Relevant bibliographies by topics / Girl child education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Girl child education'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Girl child education"

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Abdou, I. S., and M. Tankari. "Qualitative Study on Sustainable Girl Child Education at Middle School Level of Education in Mirriah, Niger Republic." Zamfara International Journal of Education 3, no. 4 (2023): 134–39. https://doi.org/10.5281/zenodo.10073008.

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This study was carried out to investigate factors influencing girl child' education sustainability at middle school level of education in Mirriah. Two rural middle schools in Mirriah were selected at random to conduct this study. A sample of twenty-four participants among whom seven unschooled girls, seven out-of-school girls, five administrators, and five COGES members were selected purposively. A qualitative grounded theory was used to conduct this study. The general objective of this research was to assess the degree of peer influence on girl child education in rural middle schools. The spe
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Akinpelu, Funmilola Omolara. "'Dr' Girl-Child Education." International Journal of the Humanities: Annual Review 4, no. 3 (2007): 87–92. http://dx.doi.org/10.18848/1447-9508/cgp/v05i03/42028.

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Usman, I. G. "GIRL-CHILD EDUCATION FOR HEALTHY LIVING: AN APPRAISAL." Sokoto Educational Review 15, no. 1 (2014): 8. http://dx.doi.org/10.35386/ser.v15i1.149.

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Girl-child education and school attendance are the focus of the United Nations agencies in recent years because education is the key to the advancement of girls and women, as World wide Hasli (2006) noted that globally, world vision has joined with communities to ensure that neither violence; disability nor other terms of discrimination will prevent women and girls from enjoying their rights. The Federal Government of Nigeria (FGN, 2004) in the national policy on education stated that education is a right and not a privilege for every citizen, whether male or female. It is against this backdro
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Opesemowo, Oluwaseyi Aina Gbolade, and Elizabeth Temitope Odumosu. "The Sway of Early Marriage on the Girl Child Education among Some Ethnic Groups in Lagos State, Nigeria." Journal of Culture and Values in Education 6, no. 3 (2023): 26–41. http://dx.doi.org/10.46303/jcve.2023.18.

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The research braces that education is necessary for everyone, regardless of gender. The study aimed to ascertain the impact of child marriage on girl-child education among the ethnic groups, determine the relative contribution of religious belief as a determinant of child marriage on girl-child education among the ethnic groups, and determine the relative contribution of cultural values as determinants of child marriage on the girl-child education among the ethnic groups in Lagos state, Nigeria. The study adopted a descriptive research design while the population comprised all the girls within
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Adegbesan, Sunday Oduyemi, and Anthonia Oyebami Oyelade. "Influence of Gender Discrimination on Girl Child Education in Odogbolu Local Government Area of Ogun State, Nigeria." KIU Journal of Education 4, no. 1 (2024): 48–56. http://dx.doi.org/10.59568/kjed-2024-4-1-05.

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This study aims to investigate the prevalence of gender discrimination and its impact on girl child education in Odogbolu Local Government Area of Ogun State, Nigeria. The objectives of the study are to assess the level of awareness of gender discrimination in Odogbolu Local Government Area of Ogun State, to identify societal beliefs influencing girl child education, to explore factors hindering girl child participation in education, and to examine the effects of gender discrimination on societal development. The study utilized a descriptive survey method with a sample size of 120 respondents,
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Kafunah Shiyukah, Francis. "LEADERSHIP INFLUENCE OF GIRL-CHILD ACCESS TO SECONDARY SCHOOL EDUCATION IN BUNGOMA COUNTY: ACASE OF MOUNT ELGON DISTRICT, KENYA." International Journal of Advanced Research 11, no. 09 (2023): 645–54. http://dx.doi.org/10.21474/ijar01/17571.

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The purpose of this study was to establish environmental influence ofgirl-child access to secondary school education in Mount Elgon District. Despite impressive development towards achieving gender parity on access to education, enrolment statistics in Mount Elgon District at secondary school level reveals a worrying experience due to unknown environmental factors. The objective of the study included: determine influence of community factors on girl-child enrolment, establish the influence of home environment on girl-child school attendance, Identify influence of school enrolment on girl-child
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Bijayini, Swapna. "Covid-19 Pandemic and Protection of Right to Education of Girl Child in India: Some Legal Remedies." RESEARCH REVIEW International Journal of Multidisciplinary 8, no. 10 (2023): 141–47. http://dx.doi.org/10.31305/rrijm.2023.v08.n10.016.

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Like other individuals, girl child is entitled to enjoy the same human rights and fundamental freedoms. Particularly for girls from low-income families and girls living in rural regions, the epidemic has posed a hurdle to their education. Lack of digital access has stopped girl child from learning at home during quarantine. Most of the girl child don't have mobile phones or any form of digital access. If there is one smartphone in family, it won't be for the girl child. Most of the time it would typically for the father or the brother. Threats to girls have increased rates of teen or early pre
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Adedokun, Mary Olufunke, Haastrup Timilehin Ekundayo, and Abiodun Idowu Gbenro. "GIRL-CHILD EDUCATION: A CRITICAL ISSUE FOR NATIONAL DEVELOPMENT." Continental J. Arts and Humanities 2 (August 18, 2010): 25–31. https://doi.org/10.5281/zenodo.845065.

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Educate a woman and you have successfully educated a nation goes the saying; thus, girl-child education has become a contemporary issue to nations in the world because girls/women are usually discriminated against in all spheres of life including education. It is on this thrust that this paper examined the girl-child marginalization and with unequal access to education in comparism to her male counterpart. The study reveals that cultural practices serve as hindrance to girl-child education and that inaccessibility of the girl-child to education makes her vulnerable to diseases such as HIV/AIDS
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Andiema, Nelly C. "Influence of Culture on Girl Child Education in Central Pokot Sub County, Kenya." East African Journal of Education Studies 3, no. 1 (2021): 26–38. http://dx.doi.org/10.37284/eajes.3.1.279.

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Cultural practices such as Female Genital Mutilation, early child marriages and patriarchy have been on the rise in West Pokot despite interventions by government and non-state actors over the years. These outdated cultural practices have hindered the progress of girls academically. It is vital to educate the girl-child in society. However, teenage pregnancy gets girls at the wrong time when they are still in schools and this affects their education very much and eventually ends up ruining their future. This paper looks at how various cultural practices have affected girl child education in We
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Micheal, Muguli, Turyahabwe Deneth, Tukur Muhammad, Zulaihat Lawal Bagiwa, and Silaji Turyamureeba. "Parental Involvement in Academic Performance of Girl Child in Primary Schools in Buseta Sub-County of Kibuku District, Uganda." NEWPORT INTERNATIONAL JOURNAL OF CURRENT RESEARCH IN HUMANITIES AND SOCIAL SCIENCES 4, no. 3 (2024): 125–32. http://dx.doi.org/10.59298/nijcrhss/2024/4.3.125132.

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The study examined parental participation and girl-child academic achievement in elementary schools in Buseta Sub County, Kibuku District. Cross-sectional survey research design was used for the study and data were collected via questionnaires. The findings showed that numerous socio-economic factors affected parental involvement in girl-child education in Buseta Sub County elementary schools including social class, income, parents' attitudes towards girl-child education, cultural norms, parental education, inadequate government policy, and school distance were among these factors. Based on th
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Dissertations / Theses on the topic "Girl child education"

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Atoyebi, Lucia Adenike. "Human rights education and values of the girl–child : aKenyan case study / Atoyebi LA." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8085.

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This thesis reports on a study on human rights education and values of the girl–child in the Eastleigh community in Nairobi Kenya. The investigation indicated that her right to education is marginalised and that in the many cases cultural and religious beliefs dominate the need to equal access to education. This research identified perceived factors that may influence the infusion of human rights education and values in the teaching–learning practice of selected secondary schools in the Eastleigh community, and propose possible curriculum guidelines that are feasible to foster the education of
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Loua, Reine Sylvie. "A Multi-disciplinary analysis of the girl child's right to basic education in West Africa." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/40533.

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Over the years, a net increase in enrolment rates in primary schools has been observed worldwide. Nevertheless, in West Africa, girls still lag behind in terms of basic education. Although many other African societies face educational challenges in terms of realising girls’ right to education, educational challenges are far greater for women and girls in West Africa. This region is considered to have the highest illiteracy level in the world, and the level of illiteracy is even higher for females. As a result, a gap persists between the number of boys and girls in primary schools. The reasons
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Djouguela, Fotso Danielle. "The right to education for the girl-child and problems facing adolescent girls in the pursuit of their right to education : a focus on South Africa." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/37361.

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This dissertation examines the problems facing adolescent girls in the pursuit of their right to education and this especially in South Africa. It presents the right to education as a human right belonging to everyone; not a privilege reserved for a category of person. The right to education is a fundamental human right and an empowerment right because it contributes to the achievement of other rights. The dissertation describes the provisions of relevant international and regional human rights instruments and assesses whether South African laws, policies and practices on the ground adhe
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Ozowuba, Goldlyn Ugonna. "Religion, Education, and the Girl-Child : A Study of the Relationship Between Religion and School Enrolment of Girls in Northern Nigeria." Thesis, Högskolan i Gävle, Religionsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-37011.

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Stakeholders in Education are concerned with the continuous low enrolment of girls in schoolin Northern Nigeria. Studies have shown that religion has had a negative impact on schoolenrolment of girls. The purpose of this quantitative study was to investigate the relationshipbetween religion and school enrolment of girls. The study also investigated other factors thataffect enrolment of girls in school in northern Nigeria. The theoretical framework for thestudy was Adam Smith’s Human Capital Development Theory. Results of research showed asignificant relationship between education and five vari
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Younis, Forssman Joulin, and Emma Jacobsson. "Gender Mainstreaming in Kisumu County High Schools : A Study of Gender Mainstreaming Policy Implementation on the Local Level in Kenya." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61311.

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Kavari, Elizabeth Ikka Tjipetekera. "The impact of early marriage on the education attainment of the San-girl child in Omaheke Region, Namibia." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020052.

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One of the basic challenges that faces Namibian society as it emerges from colonial times is the issue of inequality and the oppression of women and girls. The San girl-child is no exception in this regard. San women in Namibia are subject to low socio- economic status and the poorest rates of formal education. San girls who enrolled at primary school hardly make it to secondary schools because of their significantly high dropout rate. This is prevalent among girls in particular as a result of early pregnancies, marriages and other related factors. The practice of early marriage is still preva
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Agbemabiese-Grooms, Karen Yawa. "“I Want to go to School, but I Can’t”: Examining the Factors that Impact the Anlo Ewe Girl Child’s Formal Education in Abor, Ghana." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1308069051.

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Chofor, Che Christian-Aime. "Educational opportunities for the girl child in Africa : a necessary revisit of the discrimination factor with reference to Egypt, South Africa and Cameroon." Diss., University of Pretoria, 2003. http://hdl.handle.net/2263/985.

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"This paper is therefore inspired to look at education with respect to girl children in Africa. This paper, by drawing inspriation from other settings, is also motivated by the need to find solutions on how best the rights of the girl child can be protected in conjuction with the educational policy of African countries. ... The study is divided into six chapters. Chapter one provides the context in which the study is set, the objectives of the study and its importance. Chapter two examines the importance of the right to education and in education and takes note of the issue of discrimination w
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Davids, Charmaine Catherine. "The sandplay therapy process of a thirteen year old girl : a case study." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1005.

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Carre, Nancy Catherine. "The Effects of Education Narratives on High School Persistence among Navajo Girls." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3869.

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Dropout rates among American Indian students have not shown significant improvement since the implementation of the No Child Left Behind Act (NCLB) of 2001. While extensive research exists on the dropout phenomenon, no studies were found that addressed why some Navajo girls leave school and the role education narratives play in their decision. Accordingly, this study examined the narratives shaping federal and Navajo education policies in order to understand how these influence school programs. The research questions dealt with three elements that could induce Navajo girls to leave school, the
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Books on the topic "Girl child education"

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Lydia, Nyati-Ramahobo, Mmolai Sana, Botswana Educational Research Association, UNICEF, African Women Development and Communication Network., and ERNESA (Organization), eds. Girl child study. BERA, 1992.

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Zambia and UNICEF Zambia, eds. Proposal for girl child education. Govt. of Zambia, 1994.

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Ghafoor, Abdul. Primary education of the girl child in Pakistan. Academy of Educational Planning and Management, 1990.

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Unesco. Regional Clearing House on Population Education and Communication. and United Nations Population Fund, eds. Integrating girl child issues into population education. UNESCO PROAP Regional Clearing House on Population Education and Communication, 1997.

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Service, United States Information, and United States. Agency for International Development., eds. Educating the girl child: A seminar. United States Information Service, 1992.

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Jain, Lakshmi. Dropout of girl-child in schools. Northern Book Centre, 2008.

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Rufai, Amina Jidda. Guide to girl-child education in Borno State. Family Support Programme, Monguno Local Govt. Chapter, 1996.

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Nuamah, Ishaak Ibrahim. A case for educating the Muslim girl-child. [publisher not identified], 2005.

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Usman, Bukar. Girl-child education in Biu Emirate: The early years. Klamidas Books, 2014.

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Mitchell, Claudia. A research agenda on the girl child: A report. Govt. of the Republic of Zambia, 1994.

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Book chapters on the topic "Girl child education"

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Govinda, R. "Education of the Girl Child." In The Routledge Companion to Primary Education in India. Routledge India, 2023. http://dx.doi.org/10.4324/9781032626659-19.

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Ramulu, M. "Educational Status of Women and Girl Child." In Education as Development. Routledge India, 2023. http://dx.doi.org/10.4324/9780429285561-5.

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Williams, Taiwo M. "Girl-Child, Health, and Education in Africa." In The Palgrave Handbook of African Women's Studies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77030-7_162-1.

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Williams, Taiwo M. "Girl-Child, Health, and Education in Africa." In The Palgrave Handbook of African Women's Studies. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-28099-4_162.

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Angbah, Victor Asante. "Girl child education in Asante, 1901–1957." In The Asante World. Routledge, 2021. http://dx.doi.org/10.4324/9781351184076-22.

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Ayoola-Amale, Ayo. "The Girl Child Education and Sustainable Development in Africa." In Peace Studies for Sustainable Development in Africa. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92474-4_22.

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Adelakun-Odewale, Olanike. "Right to Inclusive Development of the Girl Child in Africa." In Education Law, Strategic Policy and Sustainable Development in Africa. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53703-0_7.

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Eron, Lawrence, and Paul Emong. "Tackling Education of Girl Child with Disability in Urban Settings of Uganda." In Second International Handbook of Urban Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_5.

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Kikulwe, Daniel, Eddy Joshua Walakira, Lyne Ssebikindu, Joy Ssebikindu, Denis Muhangi, and Fred Matovu. "Education for All: Reflections on the Schooling Status for the Girl Child in Uganda." In Child Abuse and Neglect in Uganda. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48535-5_15.

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Haruna, M. J., and A. Nafisa. "The Challenges of Girl Child Education in Sokoto State, Nigeria and Its Implications for National Development." In Sustainable Education and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68836-3_4.

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Conference papers on the topic "Girl child education"

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Klingenberg, Mathias, Constanza Diaz, and Mariapaz Rojas. "LESSONS FROM THE TECHNOVATION GIRLS CHILE PROGRAM: WHAT HELPS THE INCREASE IN STEM SKILLS AND STEM VOCATIONS IN SCHOOL?" In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1820.

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Ihuoma, Chinwe. "Achieving Sustainable Development Goal (SDG) 4 among Female Nomadic Children in Nigeria using Open and Distance Learning Strategies." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5898.

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Education is a basic human right that every child ought to enjoy. Sustainable Development Goal 4 is also to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all by year 2030. Nigeria recognizes education as a fundamental human right and is signatory to the Convention on the Rights of the Child (CRC). In 2003, the Government of Nigeria passed into Law the Child Rights Act aimed at facilitating the realization and protection of the rights of all children. Nigeria also enacted the Universal Basic Education (UBE) law, which provides for a 9-year f
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Kelonye, Festus B., Isaac Ipara Odeo, Ooko Selline, Nashon Samson, and Godfrey S. Juma. "Contextual Enablers and Hindrances of Girl Child Participation in STEM Education in a Kenyan County: A Case Study." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3101.

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In Kenya, student performance in sciences and Mathematics is still low compared to artoriented disciplines. The poor performance has affected not only the Girl child’s interest in these disciplines but also the number of girls that take STEM-oriented programs at tertiary levels. Several mitigating measures have been enacted although the situation has not changed much. This paper reports a study that explored contextual enablers and hindrances of Girl Child participation in STEM education in a Western Kenyan county. The study employed a case study approach by administering structured questionna
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Akhter, Zobaida. "When Schools Shut: Child Marriage Start: Impact of Covid-19 on Education of Girl Child in Bangladesh." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3114.

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More than 15.5 percent of Bangladeshi girls had been forced into wedlock below the age of 15 whereas the marriage age in Bangladesh during a pandemic. With the recent reopening of Bangladeshi schools, authorities have been alarmed by the number of girls not attending classes. In Khulna district, North of Bangladesh recorded more than 3,000 child marriages in this district. The paper will assess and estimate the impact of the Covid-19 pandemic on the education of young girls. Some case studies will be conducted in the child marriage-prone district of Khulna. Technology is not the only solution
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Omole, Titilola Foluso. "Factors Hindering Girl Child Education in West Africa." In Canada International Conference on Education. Infonomics Society, 2024. https://doi.org/10.20533/cice.2024.0029.

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Kola-Aderoju, Sekinat, and Oyenike Olukiran. "Sub-Merging Virtual Reality into African Knowledge Systems: Progressive Move Towards Resilience in Girl-Child Training." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.521.

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The global response to emerging technologies leaves much to be desired in the girl-child education, more so, one of the stabilizing factors for the general well-being of the society is the level of investment in formal, non-formal, and informal women’s education. After all, the trained girl-child will eventually become an adult woman. This paper is intended to integrate and submerge virtual reality into the African knowledge system specifically, African technology as an integral aspect of the knowledge system which is yet to gain decisive attention probably due to the lack of documentation and
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Hassan, Hassan. "Girls’ Abuse in Tanzania Rural Secondary Schools." In Proceedings of the 1st International Conference of Education. Dar es Salaam University Press, 2023. http://dx.doi.org/10.37759/ice01.2023.04.

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Considerable research has been conducted on the abuse of girls and women; however, there is little qualitative and smaller scale studies that are specific to Tanzania to provide particularised nuanced accounts of localised situations. Within a theoretical framework of African feminisms, this study explores the abuse of girls in one secondary school in a rural community of Tanzania. The data is from interviews and document review. The findings indicate that the girls experience sexual, physical, verbal or psychological abuse at school at the hands of their male teachers, which impact largely ne
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Sewani, Salima. "Endemic of Violence and Child Labor during Covid-19 - A Narrative Case Study on the Effective Well-being Strategies for Building Resilience among Public School Going Learners in Karachi." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6588.

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This paper reflects on the tribulations faced by the public school-going learners in Karachi during Covid-19. It also sheds light on the innovative pilot strategies that we used to support their education during the closure of the school. Through the reflective narrative case study approach, fellow teachers first gathered a few stories from learners and parents, living in their neighborhoods. They reported cases of child labor, slavery, and early marriages. We then discussed, planned, and piloted strategies to teach and support learners of grades 5 to 8 during Covid-19. We prepared educational
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Zulu, Charles William. "Educating Girls: A Critical Analysis of the Impact of Keeping Girls in School Initiative, Petauke, Zambia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5815.

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In 1997, the Minister of Education in Zambia then, Dr. S. Siyamujaye announced that schoolgirls who become pregnant would no longer be expelled. The girls who had been expelled in that year were allowed to return to school. The directive showed serious commitment towards the education of girls. Hence, the Re-Entry Policy mandates schools to allow girls who fall pregnant or left school due to early marriages back into school system (MOE,1997). // Further, in the pursuit to educate girls, the Government of the Republic of Zambia is working with cooperating partners to eradicate the vices and bor
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Steiner, Liliane. "A space of one's own, writing the experience of hiding." In 8th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2025. https://doi.org/10.62422/978-81-981590-2-1-024.

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Living in hiding and in seclusion, no matter the diversity of places and ways of hiding involved in this experience, implied a subversive economy that consisted of transgressing bravely Nazi laws and blurring out boundaries through a reversal of binaries: Jew / non-Jew, life/death, visible/invisible, inclusion/exclusion. This paper is based on the fundamentals of Jacques Derrida's theory of deconstruction. The writing of the experience of hiding rendered in the poetics of the memoirs displays and unfolds in its binary mode the thin space/slash hidden Jews were to locate between presence/absenc
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Reports on the topic "Girl child education"

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Haider, Huma. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Impact. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/k4d.2021.004.

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This review examines evidence on the key design features and impact of programmes that use Conditional Cash Transfers (CCTs) or baby bonds to reduce female infanticide, child marriage and promote girl’s education. Conditional cash transfer (CCT) schemes have been adopted to promote the survival and well-being of girls. They provide parents with financial incentives to raise daughters; to delay marrying them until age 18, and to reduce the gender imbalance in school. Given that many CCT programmes aimed at addressing girl children are relatively new, it has in many cases been too early to evalu
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Cho, Emily EunYoung, Karen Austrian, and Nicole Haberland. Meeting the Moment: New Data on Learning Loss and What We Can Do About It. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1073.

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The Evidence for Gender and Education Resource (EGER) program, under the Population Council’s Girl Innovation, Research, and Learning (GIRL) Center, hosted a virtual webinar titled “Meeting the Moment: New Data on Learning Loss and What We Can Do About It” in October 2021. This document provides a recap of the webinar, in which panelists shared the significant impact of closed schools on learning levels during the COVID-19 pandemic, striking disparities when we intersect poverty, as well as the crucial need to get children back to school and for evidence-based approaches to support learning, s
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Whiteman, Elayna, and Jonathan Röders. The Role of Education in Child Soldier Reintegration. Trust After Betrayal Research Brief Series, 2024. http://dx.doi.org/10.59498/07744.

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This research brief explores the vital role of education in the reintegration of former child soldiers, who are often forcibly recruited or join armed groups under socio-economic pressures. Education is essential for reintegrating these children by equipping them with the skills needed for employment and stable lives. However, several barriers hinder their access, including financial constraints, psychological trauma, social stigma, and community rejection. Many education programs, while crucial, often fail to fully address these complexities, especially for girls, and are typically underfunde
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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.114.

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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment
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Amin, Sajeda. BALIKA: Empowering girls to delay child marriage in Bangladesh. Population Council, 2016. http://dx.doi.org/10.31899/sbsr2016.1014.

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The BALIKA project evaluated whether three skills-building approaches to empower girls can effectively delay the age at marriage among girls aged 12–18 in parts of Bangladesh where child marriage rates are at their highest. BALIKA results show that programs that educate girls, build their skills for modern livelihoods and engage their communities can delay child marriage and produce better health, educational and social outcomes for girls. This brief summarizes the project's endline results.
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Amin, Sajeda. BALIKA study design. Population Council, 2016. http://dx.doi.org/10.31899/sbsr2016.1015.

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The BALIKA project evaluated whether three skills-building approaches to empower girls can effectively delay the age at marriage among girls aged 12–18 in parts of Bangladesh where child marriage rates are at their highest. BALIKA results show that programs that educate girls, build their skills for modern livelihoods and engage their communities can delay child marriage and produce better health, educational and social outcomes for girls.
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Birch, Izzy. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Institutional and Monitoring Mechanisms. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/k4d.2021.005.

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The focus of this paper is on the complementary mechanisms and interventions likely to increase the effectiveness and impact of conditional cash transfer (CCT) schemes in South Asia that aim to reduce female infanticide and child marriage and promote girls’ education. The literature on the institutional aspects of these particular schemes is limited, but from this and from the wider literature on CCT programmes in similar contexts, the following institutional mechanisms are likely to enhance success: a strong information and communication strategy that enhances programme reach and coverage and
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Bellwood-Howard, Imogen, and Abdulai Abubakari. Children’s Harmful Work in Ghana’s Lake Volta Fisheries: Research Needed to Move Beyond Discourses of Child Trafficking. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/acha.2020.004.

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Children work throughout the Lake Volta fisheries value chain. It is commonly assumed most have been trafficked. Research and advocacy has focused on dangers to young boys harvesting fish, and poverty as a driver, precluding attention to harms experienced by non-trafficked children, girls’ experiences and work-education dynamics. More work is needed on the proportions of children who fish and perform harmful work; structural, ecological and historical contexts; young people’s agency in pursuing fishing work; and why attention to trafficking dominates.
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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questio
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