scholarly journals Reasons for absenteeism in rural primary schools in two Colombian municipalities

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Sandra Lucía Vargas
Keyword(s):  
Confidence Interval ◽  
Rural Schools ◽  
Primary Schools ◽  
Gastrointestinal Infections ◽  
Stomach Pain ◽  
School Day ◽  
Related Absenteeism ◽  
Considerable Problem ◽  
Absence Rate ◽  
Bad Weather

Background: School absenteeism is a considerable problem generally related to higher dropout rates, poor academic achievement and school lag. This study determined the frequency and causes of overall and illness-related absenteeism of students in rural schools from two Colombian municipalities. Methods: A prospective and descriptive study was conducted in a population of 948 school children from 34 rural schools. Absenteeism data were collected for 2013 academic year consisted of the number of students registered and absent by grade, school, day and reason for absence. Absence rates (overall and illness-related absenteeism) were recorded, based on full or partial days absence, measured both as episodes, and accumulating the number of days. Results: From the students included in the study, 55.1% were male and 71.6% were between 5 and 9 years old. The overall absence rate was 5.7 episodes per child-year (95% confidence interval 5.5 to 5.8) and 8.6 days per child-year (8.4 to 8.9). The main reasons for non-attendance were illness (24.4%), medical or dental check-up (12.9%), travel (12.3%), lack of motivation to attend school (10.0%) and bad weather (9.3%). The illness-related absence rate was 1.4 episodes per child-year (95% confidence interval 1.3 to 1.5) and 2.5 days per child-year (2.4 to 2.6). The main reasons for illness-related absence were cold (37.0%), nonspecific fever (10.9%) and stomach pain or vomiting (8.4%). Conclusions: In this study, the most common reasons for non-attendance were illness-related. The importance of respiratory and gastrointestinal infections in absenteeism was evident, showing rates similar to other urban school studies. Then, the results of this study provide knowledge on the magnitude and reasons for absenteeism in rural schoolchildren.

scholarly journals Does school reopening affect SARS-CoV-2 seroprevalence among school-age children in Milan?

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257046
Author(s):  
Lucia Barcellini ◽  
Federica Forlanini ◽  
Arianna Sangiorgio ◽  
Greta Gambacorta ◽  
Luisella Alberti ◽  
...  
Keyword(s):  
High School Students ◽  
Confidence Interval ◽  
Primary Schools ◽  
Seroconversion Rate ◽  
Age Groups ◽  
School Age Children ◽  
School Students ◽  
Biological Sex ◽  
Before School ◽  
Remote Learning

The benefits of schools’ closure, used as a containment strategy by many European countries, must be carefully considered against the adverse effects of child wellbeing. In this study, we assessed SARS-CoV-2 seroprevalence, which better estimates the real extent of the infection unraveling asymptomatic cases, among schoolchildren aged 3 to 18 in Milan, using dried blood spot, a safe and extremely viable methods for children, and then compared it between September 2020 and January 2021. Secondly, we evaluated the seroconversion rate and compared it between students attending schools in presence and those switched to distance-learning, using a logistic regression model, both as univariate and multivariate, adjusting for age and biological-sex. Among 1109 pupils, we found a seroprevalence of 2.8% in September before school reopening, while in January 2021, the seropositive rate was 12.5%, reflecting the general growth rate of infections during the second pandemic wave. The overall seroconversion rate was 10%, with no differences based on biological-sex and age groups; we observed no seroreversion. When considered age groups, the seroconversion rate was 10.5% (95%Confidence Interval, 2.9–24.8) among children attending preschools, 10.6% (95%Confidence Interval, 8.2–13.4) for primary schools, 9.9% (95%Confidence Interval, 6.8–13.8) for secondary schools, and 7.8% (95%Confidence Interval, 4–13.2) among high-school students. Interestingly, no differences in seroconversion rate were found between students who attended school compared to those who started remote learning in the first days of November. Furthermore, most patients (61%) reported that the contact occurred within the household. We reported a low seroconversion rate among school children in Milan, with no differences between those who attended from September 2020 to January 2021 compared to those who switched to remote learning in the first days of November. Our data suggest that schools do not amplify SARS-CoV-2 transmission, but rather reflect the level of the transmission in the community.

scholarly journals Effect of a fruit and vegetable subscription in Danish schools

2003 ◽  
Vol 6 (1) ◽  
pp. 57-63 ◽  
Author(s):  
Karen Eriksen ◽  
Jóhanna Haraldsdóttir ◽  
Robert Pederson ◽  
Hanne Vig Flyger
Keyword(s):  
Primary Schools ◽  
Vegetable Intake ◽  
Dietary Assessment ◽  
Evaluation Study ◽  
Fruit And Vegetables ◽  
Fruit And Vegetable ◽  
Total Food Intake ◽  
School Day ◽  
24 Hour Recall ◽  
Design And Methods

AbstractObjective:To measure the effect of a school fruit and vegetable subscription on children's intake of fruit and vegetables after 5 weeks of intervention.Setting:Seven primary schools in Denmark.Design and methods: Intervention schools (n = 4) were offered a fruit and vegetable subscription comprising one piece per day. Control schools (n = 3) situated in another municipality were not offered the subscription. Intake of fruit and vegetables was measured at baseline and 5 weeks after the start of the subscription. Two methods were used for dietary assessment: a pre-coded 24-hour recall form including total food intake and a food-frequency questionnaire (FFQ) including only fruit and vegetables.Subjects:Children aged 6–10 years (n = 804 from intervention schools and n = 689 from control schools). Response rate in the dietary assessment was 31%.Results:At intervention schools 45% of the children enrolled in the subscription. After 5 weeks of intervention, both subscribers and non-subscribers had increased their intake of fruit by 0.4 (P = 0.019) and 0.3 (P = 0.008) pieces per school day, respectively, but no change was observed in vegetable intake. Total intake increased only for non-subscribers by 0.4 piece/school day (P = 0.008), mainly due to the consistent increase in fruit intake. No change in intake was measured at control schools. Only the 24-hour recall questionnaire was sensitive enough to pick up the changes of the subscription, whereas the FFQ was not.Conclusion:Five weeks with the subscription affected both subscribers and non-subscribers to increase intake of fruit. This may indicate that the subscription had an additional effect of stimulating parents of non-subscribers to supply their children with fruit. The results stress the importance of evaluating the effect of this type of programme, and the carefulness needed in designing the evaluation study.

scholarly journals Teaching of the law of god in the zemstvo primary schools in Gzhel folk craft in the 1880s

2020 ◽  
pp. 118-126
Author(s):  
Vadim V. Nikonov ◽  
Ivan V. Sidorov
Keyword(s):  
Secondary Schools ◽  
Religious Education ◽  
Primary Education ◽  
Rural Schools ◽  
Primary Schools ◽  
Moscow Province ◽  
The Law ◽  
Compulsory Subject ◽  
Xix Century

The article deals with the teaching of the Law of God (Religious Education) in the primary schools of Gzhel traditional folk craft at the end of the XIX century, located on the territory of Bogorodsky district of Moscow province. The Law of God was a compulsory subject in all primary and secondary schools of pre-revolutionary Russia, and the process of developing the most effective methods of its teaching in primary rural schools took place at the end of XIX century. The article shows how Bogorodskaya Zemstvo Council participated in the development of primary education in the County, and what actions it took.

scholarly journals The Influence of Siblings on Young Children’s Understanding of Fluid Intake

2021 ◽  
Vol 6 (3) ◽  
pp. 13-20
Author(s):  
Josh Williamson ◽  
Kristy Howells
Keyword(s):  
Role Models ◽  
Primary Schools ◽  
Fluid Intake ◽  
Visual Representations ◽  
Further Education ◽  
Education Curriculum ◽  
Sibling Status ◽  
School Day ◽  
The Right ◽  
Recommended Guidelines

Background Children need to drink enough water (1.1-1.3 litres) throughout the day to stay hydrated and for health benefits1. Wellbeing and cognitive function benefits have been identified for children who are hydrated2. Yet there is a dearth of research focusing specifically on children’s perceptions of their own fluid intake levels and who helps support them in ensuring they are drinking enough water, this is a novel area to investigate. Previous research3 identified that 44.2% of young children’s fluid intake were influenced the strongest by a family member. This paper will explore in further detail the influence of siblings on children’s fluid intake, in particular older versus younger siblings. Methods 130 children (67 girls and 63 boys, of which 45 had a younger sibling (s) and 85 having an elder sibling(s), from 4 primary schools in the South East of England, were questioned between January and April 2019 using an adapted version of Coppinger and Howells’ (2019)4 questionnaire, on their understanding of fluid intake, how much they perceived they drank and who supported them in prompting them to drink. Physical visual representations were used to aid question comprehension and to ensure the questions were appropriate for young children. The data was analysed using SPSS 24.0 using MANOVAs (P < 0.05) to consider statistical variance in gender and older sibling status. Results The most significant results were linked to elder siblings influence younger siblings in drinking too little fluids within a school day (F=0.530, p<0.05), whilst those without an elder sibling, thought they drank beyond the daily recommended guidelines and reported they drank over 2 litres. This illustrates that children misunderstand fluid intake recommendations regardless of whether they have an elder sibling or not. Children named adults, both parents and teachers as well as elder siblings as the key influencers of them drinking (F=3.67, p<0.05) and the data indicated that girls were more influenced by siblings than boys, whilst twins were not influenced by each other. Conclusion It is concluded that siblings do have an influence on the consumption of water, as siblings act as role models and other siblings follow their habits, therefore the whole family unit is important to ensure that the right fluid intake is consumed. It is recommended that further education, curriculum and community development is needed to continue to support young children’s knowledge and understanding of fluid intake.

scholarly journals Estudio evaluativo de la escuela rural en la provincia de Cabinda, Angola

2017 ◽  
pp. 5-26
Author(s):  
Mtro. Fernando Bumba ◽  
Dra. María Pilar Cáceres Reche ◽  
Dra. Miriam Ágreda Montoro
Keyword(s):  
Working Conditions ◽  
Rural Schools ◽  
Rural Areas ◽  
Primary Schools ◽  
Quality Education ◽  
Teaching Performance ◽  
Teaching Resources ◽  
School Population ◽  
Educación Primaria ◽  
Do So

Este artículo presenta un estudio evaluativo de la escuela rural, específicamente de enseñanza primaria, en la provincia de Cabinda, Angola. El objetivo principal es conocer la situación actual del profesorado de las zonas rurales en educación primaria de Cabinda: el contexto, la infraestructura, los recursos y las condiciones en las que se desarrolla su labor docente. Para ello, se diseñó un estudio no experimental basado en la aplicación de un cuestionario, de escala tipo Likert, a los docentes de estas escuelas rurales. El análisis y la interpretación de los resultados obtenidos han permitido extraer inferencias, posibilitando la concreción de una serie de contribuciones relevantes y de importancia. Las escuelas rurales deben ser mejoradas tanto en infraestructura como en recursos y medios para facilitar un adecuado desempeño docente. Con ello, mediante una educación de calidad a toda la población escolar, se conseguirá la potenciación y el desarrollo de las zonas rurales.AbstractThis article presents a study on the analysis of the working conditions of teachers in primary schools of Cabinda, Angola, located in rural areas of the province. The main objective is to know what are the resources provided to the schools for its development, e.g. canteens, put aid, teaching resources. To do so, was a non-experimental study based on a questionnaire of scale Likert-type teachers of these rural schools. The analysis and interpretation of the results obtained allowed to draw inferences, enabling the realization of a series of relevant contributions and importance. Rural schools should be improved both in infrastructure and in resources and means to facilitate an adequate teaching performance. Thus, by means of a quality education to the entire school population, the empowerment and development of rural areas will be achieved.Recibido: 13 de diciembre de 2015Aceptado: 28 de septiembre de 2016

Information and communications technologies in library facilities in disadvantaged rural schools in South Africa: Lessons from Limpopo province

2021 ◽  
pp. 1-20
Author(s):  
Samuel Maredi Mojapelo ◽  
Oluwole O. Durodolu
Keyword(s):  
South Africa ◽  
Rural Schools ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Information Needs ◽  
Basic Education ◽  
Limpopo Province ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Teacher Librarians

Universally, information and communications technologies (ICTs) have revolutionised multiple ways of executing tasks in many sectors. In the education sector, ICTs provide a scaffold to enhance technology-driven teaching and learning information needs of the teachers and learners in a school environment. The aim of the study was to investigate the availability and use of ICTs in library facilities in primary schools in disadvantaged rural communities in Limpopo province, South Africa. The study targeted all 18 primary schools in Lebopo Circuit of Mankweng Cluster. Self-administered questionnaires were used to collect data from teacher-librarians who attended a school library workshop at a local high school. Purposive sampling was employed in the selection of the teacher-librarians and all 18 schools were represented by one teacher-librarian. The findings indicate that there are few ICTs used by the teachers to enhance teaching and learning in different library facilities in disadvantaged rural schools. The study recommends that additional ICTs should be procured by the Department of Basic Education (DBE) for distribution to all schools to mitigate technology-driven information needs of teachers and learners. Furthermore, as vandalism was cited as a challenge in all schools, security needs upgrading to protect the few available ICTs.

scholarly journals Exploring Gender Differences within Forest Schools as a Physical Activity Intervention

Children ◽  
2018 ◽  
Vol 5 (10) ◽  
pp. 138
Author(s):  
Emilia Trapasso ◽  
Zoe Knowles ◽  
Lynne Boddy ◽  
Lisa Newson ◽  
Jo Sayers ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary Schools ◽  
Qualitative Data ◽  
Physical Activity Intervention ◽  
School Curriculum ◽  
Mixed Methods Study ◽  
Older Children ◽  
Regular School ◽  
School Day ◽  
Forest Schools

This study investigated whether children engaged in more physical activity (PA) on school days that included Forest School (FS) sessions than a regular school day or a school day with a Physical Education (PE) lesson. How FS sessions influenced children’s general levels of PA and wellbeing was also explored across gender. A mixed-methods study followed a sample of 59 child participants aged 7 to 9 years old, from four primary schools, whilst taking part in twelve weekly FS sessions. Measures included the PA Questionnaire for Older Children and accelerometry data together with an individual Write and Draw task to inform focus groups. Children had significantly greater levels of light PA on a FS day and a PE school day compared to a regular school day and children reported feeling both happier and relaxed as a consequence of the intervention. From the qualitative data, boys and girls reported different likes of the FS interventions, whereas their dislikes of FS were comparable. Findings from this research provide evidence for such outdoor, nature-based learning within the school curriculum contributing to daily PA in children.

Initial Outcomes of a Participatory-Based, Competency-Building Approach to Increasing Physical Education Teachers’ Physical Activity Promotion and Students’ Physical Activity: A Pilot Study

2017 ◽  
Vol 45 (3) ◽  
pp. 359-370 ◽  
Author(s):  
R. Glenn Weaver ◽  
Collin A. Webster ◽  
Michael W. Beets ◽  
Keith Brazendale ◽  
Jessica Chandler ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Confidence Interval ◽  
Mixed Model ◽  
Teacher Practices ◽  
Vigorous Physical Activity ◽  
Physical Activity Promotion ◽  
Outcome Data ◽  
Activity Promotion ◽  
School Day

This study examined the initial effects of a participatory-based, competency-/skill-building professional development workshop for physical education (PE) teachers on the use of physical activity (PA) promotion practices (e.g., eliminating lines, small-sided games) and students’ moderate-to-vigorous physical activity (MVPA). A total of 823 students (52.8% boys) wore accelerometers at baseline (fall 2015) and outcome (spring 2016) on PE and non-PE days. The System for Observing Fitness Instruction Time+ measured changes in PA promotion practices. Teachers ( n = 9) attended a 90-minute workshop prior to outcome data collection. Mixed-model linear regressions estimated changes in teacher practices and students’ MVPA. Three of the nine targeted PA promotion practices changed in the desired direction (i.e., p < .05; increased motor content and lessons taught outdoors, reduced activities with lines), with three more teacher practices trending in the desired direction (i.e., reduced management time and activities with elimination, increased small-sided games). During PE, boys and girls increased MVPA by 2.0 (95% confidence interval [1.1, 3.0]), and 1.3 (95% confidence interval [0.5-2.0]) minutes, respectively. However, there were no statistically significant changes in boys’ or girls’ MVPA during the school day. Greater implementation of promotion practices by the PE teachers was associated with boys’, but not girls’, MVPA during PE. Girls in high- and low-implementing teachers’ lessons experienced increases in MVPA, suggesting that even small changes in PA promotion practices can increase girls’ MVPA during PE. Overall, the workshops were effective at increasing teachers’ PA promotion and students’ MVPA in PE. Other school-based strategies that complement and extend efforts targeting PE are recommended to increase children’s total daily PA.

scholarly journals Findings From the EASY Minds Cluster Randomized Controlled Trial: Evaluation of a Physical Activity Integration Program for Mathematics in Primary Schools

2016 ◽  
Vol 13 (2) ◽  
pp. 198-206 ◽  
Author(s):  
Nicholas Riley ◽  
David R. Lubans ◽  
Kathryn Holmes ◽  
Philip J Morgan
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Intervention Effects ◽  
Integration Program ◽  
School Day ◽  
Mathematics Program ◽  
The Impact

Background:To evaluate the impact of a primary school-based physical activity (PA) integration program delivered by teachers on objectively measured PA and key educational outcomes.Methods:Ten classes from 8 Australian public schools were randomly allocated to treatment conditions. Teachers from the intervention group were taught to embed movement-based learning in their students’ (n = 142) daily mathematics program in 3 lessons per week for 6 weeks. The control group (n = 98) continued its regular mathematics program. The primary outcome was accelerometer-determined PA across the school day. Linear mixed models were used to analyze treatment effects.Results:Significant intervention effects were found for PA across the school day (adjusted mean difference 103 counts per minute [CPM], 95% confidence interval [CI], 36.5–169.7, P = .008). Intervention effects were also found for PA (168 CPM, 95% CI, 90.1–247.4, P = .008) and moderate-to-vigorous PA (2.6%, 95% CI, 0.9–4.4, P = .009) in mathematics lessons, sedentary time across the school day (–3.5%, 95% CI, –7.0 to –0.13, P = .044) and during mathematics (–8.2%, CI, –13.0 to –2.0, P = .010) and on-task behavior (13.8%, 95% CI, 4.0–23.6, P = .011)—but not for mathematics performance or attitude.Conclusion:Integrating movement across the primary mathematics syllabus is feasible and efficacious.

scholarly journals Modernization of the Rural School: Problems and Perspectives of Carpathian Region

2014 ◽  
Vol 1 (2-3) ◽  
pp. 204-207
Author(s):  
Liubov Prokopiv
Keyword(s):  
Rural Schools ◽  
Rural Areas ◽  
Primary Schools ◽  
Small Schools ◽  
Quality Education ◽  
School Problems ◽  
The Carpathians ◽  
Carpathian Region ◽  
The Village ◽  
Schoolage Children

This article is about the rural schools in the Carpathians. The author speaks about theproblems and prospects of the school in the Carpathians. In Ukraine today in the mountainousregion large quantity of rural schools are with low occupancy. Reduction of the number of schoolage children in rural areas leads to poor occupancy of schools and inability to maintain themproperly by local authorities. Today in Ukraine within rural schools there are primary schools,educational complexes “School-Kindergarten”, numerically small schools etc. The author speaksabout a problem: how to give qualitative education to a student in the countryside? This articleanalyzes the problem of quality education in minority School Mountain, search teacher who wouldwork in the village.

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