Relevant bibliographies by topics / Primary school girl

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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 'Primary school girl'

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

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Journal articles on the topic "Primary school girl"

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Kipkulei, Benjamin C., Micah C. Chepchieng, Mary J. Chepchieng, and Lydia M. Boitt. "SELECTED FACTORS AFFECTING GIRLS’ PARTICIPATION IN PRIMARY SCHOOL EDUCATION IN KENYA." Problems of Education in the 21st Century 48, no. 1 (2012): 52–61. http://dx.doi.org/10.33225/pec/12.48.52.

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The girl child participation in primary school level of education has become a real concern in all nations of the World particularly in the developing countries of the Sub-Saharan Africa, Kenya included. Girl child education worldwide provides benefits to the family and the society at large thus factors affecting it should be addressed for the sake of human and societal development. The objective of the study was to establish the factors affecting girls’ participation in primary schools in Kenya. Specifically, the study investigated the effect socio-economic, socio-cultural and school -based factors have on a girl-child’s participation in primary school education in Kenya. In some parts of Kenya, there is low girls’ participation in primary school education thus the interest in establishing the factors that may be contributing to this problem. This was considered crucial as Kenya strives to achieve basic Education for All by 2015. The study employed a survey design. 210 girls drawn from primary classes 6, 7 and 8 participated in the study. The simple random technique was used in the selection of the sample. A questionnaire was used to collect data that were analyzed by use of descriptive statistics (frequencies and percentages). The findings of the study revealed that socio-economic, socio-cultural and school related factors affect girls’ participation in primary schools in Kenya. In effect, unless these factors are expeditiously addressed, primary school girls will continue to be disadvantaged in the Kenya’s school system. This will frustrate the world’s efforts in attaining basic education for all by 2015. The study therefore recommended that the Ministry of Education in Kenya should create awareness to all education stakeholders on the importance of girl child education in the country. It was also recommended that a large scale study involving sub-Saharan Africa developing nations experiencing low girls' participation in education be carried out to falsify or corroborate the findings. Key words: education, factors, girls’ participation, socio-economic, socio-cultural, school-based.
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Ross, Amy, Susan J. Paxton, and Rachel F. Rodgers. "Y's Girl: Increasing body satisfaction among primary school girls." Body Image 10, no. 4 (2013): 614–18. http://dx.doi.org/10.1016/j.bodyim.2013.06.009.

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Nyagah, S. N., and S. W. Luketero. "Transition Rate Of Girls From Lower Primary To Upper Primary, Kajiado County." European Scientific Journal, ESJ 12, no. 7 (2016): 418. http://dx.doi.org/10.19044/esj.2016.v12n7p418.

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This study is on factors that influence the girls’ transition rate from lower primary to upper primary in public primary schools of Kajiado County, Kenya. Four study questions guided the study. Literature review focused on international calls on girl’s education among the pastoral communities and the girl’s education in Kenya and Africa at large. The study focused on the factors that influence girls’ education which include the socio-cultural factors, socio-economic factors, school based factors and early teenage pregnancies which include the flight of the girls due to the effects of HIV/AIDS and FGM. The study used the descriptive survey design. The target population for the study was 524 comprising of 14 head teachers and 510 class six girls from all the fourteen public primary schools in Kajiado County. The sample for the study was 14 head teachers, and 16% of the girls (82) in class six from the selected schools. Based on the findings the following conclusions were made: Early marriage was found to be the main cause of girls not graduating to the next higher level of education in public primary schools. Female genital mutilation (FGM) was the second contributing factor to low transition rate of girls. Results on physical facilities had mixed reactions. Majority of the girls (72.5%) belief that lack of physical facilities had no influence on them being or not being in school. This meant that whether the physical facilities are available or not the girls will still continue with their education. Early pregnancies represented by 88.4% most likely to lead to girls leaving school before completing the entire primary cycle. Only 8.7% of the respondents indicated that early pregnancy had no influence on girls being or not being in school. It was found that there was high percentage of girls out of school due to lack of female teachers in their school to act as role models. The study also established that most of the girls from poor households go through FGM as compared to those from rich households, in which case FGM will lead to early pregnancies hence the girl leaving school.
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Tyagi, Dr Nisha. "Causes & Effects Of Absentees Of Girl Students In Government Primary Schools Of Rajasthan." International Journal of Multidisciplinary Research Configuration 1, no. 3 (2021): 89–101. http://dx.doi.org/10.52984/ijomrc1315.

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The major objectives of the present research study were to analyse the factors affecting the educational development of the girl students and the magnitude of absentees of girls at primary level in the Government school of Rajasthan. India. An attempt was made to address the phenomenon of absenteeism in Government schools in the present context. This research was based on both primary and secondary data. The Structured Questionnaire were constructed for collecting data. The primary data was collected from teachers, parents, out of schoolgirls, administrators and focus groups. The secondary data was collected from government agencies, civil society organizations, existing research studies, newspapers, magazines and reports. The data was collected through random sampling method. Here some of the major reasons of girls’ absenteeism at primary school level in rural areas: 1. Unfavourable attitude of parents. 2. Involvement of girl children in domestic activities. 3. Poverty of parents. 4. Gender discrimination. 5. Early marriage and pregnancy. 6. Violence against girls in schools. 7. Funding. 8. Child-domestic labour. 9. Lack of government schools. 10. Lack of encouragement.
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Abou, Pokou Edouard. "Does Domestic Work Affect the Academic Performance of Girls in Primary School in Côte d’Ivoire? Empirical Evidence from Probit Model." European Scientific Journal, ESJ 12, no. 35 (2016): 368. http://dx.doi.org/10.19044/esj.2016.v12n35p368.

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The objective of this paper is to highlight the effects of domestic work of girls on their school results in Cȏte d’Ivoire. From a probit model, the analysis indicates that domestic work favours, meaningfully, the fact about repeating a school year for the girl child. Besides, the availability of basic services in schools significantly reduces failure of girls in schools in rural areas. Thus, policy makers must equip schools with canteens, toilets for girls, and they should also provide the necessary facilities for drinking water points.
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Ampofo, Justice Agyei, and Michael Tetteh Pac. "THE IMPACT OF GHANA SCHOOL FEEDING PROGRAMME ON GIRLS’ ENROLMENT AND ATTENDANCE IN ST. CECILIA PRIMARY ‘A’ SCHOOL, SOMBO IN WA MUNICIPALITY." International Journal of Applied Research in Social Sciences 2, no. 4 (2020): 79–96. http://dx.doi.org/10.51594/ijarss.v2i4.166.

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This study seeks to assess the impact of Ghana’sSchool Feeding Programme on girls’ enrolment and attendance in St. Cecilia Primary ‘A’, Sombo in the Wa Municipality. Using a mixed design strategy, primary data were obtained from the Chairperson of Ghana School Feeding Programme Implementation Committee, Head Teacher and Teachers in St. Cecilia Primary ‘A’, Sombo, Girl Students and Parents of school girls in St. Cecilia Primary ‘A’, Sombo in the Wa Municipality. The result indicated that the programme has influence girls’ enrolment and attendance in St. Cecilia Primary ‘A’, Sombo. The Ghana School Feeding Programme was implemented in 2012 in the school. Besides, the meal provided for the girl students cuts down household expenditure on education for girls. The programme also reduces the incidence of sexual activities among girls. This occurs through its effects of reducing short term hunger that pushes girls into sexual activities to get money and buy food during school hours. Moreover, the programme motivated parents to enroll and keep their girls in the school by generating direct or indirect livelihood sources for them. By empowering parents and providing meals for girls during school socio-economic challenges such as poverty and sexual harassment which affects girls’ enrolment in the school hasbeen minimized. The study recommends that the management of the programme should give special attention togirls in the school. Strong collaboration among key stakeholders is also recommended to support the school feeding programme. Keywords:Ghana School FeedingProgramme, Girl’s Enrolment, Girls Attendance, St. Cecilia Primary ‘A’, Sombo, Wa Municipality.
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Oluwayemi, IO, IP Ade-Ojo, and IA Ajayi. "Myasthenia gravis following chicken pox infection in a Nigerian primary school girl." Nigerian Journal of Paediatrics 40, no. 2 (2013): 201–3. http://dx.doi.org/10.4314/njp.v40i2.21.

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We report a case of myasthenia gravis occurring post Chicken pox infection in a 9 year old Nigerian girl. The girl was growing and seeing normally until 2weeks after a chicken pox infection when she observed progressive drooping of both upper eye lids which worsens as the day progresses and has persisted for more than one year. There was good response to Neostigmine.
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Lysenko, O. F., and T. V. Rusinova. "DEVELOPMENT OF MATERNAL PERSONALITY IN GIRLS OF PRIMARY SCHOOL AGE." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 56, no. 2 (2021): 134–44. http://dx.doi.org/10.25146/1995-0861-2021-56-2-279.

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Statement of the problem. At the moment, there is a decrease in the value of motherhood and child in Russian society. In this regard, a wide range of practical studies on the psychology of motherhood are carried out in science. Researchers agree that the maternal sphere of personality and psychological readiness for motherhood is formed throughout ontogenesis, but the main emphasis is on working with pregnant women; there is also a number of studies conducted among adolescents. Girls of primary school age pass a number of important stages in the formation of the maternal sphere, while a modern family does not create necessary conditions for future successful motherhood of a girl and there are no specially organized appropriate psychological and pedagogical conditions. The purpose of the article is to study the characteristics of the maternal sphere of personality among girls of primary school age, to determine tpsychological and pedagogical conditions for successful formation of the maternal sphere of personality. Materials and methods. The methodology of the study consists of the concept of ontogenesis of the maternal need-motivation sphere by G. G. Filippova, the theory of psychological readiness for motherhood (E.V. Matveeva, S.Yu. Meshcheryakova), analysis and synthesis of research papers on the psychology of motherhood by Russian and international authors. Four diagnostic methods were applied: the projective technique “Family Drawing” (V.K. Loseva), the questionnaire “Analysis of Family Relations” (E.G. Eidemiller, V.V. Yustitsky), the questionnaire “Methodology for Identifying Children with Parents” (A.I. Zarov), the author’s questionnaire for mothers (reveals features of passing the stages of formation of the maternal sphere in a girl). The basis of the study was Gymnasium No. 5 and Lyceum No. 28 in Krasnoyarsk. The sample included 53 girls (8–10 years old) and their mothers. Research results. Indicators of the formation of the maternal sphere of personality in girls of primary school age according to the stages of its formation are presented. The maternal sphere of personality at this stage of age development is quite developed among 51 % of girls, it is relatively developed among 45,2 % and it is not developed enough among 3,8 %. A more favorable picture is observed in the formation of an operational block, which is formed among 83 % of the surveyed. The need-emotional block is formed among a slightly smaller number of girls – 77,3 %. The greatest difficulties were noted in the formation of the value-sense block, which is formed among 70 % of the sample. Of all the results obtained, it is especially alarming that in junior school age for 41,5 % of girls the most significant figure in the family is not mother and only 45,3 % of respondents are in a psychologically close relationship with their mother. Conclusion. Conclusions are made about the formation of the maternal sphere of personality in the junior school age. The obtained data make it possible to talk about various and coordinated types of activities of teachers, narrow school specialists to create psychological and pedagogical conditions necessary for successful formation of the maternal need-motivation sphere of personality.
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Kazianga, Harounan, Dan Levy, Leigh L. Linden, and Matt Sloan. "The Effects of “Girl-Friendly” Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso." American Economic Journal: Applied Economics 5, no. 3 (2013): 41–62. http://dx.doi.org/10.1257/app.5.3.41.

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We evaluate a “girl-friendly” primary school program in Burkina Faso using a regression discontinuity design. After 2.5 years, the program increased enrollment by 19 percentage points and increased test scores by 0.41 standard deviations. For those caused to attend school, scores increased by 2.2 standard deviations. Girls' enrollment increased by 5 percentage points more than boys' enrollment, but they experienced the same increase in test scores as boys. The unique characteristics of the schools are responsible for increasing enrollment by 13 percentage points and test scores by 0.35 standard deviations. They account for the entire difference in the treatment effects by gender. (JEL I21, I28, J16, O15)
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Read, Barbara. "Britney, Beyoncé, and me – primary school girls’ role models and constructions of the ‘popular’ girl." Gender and Education 23, no. 1 (2010): 1–13. http://dx.doi.org/10.1080/09540251003674089.

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Dissertations / Theses on the topic "Primary school girl"

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Chimombo, Joseph Patrick Goodson. "Implementing educational innovations : a study of free primary education in Malawi." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310250.

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The new democratic government of Malawi introduced free primary education (FPE) in the 1994/95 academic year. This major policy intervention included the removal of tuition and other school fees, and children were no longer required to wear a uniform to attend school. The main objectives ofFPE were to increase access to primary education and to eliminate inequalities in participation through reducing the direct costs, and to improve retention rates and thus reduce illiteracy. FPE is the most significant educational policy ever introduced in Malawi. Its development invited a detailed study of how participation has changed, what mechanisms were employed to improve retention and promotion, and what strategies were used to meet the need for additional human and physical resources. There are four main concerns which shaped this study: 1) The genesis of the policy- how was the policy initiated and for what reasons? 2) The policy itself- i.e. what did the policy consist of and what did the ministry of education do? 3) What happened after the introduction of FPE and how did enrolment, access and retention change over time? 4) Why did things happen the way they did and what are the reasons which help explain the effect of implementing FPE? Data were collected through grounded case studies of ten schools undertaken in different parts of Malawi. The literature indicates that judgements on the effectiveness of policy implementation require insights that can only be obtained from case study work at the local level. Those involved in the development of policy were interviewed and national level data were also analysed. Systems theory was used to examine the relationships between system components, between the system and its environment and between one system and another, and the major concepts of this theory of interdependence, integration and cohesion were used to analyse and interpret the findings of this thesis. At the macro level, the study also drew on functionalist theory. In order to examine how educational institutions perceive, manipulate and act within the structural constraints within which they find themselves, the socio-politico-cultural frameworks within which, and through which these institutions have shaped schooling under FPE were elaborated. The analysis has shown that the immediate goal of ensuring universal access to primary education has been largely achieved. Most children in Malawi have set foot inside a school of some kind. But when the implementation of FPE policy was examined within the Jomtien aspirations which included improving educational quality, ensuring greater equity in the distribution of educational resources, and improving retention and attendance, the thesis concludes that Malawi lacks the administrative and fiscal capacity to deliver primary education of minimum quality to all. This deficiency leads to system fragmentation and low cohesion in the implementation process which partly explains the limitations of FPE policy identified. The study established that schooling problems might have worsened since the introduction of FPE and that despite increased efforts towards girls education, gender disparities still remain one of the main problems. Further, the rhetorical association of schooling with economic opportunity is questionable, at least for those where the demand for schooling is weak and the benefits not apparent. A simulation modelling costs also indicates that achieving EFA is financially unsustainable in the short and medium term. The findings provide pointers about what needs to be done or strengthened in order to ensure a more effective implementation of an ambitious and worthwhile educational policy reform in Malawi, as well as the lessons that can be learned for the implementation of similar reforms.
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Kurz, Susanne, Dyck Zoé van, Daniela Dremmel, Simone Munsch, and Anja Hilbert. "Early-onset restrictive eating disturbances in primary school boys and girls." European Child & Adolescent Psychiatry (2015) 24, 7, S. 779-785, 2015. https://ul.qucosa.de/id/qucosa%3A14778.

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Background. This study sought to determine the distribution of early-onset restrictive eating disturbances characteristic of the new DSM-5 diagnosis, avoidant/restrictive food intake disorder (ARFID) in middle childhood, as well as to evaluate the screening instrument, Eating Disturbances in Youth-Questionnaire (EDY-Q). Methods. A total of 1444 8- to 13-year-old children were screened in regular schools (3rd to 6th grade) in Switzerland using the self-report measure EDY-Q, consisting of 12 items based on the DSM-5 criteria for ARFID. Results. Forty-six children (3.2%) reported features of ARFID in the self-rating. Group differences were found for body mass index, with underweight children reporting features of ARFID more often than normal- and overweight children. The EDY-Q revealed good psychometric properties, including adequate discriminant and convergent validity. Conclusions. Early-onset restrictive eating disturbances are commonly reported in middle childhood. Because of possible negative short- and long-term impact, early detection is essential. Further studies with structured interviews and parent reports are needed to confirm this study’s findings.
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Kurz, Susanne, Dyck Zoé van, Daniela Dremmel, Simone Munsch, and Anja Hilbert. "Early-onset restrictive eating disturbances in primary school boys and girls." Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-205300.

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Background. This study sought to determine the distribution of early-onset restrictive eating disturbances characteristic of the new DSM-5 diagnosis, avoidant/restrictive food intake disorder (ARFID) in middle childhood, as well as to evaluate the screening instrument, Eating Disturbances in Youth-Questionnaire (EDY-Q). Methods. A total of 1444 8- to 13-year-old children were screened in regular schools (3rd to 6th grade) in Switzerland using the self-report measure EDY-Q, consisting of 12 items based on the DSM-5 criteria for ARFID. Results. Forty-six children (3.2%) reported features of ARFID in the self-rating. Group differences were found for body mass index, with underweight children reporting features of ARFID more often than normal- and overweight children. The EDY-Q revealed good psychometric properties, including adequate discriminant and convergent validity. Conclusions. Early-onset restrictive eating disturbances are commonly reported in middle childhood. Because of possible negative short- and long-term impact, early detection is essential. Further studies with structured interviews and parent reports are needed to confirm this study’s findings.
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Chau, Wai-fan Gladies. "The adjustment made by S1 girls in the primary-secondary school transition : a case study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278813.

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Burley, Meghan E. "Education for All?: Girls' Access and Retention in Guatemalan Primary Schools." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1242237894.

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Malajmi, Fatema. "Teaching cultural heritage through craft in Kuwaiti primary schools for girls." Thesis, University of Roehampton, 2013. https://pure.roehampton.ac.uk/portal/en/studentthesis/teaching-cultural-heritage-through-craft-in-kuwaiti-primary-schools-for-girls(34e8f729-5c90-4039-89e7-4e58d7cd0577).html.

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Students in Kuwait are not taught art history in schools and know very little about their cultural heritage. This study developed a formal curriculum unit which introduced a traditional women’s craft into the art curriculum for girls in Kuwait. The aim was to use art history to increase their understanding of their cultural heritage and of their female identities and roles in society. The action research methodology involved collaboration with three local primary art teachers, a professional weaver and a Kuwaiti education expert. The actions, in order, were: researching art education theory, policy and practice; researching and developing curriculum content (Alsadu artefacts); designing an experimental curriculum unit and teaching materials; implementing the unit in a school and evaluating it formatively; then refining the curriculum materials and revising and modifying aspects of the model. The curriculum was then implemented again and summatively evaluated before the research questions were answered. Key findings were as follows: first, art history as such cannot be introduced into art education in Kuwait yet, because there is no expertise in this field and it is not an established discipline; second the Year Five Art curriculum can, however, accommodate the Western theory and practice of art heritage and cultural education by focusing on Bedouin culture and including a traditional women’s craft; third, because Kuwait society deals with gender issues differently, Western theories about women and crafts have to be modified before they can be transferred. Thus, the research ended by recommending educational policy makers to promote cultural learning instead of art history, through school trips to museums in particular. Because the action research methodology worked so well in this curriculum experiment, educational policy makers are recommended to apply it more widely in schools.
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Hearn, Helen. "An investigation of bullying of, and with, primary school girls : a pupil research project." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/31845/.

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Bullying is a social phenomenon that impacts girls and boys inside and outside of school at both primary and secondary school age and is recognised as a social problem both by academic researchers and in the ‘real world’ by the media and by anti-bullying charities. Although bullying is a widely used concept there is no universal definition. Research on bullying has been conducted over the past four decades looking at various aspects from prevalence and severity to coping strategies and effectiveness of interventions. Studies have also considered specific types of bullying and sex differences but these studies do not consider the full variety of types of bullying boys and girls use or which ones are the most upsetting to experience. Most of the studies on girls’ bullying have been conducted in secondary schools; less attention has been given to tweenage girls. This research redressed this imbalance. It began from the position that it is important for adults to listen to tweenage girls’ views as they may have different understandings of bullying compared to adults and this may have policy implications. It assumed that girls were experts on bullying that happened to girls their age in their school. Weekly research lunch club sessions were used with 32 tweenage girl research advisers/assistants from three primary schools. Together we listened to tweenage girls’ views of bullying broadly through developing and administering questionnaires, conducting group interviews and designing anti-bullying resources to be used in their schools. In addition, I conducted one-off focus groups with 11 teenage girls as a comparison to consider age differences in girls’ views. I argue that this research revealed that both girls’ bullying and using pupil research to engage with tweenage girls’ views on this topic was messy and complex. While relational aggression between girls was reported to be most prevalent and severe, focusing on this alone does not reflect the full extent of the behaviours used in girls’ bullying. Both the tweenage and teenage girls’ views on bullying, coping strategies and anti-bullying interventions were similar and were only subtly different in the detail. The research decisions were influenced in an ongoing process by the wants and expectations of the girls, the schools and the researcher and changed through the prolonged interactions during the research. I also argue that ethical practice was an ongoing process and using pupil research created further ethical dilemmas. Although pupil research with tweenage girls on girls’ bullying was challenging and messy, this research gives an example of how it is a viable, successful way to engage with pupils on this sensitive topic. The use of girls’ free time at lunchtimes showed how pupil research positioned as an extra-curricular activity enabled marginalised voices to be heard and was beneficial for the girls, the schools and the researcher involved. This research suggests ways in which school based anti-bullying policies and practices might be more nuanced to take account of the variety of experiences, understandings and preferences for intervention that exist if they engaged in pupil research. There has been little discussion of the issues of the messiness of research and the ongoing nature of ethical practice in either the pupil research literature or methods texts generally for researchers to refer to. I suggest that it would be useful for others to share their messy experiences of pupil research and the ongoing ethical issues they encounter to enable future researchers to be somewhat prepared and confident in responding to the challenges they may face in their own research.
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Khusheim, Salwa Mostafa. "Inquiry into the introduction of integrated primary schools for girls in Saudi Arabia." Thesis, University of Manchester, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569189.

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This research concentrates on the newly established integrated primary school for girls which have been created to allow children with a range of special needs to work with mainstream children. The research investigates and analyses the experience of integration in Saudi primary schools from the perspective of head teachers, classroom teachers, and special needs teachers as they attempted to improve the primary school as an effective place of learning for both handicapped and nonhandicapped children. The fieldwork was conducted in Riyadh, the capital of Saudi Arabia. Outcomes of the study came from an examination of the existing literature and data collected in thirty integrated primary schools for girls. Data were gathered from a questionnaire and interviews. Questionnaire data were gathered from 240 integrated primary school staff, and interview data was collected from 24 of them. The study was confined to head teachers, the classroom teachers who were in charge of special needs in the classrooms they teach, and all the special needs teachers. An attempt has been made to set the Saudi experience against other Arab countries and the USA and UK through the research and educational literature. The thesis is organised into eight chapters: Chapter One: presents a brief introduction which includes a statement of the problem under review, the significance of the study and its purpose, the research hypotheses, limitation of the study and a definition of terms; Chapter Two: deals with the Saudi Arabian background-both its physical and cultural background and the organisation of the education system; Chapter Three: describes primary education in Saudi Arabia; Chapter Four: concerns the development of integration in Saudi Arabia; Chapter Five: presents an analysis of the research methodology; Chapter Six: this major section presents the questionnaire analysis; Chapter Seven: presents the interview analysis; Chapter Eight includes a review, conclusions and recommendations. The thesis considered the following main issues in relation to the difficulties in achieving successful integration in Saudi Arabia: educational policy and the powers of head teachers; the school itself and its facilities; the attitude of society; and the funds available; the attitudes of the staff to innovation. The thesis raises more precise issues related to the staff which seemed significant factors in the integrated primary schools. These issues are the age of staff, lack of experience; the level of training among the staff; and staff qualifications. Also, the thesis considered the necessity to improve staff morale and professionalism as one of the main criteria for successful integration. The study considered that the Ministry of Education and some other ministries in the country have a vital role in achieving successful integration. It was found that all of these aspects needed development. The thesis ends by drawing conclusions from the literature and from the evidence collected in the form of data and makes recommendations to the education authorities for making appropriate policy decisions.
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Chau, Wai-fan Gladies, and 周惠芬. "The adjustment made by S1 girls in the primary-secondary school transition: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961496.

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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 why this gap persist is because cultural limitations and poverty still undermine the realisation of girls’ right to basic education in this part of the world. Girls’ right to primary education is undermined through patriarchy; negative cultural perceptions associated with girls’ education, child labour or child marriages, to mention but a few. Not only are educational disparities visible in terms of gender, but educational disparities are also visible between urban and rural areas. By taking into account such differences, and in order to best achieve universal basic education in West Africa, the use of multiple strategies is advised. It requires primarily the enforcement of legal measures in order to improve girls’ enrolment and retention rates. Simultaneously, it requires economic solutions which can help the poor to send girls to school, with in addition strategies which focus on the role that institutions can play; whether these institutions are governments, traditional or religious institutions. Evidently, with these strategies, the role played by other actors such as citizens and non-governmental organisations, in ensuring girls’ right to basic education cannot be underestimated.<br>Dissertation (MPhil)--University of Pretoria, 2012.<br>gm2014<br>Centre for Human Rights<br>unrestricted
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Books on the topic "Primary school girl"

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Education, Zambia Ministry of. Guidelines for a girl-friendly school: For primary and secondary school teachers and parents/guardians. Republic of Zambia, Ministry of Education, 2005.

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Mullin-Rindler, Nancy. Relational aggression and bullying: It's more than just a girl thing. Wellesley Centers for Women, Wellesley College, 2003.

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Mwansa, Dickson. Listening to the girl child: Voices for change and redress in primary education in Zambia. Ministry of Education, 1995.

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Large, Julie. Looking ahead: How primary schools can broaden girls' post-school options. Department of Employment, Education, and Training, 1993.

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Banda, A. Familypac-- guidelines for parents/guardians: For primary and secondary school parents/guardians. Republic of Zambia, Ministry of Education, 2005.

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Kidd, Rosemary Julia Marian. Becoming a woman: Self, world and identity of primary school girls. University of Manchester, 1995.

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Ready, steady, grow!: Christian relationships and sexuality education for primary school girls and boys. 3rd ed. Veritas, 1996.

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Girls, boys, and junior sexualities: Exploring children's gender and sexual relations in the primary school. RoutledgeFalmer, 2005.

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Nayar, Usha. From girl child to person: Resource materials for teachers and head teachers of primary schools in India. UNESCO, New Delhi Office, 1995.

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Zucula, Carmen. Socio-cultural aspects of the school attendance of girls at primary level in Mozambique: Report from a survey conducted in April 1991. UNESCO, 1991.

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Book chapters on the topic "Primary school girl"

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Lombard, Nancy. "‘It’s Wrong for a Boy to Hit a Girl Because the Girl Might Cry’: Investigating Primary School Children’s Attitudes Towards Violence Against Women." In Gender and Interpersonal Violence. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230228429_8.

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Bhana, Deevia. "Kiss and Tell: Boys, Girls and Sexualities." In Gender and Childhood Sexuality in Primary School. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_10.

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Bhana, Deevia. "“Girls Hit!” Constructing and Negotiating Violent Femininities." In Gender and Childhood Sexuality in Primary School. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_8.

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Bhana, Deevia. "Refocusing on Boys, Girls and Sexuality in the Primary School." In Gender and Childhood Sexuality in Primary School. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_12.

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Bhana, Deevia. "“Boys Rule, Girls Drool”: Masculinities, Femininities and the Fight for Power." In Gender and Childhood Sexuality in Primary School. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_9.

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Bhana, Deevia. "“Emma and Dave Sitting on a Tree, K-I-S-S-I-N-G” Boys and Girls at Play." In Gender and Childhood Sexuality in Primary School. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_11.

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Govender, Naresa, and Deevia Bhana. "Girls and the Negotiation of Heterosexual Femininities in the Primary School." In Gender, Sexuality and Violence in South African Educational Spaces. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69988-8_5.

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Chandra-Mouli, Venkatraman, and Sheila Vipul Patel. "Mapping the Knowledge and Understanding of Menarche, Menstrual Hygiene and Menstrual Health Among Adolescent Girls in Low- and Middle-Income Countries." In The Palgrave Handbook of Critical Menstruation Studies. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_46.

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Abstract This review aims to answer the following questions: (1) how knowledgeable are adolescent girls in low- and middle-income countries (LMIC) about menstruation and how prepared are they for reaching menarche, (2) who are their sources of information regarding menstruation, (3) how well do the adults around them respond to their information needs, (4) what negative health and social effects do adolescents experience as a result of menstruation, and (5) how do adolescents respond when they experience these negative effects and what practices do they develop as a result? Using a structured search strategy, articles that investigate young girls’ preparedness for menarche, knowledge of menstruation, and practices surrounding menstrual hygiene in LMIC were identified. A total of 81 studies published in peer-reviewed journals between the years 2000 and 2015 that describe the experiences of adolescent girls from 25 different countries were included. Adolescent girls in LMIC are often uninformed and unprepared for menarche. Information is primarily obtained from mothers and other female family members who are not necessarily well equipped to fill gaps in girls’ knowledge. Exclusion and shame lead to misconceptions and unhygienic practices during menstruation. Rather than seek medical consultation, girls tend to miss school, self-medicate, and refrain from social interaction. Also problematic is that relatives and teachers are often not prepared to respond to the needs of girls. LMIC must recognize that lack of preparation, knowledge, and poor practices surrounding menstruation are key impediments not only to girls’ education, but also to self-confidence and personal development. In addition to investment in private latrines with clean water for girls in both schools and communities, countries must consider how to improve the provision of knowledge and understanding and how to better respond to the needs of adolescent girls.
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Bhana, Deevia. "Desire and Distress: Girls Growing Up and Negotiating Gender, Sexuality, and Harassment in the Primary School." In Gender, Sexuality and Violence in South African Educational Spaces. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69988-8_6.

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Gilligan, Chris. "Insecurity and Community Relations: Vulnerability and the Protests at the Holy Cross Girls Primary School in Belfast." In Community, Citizenship and the ‘War on Terror’. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1007/978-0-230-30512-0_3.

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Conference papers on the topic "Primary school girl"

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Mutiarini, Menik, and Rosmita Nuzuliana. "Experience of Students in the Menstrual Hygiene Management in Schools: A Scoping Review." 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.02.15.

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Background: The implementation of menstrual hygiene management (MHM) for students in schools in the context of developing countries still faces many multifactorial obstacles. This scoping review aims to reveal various experiences of students related to the implementation of menstrual hygiene management in schools. Subjects and Method: This was a scoping review using the framework from Arksey and O’Malley. This review was conducted by searching for articles published from 2009 to 2019 from databases including PubMed, EBSCO, Science Direct, Willey and Google Scholar databases. The Inclusion criteria were articles in English, primary research and articles in peer review journals. The data were reported by PRISMA flow diagram. Results: There were 9 articles selected from 263 articles that went through the identification process. It was found that students’ experiences in implementing menstrual hygiene management in school to several important points, namely the lack of access to information about menstrual hygiene management in schools, poor implementation related to the lack of school sanitation infrastructure, social, economic, and cultural problems. Conclusion: Many challenges faced by students in fulfilling their menstrual health rights in schools have resulted in various bad experiences for school students in developing countries. Keywords: School Girls, School, Menstrual Hygiene Management, Developing Countries Correspondence: Menik Mutiarini. Aisyiyah University Yogyakarta. Jl. Siliwangi, Yogyakarta, Indonesia. Email: menik82mutiarini@gmail.com. Mobile: 082223019842 DOI: https://doi.org/10.26911/the7thicph.02.15
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Kalatskaya, Natalya N. "Primary School Boys And Girls` Attitude Towards Their Health." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.38.

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Pashnina, A. V., and L. G. Pashchenko. "ATTITUDE TO COMPETITIVE ACTIVITIES OF YOUNGER SCHOOLGIRLS, DOING AERO YOGA." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/43.

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The article presents the results of a questionnaire survey, which examines the attitude to the competitive activity of girls of primary school age who have a different regime of physical activity. The conducted research has shown that the emotional, cognitive, activity-related, and progressive components in girls athletes, who go in for aero yoga to solve the problems of sports training, are higher than among girls who do not go in for sports, who attend aero yoga classes for a recreational purpose.
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Čurová, Viera, Oľga Orosová, Lenka Abrinková, and Marcela Štefaňáková. "EFFECTIVENESS OF THE PROGRAMS UNPLUGGED AND UNPLUGGED 2 ON ALCOHOL USE AND SMOKING AMONG SCHOOLCHILDREN." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact092.

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"Objectives: The aim of the study is to examine the long-term effectiveness of the school-based drug prevention programs Unplugged and Unplugged2 using a Solomon design and supplemented with n-Prevention booster sessions on the cumulative index (CI) of reported alcohol use (AU) and smoking. Methods: In 2013/2014, Unplugged was implemented during 12 consecutive weeks in Slovak primary schools. A sample of 744(M=12.5; 58.72%girls) was collected before program implementation(T1) and 12months later(T3). In 2017/2018, Unplugged2 was implemented by each school over 6months. A sample of 408(M=14.48; 51.96%girls) was collected before program implementation (T1), immediately after implementation(T2) and 12months later(T3). Participation in Unplugged was divided into control and experimental groups and Unplugged2 into control, experimental and experimental groups with n-Prevention, a pre-test and post-test or with post-test only. CI in the past 30 days was dichotomized (0-not used,1-AU, smoking or both). Binary logistic regressions were used to analyze the data at every measurement point. The moderation effect of gender was examined. The CI at T1 in Unplugged and Unplugged2 with a pre-test and post-test, and CI at T2 in Unplugged2 with a post-test were used as the control variables. Results: There was no significant effect of Unplugged and Unplugged2 with the pre-test and post-test. Unplugged2 with a post-test was significantly associated with CI at T3. The experimental group with n- Prevention was less likely to use alcohol and/or smoke. There was no significant effect or moderation effect of gender. Conclusions: The results show the long-term effectiveness of a preventive program is more pronounced with booster sessions, specifically with the post-test design."
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Пташкина, Г. М. "ЭКСПЕРИМЕНТАЛЬНОЕ НАПРАВЛЕНИЕ В ТЕХНОЛОГИЧЕСКОМ ОБРАЗОВАНИИ ШКОЛЬНИКОВ". У Актуальные проблемы физики и технологии в образовании, науке и производстве. Crossref, 2021. http://dx.doi.org/10.37724/z2817-0293-9836-v.

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В статье описывается опыт применения техники декорирования готовых поверхностей или заготовок в стиле микс-медиа в рамках совместного обучения мальчиков и девочек по предмету «Технология» в основной школе. The article describes the experience of using the technique of decorating finished surfaces or blanks in the style of mix-media in the framework of joint training of boys and girls in the subject «Technology» in primary school.
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Mačura, Peter, Anna Blahutová, Andrej Hubinák, et al. "Basic motor competencies in the 1st and 2nd grade elementary school children in Slovakia." In 12th International Conference on Kinanthropology. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-9.

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Anumber of youth movement activities, e.g. running, walking, jumping, climbing trees, throw-ing and catching a ball, has been on a decline in the current European cultural space. The results of this research contribute to broadening the knowledge about the level of basic motor competencies and qualifications of the 1st and 2nd grade elementary children in the Slovak Republic. The primary data on the basic motor competencies and qualifications of the examined group (n=307, age = 7.58 ± 0.69 years) were collected by means of the MOBAK 1‒2 test battery (Herrmann et al., 2018b). The significance of differences between boys (n=156, age 7.62 ± 0.69) and girls (n=151, age 7.55 ± 0.70) was evaluated by Student’s t-test in two independent groups. The boys in the first grade (n = 97) achieved a significantly better performance in basic motor competency object movements (x = 5.17 ± 1.79 points) than their female peers (n=88, x = 3.52 ± 1.78). The girls in the second grade did not achieve a statistically better performance in the movement qualifications in throwing, balancing and rolling than the first-graders of the same gender. Knowledge of the level of basic motor com-petencies and qualifications of the Slovak elementary school children allows the national and European educational and cultural authorities to design and improve the content of physical and sport education classes.
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Cascella, Clelia. "EXPLORING THE RELATIONSHIP BETWEEN SOCIAL ROLES IN DAILY LIFE AND ACHIEVEMENT GAP BETWEEN BOYS AND GIRLS IN MATHS: EMPIRICAL EVIDENCES FROM ITALIAN PRIMARY SCHOOL." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2339.

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Churbanova, Svetlana, and Mila Martynovsky. "CONFIDENCE IN THE PERFORMANCE OF COGNITIVE TASKS IN THE INTERNATIONAL MATHEMATICAL KANGAROO COMPETITION FOR AMERICAN AND RUSSIAN PRIMARY AND MIDDLE SCHOOL GIRLS AGED 8-12." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1713.

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Fadhul, Shereen Radhi. "The Perceptions of the Special Education Teacher and Families of Children with Disabilities about Cooperative Partnership." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0271.

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This study aimed to identify the perceptions of the special education teacher and families of children with disabilities about cooperative partnership in the primary stage, specifically in the age group from 6 to 11 years, in order to contribute to providing a vision that can be relied upon in facing the challenges and obstacles that prevent cooperative partnership between families of children, people with disabilities and a special education teacher. The study followed the quantitative and qualitative approach to its relevance to the nature of the study. The study sample consisted of a teacher specializing in the field of special education and eight families from the families of students with disabilities in one of the integration elementary schools for girls affiliated to the Ministry of Education and Higher Education in Qatar. In collecting the data, the researcher used the cooperation and interview scale prepared by Batoul Khalifa 2017. The results of the study found that there are statistically significant differences between the order of the principles of cooperative partnership of the special education teacher and the families of students with disabilities in relation to the principle of family rights and social media. As the overall principles of cooperative partnership of the special education teacher achieved the final percentages, while the results of the principle of family rights and social media among the families of students with disabilities ranged between 33% and 36%. The study also found the relationship of the perceptions of families of students with disabilities about communicating with the educational level of the family, as university and secondary education occupied 44%, compared to only 12% for the average educational level, and the principle of communication among the families of students with disabilities reached 80%.
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Reports on the topic "Primary school girl"

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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 questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Lloyd, Cynthia, Barbara Mensch, and Wesley Clark. The effects of primary school quality on the educational participation and attainment of Kenyan girls and boys. Population Council, 1998. http://dx.doi.org/10.31899/pgy6.1017.

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Tiruneh, Dawit, Ricardo Sabates, and Tassew Woldehanna. Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E Reform Necessary? Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/026.

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This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia.
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