽  
Text Comprehension ◽  
Literary Texts ◽  
Lower Secondary School ◽  
Reading Patterns ◽  
The Impact ◽  
Best Fit ◽  
Frequency Counts

This paper reviews reading attempts made by students at the lower secondary -- level in oral reading and retelling to understand literary texts. The study involved a qualitative research method in collecting data, which relates to the students’ reading patterns in understanding literary texts and the impact of students’ reading patterns on literary texts comprehension. The sample in this study comprised six average ability Form One (i.e. seventh grade) students from a secondary school. Data collection techniques included content analysis of students’ oral reading and retelling. Students’ oral reading and retelling were centred in the literature textbook currently used in lower secondary school. Data collected were subsequently analysed by using frequency counts in the form of percentages. The findings from oral readings show that students formed their own mental framework to guide them through in text comprehension, and the results of retellings analysis suggest that the literary texts were readable and were within the students’ comprehension level. However, none was able to infer beyond the text and to relate the text to one’s own life. This did not influence students’ text comprehension. The study indicates that different forms of patterns arose during oral reading among students in ways how they connected the ideas on the page to comprehend the literary texts. This aided teachers in their choices of classroom instructions that best fit the students’ reading ability.

Mentoring Interventions and the Impact of Protective Assets on the Reproductive Health of Adolescent Girls and Young Women

2017 ◽  
Vol 61 (2) ◽  
pp. 131-139 ◽  
Author(s):  
Kate F. Plourde ◽  
Nicole B. Ippoliti ◽  
Geeta Nanda ◽  
Donna R. McCarraher
Keyword(s):  
Reproductive Health ◽  
Adolescent Girls ◽  
Young Women ◽  
The Impact

Kulturowe uwarunkowania piśmienności młodzieży

2017 ◽  
pp. 90-107
Author(s):  
Anna Dąbrowska
Keyword(s):  
Young People ◽  
Secondary School ◽  
Secondary School Students ◽  
Cultural Factors ◽  
Social Consequences ◽  
Lower Secondary School ◽  
School Students ◽  
Digital World ◽  
Linguistic Behaviour ◽  
The Impact

The age of secondary orality, in which the oral and literate ways of thinking collide with each other, influences the communicative styles of today’s youth. One of the visible phenomena related to the language of teenagers is their progressing inability to acquire skills required to use written texts, together with the resulting cognitive and social consequences. In this article, the author discusses the impact of cultural factors on the development of youth literacy. The analyses, based on observations of the linguistic behaviour of lower secondary school students, show that young people are firmly anchored in the current communicative communities immersed in the digital world.

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