Relevant bibliographies by topics / Secondary level of schooling

Contents

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

Academic literature on the topic 'Secondary level of schooling'

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Secondary level of schooling.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Secondary level of schooling"

1

Deslandes, Rollande, and Richard Bertrand. "Motivation of Parent Involvement in Secondary-Level Schooling." Journal of Educational Research 98, no. 3 (January 2005): 164–75. http://dx.doi.org/10.3200/joer.98.3.164-175.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ibrahim, Abdul Wahab, and Bashir Ahmad Saleh. "Schooling Process: Is Schooling Experience and Its Outcome the Same for Girls and Boys?" Randwick International of Education and Linguistics Science Journal 1, no. 2 (September 30, 2020): 126–39. http://dx.doi.org/10.47175/rielsj.v1i2.80.

Full text
Abstract:
The study examined if schooling experience and teacher’s classroom interaction is the same for senior secondary school adolescent girls and boys in Jigawa state, Nigeria. It also determined whether influence of students’ perceived level of personalisation of the teacher’s classroom behaviour and environment exist on their participation in the classroom learning activities. These were with a view to improving the teacher-student’s relationships and teacher’s classroom effectiveness. The study adopted a survey design. The population consisted of all male and female students in public Senior Secondary Schools in Jigawa state. The sample consisted of 370 Senior Secondary Classes Three (SS III) students. Of this number, 185 were boys and 185 were girls selected through stratified sampling procedure using sex as stratum. Their average age was 15.17 years. A self-developed instrument was used to collect relevant data in the study. Data collected were analysed using Independent t-test statistical method. The results showed that teachers do not significantly interact with girls and boys in the same manner in the classroom. However, there existed a significant influence of students’ perceived level of personalisation of the teacher’s classroom behaviour on their participation in the classroom learning activities. Also, there was a significant influence of students’ perceived level of personalisation of the classroom environment on their participation in the classroom learning activities. It was concluded that schooling experience is not the same for girls and boys respectively. Thus, appropriate interventionist strategies should be put in place to assist realising the objective of equal educational opportunity.
APA, Harvard, Vancouver, ISO, and other styles
3

T., Opoola B., and Taofik Olaide Nasir. "Secondary School Students and their Families’ Attitudes toward Schooling in Nigeria." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 167. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.167.

Full text
Abstract:
Using drama as an awareness creation tool, this study examined the influence of gender, age, class, socio-economic status, parent’s level of education and religion on adolescents’ attitude towards schooling. A total of 300 (150 JSS and 150 SS2) students (males=153; females=147) randomly selected from six coeducational secondary schools in Ibadan constituted the sample for the study. The adopted Attitude toward Education Scale by Glassey (1945) and Socio-economic Status Scale by Salami (2015) were used to collect the data. The results indicated that positive significant relationship existed between the adolescents’ attitude towards schooling and gender, age, socioeconomic status, parent’s (father’s) level of education and religion but not with class which is negative. The results indicate the need to include the students’ parental and personal-social factors when counselling students through drama and performances that show students and parents’ negative attitude toward schooling.
APA, Harvard, Vancouver, ISO, and other styles
4

Darmody, Merike. "Institutional Habitus and Secondary School Transitions: Comparative Study of Ireland and Estonia." Research in Comparative and International Education 7, no. 4 (January 1, 2012): 530–46. http://dx.doi.org/10.2304/rcie.2012.7.4.530.

Full text
Abstract:
This article explores secondary school transitions from a comparative perspective. It focuses on a stage at which a major institutional transition takes place in two different educational systems. Over the years a number of international studies have explored different learning environments and their impact on student educational outcomes. Much of this research explores the impact of school choice and the transition from one level of schooling to another. In general, these studies refer to school transitions as a time when students are particularly vulnerable due to structural and environmental differences between different levels of schooling. In other words, the new learning environments generally have a different ‘institutional habitus’. While seamless and unproblematic transition from one level of schooling to another is seen to ensure students' success at the subsequent level of schooling and beyond, negative experiences and difficulties around adjustment, on the other hand, are shown to result in disengagement and becoming at risk of early school leaving, with detrimental consequences for the individual concerned. Furthermore, different pathways within the educational systems have been found to reproduce unequal life chances. To discuss and re-theorise school transitions, the article draws on a large-scale comparative study of the transitions in secondary school in Ireland and Estonia, and utilises a conceptual tool called ‘institutional habitus' to gain better understanding of the processes involved. While the article discusses similarities and differences between children's transition experience in two different countries, it also calls for a careful approach to ‘direct borrowing’ of practices from other countries.
APA, Harvard, Vancouver, ISO, and other styles
5

Potochnick, Stephanie. "The Academic Adaptation of Immigrant Students with Interrupted Schooling." American Educational Research Journal 55, no. 4 (April 4, 2018): 859–92. http://dx.doi.org/10.3102/0002831218761026.

Full text
Abstract:
This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers, but are just as or more engaged in school. Premigration demographics, but not postmigration family and school characteristics, explain some of these academic performance differences and the consequences of interrupted schooling differ for primary- and secondary-grade-age arrivals.
APA, Harvard, Vancouver, ISO, and other styles
6

Kharisma, Bayu, Ferry Hadiyanto, and Sutyastie Soemitro Remi. "Schooling Decisions in Indonesia: a Lesson From Indonesian Crisis." Signifikan: Jurnal Ilmu Ekonomi 9, no. 1 (February 8, 2020): 81–92. http://dx.doi.org/10.15408/sjie.v9i1.12479.

Full text
Abstract:
This research aims to analyze the role of income shocks, gender, and resource competition between siblings against the school's decision at the level of primary and senior secondary education during the economic crisis in Indonesia. Methods in this research were conducted in two phases, fixed effect and conditional logit. Results reveal that no evidence of households' transitory income affected children's education level, both for primary and senior secondary education. Meanwhile, compared to boys, girls have a higher probability of dropping out of school and have lower school enrollment rates in primary education. This paper indicated the existence of resource competition between the younger child and the older child for education, especially for senior secondary education.JEL Classification: I20, I24, I25, J16How to Cite:Kharisma, B., Hadiyanto, F., & Remi, S. S. (2020). Schooling Decision in Indonesia: a Lesson From Indonesian Crisis. Signifikan: Jurnal Ilmu Ekonomi, Vol. 9(1), 81-92. doi: http://dx.doi.org/10.15408/sjie.v9i1.12479.
APA, Harvard, Vancouver, ISO, and other styles
7

Tantaoui, H., K. Nassar, and S. Janani. "AB0738 JUVENILE IDIOPATHIC ARTHRITIS AND SCHOOLING." Annals of the Rheumatic Diseases 80, Suppl 1 (May 19, 2021): 1398.2–1398. http://dx.doi.org/10.1136/annrheumdis-2021-eular.3276.

Full text
Abstract:
Background:Juvenile idiopathic arthritis (JIA) refers to all chronic inflammatory rheumatism in children without a recognized cause, onset before the age of 16. JIA is associated with significant short- and long-term disability, which influences the education and socio-professional integration of patients who suffers from it.Objectives:Evaluate the impact of JIA on the education and professional integration of affected patients.Methods:This is a retrospective, descriptive and cross-sectional study carried out in the rheumatology department.We included all patient followed in our JIA training.The following information was collected from a questionnaire survey: Educational attainment, main problems experienced during studies, cause of dropping school, and professional data.Results:Forty-two patients were included. The average age was 27.15 years old [18 - 61 years old]. Sex-Ratio (M / F) was 0.9. The forms of JIA were dominated by spondyloarthropathy (48.64%) and the seropositive polyarticular form (18.91%). The mean age of onset of JIA was 10.8 years [6 months - 16 years]. The mean duration of JIA progression was 14.4 years [4 - 27 years].Regarding education, 2.94% were illiterate, 23.52% had a primary level, 55.87% a secondary level and 17.64% a higher level. The majority of patients (85%) experienced several problems during their studies: joint pain and stiffness (73.52%), absenteeism (50%), limitation in activities (26.47%), problem with adaptation and social integration (11.76%) and fatigue (5.88%). Only 2.94% of patients benefited from an individualized reception protocol apart from a sports exemption which represents 38.23%. 73.52% of patients received encouragement to continue their studies by those around them (parents, teachers and attending physicians).Discontinuation of schooling was observed in 70.58% of patients with 8.82% of patients dropping school before the onset of JIA and 61.76% of patients related to JIA. School studies were still ongoing in 23.52% of patients.Regarding the professional side, unemployment affects 52.94% of these patients and workers represent 23.52%.Conclusion:In our series, the level of education of JIA patients does not exceed secondary level in 80% of cases. The implementation of an individualized reception protocol is strongly recommended to facilitate the education of these patients and to fight against the main problems experienced. The professional integration of patients with JIA should also be adopted.Disclosure of Interests:None declared
APA, Harvard, Vancouver, ISO, and other styles
8

Chen, Qihui, Jingqin Xu, Jiaqi Zhao, and Bo Zhang. "Endogenous schooling, school proximity and returns to rural schooling in Northwestern China." China Agricultural Economic Review 9, no. 2 (May 2, 2017): 270–86. http://dx.doi.org/10.1108/caer-02-2016-0031.

Full text
Abstract:
Purpose The purpose of this paper is to estimate the returns to rural schooling in China, addressing both endogeneity in rural individuals’ schooling and self-selection into off-farm work. Design/methodology/approach This paper exploits geographical proximity to rural secondary schools to create instrumental variables (IV) for individuals’ years of schooling. It addresses both endogenous schooling and self-selection using the two-step procedure developed in Wooldridge (2002, p. 586). Findings The preferred IV estimate of schooling returns, 7.6 percent, is considerably higher than most previous estimates found in rural China. Originality/value This paper is among the few papers that examine returns to rural schooling in China while simultaneously addressing both endogeneity in individuals’ schooling and self-selection into off-farm work. Its findings suggest that rural education in China is potentially able to generate a respectable level of economic returns if policies are designed to provide greater school accessibility to rural individuals.
APA, Harvard, Vancouver, ISO, and other styles
9

Ozkok, Zeynep. "Girls’ Education in Turkey: A Provincial Analysis of Private Funding Campaigns." Journal of Contextual Economics – Schmollers Jahrbuch 139, no. 1 (January 1, 2019): 29–72. http://dx.doi.org/10.3790/schm.139.1.29.

Full text
Abstract:
With large disparities in enrollment and completion rates, girls’ education is a topic of concern in Turkey. Private funding campaigns have played an important role in combating gender inequality in education. This paper examines the impact of two major private funding campaigns on girls’ schooling rates using Turkish provincial level data for 2013 and 2014. Controlling for regional and socio-demographic characteristics our findings show that “Dad, Send Me to School” and “Snowdrops” campaigns have positively influenced girls’ schooling rates in primary and lower secondary education across Turkish provinces. The effect is less conclusive for upper secondary education.
APA, Harvard, Vancouver, ISO, and other styles
10

Wilkinson, David, Alex Bryson, and Lucy Stokes. "Assessing the Variance in Pupil Attainment: How Important is the School Attended?" National Institute Economic Review 243 (February 2018): R4—R16. http://dx.doi.org/10.1177/002795011824300110.

Full text
Abstract:
We explore the variation in pupil attainment at the end of secondary schooling in England. The paper links data on all schools and all pupils within these schools to analyse the role of the school in accounting for this variation. We analyse a number of different indicators of pupil attainment including value added between the end of primary and secondary schooling and attainment levels at the end of secondary schooling. We examine indicators that were the focus of the school accounting framework as well as other indicators that were not directly part of how schools were assessed. We show that schools account for a minority of the variance in pupil attainment, and the extent of the variation accounted for by the school is sensitive to the measure of pupil attainment used. In addition, we find that the majority of the explained school-level variance in attainment is related to school composition. However, most of the variance in attainment remains unexplained, raising questions about what other factors contribute to the variation in school performance.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Secondary level of schooling"

1

Li, Ting-on, and 李定安. "Schooling effects on mathematics achievement at sixth form level in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626895.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lillrank, Erik, and Fredrik Nilsson. "Job Market Signalling in the European labour market : Exploring the relationship between tertiary education access and participation in secondary level schooling." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-435893.

Full text
Abstract:
This study re-examines a theoretical scenario introduced by Kelly Bedard in which increased university access leads to an increase in high school dropouts due to the decreased wage premium of a high school diploma caused by talent departing to higher education. The goal for this empirical study is to expand upon the theoretical framework introduced by Bedard in order to determine whether job market signalling is present in the European labour market. In line with Bedard, we theorise that if signalling holds true, secondary education graduates will decrease when access to tertiary education increases. To test this we construct 3 linear regression models to analyse a panel data set constructed of data gathered by Eurostat. Our research question is: Does increased enrolment in tertiary education have a negative effect on participation in secondary education? Our results differ from earlier studies as they indicate that increased enrolment in European tertiary education correlates with increased participation in secondary education. Ergo, we do not prove the presence of signalling in the European labour market. Our results support continued policy efforts with the aim of increasing participation at all levels of education as we find no evidence of a trade-off between university access and secondary schooling graduate rates.
APA, Harvard, Vancouver, ISO, and other styles
3

Matas, Amanda Keri. "Analyzing Best Practices in the Schooling of Secondary-Level Latino Newcomer Immigrant Youth: A Comparison Study of Two Yearlong Specialized Programs." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/68.

Full text
Abstract:
The purpose of this research study is to compare two yearlong program models designed specifically to educate secondary-level newcomer immigrant youth within one large, urban school district in Southern California. The two divergent secondary-level programs that are compared in this study, a self-contained newcomer program and a beginning level English as a Second Language program (ESL 1/2), are explored to determine which program more successfully prepares secondary-level Latino immigrant youth to gain the language proficiency, academic skills, and academic self-concept necessary to exit after the requisite year. The research for this study is informed by scholarly literature that concerns the education of immigrant youth. The literature review is driven by the following four central concepts: an analysis of significant federal and California state language policy, mitigating factors in the education of immigrant youth, existing specialized program models, and guiding theories in the schooling of linguistically and culturally diverse students. The data for this study was collected utilizing a mixed-methods multiple case study approach. Three classrooms within each of the two programs were observed over a month-long period as simultaneous stakeholder interviews and focus groups were carried out to illuminate emergent themes and tensions. Additionally, both current and former students from the two programs were surveyed to determine their academic, social, and personal self-concept levels. The qualitative and quantitative data gathered through this study was analyzed and triangulated to determine the effectiveness of each program and answer the guiding research questions. The results of this study demonstrated mixed findings between the two programs under study. The students gained greater academic skill levels and a higher academic self-concept level as a result of the more supportive environment offered within the newcomer program, yet the ESL 1/2 students made greater gains linguistically, as was evidenced by higher redesignation rates. In addition, after their second year, the students from the newcomer program reported far lower academic self-concept levels than those who had exited the ESL program. Therefore, due to the mixed results, this study incorporated an action plan to assist districts in creating and implementing effective programs for newcomer youth.
APA, Harvard, Vancouver, ISO, and other styles
4

Johansson, Malin. "Spelar det någon roll vilken kurslitteratur vi har? : Språkhistoriska prioriteringar i gymnasiets läromedel." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79595.

Full text
Abstract:
När läromedel skapas sker ett urval av vilket innehåll samt vilka förmågor och kunskapersom eleven ska utveckla baserat på styrdokumentens utformning. Dock finns det intelängre en statlig läromedelsgranskning utan det ligger istället i den individuella lärarenshänder. Denna studie visar att inom området språkhistoria, som undervisas i kursenSvenska 3 på gymnasial nivå, skiljer sig läromedlen markant mellan vilken information deväljer att ta upp och vilka kunskapsmål och förmågor de har i fokus. Vilket i förlängningenkan ge konsekvenser för den enskilde eleven och bidrar till att skolgången inte blirlikvärdig utan istället beroende av lärares individuella läromedelsval.
When teaching aids are created the selection of content as well as the abilities andknowledge that the pupil will develop is based on the design of the governing documents.However, there are no longer a governing teaching aid review, instead it lies in the handsof the individual teacher. This study shows that in the area of language history, taught inthe course Svenska 3 at upper secondary level, the teaching aids differ markedly betweenwhat information they choose to address and what knowledge goals and abilities theyhave in focus. Which, in the long run, has consequences for the individual pupil andcontributes to the schooling not being equal but instead dependent on the teachers’individual teaching aid choices.
APA, Harvard, Vancouver, ISO, and other styles
5

Kwan, Kam-por. "The educational costs of secondary schooling in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627255.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hine, Paul. "Classroom environment and the transition to secondary schooling." Curtin University of Technology, Faculty of Education, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12401.

Full text
Abstract:
This study was undertaken to investigate changes in classroom environment as students move between upper primary and lower secondary school in selected schools in South Australia. A new instrument, the Middle School Classroom Environment Indicator (MSCEI), was devised to measure students' perceptions of particular aspects of classroom environment that were considered important in this transitional phase along the educational continuum. Actual and preferred versions of the instrument were used longitudinally with students in Grade 7 and again in Grade 8 in order to determine whether students perceived an improvement or deterioration in salient aspects of their classroom climate. Also, student satisfaction was assessed before and after transition. Quantitative data from the questionnaire were supported by qualitative data gathered through discussions with teachers, students and administrators, as well as classroom visits before and after transition into secondary school.Research questions were answered through numerous statistical analyses of questionnaire data: item analysis, factor analysis and analysis of variance for establishing the reliability and validity of the MSCEI; simple correlation and multiple regression analyses for investigating associations between student satisfaction and classroom environment scales; and paired t tests to compare and contrast perceptions of classroom environments in Grade 7 and Grade 8.The sample consisted of 311 students in six schools in Grade 7 and 575 students in six schools in Grade 8. The schools represented different enrolment profiles and 'distinctive settings. The schools involved were two single-sex boys' schools, one single-sex girls' school, and three co-educational schools. Five of the six schools in the sample had both primary and secondary classes in the school, while one school terminated enrolment as a primary school ++
in Grade 7 and students moved to a new secondary setting in Grade 8.Classroom environments in secondary settings were generally perceived less favourably, given rapid lesson turnover, multiple specialist teachers and larger school sizes, which were associated with a perceived increase in alienation. These findings seem generally consistent across the sample of schools involved in the study, although variations were evident in different schools with differing enrolment profiles and internal arrangements for catering for students moving from primary to secondary schooling. Satisfaction was closely associated with the classroom environment dimensions of affiliation and autonomy in Grade 7, and with affiliation, autonomy and teacher support in Grade 8.Given the extensive work undertaken by researchers and scholars in the area of middle schooling, this study holds significance for teachers and administrators who wish to promote effective and manageable classroom experiences for students as they move from upper primary to lower secondary schooling.
APA, Harvard, Vancouver, ISO, and other styles
7

Hodgkin, Kieran. "Schooling, Physical Education and the primary-secondary transition." Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/6525.

Full text
Abstract:
Preliminary evidence indicates that although there have been attempts to ensure continuity across the primary-secondary transition (Tobell, 2003), discontinuities remain and that there is a „hiatus in progression‟ (Galton et al., 2000). For pupils the transition to secondary school is a time of change leaving their small familiar primary school and entering a large unfamiliar secondary school. This thesis presents pupils‟ expectations and experiences of the primary-secondary transition, across the curriculum and specifically with regards to Physical Education (PE). The primary-secondary transition with regards to PE is marked by significant changes in resource provision, and a mode of delivery from (mainly) non-specialist teachers to subject specialists (Capel and Piotrowski, 2000). As an exploratory case study, an ethnographic approach was adopted with „pupil-voice‟ a distinctive and central feature. Two phases of fieldwork were conducted. The first phase examined Year 6 (aged 10-11) pupils‟ expectations of the primary-secondary transition at Urban Primary and tracked these pupils into City Comprehensive to explore their experiences (June-October 2011). The second phase of fieldwork examined the particularities of the transition concerned with PE. Once more, expectations of Year 6 pupils at Urban Primary were explored and tracked into City Comprehensive (June-October, 2012). Thematic inductive analysis was conducted and there were four super-ordinate findings which relate to: pupils‟ perceptions of the process of transition across the curriculum and with regards to PE; the notion of „being good enough‟; social implications of transition; concept of „growing up‟; teachers and teaching. Findings suggest that these factors contribute to a discontinuous experience for pupils during transition. Future research directions point towards a focus on academia across transition and a consideration of the development in physical competence within primary school settings. Throughout this thesis reflexivity and reflection were used to provide an insight into the research journey as part of the doctoral apprenticeship.
APA, Harvard, Vancouver, ISO, and other styles
8

Kwan, Kam-por, and 關錦波. "The educational costs of secondary schooling in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627255.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Samuda, Karelle. "Household economic resources, household structure and secondary schooling in Jamaica." CONNECT TO ELECTRONIC THESIS, 2006. http://hdl.handle.net/1961/3709.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kakuba, Christian. "Evolution of inequalities in access to secondary schooling in Uganda." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H019/document.

Full text
Abstract:
Alors que l’accès à l’éducation est au cœur du développement, le fait qu’une éducation soutenue et de qualité soit un facteur critique pour l’émancipation d’individus et de sociétés entières ne fait plus l’objet de débats. En effet, la myriade d’avantages liés à une éducation de masse soutenue et de qualité présuppose qu’elle soit à la portée de tous, comme il est décrit dans l’objectif 2 de l’Education pour tous et les buts 2 et 3 des Objectifs du millénaire pour le développement. L’Ouganda étant l’un des premiers pays d’Afrique Subsaharienne à introduire l’éducation primaire et secondaire universelle, respectivement en 1997 et 2007, cette thèse s’attache à comprendre jusqu’à quel point ces politiques de démocratisation de l’éducation ont permis de réduire les inégalités d’accès à l’école secondaire. Ce travail utilise principalement les données des enquêtes nationales de ménages de 2005/2006 et 2009/2010 qui procurent des informations sur le profil éducatif des membres du ménage ainsi que d’autres caractéristiques qui, selon les études préalables influent sur les parcours scolaires. Par le moyen de modèles multivariés pertinents, il a été possible de décrire l’évolution des inégalités d’accès à l’école secondaire, de transition du primaire au secondaire, et d’accès aux internats, ce pour l’ensemble des enfants de 13 à 24 ans. L’universalisation de l’éducation au niveau primaire comme secondaire n’a ni pu améliorer l’achèvement du cycle primaire ni réduire les inégalités d’accès au secondaire. En effet, achever le cycle primaire et accéder au secondaire demeurent principalement la prérogative d’enfants issus de milieux socio-économiques privilégiés, de zones urbaines et de la région centrale. Lorsque le chef de ménage n’est pas lui-même allé au secondaire, ou que le ménage se situe en deçà du 25e percentile de revenus, lorsqu’il est en milieu rural, ou situé dans l’Est, l’Ouest ou le Nord du pays, ses jeunes membres demeurent largement exclus du cycle secondaire. En outre, alors que les internats (dont certains sont des écoles publiques) sont connus pour offrir une éducation de meilleure qualité qui permettrait la mobilité sociale pour les enfants défavorisés, ils sont généralement inaccessibles aux pauvres selon la politique sur les internats ce qui accroît les inégalités d'accès à l'enseignement secondaire de qualité. Alors que les inégalités d’accès au niveau secondaire pour tous les enfants persistent, la transition du primaire au secondaire, pour les enfants de milieux socio-économiques les moins aisés, semble plus difficile dans le passé récent qu’auparavant, ce qui implique que la plupart des enfants qui se trouvaient dans un cercle vicieux du désavantage, très probablement y demeureront
While access to basic education is at the heart of development, the fact that sustained and meaningful education is critical for emancipation of the individual and entire society is no longer a matter of debate. Indeed, the myriad of advantages associated with sustained and quality mass education presuppose that it should be enjoyed by all as espoused in Education for All Goal 2 and Millennium Development Goals 2 and 3. Since Uganda was one of the first countries in Sub-Saharan Africa to introduce universal primary and secondary education in 1997 and 2007 respectively, this study endeavored to understand the extent to which the said democratization of education has eclipsed inequalities in accessing secondary schooling. This study largely used Uganda National Household Survey data for 2005/6 and 2009/10 that had information on schooling profiles of the household population and other characteristics that have been found to explain schooling outcome differentials. Through appropriate multivariate models, it was possible to map the evolution of inequalities in accessing secondary schooling for all children aged 13-24, making a transition for the ones that completed primary and accessing boarding facilities. Universalizing education at both levels has failed both to enhance completion of primary and dampen inequalities in accessing secondary schooling. Indeed, completion of primary and transition to secondary remain a prerogative of largely children from better socio-economic backgrounds, urban areas and the central region. Children in households below the 25th top percentile of household income, those in the rural, East, West and North, and those under household heads with less than secondary education, remain largely excluded from secondary schooling. Besides, whereas boarding schools (some of which are government schools) are known to offer better quality education that would enable social mobility for disadvantaged children, they are largely inaccessible to the poor as a matter of policy and this exacerbates inequalities in accessing quality secondary schooling. While inequalities in accessing secondary education for all eligible children have largely persisted, making a transition by children from poorer socio-economic backgrounds seems to be more difficult in the recent past than before implying that most children previously entangled in a vicious cycle of disadvantage, are most likely to remain so
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Secondary level of schooling"

1

Kenny, Máirín. The routes of resistance: Travellers and second-level schooling. Aldershot, Hants, England: Ashgate, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bunting, Sandra. The changing gender relations at secondary level schooling: An ethnographic and sociological analysis. [s.l: The Author], 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Walford, Geoffrey. Selection for secondary schooling. London: National Commission on Education, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Miller, Errol. Jamaican society and high schooling. Mona, Kingston, Jamaica: Institute of Social and Economic Research, University of the West Indies, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Carspecken, Phil Francis. Schooling & working class culture: An analysis of power, structure & secondary schooling. Birmingham: Management Centre, Aston University, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Comprehensive schooling in Ireland. Dublin: Economic and Social Research Institute, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hannan, W. Democratic curriculum: Essays on schooling and society. Sydney: Allen & Unwin, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Understanding Schools and Schooling. London: Taylor & Francis Inc, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Changing teachers' work: The reform of secondary schooling. Buckingham: Open University Press, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nagpure, Vasant. Teacher-education at secondary level. Bombay: Himalaya Pub. House, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Secondary level of schooling"

1

Stenroos, Marko, and Jenni Helakorpi. "The Multiple Stories in Finnish Roma Schooling." In Social and Economic Vulnerability of Roma People, 99–116. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_7.

Full text
Abstract:
AbstractRegardless of the good reputation of the Finnish basic education system, Finnish Roma children fall behind the overall average in their performance of academic skills: Roma children face more challenges completing basic education and have more repeated school years. Furthermore, compared to the average, Roma youth apply less for upper secondary education and thus their general level of education remains low. However, looking at Roma education solely through problematic representations only provides a partial picture. In this article, based on two separate sets of fieldwork among Finnish Kaale Roma, we examine how teachers, Roma activists and mediators perceive the educational trajectories of Finnish Roma children and youth. The article seeks to scrutinize Finnish Roma schooling within the framework of the Finnish National Policy on Roma (NRIS). The analysis highlights the multiplicity of voices in the field, discusses the possibilities, and thus problematizes the single-aspect discourse on Roma education. Many countries in Central and Eastern Europe struggle with school and residential segregation, but Finnish Roma face different challenges.
APA, Harvard, Vancouver, ISO, and other styles
2

Glaesser, Judith. "Secondary Schooling Careers in England." In Young People’s Educational Careers in England and Germany, 89–121. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137355508_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rönnqvist, Lilian. "Secondary-level EFL." In Children's Literature as Communication, 315–31. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/sin.2.20ron.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Öhrn, Elisabet, Lisa Asp-Onsjö, and Ann-Sofie Holm. "Discourses on Gender and Achievement in Lower Secondary Education." In The State, Schooling and Identity, 173–92. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1515-1_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hammack, Floyd M., and Dana M. Grayson. "Teaching at the Secondary Level." In International Handbook of Research on Teachers and Teaching, 831–41. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_53.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lightman, Naomi. "Transnationalism and Secondary Schooling Policy in Ontario, Canada." In Transnational Social Policy, 181–99. 1 Edition. | New York : Routledge, 2016. | Series: Routledge advances in sociology: Routledge, 2017. http://dx.doi.org/10.4324/9781315665498-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Majumdar, Manabi, and Sangram Mukherjee. "Push-Out, not Drop-Out: Youth and Secondary Schooling in India." In Universal Secondary Education in India, 51–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5366-0_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Alexander, Patrick. "Learning to Act Your Age in the Playground: Age and the Social Lives of Secondary School Students." In Schooling and Social Identity, 163–99. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-137-38831-5_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

VanOverbeke, Marc A. "The Secondary Schools’ Challenge to Higher Education and the Dominance of the Modern Subjects." In The Standardization of American Schooling, 91–113. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612594_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nwakoby, Florence, and Keith Lewin. "Vocationalising Secondary Education: A Study of the Junior Secondary Schooling Innovation in Nigeria." In Educational Innovation in Developing Countries, 219–55. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-13104-4_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Secondary level of schooling"

1

Fonseca, Jaime. "Can We Reduce Students’ Negative Attitude Towards Math?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3089.

Full text
Abstract:
This study concerns the teaching/leaming experience of Data Analysis at the Higher Institute of Social and Political Sciences (ISCSP), Technical University of Lisbon, first in Sociology course, and next in Social Communication course. In both cases, Data Analysis subject was teaching/leaming of the discipline of Mathematics and Statistics for the Social Sciences. This study aims to find the effect of the use of new technologies on teaching/leaming the Data Analysis subject, and, more than that, it wants to know if this use can reduce the effect of negative experiences when learning Mathematics. From the used dataset, based on a questionnaire, we first profiled students, based on Latent Class Models; then we concluded that the negative attitude toward Mathematics’ learning until the 9 year (compulsory) schooling, influenced their performances on the Quantitative Methods (QM) subject, at the secondary level, but the same did not happened with the Data Analysis’ performance at University.
APA, Harvard, Vancouver, ISO, and other styles
2

Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.

Full text
Abstract:
[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
APA, Harvard, Vancouver, ISO, and other styles
3

Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

Full text
Abstract:
The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
APA, Harvard, Vancouver, ISO, and other styles
4

Lin, Lin. "Analysis on Improving the Schooling Quality and Level of Local Universities." In 2016 3rd International Conference on Management, Education Technology and Sports Science (METSS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/metss-16.2016.64.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Itoh, Yuma, Hirotaka Itoh, and Kenji Funahashi. "Forecasting future students' academic level and analyzing students' feature using schooling logs." In 2015 IEEE 4th Global Conference on Consumer Electronics (GCCE). IEEE, 2015. http://dx.doi.org/10.1109/gcce.2015.7398698.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Xie, Haoran, Wing Shui Ng, Di Zou, and Fu Lee Wang. "A Comparative Study on Recent Educational Policy Changes of Primary and Secondary Schooling in Hong Kong and Macau." In 2018 International Symposium on Educational Technology (ISET). IEEE, 2018. http://dx.doi.org/10.1109/iset.2018.00034.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Goertz, A., S. Weiss, and B. Sharma. "Falsely Elevated Methemoglobin Level Secondary to Severe Hypertriglyceridemia." In American Thoracic Society 2020 International Conference, May 15-20, 2020 - Philadelphia, PA. American Thoracic Society, 2020. http://dx.doi.org/10.1164/ajrccm-conference.2020.201.1_meetingabstracts.a5156.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lingemann, M., E. Ortjohann, W. Sinsukthavorn, S. Jaloudi, and D. Morton. "Multi-level secondary control for clustered power grids." In 10th IET International Conference on Developments in Power System Protection (DPSP 2010). Managing the Change. IET, 2010. http://dx.doi.org/10.1049/cp.2010.0291.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Marquardt, K., R. Hahn, T. Luger, and H. Reichl. "Thin Film Encapsulation for Secondary Batteries on Wafer Level." In 2006 First Electronic Systemintegration Technology Conference. IEEE, 2006. http://dx.doi.org/10.1109/estc.2006.280196.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lingemann, M., E. Ortjohann, W. Sinsukthavorn, S. Jaloudi, and D. Morton. "Clustered Multi-Level Hierarchy for Secondary Power System Control." In Power and Energy Systems. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.701-016.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Secondary level of schooling"

1

Goldin, Claudia, and Lawrence Katz. Mass Secondary Schooling and the State. Cambridge, MA: National Bureau of Economic Research, November 2003. http://dx.doi.org/10.3386/w10075.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Neal, Derek. The Effect of Catholic Secondary Schooling on Educational Attainment. Cambridge, MA: National Bureau of Economic Research, November 1995. http://dx.doi.org/10.3386/w5353.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Carneiro, Pedro, and James Heckman. The Evidence on Credit Constraints in Post-Secondary Schooling. Cambridge, MA: National Bureau of Economic Research, July 2002. http://dx.doi.org/10.3386/w9055.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

ithinCarneiro, Pedro, Michael Lokshin, Cristobal Ridao-Cano, and N. Umapathi. Average and marginal returns to upper secondary schooling in Indonesia. Unknown, 2008. http://dx.doi.org/10.35648/20.500.12413/11781/ii118.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Umapathi, Nithin, Pedro Carneiro, Michael Lokshin, and Cristobal Ridao-Cano. Average and marginal returns to upper secondary schooling in Indonesia. Institute for Fiscal Studies, November 2011. http://dx.doi.org/10.1920/wp.cem.2011.3611.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Peekema, Joanne. Sculpture for the Secondary Level. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1762.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

D.M. LaRue. Secondary Low-Level Waste Treatment Strategy Analysis. Office of Scientific and Technical Information (OSTI), May 1999. http://dx.doi.org/10.2172/840676.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

D. LaRue. SECONDARY LOW-LEVEL WASTE GENERATION RATE ANALYSIS. Office of Scientific and Technical Information (OSTI), May 1999. http://dx.doi.org/10.2172/862266.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

LaRue, D. M. Secondary Low-Level Waste Treatment Strategy Analysis. Office of Scientific and Technical Information (OSTI), February 1999. http://dx.doi.org/10.2172/762887.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Goldin, Claudia, and Lawrence Katz. Human Capital and Social Capital: The Rise of Secondary Schooling in America, 1910 to 1940. Cambridge, MA: National Bureau of Economic Research, March 1998. http://dx.doi.org/10.3386/w6439.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Secondary level of schooling' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography