Relevant bibliographies by topics / Health education (Secondary) – Botswana

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

Academic literature on the topic 'Health education (Secondary) – Botswana'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Health education (Secondary) – Botswana"

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TORIOLA, O. M. "Secondary School Physical Education Curriculum: Implications for Sports Development in Botswana." Asian Journal of Physical Education & Recreation 9, no. 1 (2003): 69–73. http://dx.doi.org/10.24112/ajper.91144.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.In many countries, a major rationale for curriculum design in physical education is that it promotes a physically active lifestyle among the youths and provides a basis for the development of fundamental sports skills. Access to physical education and sport is not only a fundamental human right but it also promotes health, desirable social attitudes and values. Based on the above rationale physical education was introduced to Botswana secondary schools in 1999. In this study, the Botswana secondary school physical education curriculum was analysed regarding its potential role in sports development in the country. Structured interviews were carried out with Principals of selected public secondary schools in which physical education is a teaching subject and the curriculum development unit in the Ministry of Education. Results were discussed in the following specific areas: curriculum content analysis, implementation problems, time allocation, provision of teaching and learning resources, funding, personnel, opportunities for competitive sport participation and assessment procedures. Problems affecting the teaching of physical education in Botswana were also discussed and possible solutions proffered. Finally, analysis of implications of the physical education curriculum for sport development in Botswana was presented.體育運動對學童成長過程非常重要，本文旨在探討非洲波斯尼亞中學體育課程，從多方面分析體育課程與體育運動發展的關係，透過與校長及敎育部長面談，了解影響體育運動發展的原因。
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Ludwig, Jan Ole, Neil M. Davies, Jacob Bor, and Jan-Walter De Neve. "Causal effect of children’s secondary education on parental health outcomes: findings from a natural experiment in Botswana." BMJ Open 11, no. 1 (2021): e043247. http://dx.doi.org/10.1136/bmjopen-2020-043247.

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ObjectivesA growing literature highlights the intergenerational transmission of human capital from parents to children. However, far less is known about ‘upward transmission’ from children to parents. In this study, we use a 1996 Botswana education policy reform as a natural experiment to identify the causal effect of children’s secondary schooling on their parents’ health.SettingBotswana’s decennial census (2001 and 2011). Data were obtained through the Integrated Public Use Microdata Series and are 10% random samples of the complete population in each of these census years.ParticipantsSurvey respondents who were citizens born in Botswana, at least 18 years old at the time of the census and born in or after 1975 (n=89 721).Primary and secondary outcome measuresParental survival and disability at the time of the census, separately for mothers and fathers.ResultsThe 1996 reform caused a large increase in grade 10 enrolment, inducing an additional 0.4 years of schooling for the first cohorts affected (95% CI 0.3 to 0.5, p<0.001). The reform, however, had no effect on parental survival and disability by the time exposed child cohorts reach age 30. Results were robust to a wide array of sensitivity analyses.ConclusionsThis study found little evidence that parents’ survival and disability were affected by their offspring’s educational attainment in Botswana. Parents’ health may not be necessarily affected by increasing their offspring’s educational attainment.
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MOSIDI, Olefile, and Emmanuel O. OWOLABI. "School Physical Education and Physical Fitness: A Study of Secondary School Students in Gaborone, Botswana." Asian Journal of Physical Education & Recreation 17, no. 1 (2011): 78–90. http://dx.doi.org/10.24112/ajper.171891.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. Physical Education (PE) was introduced into Botswana junior secondary schools as a curriculum subject eight years ago. Although it has the status of an optional subject, it appears to enjoy wide acceptability in many schools. One would normally expect the effects of participation in classroom physical education on students to depend on the PE curriculum’s physical activity contents and how these activity contents are implemented. The study was aimed assessing the role of school PE programme in Botswana secondary schools in promoting the physical fitness levels of students. It involved 300 male Junior secondary school students in Botswana. Twenty students each were selected from 15 schools. The 20 from each school comprised 10 second and third year students offering PE as a subject and another 10 from the same years not offering PE (Non-PE). The students from each school were randomly selected from among the regular recreation participants in each school. The details and demands of the study and tests were carefully explained to the students and their PE teachers after which the school’s PE teacher signed the informed consent form on behalf of the students. Data were collected on health Fitness components of body weight, BMI, Hand grip strength, flexibility, abdominal muscle endurance and cardio-respiratory endurance using established and acknowledged tests, instruments and protocols. Null hypothesis was set for each of the measured variables with the alpha level set at p<0.05. Data were analysed for means, standard deviations and the difference between groups’ means using the independent groups t test. The results showed that the PE group was significantly superior to the Non-PE group in grip strength, abdominal muscle endurance and cardio-respiratory endurance. The two groups were not significantly different in age, body weight, BMI and flexibility. It was concluded that participation in school PE among urban male junior secondary school students in Botswana enhanced selected physical fitness components. This enhancement could be specifically attributed to the regular participation in the physical activities inherent in the PE subject and/or the PE students’ increased and motivated participation in the schools’ recreational and sporting activities. 本文旨在探討非洲博茨瓦納學校體育和體適能，結果顯示學校體育有助提升學童的體適能，以及參與康體活動的動機。
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MEEKERS, DOMINIQUE, and GHYASUDDIN AHMED. "CONTEMPORARY PATTERNS OF ADOLESCENT SEXUALITY IN URBAN BOTSWANA." Journal of Biosocial Science 32, no. 4 (2000): 467–85. http://dx.doi.org/10.1017/s0021932000004673.

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In Botswana, as in other areas in southern Africa, there is a growing concern about the risks associated with adolescent sexuality. To facilitate the design of policies that can address these problems, it is necessary to gain a thorough understanding of contemporary patterns of adolescent sexual behaviour, and the factors that affect them. This paper examines these issues using data from the 1995 Botswana Adolescent Reproductive Health Survey in conjunction with data from focus group discussions. The results suggest that adolescents become sexually active at an early age, and that many of them, males and females alike, have multiple sex partners. This early sexual initiation implies that adolescent reproductive health programmes should target youths aged 13 or younger. For school-based programmes this implies starting no later than Grade 6 or Standard 1, and preferably earlier. Young males appear to be a particularly vulnerable group that needs further attention. Adolescents perceive that teachers, peers and parents have the largest influence on their reproductive health attitudes. Schools appear to have the most potential for providing reproductive health information, because they reach youths both directly and indirectly by educating their peers. The results also show that male and female sexual behaviour is affected by different factors. Among males, having secondary education strongly increases the odds of being sexually active, presumably because such males make attractive partners. Among females, on the other hand, being in school significantly reduces the odds of being sexually active. This finding is consistent with the policy imposing a one-year school expulsion for pregnant schoolgirls, which was implemented as a deterrent to schoolgirl pregnancy.
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Bowelo, Motsholathebe, Serai Daniel Rakgoasi, and Mpho Keetile. "Partner faithfulness and sexual reproductive health practices in Botswana: does perception of partner infidelity influence sexual risk behaviours of people aged 10–34 years?" Journal of Biosocial Science 52, no. 4 (2019): 547–59. http://dx.doi.org/10.1017/s0021932019000622.

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AbstractThe main aim of this study was to test whether perception of partner infidelity prompts people to adopt behaviour that is meant to compensate for the increased risk of infection posed by their partner’s infidelity; or whether it prompts people to engage in behaviour that magnifies the risk associated with partner infidelity. Data used were derived from the fourth and latest Botswana AIDS Impact Survey (BAIS IV) conducted in 2013. The sample consisted of 6985 people aged 10–34 years. Logistic regression analysis was used to identify factors associated with perception of partner infidelity and sexual risk behaviours. Perception of partner infidelity with the current and most recent partner was 39.6% while perception of partner infidelity with other previous sexual partners was 79.9%. The main socio-demographic factors associated with perception of partner infidelity were being a man, being single and having secondary education, while sexual risk behaviours associated with perception of partner infidelity were having multiple sexual partners and being involved in multiple concurrent sexual partnerships. These relationships were statistically significant at the 5% level. Botswana’s HIV prevention strategies should seek to improve partner communication within relationships in order to enhance people’s confidence and skills so as to minimize perceptions of infidelity.
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Malete, Leapetswe. "Aggressive and Antisocial Behaviours Among Secondary School Students in Botswana: The Influence of Family and School Based Factors." School Psychology International 28, no. 1 (2007): 90–109. http://dx.doi.org/10.1177/0143034307075683.

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Barchi, Francis, Helen Apps, Oleosi Ntshebe, and Peggie Ramaphane. "Social and Behavioral Correlates of Adolescent Sexual Experience and Intention to Use Condoms in Northwestern Botswana." International Journal of Environmental Research and Public Health 18, no. 11 (2021): 5583. http://dx.doi.org/10.3390/ijerph18115583.

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Adolescent sexual behavior is shaped by individual, social, and structural factors that can increase HIV-risk, unwanted pregnancy, and sexually transmitted disease. To inform the development of a comprehensive sexuality education program, 239 secondary school adolescents ages 14–19 in Maun, Botswana, completed a survey of sexual and reproductive health knowledge, attitudes, and behaviors in February–March 2020. Bivariate and multivariate analyses examined factors associated with sexual experience and perceived ability to insist on condoms. Approximately 21% of respondents reported having had sexual intercourse. More than half felt able to insist on condoms. Sources of information about human reproduction, alcohol use, attitudes about when sex is acceptable, and perceived sexual activity by one’s peers were predictive of sexual experience. Age, confidence in correct condom use, perceived acceptability of adolescent sex with condoms, and endorsement of prevailing gender norms were significantly associated with perceived ability to insist on condom use.
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Pintye, Jillian, Kathleen E. Wirth, Conrad Ntsuape, et al. "Early resumption of sex after voluntary medical male circumcision for HIV prevention within a programmatic delivery setting in Botswana." International Journal of STD & AIDS 30, no. 13 (2019): 1275–83. http://dx.doi.org/10.1177/0956462419866051.

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To maximize the public health benefits of voluntary medical male circumcision (VMMC) in real-world settings, sexual abstinence is recommended for six weeks following VMMC to ensure complete wound healing. We determined the frequency and predictors of early resumption of sex among a cohort of HIV-negative, sexually active men 18–49 years who underwent VMMC within a public-sector clinic in Botswana. Multivariate robust Poisson regression methods were used to identify predictors of having any sexual intercourse in the last six weeks since undergoing VMMC. In total, 433/519 (83%) men had data available on sexual activity at six weeks post-VMMC. Median age was 27 years, 57% had a higher than secondary education, 72% were employed, and 9% were married. Overall, 122/433 (28%) men had sexual intercourse within the six weeks since VMMC, of whom 36% reported inconsistent condom use. Compared to men ≥34 years, men aged <30 years (adjusted risk ratio [aRR] = 1.71, 95% CI 0.95–3.08) and men 30–34 years had a two-fold higher likelihood of resuming sexual activity early in multivariate analyses (aRR = 2.31, 95% CI 1.26–4.25, Wald p = 0.018). Employed men were more likely to resume sexual activity early than unemployed men (aRR = 1.58, 95% CI 1.02–2.44, p = 0.039). Additional interventions are needed to encourage abstinence until complete wound healing.
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Grépin, Karen Ann, and Prashant Bharadwaj. "Secondary education and HIV infection in Botswana." Lancet Global Health 3, no. 8 (2015): e428-e429. http://dx.doi.org/10.1016/s2214-109x(15)00050-9.

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De Neve, Jan-Walter, Günther Fink, S. V. Subramanian, Sikhulile Moyo, and Jacob Bor. "Secondary education and HIV infection in Botswana." Lancet Global Health 4, no. 1 (2016): e23. http://dx.doi.org/10.1016/s2214-109x(15)00252-1.

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Dissertations / Theses on the topic "Health education (Secondary) – Botswana"

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Molwane, Andrew Bushie. "Discourses on computer integration at a Botswana junior secondary school." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3178422.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2090. Adviser: Ellen Brantlinger. "Title from dissertation home page (viewed Nov. 27, 2006)."
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Matsoga, Joseph Thoko. "Crime and School Violence in Botswana Secondary Education: The Case of Moeding Senior Secondary School." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1070637898.

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Mmolai, Sana Koketso. "Religion and ethics in modern secondary education : a case study of Botswana." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301517.

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Mokgosi, Lillian Zahra. "Enhancing Quality Education : An investigation in high achieving secondary schools in Botswana." Thesis, University of Sussex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505902.

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Moorad, Fazlur Rehman. "An evaluation of Community Junior Secondary Schools in Botswana with reference to decentralization and community participation." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10006562/.

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Velempini, Kgosietsile M. "The Integration of Environmental Education in the Secondary School Curriculum: A Case Study of a 10th Grade Junior Secondary School Curriculum in the Okavango Delta, Botswana." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1451919034.

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Tau, Nontobeko Sylvia. "An analysis of TalkBack, an interactive HIV and AIDS education programme on Botswana Television." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/5043.

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The Republic of Botswana (2011a) recognises behaviour change as the only long term solution to the HIV and AIDS epidemic that has become a leading health and development challenge for the country. The study aimed to examine how Talk Back, an interactive HIV and AIDS educational programme on Botswana television, capacitates the school community to deal with challenges brought about by the HIV and AIDS epidemic. The study was based on recordings of 2014 Term One theme— ‘Paediatric care and support: challenges and implications in the teaching and learning environment. The study conducted a content analysis of Talk Back to determine behaviour change communication categories employed in producing the programme. All aspects of the Talk Back programme were also analysed to establish communication strategies employed in the presentation of content. Talk Back employed communication approaches such as panel discussions of matters related to HIV and AIDS by various specialists, video clips to present content, and viewers phoning in to interact with the panellists. A number of the callers identified challenges; the most common identified challenge was that parents tended not to disclose their children’s HIV status to the children due to the negative social stigma attached to HIV and AIDS. Although Talk Back provides a forum for interactive behaviour change communication, some listeners questioned the use of technical language.
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Mpowe, Lebogang T. "A thematic based professional studies art education curriculum for training junior secondary school art teachers in Botswana /." View thesis, 2002. http://wilson.ccsu.edu/theses/etd-2002-9/ThesisTitlePage.html.

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Thesis (M.S.)--Central Connecticut State University, 2002.
Thesis advisor: Cassandra Broadus Garcia. " ... in partial fulfillment of the requirements for the degree of Master of in." Includes bibliographical references (leaves 92-94). Also available via the World Wide Web.
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Kontle, Bitha. "An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27349.

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In this study, I undertook to investigate how the requirements of formative and summative assessment influence the practices of teachers of art, craft and design in Botswana junior secondary schools (BJSS) in relation to the continuous assessment portfolio (CAP). I used qualitative research methods for data collection, mainly using in-depth interviews with individual teachers of art, craft and design. I also used grounded theory approach to interpret and analyse the collected data. The sample was chosen from different junior secondary schools near Gaborone, in Botswana. Interviewees had common qualification entry requirements while their experiences and backgrounds were different. The theoretical and conceptual frames underpinning the study are mainly Bourdieu's theory of practice and Lave and Wenger's theory of communities of practice. I focused my study on using these theoretical and conceptual frames to help describe the basis for the participants' choice in their judgements during their development of students' CAP. The outcome of this study makes claim that the teachers of art, craft and design who participated in the study clearly understood the requirements of the CAP. However, they chose to ignore these requirements due to the pressures originating from the tensions between formative assessment at school level and summative assessment at the level of the national examinations. These choices result in teachers undertaking activities which emphasize doing well in the national examinations rather than developing the students' skills for future use. This practice results from teachers' efforts to gain recognition for themselves and their schools as a result of outstanding national examination results. Good performance by their students in national examinations enhances their reputation as teachers and makes them eligible to be entrusted with national responsibilities such as being appointed moderators and examiners.
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Fairclough, Stuart John. "Health-enhancing physical activity during secondary school physical education." Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5792/.

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Books on the topic "Health education (Secondary) – Botswana"

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Davies, Norman. Secondary technical teacher education in Botswana. Bolton Institute of Higher Education, 1988.

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Tsayang, G. T. Evaluation of school partnership policy in Botswana: A qualitative approach to six case studies. E. Mellen Press, 1998.

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Glencoe/McGraw-Hill, ed. Teen health. Glencoe/McGraw-Hill, 1999.

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Greenberg, Jerrold S. Holt health. Holt Rinehart & Winston, 1994.

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Glencoe/McGraw-Hill, ed. Teen health. Glencoe/McGraw-Hill, 1999.

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Meeks, Linda Brower. Comprehensive school health education. 2nd ed. Meeks Heit Pub. Co., 1996.

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Meeks, Linda Brower. Comprehensive school health education. 6th ed. McGraw-Hill Higher Education, 2009.

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Gray, Gay. Health action pack: Health education for 16-19s. National Extension College, 1987.

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Rosedale Heights Secondary School (Toronto, Ont.). Grade 9 physical and health education. The School], 1990.

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Anspaugh, David J. Teaching today's health in middle and secondary schools. Merrill, 1994.

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Book chapters on the topic "Health education (Secondary) – Botswana"

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Lee, Sara Hirschfeld, and Rina Lazebnik. "Secondary Education." In Encyclopedia of Immigrant Health. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_361.

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Harris, Jo. "Health-related learning in physical education." In A Practical Guide to Teaching Physical Education in the Secondary School. Routledge, 2020. http://dx.doi.org/10.4324/9780429061318-7.

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Hamblin, Declan. "Managing your workload, resilience, health and well-being." In A Practical Guide to Teaching Physical Education in the Secondary School. Routledge, 2020. http://dx.doi.org/10.4324/9780429061318-24.

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Repovš, D. "“Health Education” — A New Subject in the Secondary Schools of SR Slovenia, SFR Yugoslavia." In Primary Health Care in the Making. Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-69977-1_31.

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Azlan, ‘Arif, Nadzirah Ismail, Nor Farah Mohamad Fauzi, and Ruzita Abd Talib. "Incorporating Traditional Games in Physical Education Lesson to Increase Physical Activity Among Secondary School Students: A Preliminary Study." In Enhancing Health and Sports Performance by Design. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3270-2_26.

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Mtasigazya, Paul. "Teachers’ and Students with Disabilities’ Perception of Sexual and Reproductive Health Education in Secondary Schools in Tanzania." In Sexual and Reproductive Health of Adolescents with Disabilities. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7914-1_7.

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Lappalainen, Sirpa. "Educating ‘Euro-citizens’: A Study of a Vocational Uppers Secondary Programme in Health Care and Social Services in a Finnish (Sub)Urban Setting." In Second International Handbook of Urban Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_38.

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Liimatainen-Lamberg, A. E. "Health education and changes in students’ smoking habits at vocational institutions and senior secondary schools in Finland." In Tobacco: The Growing Epidemic. Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_233.

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Say, E. A. "Physical Education and Health." In Teaching The ‘Slow’ Learner in The Secondary School. Routledge, 2021. http://dx.doi.org/10.4324/9781003174301-2.

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BRUMBY, M. "An Issue Approach to Teaching and Learning in Secondary School Biology." In Education and Health. Elsevier, 1987. http://dx.doi.org/10.1016/b978-0-08-033947-4.50052-4.

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Conference papers on the topic "Health education (Secondary) – Botswana"

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Nurkholifa, Ferda Fibi Tyas, Eti Poncorini Pamungkasari, and Hanung Prasetya. "Effect of Secondary Education on Exclusive Breastfeeding: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.131.

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ABSTRACT Background: Many studies reported the importance of exclusive breastfeeding for infants. However, there are many obstacles faced by lactating mothers to provide exclusive breastfeeding for their children. This study aimed to investigate the effect of secondary education on exclusive breastfeeding using a meta-analysis. Subjects and Method: Meta-analysis and systematic review were conducted by collecting articles from PubMed, Science Direct, and Google Scholar databases. Keywords used exclusive breastfeeding” AND “secondary education” OR “education for breastfeeding” AND “cross sectional” AND “adjusted odd ratio”. The study population was postpartum mothers. Intervention was secondary education with comparison primary education. The study outcome was exclusive breastfeeding. The inclusion criteria were full text, using English or Indonesian language, and reporting adjusted odds ratio. The articles were selected by PRISMA flow chart. The quantitative data were analyzed using random effect model run on Revman 5.3. Results: 7 studies from Peru, China, Nigeria, Korea, Ireland, Sub-Sahara, and South Australia were met the inclusion criteria. There was high heterogeneity between groups (I2= 94%; p<0.001). This study reported that secondary education reduced exclusive breastfeeding, but it was statistically non-significant (aOR= 0.86; 95% CI= 0.60 to 1.24; p= 0.430). Conclusion: Secondary education reduced exclusive breastfeeding, but it was statistically non-significant. Keywords: exclusive breastfeeding, secondary education, postpartum Correspondence: Ferda Fibi Tyas Nurkholifa. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: ferdafibi13@gmail.com. Mobile: +6285655778863. DOI: https://doi.org/10.26911/the7thicph.03.131
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R Publico, Marco. "Assessing the Mental Health Literacy of Secondary School Educators." In 3rd International Conference on Advanced Research in Teaching and Education. GLOBALKS, 2020. http://dx.doi.org/10.33422/3rd.icate.2020.11.126.

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Alshehri, Saad. "Investigating Health and Safety in Science Laboratories in Saudi Arabian Secondary Schools." In International Academic Conference on Education. Acavent, 2019. http://dx.doi.org/10.33422/iaceducation.2019.11.666.

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Antoñanzas, Jose Luis. "Learning Strategies And Studying Habits In Bilingual Secondary Education Students." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.23.

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Ruiz-Grao, Marta Carolina, Antonio Hernández-Martínez, Juan Pont-Yañez, Manuela García-Moreno, María Llanos Amo-Saus, and Milagros Molina-Alarcón. "TAKING UNIVERSITY TEACHING IN HEALTH SCIENCES TO SECONDARY EDUCATION STUDENTS BY GAMIFICATION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0886.

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Buruleanu, Claudia Lavinia. "A Tailored Food Science Education Program For Primary And Secondary Teachers." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.77.

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Moreno Guerrero, Antonio José. "Assessment Of The Use Of Role Playing In The Secondary Master." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.56.

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Supervía, Pablo Usán. "School Motivation, Goal Orientations And Emotional Intelligence In Students Of Secondary Education." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.100.

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Li, Si. "Research on the Feasibility of Implementing PPP in the Chinese Secondary School EFL Context." In International Conference on Mental Health and Humanities Education (ICMHHE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200425.055.

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Jarie, Laurane. "Influence Of Language Anxiety On French-Speaking Oral Proficiency Among Secondary Education Students." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.85.

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Reports on the topic "Health education (Secondary) – Botswana"

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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.
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Corral, Leonardo, and Giulia Zane. Chimborazo Rural Investment Project: Rural Roads Component Impact Evaluation. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003046.

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This paper evaluates the impact of rural roads improvement works to benefit indigenous communities in the highlands of Ecuador, largely dependent on agriculture for their livelihoods. The findings suggest that the program had a positive impact on health and that it increased enrollment in secondary education. We find no evidence that treated households increased their investment in plot improvements and agricultural inputs. However, household members are more likely to report self-employment in agriculture as their main occupation. The effect on agricultural output and sales was positive but not statistically significant. Finally, there is no evidence that the program had any positive effect on overall household income, female empowerment and food security.
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