Relevant bibliographies by topics / Teenage boys Education (Secondary)

Academic literature on the topic 'Teenage boys Education (Secondary)'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Teenage boys Education (Secondary)"

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Law, Helen. "Why do adolescent boys dominate advanced mathematics subjects in the final year of secondary school in Australia?" Australian Journal of Education 62, no. 2 (July 23, 2018): 169–91. http://dx.doi.org/10.1177/0004944118776458.

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In Australia, many students, especially girls, choose not to study advanced mathematics in Year 12 even though their schools offer relevant subjects. Previous studies have rarely examined, using nationally representative samples of Australian students, the extent to which teenage educational experiences and occupational expectations influence gender differences in later pursuits of advanced mathematics subjects. To fill this gap, I use multilevel logistic regression models to analyse the data from the 2003 cohort of the Longitudinal Survey of Australian Youth. My results show that students’ mathematics achievement, occupational expectations and self-assessed mathematical competence are crucial in explaining why boys are considerably more likely than girls to enrol in advanced mathematics subjects. The gender gap would decrease greatly if girls were as likely as boys to perform well in mathematics, to aspire to mathematically intensive careers and to have more confidence in their mathematical abilities when they were 15 years old.
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Sobkin, V. S., and T. A. Lykova. "The Prevalence of Tattoos among Students of Secondary Schools: Sociopsychological Aspects." Психологическая наука и образование 26, no. 5 (2021): 101–15. http://dx.doi.org/10.17759/pse.2021260508.

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The article focuses on the following issues: the prevalence of tattoos among adolescents; gender and age characteristics of their motivation for tattooing; the specifics of social behavior of adolescents with tattoos; and the occurrence of tattoos among adolescents with deviant behavior. The sample consisted of 32714 students of grades 7—11, of which 1517 people confirmed having images on the body. The data was collected using an anonymous questionnaire survey. It is shown that with the transition from elementary school to high school the proportion of students with tattoos increases. At the same time, the intensity of familiarization with the tattoo culture in high school age among girls is higher than among boys. The article describes the value and motivational attitudes that determine the role of tattoos as a symbolic means of manifestation of a teenager’s attitude to sexual challenges. As it is revealed, in early adolescence the desire to get a tattoo is determined mainly by self-assertion and the search for group identity. By 9th grade, a tattoo is more often used to express individuality. In general, teenagers with tattoos have lower academic performance and are less likely to comply with school rules. Such abnormal behavior of teenagers with tattoos and their aspirations for social leadership cause bullying from classmates. It was found that deviant forms of behavior, such as profanity, alcohol and drug use, fighting, are much more common among students with tattoos. Tattoos are analyzed as a means of symbolic expression of belonging to a certain type of teenage subculture.
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Alua, M. A., J. Agalga, and M. Akamba. "THE JOURNEY SO FAR IN SENIOR HIGH SCHOOL ENROLMENT OF GIRLS AND PERFORMANCE IN GHANA: THE CASE OF KASSENA-NANKANA EAST MUNICIPALITY." UDS International Journal of Development 9, no. 1 (August 16, 2022): 711–24. http://dx.doi.org/10.47740/544.udsijd6i.

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Empowering the girl child has long been the goal of many countries especially countries hard hit by gender disparity in education. Ghana, just like other countries in sub-Saharan Africa, has implemented policies to help address gender disparity in education. This study sought to assess factors that limit female enrolment and performance despite policies and programmes put in place to solve gender disparity in education. Using a quantitative research approach, questionnaires were administered to 1,070 students and 170 teachers. Secondary data on enrolment and performance were also acquired from the Kassena-Nankana East Municipal office of the Ghana Education Service. The study revealed that though enrolment in senior high schools increased for both boys and girls from 2010/2011 to 2019/2020 academic years, girls still lagged behind boys in enrolment and performed inversely in the West African Senior School Certificate Examination. Poor parental control, peer pressure, teenage pregnancy, poverty, early marriage and betrothal, and gender roles, still have significant effects on female enrolment. Access to money for upkeep affects the concentration of girls in school while policies and programmes put in place to help address gender disparity, are riddled with limitations. The way forward is to ensure that policies meet their goals as well as encouraging girls to take education serious through initiatives such as rewarding brilliant students and enhancing mentorship in schools. Keywords: Girl child, Enrolment, Performance, Senior high school, Challenges.
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Sargin, Nurten. "The Relationship Between the Secondary School Students' Depression States and Their Feelings of Guilt and Shame." Australian Journal of Guidance and Counselling 20, no. 1 (July 1, 2010): 31–40. http://dx.doi.org/10.1375/ajgc.20.1.31.

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AbstractAdolescence is believed to be a highly problematic period when depression is prevalent. This study aims to investigate the relationship between adolescents' depression states and their feelings of guilt and shame in respect to gender, age, school performance and parental education levels. The participants consisted of 187 teenagers; 88 (47.1%) girls and 99 (52.9%) boys. Beck's Depression Inventory (BDI), the Guilt and Shame Scale (GES, Şahin), and a personal information form developed by the researcher were used as instruments. The study found a relationship between guilt and shame, that levels of depression were higher in 17-year-olds, and also that levels of depression, guilt and shame were found to be higher in girls than in boys. There was also a negative relationship seen between increased guilt and shame, and a decrease in mothers' education level.
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Rivas-Rivero, Esther, Alejandro Viuda-Serrano, and Mirian Checa-Romero. "Actitudes hacia la Igualdad en Adolescentes de Castilla-La Mancha: Diferencias según Género y Nacionalidad." Revista de Investigación Educativa 41, no. 1 (January 9, 2023): 125–42. http://dx.doi.org/10.6018/rie.498151.

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Using a quantitative methodology and an ex-post-facto design, the present study analyzes the differences in the perception of gender roles assumed by teenage boys and girls, investigating their acceptance of gendered beliefs according to their country of origin. To do so, the study utilizes the Scale of Student Attitudes towards Gender Equality (García-Pérez et al., 2010) in a sample of 1,826 adolescents of different nationalities (of Spanish, non-Spanish European, Maghrebi, and Latin American origin) enrolled in Secondary Education Schools in Castilla- La Mancha. Results reveal that boys show a greater acceptance of these beliefs than girls, with significant differences in the three dimensions examined (sociocultural, relational, and personal facets). This willingness to accept gender roles is particularly conspicuous in the group of Latin American and Maghrebi male adolescents, whereas no relevant differences have been detected between women, who rather hold more egalitarian beliefs regardless of cultural origin. El presente estudio, de metodología cuantitativa y diseño ex-post-facto, tiene como objetivo analizar las diferencias en la percepción de los roles de género asumidos por chicos y chicas, así como conocer la aceptación de estas creencias en función de la procedencia u origen, utilizando la Escala de Actitudes del Alumnado hacia la Igualdad de Género (García-Pérez et al., 2010) en una muestra de 1,826 adolescentes de distintas nacionalidades (procedencia española, europea no española, magrebí, latinoamericana) escolarizados en Centros Educativos de Educación Secundaria de Castilla-La Mancha. Los chicos presentan mayor aceptación hacia estas creencias que las chicas con diferencias significativas en las tres dimensiones analizadas (plano sociocultural, relacional y personal). Se encontró una mayor aceptación de esos roles de género en el grupo de adolescentes latinoamericanos y magrebíes respecto al de europeos y españoles. No se dieron diferencias entre el grupo de las mujeres, encontrándose creencias más igualitarias independientemente de la procedencia cultural.
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James, Michaela, Danielle Christian, Samantha Scott, Charlotte Todd, Gareth Stratton, Joanne Demmler, Sarah McCoubrey, et al. "Predictors of cardiovascular health in teenagers (aged 13–14 years): a cross-sectional study linked with routine data." Open Heart 6, no. 2 (October 2019): e001147. http://dx.doi.org/10.1136/openhrt-2019-001147.

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ObjectiveTo examine the predictors of cardiovascular health in teenagers (aged 13–14 years).MethodsMeasures of arterial stiffness (augmentation index (AIx)), blood pressure and cardiovascular fitness were taken from 234 teenage children (n=152 boys) and subsequently linked to routine data (birth and general practice records, education data and hospital admission data). Deprivation at school and at individual level was measured at birth, at 1 year old, at 13 years old and at secondary school using the Welsh Index of Multiple Deprivation. Multivariate regression analysis determined associations between routinely collected data and cardiovascular measures.ResultsTeenagers had higher AIx (2.41 (95% CI 1.10 to 3.72)), ran fewer metres (−130.08 m (95% CI −234.35 to −25.78)) in the Cooper Run Test if they attended a more deprived school. However, higher individual level deprivation was associated with greater fitness (199.38 m (95% CI 83.90 to 314.84)). Higher systolic blood pressure was observed in first born children (10.23 mm Hg (95% CI 1.58 to 18.88)) and in those who were never breastfed (4.77 mm Hg (95% CI 1.10 to 8.42)).ConclusionsImproving heart health in deprived areas requires multilevel action across childhood namely, active play and programmes that promote physical activity and fitness and, the promotion of breastfeeding. Recognition of the important early indicators and determinants of cardiovascular health supports further development of the evidence base to encourage policy-makers to implement preventative measures in young people.
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Nyothach, Elizabeth, Eleanor Ambrose, Anna M. Van Eijk, David Obor, Linda Mason, Clifford Oduor, Garazi Zulaika, Kayla F. Laserson, and Penelope A. Phillips Howard. "Pregnancy and marriage among teenage schoolgirls in rural western Kenya; a secondary analysis of a menstrual solution feasibility COHORT study." International Journal of Reproduction, Contraception, Obstetrics and Gynecology 10, no. 9 (August 26, 2021): 3277. http://dx.doi.org/10.18203/2320-1770.ijrcog20213440.

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Background: Adolescent pregnancy increases the risk of adverse health outcomes, social stigma, loss of education and employment, and early marriage. Research characterising at risk girls will inform targeting of effective interventions.Methods: Risk characteristics for adolescent pregnancy were evaluated in schoolgirls aged 14-16 years as a secondary analysis in a longitudinal study evaluating menstrual products in 30 primary schools in rural western Kenya. Characteristics of participants were collected at baseline and follow-up. Descriptive and multivariate analysis were conducted.Results: Of 766 girls enrolled into the study, aged 14-16 years and followed over a school year, 53 (7%) were or became pregnant, with three (6%) neonatal deaths reported. Girls with the lowest compared with the highest socio-economic status had 2.5-fold higher risk of pregnancy (13.1% vs 5.0%: adjusted risk ratio (aRR) 2.48, confidence limits 1.32-4.64). Girls reporting early menarche (<13 years) had a 2.5-fold higher risk of pregnancy (aRR 2.61, 1.38-4.92), while those happy in school had a reduced risk (aRR 0.60, 0.34-1.04). Age, presence of parents, and being harassed by boys or men were not associated with pregnancy risk. Twenty-two girls (2.9%) married by the study end. Marriage was significantly associated with pregnancy (aRR 13.44, 5.50-32.83) and a history of sex at baseline (3.15, 1.55-6.38). All but two girls dropped out of school when pregnant with only five girls returning after delivery.Conclusions:Pregnancy leading to school dropout and child marriage remains an urgent public health concern among teenage girls in rural Kenya. Interventions are needed to enable schoolgirls to reach their educational potential.
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Davidova, Ludmila N., and Kirill N. Firsov. "Specifics of Teenagers’ Aggressive Behavior in Extracurricular Team and Game Activity." Integration of Education 24, no. 1 (March 31, 2020): 144–58. http://dx.doi.org/10.15507/1991-9468.098.024.202001.144-158.

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Introduction. Behavioral stereotypes learned in adolescence in the absence of self-control skills of aggressive behavior can lead to the formation of a stable destructive model of younger generation’s behavior, which destructively affects society. The purpose of the article is to study the specificity of manifestation of adolescents’ aggressive behavior in after-school team-game activities. The relevance of the article is determined by the significance of manifestations of adolescents’ aggressive behavior for the formation of selfcontrol skills of aggressive behavior and their insufficient knowledge of extracurricular team-game activities. Materials and Methods. The study was conducted on the basis of a survey aimed at identifying the patterns of adolescents’ aggressive behavior. To study the problem, a stating experiment was carried out, in which 456 teenage schoolchildren took part. The results were processed using the Kolmogorov – Smirnov criterion and the Mann – Whitney criterion. The calculations were performed using the IBM SPSS Statistics 21 software. Results. The findings showed that, compared with peers, adolescents participating in extracurricular teamgame activities have more evident indicators of physical, indirect aggression and negativity. The level of aggressiveness index, irritability and suspicion in the studied adolescents was lower compared to adolescents not involved in extracurricular activities. Differentiation of the characteristics of adolescents’ aggressive behavior in extracurricular team-game activities was revealed. Compared to their peers, teenage boys engaged in team-game activity showed lower values of the aggressiveness index, they are less irritable, suspicious and hostile, but they demonstrate greater physical aggression, including in its direct form. In turn, adolescent girls engaged in team-game activities are more likely to show physical and indirect aggression, negativity and resentment, and also show lower values of the index of aggressiveness and suspicion, they are less likely to show verbal aggression, but the degree of expression of direct verbal aggression is slightly higher among peers. Discussion and Conclusion.The performed study advocated the concept of specificity of adolescents’ aggressive manifestations in extracurricular team-game activities. The obtained results contribute to the development of the theory of aggressive behavior. This article may be useful to researchers and practitioners involved in organizing extracurricular activities of schoolchildren at a secondary school, as well as in conditions of socio-cultural recreation.
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Cussó-Calabuig, Roser, Xavier Carrera Farran, and Xavier Bosch-Capblanch. "Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers." Journal of Information Technology Education: Research 16 (2017): 411–35. http://dx.doi.org/10.28945/3879.

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Aim/Purpose: This article presents a study of ICT use and attitudes related to the computer use of girls and boys from Catalonia in order to detect which gender differences may explain the low presence of women in the ICT field and to design a proposal of actions in schools to help reduce these differences. Background: Since the number of women in the field of ICT remains very low, this study looks into the factors that influence girls’ lack of interest in ICT field. Methodology: The study collected data from 29 randomly selected public secondary schools in Catalonia with a total of 1,920 students (972 boys and 815 girls aged between 11 and 13 years old); it analyzes socio-demographic data, frequency and type of computers use and attitudes and self-efficacy on ICT use. Contribution: The study concludes there is a prevalence of stereotypes about the differences of skills and professional vocation among the teenagers and a gender difference when we focus on attitudes toward computers or self-efficacy. Findings: Boys and girls face computer use in different ways and both have a stereotyped image of their mothers’ and fathers’ digital skills and ICT jobs. Girls present higher levels of anxiety than boys when using a computer and lower self-confidence. Boys have higher self-efficacy than girls when asked for their perception about doing tasks with computers. Impact on Society: Policy makers must design strategies to minimize these gender differences in order to engage more girls in technological studies and minimize this imbalance. Future Research: Future research is needed, in the Catalan context, about whether the intensive use of computers in schools can influence the reduction of the gender-gap and identify which interventions must be made to maximize its effect.
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Setlhare, Kesegofetse, and Sobia Rafi. "Presenting Symptoms of Undiagnosed Autism Spectrum Disorder Among Young Boys and Girls in Community CAMHS Between 2018–2019." BJPsych Open 8, S1 (June 2022): S172—S173. http://dx.doi.org/10.1192/bjo.2022.482.

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AimsThough Autism Spectrum Disorder (ASD) is a common childhood neurodevelopmental disorders, the literature on presentation of undiagnosed ASD in Consultant Child and Adolescent Mental Health Services, (CAMHS) is scarce. The aim of the study was to look at symptoms at presentation among boys and girls in CAMHS, compare the symptom profile between the two genders, establish the main referral and assessment pathways and interventions employed after diagnosisMethodsThis was a retrospective review of patients’ files referred to ASD Walsall CAHMS Clinic conducted in February 2021. A random sample size of 44 boys and girls equally distributed from the ASD database was selected randomly from the completed ASD assessment list, the equal distribution between genders was intentional. We looked at presenting symptoms reported on the referral letters, assessments in CAMHS, and interventions outlined from ASD outcome letters of all subjects with completed ASD assessment, in age groups 7–18 years.ResultsAcross genders, most patients presented in the teenage years with common age of presentation seen at ages 15 and 17, both at 15.9% and mean age being 13 years. Ninety-five percent of patients were in school at the time of referral. Only 4.5% of patient were referred through crisis and the rest through local GP. A variety of presenting symptoms were seen, with the majority of the patients presenting with social and communication difficulties (77.3%), under /overreaction to sensory stimuli (63.6%) and anxiety (61.4%). 9.1% of patients had a family history of ASD. 100% of assessments included ADOS, SALT and neurodevelopmental assessment. 77.3% of patients were referred to support groups like living with ASD parent support groups. Along with CAMHS, education (97.7%) was the main agency involved in the care of these patients. In 44.2% of patients, EHCP was requested or already in place. The in between gender comparison also showed that although most symptoms were similar in both groups, some such as self-harm were higher among girls (27.3%) as compared to boys (13.6%) as well as obsessional symptoms which were more common in boys (63.3%) as compared to girls (27.3%).ConclusionUndiagnosed ASD presents with a wide variety of symptoms amongst boys and girls. Previous UK studies have shown an earlier presentation of ASD and which is contrary to our findings demonstrating a much later presentation. Therefore, we recommend referrers to be aware of the varied presentations and have a lower threshold for referral to secondary services to aid quicker ASD diagnosis and management.
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Dissertations / Theses on the topic "Teenage boys Education (Secondary)"

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Sanders, Tracey, and t. sanders@mcauley acu edu au. "Where The Boys Are: The Experiences of Adolescent Boys and Their Female Teacher in Two Single Sex Drama Classrooms." Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030818.152042.

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This qualitative case study explores the experiences of adolescent boys and their female teacher in two single sex drama classrooms over a two year period. It has been influenced by sociological and educational frames of knowledge with a specific emphasis on gender studies. Driven by the work of Biddulph (1995), Bly (1990), Pollack (1999), Hawkes (2001), Hartman (1999), Connell (1995,1996) and Kenway (1997), this research is ideologically grounded in theories that investigate the areas of masculinity, boys' education and drama practice. It takes as its pivotal focus the notion that educationally, adolescent boys are facing complex and troubled times and that a reassessment of the way boys are taught in schools is crucial. Additionally, the role and influence of the female teacher in the single sex boys' classroom was significant, providing an essential backdrop for investigating the classroom experiences of the boys. In the area of educational drama, research into adolescent boys and classroom drama is still unfolding.This thesis contributes to knowledge in this area and reveals the important benefits and potential that educational drama holds for empowering young males to explore their own masculine identities and understand their world with clarity and insight. Data collected during this research forms the basis of a narrative journey shared between the reader and the researcher. The research is heavily grounded in the ethnographic tradition of 'telling stories' from the field - stories which reveal the authentic lived experiences of the participants. Part of the greater story told here includes that of the researcher and documents some of the more notable challenges and highlights of working in the field over an extended time frame. Specifically, the research addresses the following questions: What benefits do adolescent boys perceive they gain from doing drama? How do adolescent boys communicate with each other in the drama classroom? How do adolescent boys approach drama work in their classroom? How do they perceive their own experiences and relationships in a single-sex drama classroom? What role does their female teacher play in their experiences in the drama classroom? The research revealed a number of important considerations for the fields ofsociology, gender studies and education. Amongst some of the major findings was the potential of drama to break down stereotypical notions associated with masculinity and boys' abilities to excel in area such as the Arts. The enjoyment and fulfillment that the boys felt they gained from participating in drama resulted in a heathlier classroom environment characterised by a greater tolerance and understanding of each boy's individual masculinity. It was also revealed that the presence of a female drama teacher was considered an advantage, granting the boys access to a field of knowledge and feeling that was different to their 'male ways of knowing.' Additionally, for the field of drama, the research revealed that the value of solid planning, a defined understanding of contemporary drama practice and implementing learning experiences carefully and thoughtfully grounded in the lives of the students, cannot be underestimated as essential components of effective drama teaching.
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Lowndes, Gabrielle. "An expressive-psychoanalytic approach to the reconstruction of personal experience : an opportunity for middle year males." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/349.

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This exegesis provides a theoretical background that supports and accommodates the Artist-Researcher's exhibition and visual diary. Efland's, (1990) Expressive Psychoanalytic model, reinforces the notion that through creating, individuals construct their experiences through the making processes. This self-responding approach focuses on emotionally centred expression, fusing the practical with feelings about relationships. The exegesis underscores the essential therapeutic role of visual arts in education. The Artist-Researcher's exhibition centres upon a personal exploration of her adolescent years in London, when she dealt with a complex family break up. She combines studio practise, personal text and computer graphics to reconstruct childhood experiences by confronting her parent's marriage break down. This selfanalytical approach provides the underlying function for the exhibition. The work examines a personal context for an application into teaching. Through self-discovery and reconstruction, she develops the basis for a teaching tool for middle year male students to gain confidence in expressing complex emotional issues.
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Onsongo, Evans N. "Self-efficacy, Academic Engagement, and Student-teacher Relationships for Ninth-grade African American Male Students’ Algebra I Achievement: a Structural Equation Model." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822785/.

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The purpose of the current study was to discern the effects of three latent constructs – self-efficacy, academic engagement, and student-teacher relationships on Algebra I achievement among ninth-grade African American male students. A nationally representative sample from the High School Longitudinal Study of 2009 (HSLS09) was used in the study. Study participants were 697 African American males enrolled in ninth grade in the fall of 2009 across the United States. Structural Equation Modeling (SEM) analytical procedures were performed to test the hypothesized relationships of Bandura’s social cognitive theory (SCT) theoretical assumptions. The results indicate that the three latent variables directly or indirectly were related to Algebra I achievement among ninth grade African American male students. Moreover, the results revealed that self-efficacy and student-teacher relationships constructs had direct significant impact on Algebra I academic performance; nonetheless, the relationships were not strong. These two latent variables had small effect sizes of 5% and 1%, respectively. Combined, self-efficacy, academic engagement, and student-teacher relationships explained only 8% of the variance in the Algebra I achievement among African American males across the United States (R2=.08). The magnitude effect of these factors on Algebra I achievement was minimal. Overall, these findings suggest that the self-efficacy and student-teacher relationships latent variables had a negligible effect as predictors of Algebra I academic success among ninth grade African American male students. A summary of the results are presented and future research is recommended.
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Maphothi, Nandi Nobukhosi. "Effects of teenage motherhood while at secondary school in rural communities of the Capricorn District, Limpopo Province." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1677.

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Thesis (M. Cur.) -- University of Limpopo, 2014
The purpose of this study was to explore effects of teenage motherhood on the secondary education of the female learner. A qualitative research method and a descriptive, exploratory research design were adopted to undertake the study. Five one-on-one interviews were conducted and the data was analysed by using Tesch’s method of analysis. Three themes and nine sub-themes were generated from the analysed data. The research findings indicate that teenage motherhood does not have a negative effect on the ability of the learner to continue attending school, but also suggest that the various challenges experienced by the learner do have adverse effects on her school performance and ultimate decision to suspend school. There were other factors that influenced her academic performance and decision to continue or suspend school attendance; namely family support, experiences at school, as well as the cultural beliefs, traditions, and perceptions of the society she was living in. Key concepts: Teenage motherhood, effects, secondary education.
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Njambatwa, Mluleki. "Teenage fathers as learners in a Butterworth Secondary School: implications for sex education." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006294.

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Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.
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Al-Jabri, Nayyaf Rasheed. "Quality and efficiency of Saudi education: an investigation into boys' secondary schools." Thesis, University of Manchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488447.

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This study was conducted to investigate the quality and efficiency of Saudi Education, using three approaches: (1) production function, (2) comparison of outliers and (3) cost analysis, drawing on quantitative and qualitative data collected through two field trips. The main line of inquiry, production function analysis, was based on quantitative data collected during the first field visit to 37 schools (one private urban school, 17 urban public schools and 19 rural public schools) affiliated to one education district, Medina. The outcome variable was student attainment in examinations of the General Certificate of Secondary Education (GCSE). The sample students were drawn randomly from among the 12th graders in schools (one science-track class; and one arts-track class, if the arts track option was available in the school). Information about teachers, principals and schools was also collected by purposefully designed questionnaires. The second approach, comparison of outliers, was based mainly on qualitative data collected during the second field trip, through interviews with principals, teachers and students from six public schools out of the 37 schools. The value-added analysis of school effects on student attainment (i. e. the effect of attending a particular school after controlling for non-school influences statistically) showed these six schools to be either unusually successful (positive outliers, three schools) or unusually failing (negative outliers, three schools). In the third approach, cost analysis, the per-student cost was estimated and decomposed to its various components. A cost function was fitted, using multiple regression, with the per-student cost as a dependent variable. In the production function analysis, the non-school variables (e. g. parents' education, education of older siblings, attainment level at 9th grade, student age, grade repetition, study time at home, and days of absenteeism) were the main influences on attainment. School-related variables accounted for a smaller proportion of the variance in student attainment, but the overall school value-added effect (shown in quality differences between schools) was notably large. The findings from production function analysis and outlier comparisons suggested rural schools were inferior in quality. School management, mainly the principal, showed notable influence on quality. The physical conditions of the school buildings were better in the positive outliers, but they are influenced by the quality of principals. Good principals could also attract good teachers, and also positively influence teacher commitment and student motivation. Experience, training, concern with the education process, and leadership skills were attributes of the good principals. The existence of adequate management staff was also important. Deputy principals and student counsellors could also play influential roles. Teachers differed remarkably in quality (value-added effects), but the attributes of good teachers could not be identified. Inefficiency was prevalent in the school system, as indicated by the production function and cost analyses. Some of the resource variables (such as teacher experience and student-teacher ratio) showed negative or non-significant effect on attainment in the production function analysis. Indications of inefficiency, however, were clearer in cost analysis, and the student-teacher ratio was the main cause of inefficiency. Improvement recommendations were made in relation to the issues of. recruiting and rewarding teachers; management staffing in schools; improving the quality of rural schools; improving the quality of school buildings; and raising the student-teacher ratio.
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Gosai, Nisheet. "Perspectives on the educational experiences of African/Caribbean boys." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/425/.

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This thesis critically explores: “Perspectives on the educational experiences of African Caribbean boys”. It draws upon the earlier literature in the field of secondary schools (Mac an Ghaill, 1988 and 1994, Gillborn, 1995, Sewell, 1997, Blair, 2001, LDA 2003). But this study adopts a comparative approach, specifically focusing on Black boys current experiences of both state secondary schooling and other areas of education, namely, a supplementary school and a youth organisation. Recent statistics have indicated a continuing high level of underachievement among African-Caribbean boys studying in British schools. The DFES 2006 reports that only 39% of Black pupils achieve 5+ A*-C GCSE grades which denotes that Black boys are among the lowest achievers at secondary school level as compared with pupils of other ethnic minority communities. The DFES further reports that Black pupils are more likely to be excluded from schools than pupils from any other group (Education and Skills, 2006). This study will go beyond the statistics by examining the reasons as to why Black boys have negative experiences in their secondary school education which is linked to their historically-based underachievement in secondary schools. The literature review of the study explores the academic literature/reports concerning African-Caribbean pupils’ underachievement (Mac an Ghaill, 1988, Wright, 1992, Benskin 1994, Gillborn, 1995, Sewell 1997, Ofsted, 1999, Blair 2001, LDA 2003, Education and Skills, 2006). The discussion reflects a number of inter-related issues that are shaped by the intersection of race, class and gender. These issues include: racialisation and accompanying negative stereotypes of the Black community and more specifically portraying Black masculinity as a problem, lack of respect for Black boys and their culture, peer group influence, and differences in treatment by teachers towards Black boys, as some of the significant factors affecting Black boys’ negative experiences at secondary schools and their resulting underachievement. In addition to examining the impact of these factors, as indicated above, this thesis critically examines two other areas of education, a supplementary school and a youth organization. Earlier studies have identified such sites as a powerful source of positive experiences for secondary school Black boys. This comparative, multidisciplinary approach enables original data to be gathered, in probing into the reasons as to why these institutions are successful in making Black boys educational experiences more meaningful. Over a course of six months, 36 participants were involved in this research study. The boys, their parents and their teachers were interviewed at the secondary and supplementary school. At the youth organisation, the Black boys and their youth workers were interviewed. The research used a wide range of methods, such as semi-structured interviews, participant-observation and non-participant-observation. This process provided the researcher with the bigger picture, giving insight into why Black boys have negative and positive experiences of education. The study makes a number of recommendations based on the findings, which include: actively recruiting more Black teachers to provide Black pupils with positive role models who understand their culture; employing Black culture/history in schools for the benefit of Black boys and teachers in state secondary schools learning from the other educational sites in terms of curriculum, pedagogy and relations between educators and Black male pupils. Such recommendations have been proposed in potentially being a step towards removing institutional racism within schools and promoting the career paths of these boys into successful professions.
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Bhengu, Sinikiwe Sanelisiwe. "Effectiveness of sexuality education in preventing teenage pregnancy in the Pinetown district secondary schools." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1446.

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A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2016
The aim of this study was to determine the effectiveness of Sexuality Education as an intervention in preventing teenage pregnancy in the Pinetown district. A focus group of thirty four (35) learners from three different schools was purposefully sampled. Data was collected using structured interview schedules to allow the researcher a platform to ask open-response questions and to understand the learners’ knowledge on preventive measures and the learners’ preferential choices. Data were analysed by carefully identifying and expanding significant themes that emerged from the informants’ knowledge and preferred measures of interventions to prevent teenage pregnancy. The results of the study revealed that learners’ knowledge of preventative measures was limited and an additional challenge was the lack of parental involvement in their children’s sexuality. The participants agreed that sexuality education does provide learners with information that could equip them with knowledge of a healthy sexual behaviour. They maintained that this information could be used when they decided to engage in intimate sexual relationships. However, the knowledge which will ultimately decide their future was quite limited and it was concerning. They seemed to know the contraceptives that were available but the task of accessing them still posed a problem. On the basis of the study results, some valuable recommendations were made which include that the alternatives of accessing contraceptives and the parental involvement in their children’s sexuality may curb teenage pregnancy.
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Carter, Charlotte Louise. "Human rights in secondary education : relationships and identities within an all boys' school." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289601.

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Shum, Wing-yan, and 岑穎忻. "A comparative study of the adaptation of new immigrant form one students and local form one students in secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31978666.

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Books on the topic "Teenage boys Education (Secondary)"

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Teenage Boys and High School English. Portsmouth, NH (USA): Heinemann, 2002.

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Younger, Mike. Raising boys' achievement in secondary schools. Maidenhead: Open University Press, 2005.

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Budde, Jürgen. Jungenforschung empirisch: Zwischen Schule, männlichem Habitus und Peerkultur. Wiesbaden: VS Verlag für Sozialwissenschaften, 2009.

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Barker, Gary. "My father didn't think this way": Nigerian boys contemplate gender equality. New York: Population Council, 2003.

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Vega, Juan A. Rios. Counterstorytelling narratives of Latino teenage boys: From vergüenza to échale ganas. New York: Peter Lang, 2015.

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Lee, Valarie G. Learning from the boys: Looking inside the reading lives of three adolescent boys. Charlotte, NC: Information Age Pub., 2012.

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W, Smith Michael. Going with the flow: How to engage boys (and girls) in their literacy learning. Portsmouth, NH: Heinemann, 2006.

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Understanding the boys: Issues of behaviour and achievement. New York: Falmer Press, 1999.

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1940-, Jackson David, ed. Challenging macho values: Practical ways of working with adolescent boys. London: Falmer Press, 1996.

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Being real: The student-teacher relationship and African-American male delinquency. New York: LFB Scholarly Pub., 2002.

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Book chapters on the topic "Teenage boys Education (Secondary)"

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O’Hern, Darren M., and Yoshiko Nozaki. "Central Boys Secondary School." In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 87–107. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_6.

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McCulloch, Gary. "The Higher Education of Boys in England." In Cyril Norwood and the Ideal of Secondary Education, 45–61. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230603523_4.

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O’Donoghue, Tom, and Judith Harford. "Secondary School Education in Other Catholic Boys’ Secondary Schools in Ireland, 1922–1962." In Secondary School Education in Ireland, 87–119. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-56080-3_5.

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Engebretson, Kath. "Teenage Boys and Life Experience: Towards a Theory of Spirituality and Religiosity." In Gender, Religion and Education in a Chaotic Postmodern World, 285–301. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5270-2_19.

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Chiyota, N., and R. N. Marishane. "Re-entry Policy Implementation Challenges and Support Systems for Teenage Mothers in Zambian Secondary Schools." In The Education Systems of Africa, 1–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_44-1.

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Chiyota, N., and R. N. Marishane. "Re-entry Policy Implementation Challenges and Support Systems for Teenage Mothers in Zambian Secondary Schools." In The Education Systems of Africa, 313–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_44.

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"Ratio of girls to boys in primary, secondary and upper secondary education." In United Nations Statistical Yearbook (Ser. S), 86–99. United Nations, 2021. http://dx.doi.org/10.18356/9789210056717c009.

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"Ratio of girls to boys in primary, secondary and upper secondary education." In United Nations Statistical Yearbook (Ser. S), 90–103. United Nations, 2022. http://dx.doi.org/10.18356/9789210021920c009.

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"Ratio of girls to boys in primary, secondary and tertiary education." In United Nations Statistical Yearbook (Ser. S), 57–70. UN, 2016. http://dx.doi.org/10.18356/3ff382f2-en-fr.

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Rillo-Albert, Aaron, Unai Sáez de Ocáriz, and Pere Lavega-Burgués. "Conflict Education in Physical Education From a Gender Perspective." In Advances in Early Childhood and K-12 Education, 201–26. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9621-0.ch011.

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Traditional games offer an exceptional relational setting to educate pupils' interpersonal relationships and offer equal opportunities to both genders. The aim of the study was to determine the predictive capacity of the variables associated with the motor conflict process (intensity, attitude, and intervention) and the emotional meaning of the conflicts experienced by the male and female genders. A total of 330 students (172 girls, 52.1%; and 158 boys, 47.9%) from secondary education participated. An intervention based on the GIAM pedagogical model was carried out through the practice of four traditional competitive cooperation-opposition games (marro, dodgeball, stealing stones, and pass the treasure). The findings show that girls and boys experience conflict in a similar way when they are part of a low conflict group. The first predictor of girls' conflict is the type of attitude they adopt in conflict management. However, boys' conflicts are mainly predicted by the emotional meaning and then by the attitude towards the conflict.
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Conference papers on the topic "Teenage boys Education (Secondary)"

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Kallia, Maria, and Sue Sentance. "Are boys more confident than girls?" In WiPSCE '18: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3265757.3265773.

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Kisirkoi, Florence, and Cude Michelle. "Building Education Resilience for Girls in Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9473.

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Education disruptions caused by poverty, insecurity and negative traditional practices in rural communities in Kenya were escalated by the Covid-19 pandemic when Narok county was reported to be leading in teenage pregnancy. Such a trend would delay achievement of the international Sustainable Development Goal 4 .1 by 2030. The purpose of this study was to investigate the strategies which some students employed to continue learning amidst education disruptions. It was guided by the research questions: What were their experiences in education during Covid-19 pandemic school closure? What made some of them continue learning amidst disruptions while many did not? What do they propose as useful solutions which builds education resilience? Using interview schedules and guided by interpretivist paradigm, voices were captured where 29 girls, 44 boys; later 21 girls and 2 teachers were interviewed to express their perspectives on their experiences during Covid-19 disruptions. Some of the experiences were harassment and lack of learning resources; some suggestions which could build education resilience for inclusive learning were provision of innovative, learning technology tools, libraries, and socio-emotional support groups.
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Talaghir, Laurentiu-Gabriel, George-Danut Mocanu, and Teodora Mihaela Iconomescu. "THE DEVELOPMENT OF CONDITIONAL MOTOR SKILLS IN SECONDARY SCHOOL BOYS BY MEANS OF FOOTBALL-SPECIFIC EXERCISES DURING THE PE CLASS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1465.

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Nancheva, Dilyana, and Korneliya Naydenova. "CHANGES IN THE MANIFESTATION OF THE MOTOR ABILITY SPEED IN BOYS AT THE LOWER SECONDARY STAGE OF PRIMARY EDUCATION." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/103.

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ABSTRACT Tracking the changes and peculiarities in the manifestation of motor abilities in school age is one of the prerequisites that determine the effectiveness of the learning process. Effective learning, in turn, is a leading goal of modern education. In this sense, tracking and identifying peculiarities and changes in the manifestation of motor abilities is an enduring issue in the theory and practice of physical education. On the basis of the above, we set as the aim of the present study to identify the peculiarities in the manifestation of the motor ability speed in pupils at the lower secondary stage of primary education. In order to achieve this aim, we set ourselves the following tasks: 1. Reading about the problem in scientific sources. 2. Processing the results of the 30-meter-race test of the boys. 3. Revealing the impact peculiarities of the speed performance of schoolboys in the aspect of age. We fulfilled our study tasks by processing the achievements of the boys aged 10 - 14, who participated in the 30-meter-race test. We applied a variance and comparative statistical analysis which allowed us to specify the impact peculiarities of the motor ability in its age aspect. After processing and analyzing the results of the study, we found a lot of changes in the speed performance of 10-14 years old schoolboys. In this regard, it is significant to note the changes recorded within one school year, which had the appropriate level of reliability to allow us to formulate recommendations for the work of teachers of „Physical Education and Sport“.
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Филиппченкова, Светлана Игоревна, and Наталья Борисовна Юшкова. "PSYCHOEMOTIONAL STATE OF SECONDARY STUDENTS: EXPERIENCE OF RESEARCH." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Декабрь 2021). Crossref, 2022. http://dx.doi.org/10.37539/srp300.2021.66.94.002.

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Авторами рассматривается проблема влияния психоэмоционального состояния школьников на успешность обучения. Представлены результаты исследования уровня тревожности обучающихся 5-8-х классов (выборка 208 человек). Психодиагностический инструментарий исследования составили шкала личностной тревожности А.М. Прихожан, тест школьной тревожности Б.Н. Филлипса. Результаты исследования демонстрируют преобладание среднего (у мальчиков) и высокого (у девочек) уровня проявления школьной тревожности. Проблемы и страхи в отношениях с учителями составляют негативный эмоциональный фон отношений со взрослыми в школе, снижающий успешность обучения ребенка. The authors consider the problem of the influence of the psychoemotional state of schoolchildren on the success of education. The results of the study of the level of anxiety of students in grades 5-8 (sample of 208 people) are presented. The psychodiagnostic toolkit of the study was the A.M. Parishioners, B.N. Phillips. The results of the study demonstrate the predominance of the average (in boys) and high (in girls) levels of manifestation of school anxiety. Problems and fears in relationships with teachers constitute a negative emotional background of relationships with adults at school, which reduces the success of a child's learning.
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Wong, Timothy T. K., and Yee Wan Kwan. "A STUDY ON USING GAME-BASED METHOD TO IMPROVE LEARNING EFFICIENCY OF JUNIOR SECONDARY SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end017.

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Game-based approaches aim at improving participants’ engagement and satisfaction, they might have great advantages in solving the issues of students demotivated and uninvolved in learning activities. However, there are few studies on using games elements in education and examining to what extent game-based educational approaches enhance learning. To bridge this research gap, the objective of this study is to examine whether game-based method improves students’ academic performance in the school subject Life and Society. A total of four classes of Grade Seven students and two teachers participated in the study in Hong Kong. Three classes (n= 75) were assigned to the experimental groups and one class (n=30) were assigned to the control group. The experimental group participated in class sessions where they learned the timeline, major events, and factors affecting economic development of Hong Kong by a group-based card game, while the control group were taught by lecture-based method. Using a pre- & post-tests design, data were collected by a tailor-made survey including 9 fact-based questions to assess the learning outcomes. The contents of the survey were judged two experienced teachers and one panel head. Paired samples t-tests and two-way ANOVA were used to compare the possible changes, group differences and interaction effects. Results showed that both the experimental group and control group significantly increased their academic performance in the post-tests, indeed the average post-test scores of experimental groups were higher than that of the control group. Only one among three classes in the experimental group showed a significant increase in post-test scores, indicating a possibility of teacher difference. Boys in the experimental groups significantly improved in the post-test while girls did not differ significantly from pre-test scores. Both students with low and middle ability levels improved significantly in their post-test scores, while students with high ability level did not reach statistical significance. The interaction effect between gender and student ability level was statistically significant, indicating that the influence of student ability level on pre-test scores depended on their gender. Finally recommendations, implications, and limitations to the study are discussed.
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Mutisya, Sammy. "Increasing Maasai Girls’ Primary School Completion Rate and Transition Rate to Secondary School through a Community Based Learning Support System." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8836.

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This is project is designed using Commonwealth of Learning small grant. The project is to be implemented among indigenous Maasai ethnic groups of Kenya. Girl’s participation in education is a major concern among the Maasai Community of Kenya. Kenya government has given adequate attention on school enrollment and 100% transition to secondary school. However, out of all the girls that enroll in primary schools annually only 15% proceeds to secondary school. The goal of the project is to develop an out-of-school community based learning support system that ensures out-of-school primary school girls continue learning and those who dropout are reintegrated back to primary school at their rightful progression grade level. The learning support system utilizes gender responsive pedagogies in teaching and learning processes. The expected results is Community Based Learning Support System for out-of-school Maasai girls that pays attention to the specific learning needs of girls and boys.
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Zulu, Charles William. "Educating Girls: A Critical Analysis of the Impact of Keeping Girls in School Initiative, Petauke, Zambia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5815.

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In 1997, the Minister of Education in Zambia then, Dr. S. Siyamujaye announced that schoolgirls who become pregnant would no longer be expelled. The girls who had been expelled in that year were allowed to return to school. The directive showed serious commitment towards the education of girls. Hence, the Re-Entry Policy mandates schools to allow girls who fall pregnant or left school due to early marriages back into school system (MOE,1997). // Further, in the pursuit to educate girls, the Government of the Republic of Zambia is working with cooperating partners to eradicate the vices and borrowed funds from World Bank in 2016 to support the ‘Girls' Education and Women's Empowerment and Livelihood. Through ‘Keeping Girls in School (KGS) initiative’ the government has been providing bursaries to girls whose parents/guardians were identified to be vulnerable and who were beneficiaries of the Social Cash Transfer Programme. // The project objective is to support the Government of Zambia to increase access to livelihood support for women and access to secondary education for underprivileged adolescent girls in extremely poor households in selected districts, and Petauke is among the benefiting districts in Zambia. // Despite all these efforts to educate the girl-child, mitigate teenage pregnancies and child marriages, the ministry has continued receiving reports of dropouts due to covid-19, high poverty levels, tradition and culture, teenage pregnancies and early marriages. // The findings revealed that the KGS initiative has positively impacted on girls’ education as Memory Lungu, a learner at Petauke Boarding Secondary School states, “The KGS initiative is good. This is because some of us, our parents cannot manage to pay for us in school. The Government is helping us through KGS and we are grateful” (MOGE Magazine 2021). // The investigation involved 32 out of 53 benefiting schools; sampled and interviewed 100 out of 2,767 beneficiaries. The researcher used mixed research methods. Qualitative and quantitative data were collected using the automated google form, one-on-one phone call interviews and also analysed some data using Microsoft excel. // Therefore, in order to keep pregnant dropouts and out-of-school girls in the education process, government should consider investing in open schooling as it provides access to distance and online methods which can support self-directed learning of Girls anytime and anywhere while on maternity leave or out-of-school.
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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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Reports on the topic "Teenage boys Education (Secondary)"

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Undie, Chi-Chi, Harriet Birungi, George Odwe, and Francis Obare. Expanding access to secondary school education for teenage mothers in Kenya: A baseline study report. Population Council, 2015. http://dx.doi.org/10.31899/rh4.1041.

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Undie, Chi-Chi, Harriet Birungi, George Odwe, and Francis Obare. Final evaluation results: Expanding access to secondary school education for teenage mothers in Homa Bay County. Population Council, 2020. http://dx.doi.org/10.31899/rh13.1028.

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Beuermann, Diether, Andrea Ramos Bonilla, and Marco Stampini. Interactions between Conditional Cash Transfers and Preferred Secondary Schools in Jamaica. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003862.

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We explore whether the academic benefit from attending a preferred secondary school differs between beneficiaries and non-beneficiaries of the Jamaican Conditional Cash Transfer Program, Programme of Advancement through Health and Education (PATH). The academic outcomes assessed include end of secondary and post-secondary high-stakes examinations independently administered by the Caribbean Examinations Council. Among girls, receiving PATH benefits before secondary school enrollment does not influence the academic gains from attending a more selective school. However, boys who received PATH benefits prior to secondary school enrollment benefit significantly less from subsequently attending a more selective school with respect to comparable peers who did not receive PATH benefits. These results suggest negative dynamic interactions between PATH and selective secondary schools among boys.
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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.

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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
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Khandker, Shahidur Rahman, Hussain Akhterus Samad, Nobuhiko Fuwa, and Ryotaro Hayashi. The Female Secondary Stipend and Assistance Program in Bangladesh: What Did It Accomplish? Asian Development Bank, February 2021. http://dx.doi.org/10.22617/wps210021-2.

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Are subsidies to female education worth supporting to enhance socioeconomic and demographic changes? This paper examines whether or not the Female Secondary Stipend and Assistance Program (FSSAP) in Bangladesh matters. If it does, how much and in what way—on both observed short- and long- term outcomes associated with female education? How did FSSAP impact the education of children, and boys in particular? The paper also explores the impact on female labor force participation, as well as age at marriage, fertility, and other effects on society.
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