Grade Repetition and Primary School Dropout in Uganda

2016 ◽  
Vol 86 (4) ◽  
pp. 580-606 ◽  
Author(s):  
Sarah Kabay
Keyword(s):  
Low Income ◽  
Primary Schools ◽  
Representative Sample ◽  
Mixed Methods Research ◽  
School Dropout ◽  
Low Income Countries ◽  
Confounding Variable ◽  
Grade Repetition ◽  
Early School ◽  
Age Of Entry

Research on education in low-income countries rarely focuses on grade repetition. When addressed, repetition is typically presented along with early school dropout as the “wasting” of educational resources. Simplifying grade repetition in this way often fails to recognize significant methodological concerns and also overlooks the unique insight that can be gained by focusing on repetition. In this article, Sarah Kabay uses mixed methods research to investigate repetition and its association with later school dropout in Ugandan primary schools. In a representative sample of pupils from 136 schools, Kabay finds that in spite of a policy of automatic promotion meant to limit repetition, 88 percent of pupils had repeated a grade and 11 percent had repeated three or more times. Kabay identifies age as a confounding variable for the association between repetition and dropout, and argues that attention should be drawn to the age of entry into schooling and language policy.

Grade Repetition and School Dropout

2021 ◽  
pp. 52-74
Author(s):  
Sarah Kabay
Keyword(s):  
Low Income ◽  
School Dropout ◽  
Low Income Countries ◽  
Dropping Out ◽  
Access To Education ◽  
Grade Repetition ◽  
Policy And Practice ◽  
Language Of Instruction ◽  
Early School ◽  
Access And Quality

The issue of grade repetition is relevant for policy and practice in every education system around the world—and yet it is rarely the topic of research in low-income countries. Typically, grade repetition is coupled with a second concern: early school dropout. Together, they are believed represent a constraint upon access to education—preventing children from progressing through school. On the other hand, repetition often intends to emphasize standards and enforce the quality of education. In this way, the issue of grade repetition represents the possible tension between access and quality, but methodological challenges associated with the study of repetition make it difficult to draw any definitive conclusions. This chapter investigates the association between repeating a grade and dropping out of school, the defining theme of existing literature on repetition in low-income countries. Empirical analysis in the sample of Ugandan schools brings to light two other concerns: age of entry into primary school and language of instruction.

scholarly journals A Garden-Based Intervention to Improve Dietary Diversity in Kenyan School Children: Results from a Natural Experiment

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 810-810 ◽  
Author(s):  
Sara Benjamin-Neelon ◽  
Tiange Liu ◽  
Eve S Puffer ◽  
Liz Turner ◽  
Daniel Zaltz ◽  
...  
Keyword(s):  
Low Income ◽  
Rural Areas ◽  
Primary Schools ◽  
Dietary Diversity ◽  
Food Group ◽  
Low Income Countries ◽  
Severe Drought ◽  
School Gardens ◽  
Post Intervention

Abstract Objectives School gardens may improve child diet, but little is known about their effectiveness in rural areas in low-income countries. We evaluated the ability of school gardens to improve child diet in rural Kenya. We hypothesized that children in intervention schools would improve their dietary diversity and specifically their produce intake. Methods An non-government organization installed gardens in 2 primary schools. We selected 2 geographically proximal additional schools as comparisons. We conducted baseline assessments in 2013, prior to garden installation, and follow-up assessments a year later in 2014 in all 4 schools. We measured child dietary intake via a single 24-hour recall. We calculated dietary diversity using the women's dietary diversity score (WDDS) (continuous) and also examined each of the 10 food group components defined as adequate ≥15 g (binary). We conducted marginal linear or logistic regression models using a generalized estimating equation and included an exposure x time interaction to assess differences in outcomes between intervention and comparison schools from baseline to follow up. We controlled for child age, gender, and orphan status. Results We assessed 855 children (n = 438 intervention; n = 417 comparison) at baseline and 688 children (n = 383 intervention; n = 305 comparison) at follow up. Children in intervention schools were 51.8% male, compared to 56.5% in comparison schools. Mean (standard deviation) age was 11.6 (2.1) years in intervention and 11.8 (2.3) years in comparison schools. All children's WDDS worsened post-intervention. In adjusted difference in difference analyses, WDDS did not differ in intervention vs. comparison schools pre- to post-intervention (β 0.04, CI −0.19, 0.27). However, we observed less of a decrease in meeting adequate intake for pulses (OR 2.18, CI 1.18, 4.01) and other fruits (OR 1.55, CI 1.00, 2.40) in intervention versus comparison schools. Conversely, children in comparison schools had less of a decrease in meat, poultry, and fish compared to children in intervention schools (OR 0.67, CI 0.45, 0.99). Conclusions Children's WDDS worsened in all 4 schools, likely due to a severe drought that affected the region in 2014. We observed some differences in intervention vs. comparison children, but cannot attribute these improvements to school gardens. Funding Sources Duke Global Health Institute.

Teacher Turnover in Rwanda

2020 ◽  
Author(s):  
Andrew Zeitlin
Keyword(s):  
Learning Outcomes ◽  
Low Income ◽  
Primary Schools ◽  
Teacher Turnover ◽  
Early Career ◽  
Low Income Countries ◽  
Early Career Teachers ◽  
The Public ◽  
Teacher Skills ◽  
Nationally Representative

Abstract Despite widely documented shortfalls of teacher skills and effort, there is little systematic evidence of rates of teacher turnover in low-income countries. I investigated the incidence and consequences of teacher turnover in Rwandan public primary schools over the period from 2016 to 2019. I combined the universe of teacher placement records with student enrollment figures and school-average Primary Leaving Exam scores in a nationally representative sample of 259 schools. Results highlight five features of teacher turnover. First, rates of teacher turnover are high: annually, 20% of teachers separate from their jobs, of which 11% exit from the public-sector teaching workforce. Second, the burden of teacher churn is higher in schools with low learning levels and, perhaps surprisingly, in low pupil–teacher-ratio schools. Third, teacher turnover is concentrated among early-career teachers, male teachers and those assigned to teach Math. Fourth, replacing teachers quickly after they exit is a challenge; 23% of exiting teachers are not replaced the following year. And fifth, teacher turnover is associated with subsequent declines in learning outcomes. On average, the loss of a teacher is associated with a reduction in learning levels of 0.05 standard deviations. In addition to class-size increases, a possible mechanism for these learning outcomes is the prevalence of teachers teaching outside of their areas of subject expertise: in any given year, at least 21% of teachers teach in subjects in which they have not been trained. Taken together, these results suggest that the problem of teacher turnover is substantial in magnitude and consequential for learning outcomes in schools.

scholarly journals Enrollment without Learning: Teacher Effort, Knowledge, and Skill in Primary Schools in Africa

2017 ◽  
Vol 31 (4) ◽  
pp. 185-204 ◽  
Author(s):  
Tessa Bold ◽  
Deon Filmer ◽  
Gayle Martin ◽  
Ezequiel Molina ◽  
Brian Stacy ◽  
...  
Keyword(s):  
Teacher Quality ◽  
Low Income ◽  
Primary Schools ◽  
School Enrollment ◽  
Low Income Countries ◽  
African Countries ◽  
Ongoing Research ◽  
Direct Observations ◽  
Teacher Effort ◽  
Sub Saharan

School enrollment has universally increased over the last 25 years in low-income countries. Enrolling in school, however, does not assure that children learn. A large share of children in low-income countries complete their primary education lacking even basic reading, writing, and arithmetic skills. Teacher quality is a key determinant of student learning, but not much is known about teacher quality in low-income countries. This paper discusses an ongoing research program intended to help fill this void. We use data collected through direct observations, unannounced visits, and tests from primary schools in seven sub-Saharan African countries to answer three questions: How much do teachers teach? What do teachers know? How well do teachers teach?

scholarly journals Prevalence and Associated Risk Factors of Soil-Transmitted Helminthiases among Primary School-going Children in Rarieda, Siaya County-Kenya

2019 ◽  
pp. 1-12
Author(s):  
Arwa Stephen Onyango ◽  
Mogere Dominic ◽  
Musoke David
Keyword(s):  
Risk Factors ◽  
Primary School ◽  
School Children ◽  
Low Income ◽  
Prevalence Rate ◽  
Primary Schools ◽  
Neglected Tropical Diseases ◽  
Primary School Children ◽  
World Health ◽  
Low Income Countries

Soil Transmitted Helminthiases (STH) are a group of chronic infections, typically very common or endemic in low income countries and are classified as Neglected Tropical Diseases (NTD). Despite the World Health Organization (WHO) laid down control strategies and goal to eradicate these infections by the year 2020, these infections continue to dominate in Sub-Saharan countries; this problem necessitated the need for this study. The primary objective of this study was to assess prevalence of, and risk factors of STH among primary school children in Rarieda, a sub-county in Siaya County of Kenya. The study contributed to the overall theme of “Research for Better Health in East African Region”. The study population comprised of primary school children, aged between seven and fifteen years. A total sample size of 300 pupils was randomly sampled from five primary schools across Rarieda. Data were collected between September and October 2018 and cross sectional study design was used. Ethical approvals were obtained from all the relevant authorities and pre-testing was done at Ruma primary school. Data was collected using structured questionnaires, Key Performance Indicators (KII) and Focused Group Discussions (FGD). The study established that there was high prevalence of STH among the primary school children in Rarieda, with prevalence rate of 27.3 percent. The prevalence rate varied with socio-demographic characteristics of the pupils. Knowledge level of the pupils on STH was 38.9, and the pupils were 45.9 percent at risk of STH with a great variance noted between health practices at schools verses at homes. Integrated STH control approach, which would incorporate regular deworming, health education and promotion, hygiene and sanitation, and appropriate health policies formulation and implementations, was therefore seen to be very necessary in controlling and prevention of STH in Rarieda.

scholarly journals Visual Impairment among Primary School Children in Gondar Town, Northwest Ethiopia

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Ayanaw Tsega Ferede ◽  
Destaye Shiferaw Alemu ◽  
Alemayehu Desalegn Gudeta ◽  
Haile Woretaw Alemu ◽  
Mulusew Asferaw Melese
Keyword(s):  
Primary School ◽  
Visual Impairment ◽  
School Children ◽  
Low Income ◽  
Primary Schools ◽  
Northwest Ethiopia ◽  
Primary School Children ◽  
Low Income Countries ◽  
Moderate Degree ◽  
Gondar Town

Background. An impairment of the visual system at or shortly after birth adversely affects educational performance of children which typically occurs through vision. Limited evidence on the magnitude and causes of visual impairment is one of the reasons for the low priority given to eye care in low-income countries. Objectives. To estimate the prevalence and determine the causes of visual impairment in primary school children in Gondar town, Northwest Ethiopia. Materials and Methods. A descriptive cross-sectional study was conducted among 1289 children aged 5–15 years who were randomly selected in 9 primary schools (government and private) from May to June 2016. Visual acuity was measured at 6 m using Snellen’s chart, and children with an acuity of less than 6/18 in the better eye underwent refraction and a detailed eye examination. A cause of their impairment was determined. Data were recorded using pretested tools. . Statistical Package for Social Sciences version 16 was used to enter and analyze the data using 95% confidence intervals. Results. The prevalence of visual impairment was 1.8%. Refractive errors (nearly 70%) followed by strabismus and cataract, each contributing 4.3%, were the most frequent causes of visual impairment in the study population. Majority (87%) of the children had moderate degree of vision impairment, and 10–15-year age groups are the more affected ones. Children of age fifteen and above showed statistically significant association with visual impairment (p=0.005). Conclusion. The magnitude of visual impairment in primary school children in the study area is significant. School screening programme is recommended to minimize the burden of visual impairment in the study area.

scholarly journals Investigating COVID-19 in Low-income Settings: Protocol for a Multidisciplinary Mixed Methods Research in Burkina Faso

2021 ◽  
Author(s):  
Isidore Traoré ◽  
Samiratou Ouedraogo ◽  
Dramane Kania ◽  
Nongodo Firmin ◽  
Blahima Konaté Kaboré ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Burkina Faso ◽  
Low Income ◽  
Mixed Methods Research ◽  
Lessons Learned ◽  
Low Income Countries ◽  
Preventive Strategies ◽  
Structured Interviews ◽  
Hygiene Measures ◽  
Bobo Dioulasso

Abstract Background: The world has high hopes of vaccination against COVID-19 to protect the population, boost economies and return to normal life. Vaccination programmes are being rolled out in high income countries, but the pandemic continues to rage in many low-income countries (LICs) despite implementation of strict hygiene measures. We aim to present a comprehensive research protocol that will generate epidemiological, sociological, and anthropological data about the COVID-19 epidemic in Burkina Faso a landlocked country in West Africa with scares resources. Methods: We will perform a multidisciplinary research using mixed methods in the two main cities in Burkina Faso (Ouagadougou and Bobo-Dioulasso). Data will be collected in general population and in COVID-19 patients, caregivers and health care professional in reference care centers: (i) to determine cumulative incidence of SARS-CoV-2 infection in the Burkinabe population using blood samples collected from randomly selected households according to the WHO-recommended protocol; (ii) develop a score to predict severe complications of COVID-19 in persons infected with SARS-CoV-2 using retrospective and prospective data; (iii) perform semi-structured interviews and direct observation on site, to describe and analyze the healthcare pathways and experiences of patients with COVID-19 attending reference care centers, and to identify the perceptions, acceptability and application of preventive strategies among the population. Discussion: This study will generate comprehensive data that will contribute to improve COVID-19 response strategies in Burkina Faso. The lessons learned from the management of the epidemic may serve as examples to the country authorities to better design preventive strategies in the case of future epidemics or pandemics.Ethics and disseminationThis project was approved by the Ministry for Health (N° 2020 - 00952/MS/CAB/INSP/CM) and the Ethics Committee for Health Research of Burkina Faso (N° 2020-8-140).

Three Cases of Joubert Syndrome in a Consanguineous Syrian Family and a Interesting Case of Multinational Collaboration

2021 ◽  
Author(s):  
Davor Petrović ◽  
Vida Čulić ◽  
Zofia Swinderek-Alsayed
Keyword(s):  
Low Income ◽  
Autosomal Recessive ◽  
Autosomal Recessive Disorder ◽  
Joubert Syndrome ◽  
Interesting Case ◽  
Low Income Countries ◽  
Ocular Motor ◽  
Quality Health Care ◽  
Quality Health ◽  
Motor Apraxia

AbstractJoubert syndrome (JS) is a rare congenital, autosomal recessive disorder characterized by a distinctive brain malformation, developmental delay, ocular motor apraxia, breathing abnormalities, and high clinical and genetic heterogeneity. We are reporting three siblings with JS from consanguineous parents in Syria. Two of them had the same homozygous c.2172delA (p.Trp725Glyfs*) AHI1 mutation and the third was diagnosed prenatally with magnetic resonance imaging. This pathogenic variant is very rare and described in only a few cases in the literature. Multinational collaboration could be of benefit for the patients from undeveloped, low-income countries that have a low-quality health care system, especially for the diagnosis of rare diseases.

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