Relevant bibliographies by topics / Secondary-school youth

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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 'Secondary-school youth'

Author: Grafiati
Published: 2 June 2025
Last updated: 22 June 2025

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Journal articles on the topic "Secondary-school youth"

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Lam, Vanessa, Kathy Romses, and Kerry Renwick. "Exploring the Relationship between School Gardens, Food Literacy and Mental Well-Being in Youths Using Photovoice." Nutrients 11, no. 6 (2019): 1354. http://dx.doi.org/10.3390/nu11061354.

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The goal of the project was to gain an understanding of the relationships between secondary school youth experiences in school gardens and their mental well-being. Over the course of five months, sixteen youths participated in a photovoice research project in which they expressed their personal experiences about food and gardening through photography and writing. The aspects of secondary school youths’ life experiences affected by exposure to school gardens and their impact upon their well-being were identified. The youth explicitly associated relaxation with the themes of love and connectedness, growing food, garden as a place, cooking, and food choices. They were able to demonstrate and develop food literacy competency because of their engagement with the gardening and cooking activities. Youth clubs or groups were identified as a key enabler for connection with other youth and adults. Youth shared their food literacy experiences, observing that their engagement improved some aspect of their mental well-being. Through the photovoice process, the youth identified how their involvement in green spaces enabled connections with others, and highlighted aspects of personal health and personal growth, all of which contribute to their mental well-being.
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Dokbisa, PADUNG, Leonard, TALI, Dashe Jonah, GYOT, Bitrus Dambo, Fr PODOS, Nengak, and LUKA, Caleb Mbwas. "Initiating a Paradigm Shift in Secondary School Curriculum in Nigeria for Youth Empowerment and Job Creation in the 21st Century." International Journal of Research and Innovation in Social Science IX, no. III (2025): 4514–20. https://doi.org/10.47772/ijriss.2025.90300360.

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In recent times, there has been increasing global concern over the continuously expanded rate of unemployment around the world, particularly in most developing countries, where the youths have been identified as the most affected groups. This is as a result of the government and its stakeholder’s inability to give education the desired attention. Sound education equips youths to challenge the status quo and proffer better alternatives as the way out of the present economic quagmire. It is argued that a new paradigm shift is needed in the area of school curriculum to lead the way to reform present practices; it has to be analyzed occasionally to create a scope that will encompass new disciplines and areas to make it appropriate to the prevailing situation. The task of producing skilled human resource development for youth empowerment, and job creation in society lies with the quality of our school curriculum. The effectiveness of the school curriculum depends on how lots the school is fulfilling the needs of the learners, the society, and the educational objectives. This paper offers; the concept of the paradigm shift, why paradigm shift in the secondary school curriculum, the concept of youth empowerment and job creation, the benefits of paradigm shift in the secondary school curriculum, challenges to the paradigm shift in secondary school curriculum, conclusion and recommendations proffered as part of initiating a paradigm shift in secondary school curriculum in Nigeria for youth empowerment and job creation in the 21st century.
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Havziu, Besa, and Teuta Ramadani Rasimi. "LEISURE TIME FOR SECONDARY SCHOOL STUDENTS." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (2015): 51–55. http://dx.doi.org/10.23947/2334-8496-2015-3-1-51-55.

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Today, in education prevails the paradigm that is geared towards the complete and varied development of a person. This implies the development of the students ability for self-determination towards various other perspective offered by contemporary social residence. Meanwhile in the time of adolescence, the youth experience serious crises regarding their identity, in which the free time and the activities during the free time can be positively used with a cause to be interrupted unconstructive and chaotic use of the free time by the youth. In this thesis are being analyzed the contents and the ways with what the secondary school students in the Republic of Macedonia fulfill their free time outside the school, specifically there will be an examination about the gender differences i.e. the amount and manner of spending their free time. In the approach to the study of the problem of research, we decided to apply: inductive method, deductive method and the method of comparison.
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Yassine, Abderrahman, and Fatima Bakass. "Youth’s Poverty and Inequality of Opportunities: Empirical Evidence from Morocco." Social Sciences 12, no. 1 (2022): 28. http://dx.doi.org/10.3390/socsci12010028.

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Youth is an important and critical transition stage towards adulthood, during which time individuals are supposed to prepare in the best possible conditions for adulthood. Moroccan youth are facing unequal opportunities to develop because of the circumstances of their household background and childhood deprivation. This paper measures the level of poverty and the equality of opportunities among Moroccan youth aged 18–29 years utilizing the Human Opportunity Index (HOI). It analyzes poverty from a multidimensional perspective. The findings demonstrate that younger youth are at substantially higher risk of poverty than older young. Poor youth have low educational attainments. The unemployment rate for the non-poor youth is lower than for the poor. Unemployment rates continue to be high for secondary and university graduates, particularly for the poor. Furthermore, the analysis reveals that education deprivation followed by healthcare deprivation is the most prevalent severe deprivation among youth. The results from both the logit regression and the descriptive analyses show that youths of illiterate parents are more likely to have poorer health, drop out of school themselves, and work rather than attend school. Youth in rural areas are least likely to have the opportunity to complete secondary and university education as well as to attend school/university than those in urban areas. Moreover, the decomposition of the total difference of HOI between urban and rural areas into access and equality of opportunities indicates that the differences are mainly due to the coverage effect.
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Dr., Gagandeep Kaur, and Manpreet Kaur Miss. "FAMILY AND SCHOOL PROBLEMS FACED BY SECONDARY SCHOOL STUDENTS: A SURVEY." Scholarly Research Journal for Interdisciplinary Studies 11, no. 77 (2023): 341–53. https://doi.org/10.5281/zenodo.8186267.

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<em>The present study aims to find out the different problems (family and school) faced by secondary school students. This study also focused on the family and school problems in relation to gender, locale, and working and non-working status of mothers among government senior secondary school students. A total of 200 senior secondary school students were selected from three different schools in Amritsar district. Random sampling techniques were used for data collection. The data was collected using the questionnaire: Youth Problem Inventory (Verma, 2012). The results were analysed through percentages. Students need high counselling for family problems and school problems. All students require counselling respective of their gender, locale, and working and non-working mothers status.</em> <strong><em>KEYWORDS:- </em></strong><em>Students&rsquo; family problems, school problems, senior secondary school students.</em>
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Sykes, Brooke, and Hans Kuyper. "School Segregation and the Secondary-School Achievements of Youth in the Netherlands." Journal of Ethnic and Migration Studies 39, no. 10 (2013): 1699–716. http://dx.doi.org/10.1080/1369183x.2013.833707.

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Elias, Nor Hanim, Selamah Maamor, and Muhamad Abrar Bahaman. "ANALYSIS OF SPIRITUAL INTELLIGENCE LEVEL AMONG YOUTH BASED ON DEMOGRAPHIC FACTORS." International Journal of Education, Psychology and Counseling 9, no. 55 (2024): 638–51. https://doi.org/10.35631/ijepc.955043.

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Spiritual intelligence plays a role in determining the direction of youth life as well as a way of life in carrying out what Allah SWT has commanded and being a fortress from doing things that are forbidden. In this developing age, it is seen that social problems among the youth, especially at the level of adolescent youth, are getting worse, causing concern among the community. The results of previous studies found that the spiritual intelligence of youth has been done at various demographic levels. The results of previous studies show that there are differences based on demographic factors, for example, youths who attend religious schools have a higher level of spiritual intelligence than youths who attend regular schools. Thus, this study was conducted empirically to look at the differences in the level of spiritual intelligence of youth based on demographic factors. The respondents of this study are youths who have participated in the Program Latihan Khidmat Negara (PLKN) in session 1 of 2017. A census of 641 respondents was conducted on six PLKN camps in the Northern Zone. A quantitative study was conducted by distributing questionnaires as an instrument to obtain research data. Next, the data were analysed using descriptive statistics using Statistical Packages for Social Sciences (SPSS) software. The results show that the level of spiritual intelligence of a youth is different based on certain demographic characteristics such as gender, type of secondary school, secondary school category, age of beginning to know religion, age of beginning to learn prayer, and also the location of youth residence. Therefore, the results of this study can be used as a guide in implementing a plan to improve the spiritual intelligence of youth by taking into account the demographic characteristics that have significant differences based on the level of spiritual intelligence of youth.
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Lee, Deborah, May Ramírez, Yazmin Castruita-Rios, Xiangli Chen, and Timothy Tansey. "Effective Secondary Services in Transition-Age Youth With Disabilities: A Systematic Review of the Literature." Rehabilitation Research, Policy, and Education 37, no. 1 (2023): 80–92. http://dx.doi.org/10.1891/re-22-12.

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Background:Youth with disabilities who have at least one paid work experience during high school are more than twice as likely to be employed after high school. However, barriers exist that limit work opportunities for youth with disabilities and subsequent entry to work as part of their adult lives.Objective:The study identified secondary education services that have been found to be scientifically valid and effective in improving transition to work of youth with disabilities.Methods:A scoping review was conducted of secondary services provided to transition-age youth with disabilities associated with employment outcomes. The final full-text review consisted of 30 articles.Findings:Findings describe five major themes related to secondary education services associated with employment. These themes are work experience, independence and autonomy, IEP and transition planning process, student characteristics, and medical restoration services.Conclusions:These findings suggest that secondary education services are effective in improving the transition to work for transition-age youth with disabilities. Recommendations are made for educators, rehabilitation professionals, and school administrators to enhance the rates of youth with disabilities in finding and maintaining meaningful employment.
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Versnel, Joan, Jennifer de Lugt ., Nancy L. Hutchinson ., and Peter Chin . "Work-Based Education as a Pathway to Resilience." Journal of Education and Vocational Research 2, no. 5 (2011): 143–53. http://dx.doi.org/10.22610/jevr.v2i5.35.

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The purpose of this study was to explore the potential of work-based education (WBE) as a pathway for enhancing resilience among youth-at-risk for disengaging from school. For students who have experienced traditional academic school as an adverse context, the decision to pursue an alternative path to high school completion, for example WBE, can be interpreted as agentic. We propose that WBE may have the requisite features of an educational context that fosters resilience in at-risk youth. We used a multipleperspective case study method involving three young people in their final stages of secondary school. The students were the focal participants in each case. Each was interviewed and observed on multiple occasions. We interviewed teachers and workplace supervisors associated with each student for additional perspectives. Cases were analyzed individually, followed by cross-case analyses utilizing a resilience framework. Our study revealed evidence that for the three youth we studied, WBE had many elements that appear to enhance resilience in a way that academic programs did not. WBE kept these students engaged in the school context and contributed to the eventual successful completion of secondary school for all three. Choosing WBE as a pathway to secondary school completion can be an agentic act by at-risk youth to achieve graduation. Engagement in WBE also appears to enhance resilience. WBE may foster resilience in at-risk youth, who despite academic adversity, progress to completion. Graduation from secondary school is frequently identified as a positive outcome and a predictor of success in productive occupation and adult life.
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Ryan, Claire, Debra Shaver, Carrie Lou Garberoglio, and Lynn A. Newman. "Secondary School-based Interventions and Social Engagement of Deaf Young Adults." Journal of Deaf Studies and Deaf Education 26, no. 3 (2021): 417–26. http://dx.doi.org/10.1093/deafed/enab011.

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Abstract Successful social engagement is one of many important outcomes for deaf youth as they transition from high school to adult life. This study examined the effect of self-advocacy and social/life skill trainings in secondary school settings on social engagement after high school using propensity score modeling and data from the large-scale and nationally representative National Longitudinal Transition Study-2. Analyses focused on three types of post-high school social engagement: frequency of seeing friends, involvement in group activities, and participation in community service. A fourth outcome variable was created to indicate whether the individual was at least minimally engaged. Results found that deaf youth who received self-advocacy training in secondary school were significantly more likely to be at least minimally engaged than those who had not. These findings suggest that self-advocacy training in high school can help protect deaf youth against social isolation in young adulthood.
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Dissertations / Theses on the topic "Secondary-school youth"

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Brikkels, Melanie A. "Social and educational experiences of secondary school lesbian youth." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45885.

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The study contributes to existing, but limited research on the social and academic experiences of lesbian learners in South African secondary schools. A lesbian refers to a woman who is sexually attracted to the same gender as herself. The purpose of this study was to obtain an in-depth understanding of the positive and negative experiences of lesbian youth in South African secondary schools. A qualitative research approach guided by the interpretivist paradigm was followed, as the focus was on the meaning that the individual participants awarded to their experiences and their world. A case study research design was used as it is regarded as a process of in-depth inquiry that generates detailed descriptions of a single unit or bounded system. The findings of this study are in line with existing literature on the experiences of lesbian learners in secondary schools. As in the literature this study indicated that the lesbian learners included in this study are subjected to negative social and academic experiences such as; homophobic verbal, sexual and emotional harassment and abuse, as well as school disengagement. Their positive experiences included a decrease in homophobic harassment and abuse, an increased sense of self worth and confidence, increased visibility, academic achievement and resilience and lower levels of absenteeism, truancy and school dropouts. It was interesting to note that most of the heterosexual learners’ and teachers’ at the schools included in this study’s attitude towards the lesbian learners have changed for the better. Most of the heterosexual learners and teachers seemed to be supportive and accommodative of the lesbian learners even though they still found it difficult to accept their lesbian sexual orientation. Based on the outcome of this study, it is recommended that the learners and teachers at the schools included in this study, be sensitised and capacitated with regard to homosexuality, bisexuality and trans-sexuality.<br>Mini-dissertation (MEd)--University of Pretoria, 2014.<br>tm2015<br>Educational Psychology<br>MEd<br>Unrestricted
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Garnett, Bruce William. "A critical examination of the academic trajectories of ESL youth." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/687.

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This study modifies Cummins' (1997) theoretical framework of minority student achievement and social power relations to account for differences in educational achievement among different identifiable subgroups of the ESL population. This framework provides the conceptual structure for a multidimensional understanding of ESL academic achievement (e.g. Gonzales, 2001) whereby the mediating influence of the broad social power relations between dominant and minority groups, students' individual characteristics, including personal abilities, experiences and socio-demographic backgrounds, interacts with ecologies, including educational structures such as curricula, curricular organization, school populations and the policy environment to influence educational trajectories. This study employs descriptive, bi-variate, and logistic and multiple regression to perform secondary analysis on data describing the academic trajectories of the ESL students (n=7 527) of British Columbia's 1997 grade eight cohort (n=48 265). It compares the results to a native English speaker (NES) baseline. ESL students are disaggregated by ethno-cultural background, English proficiency, gender, age on entry to the BC school system, and socio-economic status. School population effects are also considered. The dependent variables are five and six-year graduation rates, and participation and performance across academic subjects. Results show that identifiable ethno-cultural subgroups of ESL students navigate widely varying academic trajectories. English proficiency and gender differences also affect achievement, more so in already under-achieving ethno-cultural groups. Later ages of entry generally prove advantageous for some groups in mathematics and the sciences but predict diminished outcomes in the humanities for all groups. Socio-economic effects only partially account for differences among ethno-cultural groups. School composition also has minimal effect. Most ethno-cultural groups have higher academic participation rates but lower performance scores than NESs. ESL graduation rates are more stable across socio-economic strata than NES graduation rates. The need to disaggregate data for research and decision-making, and to target support toward under-performing student groups is discussed. While ESL students perform well in aggregate, lower outcomes of identifiable subgroups are masked. The study concludes with a call for more refined data, and for further methodologically advanced research.
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Mangseth, Henrik. "Adolescent's Language - Observations in Upper Secondary School." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9391.

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Observations of adolescent's language in upper secondary school in Sweden. Do teenagers stule-shift when speaking in different communicative settings; that is the core of this essay. Five informants have been observed in three different speaking sessions, and their language is analyzed, discussed and compared to secondary sources.
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Daniels, Brendon Mara Laurence. "Views of HIV and AIDS amongst rural secondary school youth: an exploratory study." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/11460.

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The HIV and AIDS epidemic continues to affect communities worldwide particularly so in South Africa. Youth, also the so-called Coloured youth, continue to remain at risk of infection, in spite of having been exposed to information about HIV and AIDS. This study explores the views of Coloured secondary school youth in a rural town in the Eastern Cape, on HIV and AIDS. Fifteen secondary school learners, both boys and girls, from Grades 10 to 12 were purposively selected. This qualitative study, framed within an interpretivist paradigm, draws on a phenomenological methodology. The data was generated from using drawing and focus group interviews and analysed using thematic analysis. The research adhered to ethical principles and trustworthiness was ensured. Constructivism and Bronfenbrenner’s bio-ecological systems theory were used to frame the study and to make meaning of the findings. In response to the primary research question, What views do Coloured youth attending a secondary school in a rural town have of HIV and AIDS?, five themes emerged, namely: individuals spread HIV, impoverished family life increases youth vulnerability to HIV, youth under pressure from peers knowingly engage in risky behaviour, misconceptions fuel the epidemic, and HIV and AIDS “captures the community in its net”. Drawing on the findings and in response to the secondary research question, What guidelines can be developed to assist educators to facilitate learners taking action against the spread of HIV and AIDS?, several guidelines were developed. They suggest that teachers should use participatory pedagogies to engage secondary school learners when teaching HIV and AIDS, build self-esteem in their learners, assist learners in dealing with peer pressure, engage learners in erasing misconceptions, and enable learners to break free from being “caught in the net” of HIV and AIDS. Collectively these guidelines could enable learners to take action in protecting themselves and their community against the spread of the HI virus. The study concludes that the views that Coloured secondary school learners from a rural town have about HIV and AIDS show their awareness of the realities of the epidemic affecting the individual, the family, the school and their community. They have constructed their views of HIV and AIDS in a way which shows their understanding of the complexities of the epidemic.
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MacLeod, Phyllis Ann. "Boxing in our youth, lesbian adolescents speak out about their secondary school experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq21914.pdf.

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Dorji, Jigme Arisara Leksansern. "Factors affecting career aspirations of secondary school leavers in Bhutan /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd412/4938011.pdf.

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Miceli, Meredith Anne. "The associations among youth characteristics, secondary school experiences, and enrollment in two- and four-year colleges among youth with disabilities." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8762.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Barnard, Juanita Marlyn. "An assessment of entrepreneurial intentions of secondary school learners in selected areas / J.M. Barnard." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8781.

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This study highlights the need for a youth entrepreneurship education program of value in South African secondary schools. It examines the enterprising tendencies of grade 12 learners in 10 secondary schools in the Lejweleputswa District of the Free State province, South Africa, using the General Enterprising Tendency (GET) test. An investigation into the current status of entrepreneurship in South Africa revealed that there is a lack of entrepreneurs and not enough people who have the orientation and skills to create new businesses. This leads to a situation where the South African economy performs poorly and the recent financial crisis exuberated South Africa’s challenges in terms of poverty, unemployment and income inequality. In addition, youth unemployment has worsened as a result of the recession, because the youth lack the needed qualifications, experience and skills to compete for the few job opportunities in the labour market. Entrepreneurship and innovation are widely seen as key sources of renewed economic growth, creating jobs and advancing human welfare. This study shows that the South African youth has a positive enterprising tendency. The ‘General Enterprising Tendency Questionnaire’, completed by 530 grade 12 learners was evaluated and learners scored within the average score, although at the lower end of the suggested average. When the questionnaire’s constructs are evaluated, learners scored below the suggested average score on ‘need for achievement’, ‘need for autonomy’, ‘creative tendency’ and ‘moderate/calculated risks’, but above the suggested average for ‘drive and determination’, but it can be conclude that learners shows a tendency to be entrepreneurial. However, the study suggests that grade 12 learners in the Lejweleputswa sample have overrated expectations on the ‘drive and determination construct’. It appears that they do not have the propensity to be creative and have a low drive to be autonomous. The study also reveals that there are no practical significant differences between the mean values for the demographic variables school, age, gender, home language and ethnic group regarding the measured constructs. Major shortfalls in the current education system are highlighted, including teachers with no previous knowledge of commercial subjects that are forced to teach entrepreneurship, most schools do not implement Economic and Management Science (EMS) as learning area and as from 2013, EMS will only be introduced to the curriculum in the Senior phase (grade 7 to 9). In addition, learners are not motivated to be creators of jobs, but to rather seek employment. The study concludes that public schools in South Africa do not have the capacity to implement a successful program of youth entrepreneurship education. The involvement of Government, Department of Education, schools, teachers, parents, learners, entrepreneurs and organised business is needed to promote youth entrepreneurship in South Africa. The study expands on recommendations and presents a national strategy to enhance youth entrepreneurship in South African schools, but concludes that future research is needed.<br>Thesis (MBA)--North-West University, Potchefstroom Campus, 2013
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Ellender, Philip James. "Transition to secondary school by children with special educational needs." Thesis, University of Northampton, 2014. http://nectar.northampton.ac.uk/8856/.

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Kwok, Lai Kuen. "Family relationship : its relation to self-concept and depression among Hong Kong secondary school adolescents." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/243.

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Books on the topic "Secondary-school youth"

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Adraskelas, Irene. Australian youth in secondary school education: Facts and figures. Bureau of Labour Market Research, 1985.

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Salerno, Anne. Characteristics of secondary migrant youth. BOCES Geneseo Migrant Center, 1989.

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King, Alan J. C. Secondary school to work: A difficult transition. Research Committee of the Ontario Secondary School Teachers' Federation, 1985.

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David, Marsland, ed. Education and youth. Falmer Press, 1987.

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Wise, Robert E. Raising the grade: How secondary school reform can save our youth and the nation. Jossey-Bass, 2008.

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Wise, Robert E. Raising the grade: How secondary school reform can save our youth and the nation. Jossey-Bass, 2008.

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Courtenay, Gill. England & Wales youth cohort study. Training Agency, 1990.

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Courtenay, Gill. England & Wales youth cohort study. Training Agency, 1989.

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Harris, Martha. Your teenager: Thinking about your child during the secondary school years. Karnac, 2007.

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Brantlinger, Ellen A. The politics of social class in secondary school: Views of affluent and impoverished youth. Teachers College Press, Teacher College, Columbia University, 1993.

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Book chapters on the topic "Secondary-school youth"

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Garcia-Molsosa, Marta, Joan Llosada-Gistau, Rafael Merino, and Ona Valls. "Secondary Students’ Subjective Wellbeing in Barcelona: From School to Future Careers." In International Study of City Youth Education. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-68229-2_4.

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Molina, Andres. "Studying School Segregation and Social Cohesion in Secondary Schools in Santiago." In International Study of City Youth Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70534-3_4.

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Vangeel, Jolien, Rozane De Cock, Annabelle Klein, Pascal Minotte, Omar Rosas, and Gert-Jan Meerkerk. "Compulsive Use of Social Networking Sites Among Secondary School Adolescents in Belgium." In Youth 2.0: Social Media and Adolescence. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27893-3_10.

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Olofsson, Jonas, and Alexandru Panican. "Apprenticeship Training in Upper Secondary School: Motives and Possibilities from a Swedish and European Perspective." In European Youth Labour Markets. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68222-8_6.

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Munachonga, Heather. "School and Home Sexuality Discourses in Selected Girls’ Secondary Schools In Lusaka." In Perspectives on Youth, HIV/AIDS and Indigenous Knowledges. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-196-0_6.

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Pacheco-Montoya, Diana, and Erin Murphy-Graham. "Fostering Critical Thinking as a Life Skill to Prevent Child Marriage in Honduras: The Case of Holistic Education for Youth (HEY!)." In Life Skills Education for Youth. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_10.

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AbstractThis chapter presents findings from a design-based research project between the University of California, Berkeley and a Honduran non-governmental organization, Bayan Association called Holistic Education for Youth (HEY!). We explain why critical thinking is a crucial life skill to prevent child marriage in rural areas of Honduras and illustrate how critical thinking (specifically around gender inequality and marriage) was incorporated into a secondary school curriculum. We describe the pedagogies used to develop this curriculum and offer insights about its implementation. Finally, using classrooms observation and interview data, we discuss how students developed critical thinking and decision-making skills related to the gender inequality in society that has perpetuated the practice of child marriage.
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Alexander, Patrick. "Learning to Act Your Age: ‘Age Imaginaries’ and Media Consumption in an English Secondary School." In Youth Cultures in the Age of Global Media. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137008152_9.

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Jipguep-Akhtar, Marie-Claude, Roderick J. Harrison, and Jennifer Goode. "Trajectories of Substance Use: Academic Performance and Graduation Differentials Among African American, Hispanic, and White Secondary School Students." In Drug Use Trajectories Among Minority Youth. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7491-8_13.

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Shek, Daniel T. L., and Florence K. Y. Wu. "Positive Youth Development in Junior Secondary School Students: Do Gender and Time Matter?" In Quality of Life in Asia. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-143-5_3.

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Núñez, Pedro. "Types of Institutions and Youth School Experience: Dynamics of Inequality in Argentine Secondary Education." In Persistence and Emergencies of Inequalities in Latin America. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90495-1_5.

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Conference papers on the topic "Secondary-school youth"

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Anspoka, Zenta. "Youth Values: Analysis Outcomes of Latvia Secondary School Students’ Essays." In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.42.

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Miulescu, Miruna Luana. "Youth at Risk of Early School Leaving: Exploring Educational Strategies." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.016.

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ABSTRACT There is general agreement among scholars and policy makers that Early School Leaving (ESL) represents a serious social phenomenon that has many negative consequences on the individual, economic development, and on society as a whole. ESL is considered a serious social problem, as well as an important phenomenon on the public agenda and education policies of Romania. As part of the Erasmus+ project Orienta4YEL, a multidimensional study was conducted and the data shows that Romania also experiences unpreparedness of school and community to embrace the whole spectrum of early school leaving. The study design employed individual interviews for members of school leadership team and administration (N=9), focus groups for general and vocational secondary schools and high schools teachers/trainers (N=63), and focus groups for young people representatives (N=91) as data collection tools. The empirical findings of the study revealed that in Romania there is a convergence of opinion on the most relevant factors that cause young people to leave school before completing compulsory education. Therefore, personal challenges are the one that contribute the most to the risk of early leaving, followed closely by family reasons and institutional factors. Therefore, this paper explores the challenges that are aimed at improvements in the early school leaving rate. Specifically, the analysis will shed light on the prevention strategies that have been developed and implemented, as well as on the deficit perspective on early school leaving within institutional and national policies. By addressing the existing supporting educational actions in areas where economic and social conditions are an obstacle for pupils, this paper will furthermore particularly analyse the potential barriers which arise on the system’s ways of reducing the early leaving rate in order to better identify, prepare for, and respond to this phenomenon. Keywords: early school leaving, risk factors, support strategies, education policy
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"The Environmental Worldview of Youth in a Secondary School in Kosovo-A Pro NEP Perspective." In May 17-18, 2017 Istanbul (Turkey). DiRPUB, 2017. http://dx.doi.org/10.15242/dirpub.er0517021.

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Forbes, Sharleen. "Statistics education in new zealand, and its influence on the iase." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13403.

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For some time, New Zealand has been leading the world in terms of the focus and scope of its statistics curriculum in schools. The curriculum is characterised by its data handling, and in more recent years, data visualisation approach. In 2013 bootstrapping and randomisation will be added to the curriculum achievement objectives for the senior secondary school (Ministry of Education, 2012). This paper gives an historical perspective of the people and groups that have influenced the development of the New Zealand curriculum and outlines the influence and impact of some of these New Zealanders, such as Professors David Vere-Jones and Chris Wild together with Maxine Pfannkuch and John Harraway, on the International Association for Statistical Education (IASE). The roles of both the IASE and the local professional statisticians’ association, the New Zealand Statistical Association (NZSA), are discussed together with the possible long-term impact of new statistical literacy based school curriculum in New Zealand on tertiary statistics teaching.
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Aluko, Folake Ruth, and Mays, Tony Mays, Tony. "Promoting Equity and Inclusion: The Dire State of Out-of-School-Children in African Commonwealth Countries." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5400.

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As part of Commonwealth of Learning’s (COL) strategic plan from 2021 to 2027, its open schooling portfolio focuses on children/youths in need of schooling opportunities in sub-Saharan Africa. This category of children is referred to as Out-of-School-Children (OOSC), depicting children/youth excluded from education, which makes up about one-sixth of the global population of this age group. This study reports on COL's commissioned project in the African Commonwealth countries, with a special emphasis on girls to help it to better focus its efforts. The study was undertaken in two phases. Data analysis involved simple descriptive statistics and transcription of recorded interviews, the identification of themes and sub-themes and coding. Both findings were triangulated. Generally, the findings show common threads, for instance, gender inequality that pervades the data, with the female gender being at a disadvantage in most of the countries. Given the multi-layered challenge of OOSC, recommendations were made on school enrolments and persistence among primary and secondary school children, ICT-in-education, disabilities, the marginalised, teenage pregnancy, and climate change education. In collaboration with education experts, COL looks forward to developing interventions to address the matter of OOSC in member countries.
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KOVALČIKIENĖ, Kristina, and Sonata MILUSAUSKIENE. "VOCATIONAL PURPOSEFULNESS OF YOUNG PEOPLE IN RURAL COMMUNITIES: THE SIGNIFICANCE OF SOCIO-ENVIRONMENT FACTORS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.136.

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The development of rural businesses and the implementation of innovations in rural areas depends on possibilities to realize individual’s potential, and the opportunities to develop initiative and creativity of young people. The aim of the study was to reveal the significance of socio-environment factors for the vocational decision making of senior pupils from secondary school in rural areas. The factors were analyzed from the viewpoint of senior pupils and members of rural community. The object of the research – the socio-environment factors of vocational purposefulness of young people in rural communities. The research tasks focus on the attitudes of rural community members and young people toward factors that influence the vocational purposefulness of youth in rural areas. Also, the differences between two groups were analyzed. The sample consisted of 280 respondents: 100 secondary school senior pupils (56% girls and 44% boys, the mean age – 16 years) and 180 rural community members (80% women and 20% men, 35 years old in average). Based on the works of researchers in the area of vocational orientation and purposefulness, the questionnaire was compiled. The results revealed that socio-environment factors are important for the purposeful decision making on the vocational choice of youth in rural areas. From the view point of rural community members, the main factors are: family traditions, the profession’s prestige in society, the influence of parents, friends and important others, and family conditions. According to the opinion of senior pupils from secondary school, the important factors are: family conditions and traditions, friends and other important people, as well as profession status in the rural community. Recommendations for development of young people’s vocational purposefulness in rural areas are presented.
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Salmanov, P., and A. Kolkunov. "THE ATTITUDE OF YOUTH TO THE MEMORY OF THE GREAT PATRIOTIC WAR (USING THE EXAMPLE OF STUDENTS OF THE SPO)." In The Metaphysics of Patriotism: Fostering the Spirit and Shaping the Citizen. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2025. https://doi.org/10.58168/mpfssc2025_199-204.

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In this paper, the analysis of the materials of the sociological survey of students of the SPE was carried out. 300 primary school students of the Faculty of Secondary Vocational Education of Voronezh State Forestry Engineering University named after G.F. Morozov took part in the survey. To conduct the research, a number of questions were developed to which students needed to give a detailed answer. The purpose of the survey was to study the attitude of modern students to the historical memory of the Great Patriotic War.
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ЯЦЕНКО, Володимир Сергійович. "Research as a method which enrichs the experience of student youth." In "Instruire prin cercetare pentru o societate prosperă", conferinţă ştiinţifico-practică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.16-17-05-2024.p323-328.

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The materials of the report are devoted to the problems of applying the research method in the educational process of the New Ukrainian School (NUS). The definition of what research is, its purpose, common and distinctive features as a method of teaching natural sciences (physics, chemistry, biology, geography) is given. The main method and form of research in the natural sciences is the observation of natural processes, the organization of experimental activities of schoolchildren, including the conduct of experiments, laboratory, practical and independent work by students. Special research methods include cartographic research, where students can use a map to study an object, measure, calculate, and graphically construct generalized research results. In the educational process of the National 11th edition International Scientific-Practical Conference ”Training by research for a prosperous society” 324 Academy of Sciences, monitoring and historical research methods are also used, where not only certain ecological systems are observed, but also the object in development is studied. The modeling method remains special but rarely used. As a rule, in educational practice, it is implemented in the creation of materialistic models, computer or cartographic models using GIS technologies. In general, the main goal of introducing research methods and forms into the educational process of NUS is to teach students to apply the acquired knowledge in practice. For teachers of natural sciences, the scheme "How to generalize the experience of your research work" is proposed, so that each teacher gains practical experience in the application of methods and forms of research in institutions of general secondary education.
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Kreft, Nataša, and Bojana Jerebic. "AN INNOVATIVE APPROACH TO THE PROMOTION OF THE HEALTH CARE ASSISTANT PROFESSION." In 14. kongres zdravstvene in babiške nege Slovenije,11. in 12. maj 2023, Kongresni center Brdo, Brdo pri Kranju. Zbornica zdravstvene in babiške nege Slovenije - Zveza strokovnih društev medicinskih sester, babic in zdravstvenih tehnikov Slovenije, 2023. http://dx.doi.org/10.14528/asae9754.8.

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Healthcare organisations worldwide have faced lack of nursing personnel in recent years. Health care assistant as profession has been primarily promoted by educational institutions, however they no longer suffice present demand. Therefore, healthcare workers encourage the young, primarily to choose the career of health care assistant and possible continuation of education at the undergraduate nursing program. At General Hospital Murska Sobota we produced a short film as an innovative approach to promote the profession in order to acquaint the young, who are still uncertain of their career, with everyday work of health care assistant at various hospital departments. We invited students at Secondary School of Nursing Murska Sobota to partake in the film, which resulted in their active involvement. The film is displayed at information days at previously mentioned school and at the “job market” organised by primary schools at Pomurje region. The film is very well accepted and aids the young who have not yet chosen their career path. Our vision is to approach the promotion of the career of health care assistant ourselves since determination of career is one of the most significant decisions in a lifetime and to encourage the youth to choose the career of future nursing profession.
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Ali, Ruba, Jolly Bhadra, Nitha Siby, and Noora Al-Thani. "From Sports To Science: Designing Sports Products to Experience Science and Engineering." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0268.

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Sports can have a substantial impact on fostering cognitive and non-cognitive skills in youth leading to higher productivity. Its potential to integrate within diverse academic subjects makes it an ideal choice to attract high school students to grasp the emphasis of STEM fields and careers. In the midst of gradual educational reformations in Qatar, a novel sports driven STEM program was launched to derive the competencies in the secondary students and enhance their STEM literacy and aspirations. Sports, being an intrinsic motivator favored by the Qatari students, instigating active participation and inspiration, is integrated to the innovative learning approach, thereby acknowledging the relevance of science to real world applications. The 248 participants from 15 secondary schools actively engaged in the program comprising sports product based scientific workshops and an engineering design challenge, bridging the gap between science and sports. Results implicating the active involvement of the students, manifesting the quintessential 21st century skills in engineering products, were drawn out from mixed methods. Quantitative statistical analysis of pre-post surveys, review of sports products and the substantiating observations of the facilitators successfully validate the application of diverse dispositions in the program. Student attitudes towards STEM fields and careers apparently augmented by virtue of the program outcomes is also interpreted from the analysis.
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Reports on the topic "Secondary-school youth"

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Desk, Front. Out-of-School Children and Youth: A Contemporary View from Selected African Commonwealth Countries. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4057.

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This publication on out-of-school children (OOSC) in Commonwealth Africa is already informing priorities in COL’s work in open schooling. The report provides an overview of key indicators for all nineteen Commonwealth Africa countries as well as contextual case studies of eight countries for which representatives were available to verify or update the data that had been collected. While significant progress has been made towards universal primary education, there remain challenges in primary and secondary completion, and in the key transitions from primary to secondary and from lower secondary to senior secondary. Many countries have large and growing numbers of youths who are not in employment nor in education and training, for whom some form of alternative open schooling provision will be needed.
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Emerson, Sue, Lesley Ferkins, Gaye Bryham, and Mieke Sieuw. Young People and Leadership: Questions of Access in Secondary Schools. Unitec ePress, 2016. http://dx.doi.org/10.34074/ocds.0291.

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There is seemingly an abundance of leadership opportunities available to youth within school environments, including sport captaincy, sport coaching, prefect roles, and assigned arts or cultural leadership. For many students, the opportunity to captain a sports team, or lead an event or activity is perceived as their first taste of leadership action. However, as evidenced in a growing body of literature (Jackson &amp; Parry, 2011), leadership is increasingly being conceived as much more than an assigned formal position. Furthermore, there is some evidence to suggest that formal leadership roles may be presenting barriers for students wishing to access leadership opportunities in a more informal capacity (McNae, 2011). In this conceptual article, we examine the value and nature of informal leadership practices, and from this, identify questions of access to leadership for youth in secondary school settings. Specifically, the aim of our paper is to advance current conceptualisations about youth leadership and to offer future research directions (via questions) to establish a deeper evidence base for better understanding access to leadership for youth. To achieve this, we explore three interrelated themes: leadership practices and accessibility for youth; learning through leadership for youth; youth access and the notion that leadership belongs to everybody. As a result of the platform provided by our conceptualising, a series of questions are presented for future research. Directions for future research relate to understanding more about formal and informal leadership opportunities in the secondary school context, what we will hear when we listen to the student’s voice about access to these opportunities, and how informal leadership opportunities might influence overall access to leadership for students.
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Chioda, Laura, Paul Gertler, and Nicole Perales. Empowering Women: Teaching Leadership Skills to Youth in Uganda. Centre for Excellence and Development Impact and Learning (CEDIL), 2023. http://dx.doi.org/10.51744/crpp10.

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Empowering adolescent girls through education has become a priority among numerous stakeholder. However, recent evidence suggests that education alone may not be suffcient if women remain in a low-empowerment equilibrium and face internal constraints as they relate to aspirations, self-efficacy, leadership, and other life (soft) skills. We study the long-term impacts of a school-based upper-secondary intervention, the Educate! Experience, designed to enhance adolescents’ leadership and social entrepreneurship skills in Uganda. The program was implemented as a cluster randomized controlled trial (RCT) in 48 schools. Four years post-intervention, we document lasting impacts on a wide array of leadership and soft skills. Overall, Educate! graduates developed skills that are traditionally associated with greater focus on long-term goals; they reported being more in control of aspects of their lives (self-efficacy and grit) and more empowered to implement actions towards their plans. Young women in the treatment group are also more likely to complete secondary education, delay family formation, enroll in tertiary education, and pursue STEM and Business majors relative to their counterparts in the control group. The program yielded socially desirable and gender relevant spillovers, including expansions in women’s agency. Both male and female Educate! graduates embraced more progressive views concerning women’s standing in the society and women’s ability to exercise their agency to engage in the labor market and refuse sex. The incidence of intimate partner violence (IPV) also improved among Educate! graduates, as did their attitudes toward IPV social acceptability.
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Dabrowski, Anna, Syeda Kashfee Ahmed, Payal Goundar, Debbie Wong, and Jeaniene Spink. Supporting out-of-school girls and children and youth from marginalised groups in the ASEAN region: A review of promising practices. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-737-3.

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Investing in girls’ and women's education can transform the experiences of individuals, as well as shape communities into the future. Girls who are given opportunities to receive an education are more likely to lead productive lives, participate in decision making processes, and shape the trajectories of others. The work of the ASEAN-UK SAGE programme reflects an overarching aim to better understand the challenges facing different types of girls and women in the Association of Southeast Asian Nations (ASEAN) region, identify promising practices that can support girls and women, and create tangible recommendations for those responsible for supporting girls and women's educational trajectories across the lifespan. Data shows concerning levels of children and youth not completing lower-secondary and upper-secondary schooling. While primary completion rates hover around 80% in Cambodia, Myanmar, Lao PDR and Timor-Leste, rates fall to just over 50% in lower-secondary. While half of students complete upper secondary in Timor-Leste, only 20-30% in Cambodia, Myanmar and Lao PDR do. Even though girls now remain in the education system for longer, they are less likely to be in employment, further education, or training in the ASEAN region. From the age of 15, women also earn less than men in the seven ASEAN member states for which data are available, impacting on household financial stability and resiliency. Girls also face ongoing risks of forced and early marriage, period poverty, violence and trafficking, female genital mutilation, adolescent pregnancy, and sex-selection before birth. Given the gains made by girls in the region, and the importance of acknowledging that other gender groups can also be vulnerable within ASEAN education systems, this report focuses on two broad groups: out-of-school girls, and children and youth from marginalised groups. Understanding ways to better support the complex needs of these different groups is a key focus of the SAGE initiative. As part of a three-part series examining ways to support girls, women, and other vulnerable and marginalised populations, this report focuses on understanding the current challenges ASEAN countries face in supporting out-of-schoolgirls, and children and youth from marginalised groups and examines effective practices for supporting these underrepresented and hard to reach populations.
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Frisancho, Verónica. Spillover Effects of Financial Education: The Impact of School-Based Programs on Parents. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004736.

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This paper studies whether school-based financial education has spillover effects from children to parents. Leveraging data from a large-scale experiment with public high schools in Peru and credit bureau records on the parents of the youth targeted, this study measures the impact of providing personal finance lessons during secondary school on parental financial behavior. Financial education lessons in the school yield limited average spillover effects, but lead to sizable effects on parental financial behavior within disadvantaged households. Among parents from poorer households, the treatment reduces default probability by 26%, increases credit scores by 5%, and increases current debt levels by 40%. The treatment has stronger effects among the parents of daughters, who experience a significant 6.7% increase in their credit score and a 28% reduction in their loan portfolio in arrears. Among the parents of boys, most of the spillover effects are muted.
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Shah, Zohal, Marilys Galindo, Chioma Aso-Hernandez, et al. The Promise of Micro-credentials and Learning and Employment Record Technologies for Youth and K-12 Schools. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/224.

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Historical credentialing and credit documentation processes, such as transcripts and degrees, only capture skills acquired through traditional in-school experiences. This infrastructure impedes access to education and workforce opportunities for historically and systematically excluded communities by inadequately representing skills gathered through other learning pathways. Recognition technologies such as micro-credentials and learning and employment records (LERs) are seen as potential solutions to express learners' lifelong experiences and achievements and increase access to education and workforce opportunities. The successful implementation of these recognition technologies requires an understanding of the factors necessary for dismantling silos between secondary and postsecondary education. This paper examines challenges and opportunities for implementing micro-credentials and LERs to benefit K–12 learners and provides recommendations for successful implementation.
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Lundström, Christina, Elin Wärm, Margherita Caggiano, and Mayte Gallego. Good examples of soil education for youth to increase soil literacy. Department of Soil and Environment, Swedish University of Agricultural Sciences, 2025. https://doi.org/10.54612/a.2bqc5135bc.

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One of eight aims of the EU Mission Soil, is to increase soil literacy in society. One way to do that would be to reach out to teachers and inspire them to involve soil topics in their teaching. Therefore PREPSOIL Task 6.2 aimed to identify good examples of soil education and learning activities for youth and communicate them with teachers and pedagogic representatives across Europe. During 2023 and 2024 teachers were invited to share their good examples on soil education targeting primary, secondary and vocational training pupils. A committee which consisted of three teachers, one soil scientist and one pedagogy actor selected winners and runners up from selected finalists. All in all, the two calls received more than 50 submissions, with a broad range of examples of natural, urban and agricultural soils in interdisciplinary learning (science, humanities, etc) using multiple senses. We conclude that a lot of interesting and inspiring pedagogy work concerning soils are happening in Europe! The challenge to reach the intended teachers to share their work proved to a challenge, despite reaching through known networks and channels at national pedagogic and teacher contact points. Knowledge about the national school context and cooperation with wellknown and reputable actors, whose communication channels as well as communication in national language can help promotion and sharing of good teaching examples across Europe.
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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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Hernández Romero, Karla. How does Avancemos Work?: Best Practices in the Implementation of Conditional Cash Transfer Programs in Latin America and the Caribbean. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0010637.

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The Avancemos conditional cash transfer (CCT) program, which has operated since 2006 in Costa Rica, focuses on families living in extreme poverty and social vulnerability with adolescents and youth between the ages of 12 and 25. In August 2015, nearly 157,000 students received the cash transfer upon meeting certain co-responsibilities associated with school attendance and completing the school year in secondary school. Beneficiaries are eligible based on their score in the Target Population Information System (Sistema de Población Objetivo - SIPO), calculated through the Social Information Record (Ficha de Información Social - FIS). To receive the benefit, the mother or guardian of the student needs to sign a contract with the Joint Institute for Social Welfare (Instituto Mixto de Ayuda Social - IMAS) in which they commit to meeting the abovementioned co-responsibilities. Verification of the co-responsibilities is carried out by the IMAS in conjunction with the education centers. The payments are made monthly through a prepaid card issued by the National Bank of Costa Rica (Banco Nacional de Costa Rica - BNCR). This document is part of a series of studies carried out in several countries of Latin America and the Caribbean with the objective of systematizing understanding of the operations of CCTs. The other case studies are available on the IDB´s Conditional Cash Transfers website.
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Dairianathan, Eugene, Larry Francis Hilarian, Peter Stead, Chee Hoo Lum, and Hoon Hong Ng. Learning through popular music, lessons for the general music programme syllabus in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27422.

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This project sought to investigate the identity, role and function of popular music within classroom-based education in Singapore. Popular music is characterised by: (i) lnterdisclplinarity (music, dance, poetry, theatre, etc); (ii) It suffuses the lives of school-going youth in their out-of-school curriculum. (iii) Skill acquisition is frequently gained through more informal learning than is usual in institutional settings (Green, 2002). (iv) Participation in popular music by various communities seems to cut across ethnic, religious and age boundaries, which makes popular music participation an interesting study in social integration. (v) Engaging in popular music potentially provides students life-long engagement The impact of popular music in the classroom has not been fully explored. Creating, performing and responding to popular music genres arguably act as an apt medium of and for self expression considering the complex nature of an ever-shifting demographic mix and strategies to bring about more effective social integration across communities-of-practice (Wenger 1998) engaging the later cosmopolitan society in Singapore. The GMP (2008) document supports the value of popular music beginning with musical skills of composing, improvising and recreating extending to identity formation and multiplicity in identity negotiation in group dynamics (MOE 2008, pp. 7-10). Current broader educational aims are to develop creative, imaginative and socio-culturally well-tempered individuals and popular music has an important educational role to play in this respect. Dairianathan and Lum (2010) have discovered how popular musics re/iterate their place in the music curriculum for music as lived and living space. Secondary factors crucial to this research are: (a) to examine the place of popular music in local public and international schools across Singapore, (b) to draw out the intrinsic and extrinsic motivations for school-going youth to be engaged in popular music and (c) to critically examine popular music immersion in relation to the objectives established in the GMP syllabus (MOE 2008).
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