Household survey data collected primarily from rural Bangladesh (Multiple Indicator Cluster Survey 2005-2006) is utilized in this paper to identify the important individual, household and district-level factors that influence the decision making process that parents undertake to determine their children’s (between the age of 7 and 14 inclusive) absence rate from school and work intensity. Bivariate Tobit model is used to jointly estimate the absence rate and hours worked equations. The results of the analysis conducted in this paper suggest that an increase in perceived returns on human capital from attending school – as measured by the wage differential between low-skilled and higher-skilled occupations in a given market – negatively impact absence rate in rural Bangladesh. Moreover, results suggest that the education level of the parents has an impact on a child’s absence rate and the number of hours worked in a week. It is found that the higher the education level of the father, the lower the absence rate and the number of hours worked of a child, while higher levels of the mother’s education level is shown to negatively impact the absence rate. It is also found that being the first born child in a household is associated with both higher absence rate from school and greater amount of hours worked per week. With respect to gender, being a girl is found to be associated with a greater number of hours worked. Lastly, household wealth is found to have a U-shaped relationship with both absence rates and number of hours worked; it is negatively associated with both of the dependent variables at lower levels, but has a positive impact on both absence rate and number of hours worked at higher levels. In general, the results detailed in this paper highlight the importance of policies such as the provision of cash stipends to the poorest households, improving the quality of schooling facilities and directed educational schemes meant to eradicate the persistent gender inequality that is hindering truly universal primary education in rural Bangladesh. / Graduate / 0501 / najsaqib@hotmail.com

AMARAL, Lívia Maria de Paula Abreu do. Um incentivo a mais pra mandar os filhos pra escola: apreensões da condicionalidade da educação em famílias beneficiárias do Bolsa Família no Conjunto São Miguel. 2015. 170f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Sociologia, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-05-17T14:46:34Z No. of bitstreams: 1 2015_dis_lmpaamaral.pdf: 2705608 bytes, checksum: 498f346ee7f09ef776ee0e2712913e8a (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-05-17T14:56:28Z (GMT) No. of bitstreams: 1 2015_dis_lmpaamaral.pdf: 2705608 bytes, checksum: 498f346ee7f09ef776ee0e2712913e8a (MD5) / Made available in DSpace on 2016-05-17T14:56:28Z (GMT). No. of bitstreams: 1 2015_dis_lmpaamaral.pdf: 2705608 bytes, checksum: 498f346ee7f09ef776ee0e2712913e8a (MD5) Previous issue date: 2015 / This thesis aims to investigate how beneficiary families of the Bolsa Família Program (PBF) apprehend the education conditionality, which requires a minimum school attendance for children and teenagers from 06 to 18 years. Empirical data were obtained from a qualitative field research, monitoring five families living in a neighborhood called Conjunto São Miguel, located in Caucaia – CE - Brazil. The research was conducted from May 2013 to February 2015, using as approach the systematic and unsystematic observation, registered in a field diary, open and semi-structured interviews recorded, informal talks and own image files. Among the considered theoretical propositions are those developed by François Dubet (2008), Bernard Lahire (1997; 2002; 2011), and Maria Alice Nogueira (2002; 2010), used as basis to the discussions of the families trajectory and daily activities, demonstrating the social practices and stress around the implementation of the conditionality. The gathered data revealed that families realize the conditionality as an "incentive" for permanence of the children in school, indicating that the requirement came to reaffirm a previous practice already done by the families, even before the eligibility to the PBF. The field experience revealed that, prior to the desire of receiving the PBF´s monetary value, the school attendance occurs from the belief in formal education as being an element to overcoming poverty. The data also revealed that the condition of poverty experienced by the studied families assumes characteristics beyond the lack of income, which is the single indicator of eligibility considered by the Program. / Esta dissertação tem como objetivo principal investigar como famílias beneficiárias do Programa Bolsa Família (PBF) apreendem a condicionalidade da área da educação, que prevê um mínimo de frequência escolar às crianças e adolescentes entre 06 e 18 anos. Os dados empíricos foram obtidos a partir da realização de uma pesquisa de campo qualitativa, no acompanhamento a cinco famílias residentes no Conjunto São Miguel – Caucaia/CE. A pesquisa foi desenvolvida durante o período de maio 2013 a fevereiro de 2015, utilizando como tipo de abordagem, a observação sistemática e assistemática, registrada em diário de campo, com entrevistas abertas e semi-estruturadas gravadas, conversas informais e arquivo próprio de imagens. Dentre as proposições teóricas consideradas, estão as desenvolvidas por François Dubet (2008), Bernard Lahire (1997; 2002; 2011), e Maria Alice Nogueira (2002; 2010), utilizadas como embasamento das discussões tecidas a partir da trajetória e cotidiano das famílias, demonstrando as práticas e tensões em torno do cumprimento da condicionalidade. Os dados revelaram que as famílias percebem a condicionalidade como um “incentivo” para a permanência dos filhos na escola, indicando que a exigência vem para reafirmar aquilo já praticado, antes mesmo da elegibilidade ao PBF. A experiência no campo mostrou que antes da aspiração à continuidade do recebimento do valor financeiro do PBF, a prática da frequência escolar acontece pela crença na educação formal como um elemento de superação à condição de pobreza. Os dados também evidenciaram que a condição de pobreza vivenciada pelas famílias pesquisadas assume configurações para além da ausência de renda, que é o único indicador de elegibilidade considerado pelo Programa.

The dissertation provides information about problems of school maturity. The theoretical part of the dissertation focuses on elucidation of problems of school maturity from the pedagogical-psychological point of view, including its definition as well as specification of terms. This part is also concentrated on possible causes of school immaturity and on the methods of school maturity identification either. The practical part of focuses on scanning of children with necessary postponement of school attendance in two stages {--} the January 2007 enrolment of children and the February 2008 enrolment of the same group of children after a year postponement of school attendance ( the experimental sample included 20 children at the pre {--} school age ). Characteristics of the children in the time of the first enrolment and after the postponement a year later were recognized by means of questionnaire methods, the Fundamental Test of School Maturity and examination. Those characteristics were compared and evaluated. Consequently, designated presumptions concerning of functionality of school attendance postponement were clarified. The conclusion summarizes detected facto about school attendance postponement that was proved to be effective in the case of the examined children.

School attendance is an important part of socio-economic development. In South Africa school girls miss 25% of their education due to menstrual related issues. The menstrual cup is increasingly considered as a sustainable menstrual hygiene product for girls, and is included in programs for improving menstrual health. This study deals with menstruation in school environments focusing on a menstrual cup program in the North West province of South Africa. Twenty school girls have been interviewed about their thoughts and feelings of menstruation. Also investigated is how the menstrual cup relates to girls’ capabilities to attend school and what obstacles there are for girls’ school attendance. An intersectional phenomenological approach is used together with theories of stigmatization, capabilities and sexualization. The menstrual cup is shown as a way of avoiding the stigma as female students are teased about their menstruation when leaking due to insufficient menstrual hygiene products. Even though menstruation is considered normal, it should kept a secret, especially from boys. Girls’ capabilities improved as they were using the menstrual cup because they did not have to face the embarrassment of leakage. Economic capabilities are enhanced as the menstrual cup is distributed free of charge. Stigmatization and sexualization of menstruation and the female body is presented to affect how girls feel about their menstruation. Concludingly, the cup is not reducing the stigma but reducing the encountering of it. Social change regarding sexualization of women and stigmatization of female attributes must be done for the girls to have full human capabilities.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-16T18:37:38Z No. of bitstreams: 2 CRISTIANE_RAJEWSKI2016.pdf: 6014868 bytes, checksum: 81fc4a02d91d1ff8343cc63783d58d1d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-16T18:37:38Z (GMT). No. of bitstreams: 2 CRISTIANE_RAJEWSKI2016.pdf: 6014868 bytes, checksum: 81fc4a02d91d1ff8343cc63783d58d1d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-02-23 / This work is linked to the strict sensu Education Postgraduate Program, Master Level / PPGE, Concentration Area "Society, State and Education" Search Line "Teacher Training and Teaching and Learning Process” and the Research Group on Education and Teacher Training (GPEFOR). Its object of analysis is the program "Stay with me"(2005, 2009), recently renamed "the School Dropout Combat Program," (2013), implemented in the State of Paraná to combat cases of neglect and evasion, with the following problem: What are the possible intentions to be seized in the discourse on school permanence in the programs "FICA" and "the School Dropout Combat" of Paraná? Aiming to meet and respond to the presented problem, we used the indirect research - literature and documents, which general objective was based on analyzing the relationship between Programs and school permanence, whereby the main objectives were present the laws that deal with assiduity, permanence and compulsory education; analyze the speech put in Program Guidelines Notebooks; verify whether the measures adopted with truant students are effective in the fight against abandonment and avoidance by means of data collected; and discuss the issue of successfully staying tied to the school learning. For documentary research, we visited ten schools belonging to the Regional Center of Laranjeiras do Sul - PR in order to collect data from infrequent students in the years 2012, 2013 and 2014, which allowed us to understand the relationship of the proposed measures the Program with the permanence of these students. The analysis of data collected under the highlighted considerations of the chosen theoretical framework: Bakhtin (2014), Mészáros (2008, 2011), Vigotski (1930, 1984, 2000, 2014), Saviani (2009, 2013), Duarte (1999, 2001, 2007, 2008), Faleiros (2009), Frigotto (1989, 2002), Kuenzer (1992), Martins (2009, 2013), Shiroma (2002, 2005, 2011), among others, allowed us to highlight, among several findings, the limitations of the program and school permanence; to remain successful is to have the appropriation of scientific knowledge in its fullest forms; that it is necessary to reduce pedagogical bureaucracy functions and take the responsibility of the welfare functions of the school, who end up shifting its primary social role, which is the act intentionally so that there is learning of scientific knowledge produced by mankind. / Esta dissertação está vinculada ao Programa de Pós-Graduação stricto sensu em Educação, Nível de Mestrado / PPGE, Área de Concentração “Sociedade, Estado e Educação”, Linha de Pesquisa “Formação de Professores e Processos de Ensino e de Aprendizagem” e ao Grupo de Pesquisa em Educação e Formação de Professores (GPEFOR). O seu objeto de análise é o Programa “Fica comigo” (2005, 2009) recentemente renomeado “Programa de Combate ao Abandono Escolar” (2013), implementado no Estado do Paraná para combater os casos de abandono e evasão, com o seguinte problema: Quais as intencionalidades possíveis de serem apreendidas no discurso sobre permanência escolar nos Programas “FICA” e “Combate ao Abandono Escolar” do Estado do Paraná? Na busca de atender e responder à problemática apresentada, utilizamos da pesquisa indireta – bibliográfica e documental, cujo objetivo geral baseou-se em analisar as relações existentes entre os Programas e a permanência escolar, por meio do qual os objetivos específicos pautaram-se em apresentar as leis que tratam sobre frequência, permanência e obrigatoriedade escolar; analisar o discurso posto nos Cadernos de Orientações do Programa; verificar se as medidas adotadas com alunos infrequentes são eficazes no combate ao abandono e evasão por meio de dados coletados; e problematizar a questão da permanência com sucesso atrelada à aprendizagem escolar. Para a pesquisa documental, visitamos dez escolas pertencentes ao Núcleo Regional de Educação de Laranjeiras do Sul – PR, a fim de coletar dados dos alunos infrequentes nos anos de 2012, 2013 e 2014, que nos permitissem perceber a relação das medidas propostas pelo Programa com a permanência desses alunos. A análise dos dados coletados sob as destacadas considerações dos referenciais teóricos eleitos: Bakhtin (2014), Mészáros (2008, 2011), Vigotski (1930, 1984, 2000, 2014), Saviani (2009, 2013), Duarte (1999, 2001, 2007, 2008), Faleiros (2009), Frigotto (1989, 2002), Kuenzer (1992), Martins (2009, 2013), Shiroma (2002, 2005, 2011), entre outros, permitiram evidenciar, entre diversas constatações, as limitações existentes entre o Programa e a permanência escolar; que permanecer com sucesso é ter a apropriação dos conhecimentos científicos em suas formas mais plenas; que se faz necessário desburocratizar as funções pedagógicas e tirar a responsabilidade das funções assistencialistas da escola, que acabam deslocando o seu papel social precípuo, que consiste no agir intencionalmente para que haja aprendizagem dos conhecimentos científicos elaborados pela humanidade

Os anos noventa no Brasil foram marcados pela simultânea queda do trabalho infantil e aumento da freqüência escolar. Este estudo se propôs a investigar as causas desses fenômenos. Mais especificamente, buscou-se testar a importância relativa de três hipóteses para a explicação conjunta dos movimentos, quais sejam: mudanças no background familiar, em particular, o aumento generalizado da escolaridade dos pais das crianças e adolescentes; a deterioração do mercado de trabalho infantil e mudanças em variáveis educacionais. Para tanto, foram utilizados dados oriundos da Pesquisa Mensal do Emprego (PME) do Instituto Brasileiro de Geografia e Estatística (IBGE), que se caracterizam por apresentar a estrutura de um painel rotativo. O desenho da pesquisa é tal que uma mesma família é entrevistada em dois anos consecutivos. Para modelar o problema de decisão das famílias no tocante à alocação do tempo das crianças entre a escola, o trabalho (ou ambos) e o lazer (não trabalho e não escola), foi utilizado o modelo Logit Multinomial. Através da aplicação de uma modificação da técnica de Oaxaca-Blinder, verificou-se que as mudanças na probabilidade de uma criança (ou adolescente) trabalhar ou freqüentar a escola (ou ainda não estudar e não trabalhar) estão mais associadas a mudanças nas variáveis explicativas (características observáveis) do que nos coeficientes estimados (características não observáveis). Além disso, o fenômeno parece estar mais associado a mudanças em variáveis educacionais, como o aumento da escolaridade dos professores do ensino público, e mudanças no background familiar. Ainda mais importantes, no entanto, parecem ser as mudanças na distribuição da alocação do tempo da criança na 1ª entrevista (primeiro ano). Argumentou-se que, ao se estar controlando pelo estado de aprovação/reprovação e distorção idade/série, o resultado poderia estar associado a políticas educacionais de combate à reprovação e evasão escolar (assumindo que a queda nas taxas de reprovação foi resultado de tais políticas). / During the 1990s, child employment declined and school attendance increased sharply in Brazil. The aim of this study is to investigate the causes of this phenomenon, more specifically, to test the relative importance of three hypotheses: changes in the family background, in particular, the generalized raise in parent\'s schooling; the deterioration of child labor market and changes in educational variables. The analysis exploits Brazil\'s Monthly Employment Survey (PME) from IBGE (Instituto Brasileiro de Geografia e Estatística). The PME has a longitudinal design that allows us to observe the same family during two consecutive years. To model the problem of time allocation decisions between school, work (or both) and leisure (none), we used the Multinomial Logit Model. Through an extension of Oaxaca-Blinder technique, we verified that the changes in the probability of a child to work or to attend school are more associated to changes in the explanatory variables (observable characteristics) than to changes in the estimated coefficients (non-observable characteristics). Besides, the phenomenon seems to be more associated to changes in educational variables, such as the raise of the average schooling of public school teachers, and changes in the family background. In addition, the change in the distribution of children\'s time allocation in the 1st interview (first year) seems to be even more important to explain the decline in child labor and the increase in school attendance in Brazil. As we are controlling throughout the fact that the child failed or was approved in advancing school and for age-grade distortion, we argue that this result could be associated to educational policies that try combating school drop-out (assuming that the decline in the repetition rates resulted form that kind of policies).

Master of Public Health - MPH / Teenage childbearing interferes with girls' educational attainment in many settings, as it frequently marks the end of their schooling. While the right to education is guaranteed in the Constitution and its Education Act of 2004, which include clauses supportive of girls' continuing their education during pregnancy and after childbirth, data show that many teenage girls do not return to school after childbirth. According to official figures, 10 out of 18 teenage mothers in the Seychelles did not return to school in 2013. A young girl terminating her education early because of pregnancy may have negative social, economic and health consequences for the individual and for the Seychelles as a country. To avoid the negative consequences that may result from pregnant teenage girls not completing school, it is important to explore the facilitating and hindering factors to young mothers returning to school after childbirth in the Seychelles. This research aimed to explore the factors that influence teenage mothers to return to school after childbirth in Seychelles. A qualitative research methodology was used, where in-depth interviews were conducted with twelve young women who were teenage mothers, and with four key informants. Amongst the young women, six had returned to school after childbirth, and six had not return to school after childbirth. The key informants were professionals including a school counsellor, a schoolteacher, a counsellor working with young mothers, as well as a professional working with a Non-Governmental Organization (NGO) that targets out of school young pregnant girls. Purposive sampling was used to access the research participants. The content of the interviews was transcribed and then analyzed using thematic analysis. The findings indicated that there were numerous factors influencing a young mother’s decision to return to school after childbirth in Seychelles. These were not limited to individual level factors such as the internal motivation of the young mothers to achieve a better future for themselves and their child, but also included other immediate and broader influential factors. Family support was crucial in determining whether a young mother would return to school after childbirth. Furthermore, the school environment was not always conducive to the retention of the teenage mothers, as often teachers’ attitudes, the rigid grade system and school uniform policy acted as deterrents for those young girls’ school return. Additionally, the school policy for pregnant learners and teenage mothers, and the lack of welfare assistance, were other hindering factors to the young women's return to school. These factors were often interconnected, and collectively impacted on those teenage mothers' decision to return to school. Teenage mothers and their children are two vulnerable groups in society. Pregnant girls dropping out of school after delivery can contribute to the chain of poverty in Seychelles, as this leads to their having lower educational attainment, reduced employment and career development opportunities. To address the issue of teenage mothers not returning to school after childbirth in Seychelles, it is important to have better mechanisms that will together tackle the multiple factors influencing their return to school. This involves adopting a health promotion approach using the Ottawa Charter. This would be done by adopting healthy policies and creating a supportive school environment with regard to teenage mothers and pregnant learners and would include the Ministry of Education working in partnership with other sectors so as to adopt a comprehensive approach to teenage mothers and schooling.

Magister Scientiae (Physiotherapy) - MSc(Physio) / The number of children with disabilities under the age of 18 years around the world varies from 120 to 150 million. In many countries, throughout the world, the majority of children with disabilities either do not receive any form of education or, if they receive any, it is often inappropriate. UNESCO estimates that more than 90% of children with disabilities in developing countries do not attend schools. Rwanda has recently started inclusive education in a number of schools around the country for ensuring that children with disabilities have access to education. Despite this, in Rwanda, many children with disabilities do not attend school and this number is not known. This study aimed to identify the barriers to school attendance by children with disabilities in Rwanda. / South Africa

No description available.

Os anos noventa no Brasil foram marcados pela simultânea queda do trabalho infantil e aumento da freqüência escolar. Este estudo se propôs a investigar as causas desses fenômenos. Mais especificamente, buscou-se testar a importância relativa de três hipóteses para a explicação conjunta dos movimentos, quais sejam: mudanças no background familiar, em particular, o aumento generalizado da escolaridade dos pais das crianças e adolescentes; a deterioração do mercado de trabalho infantil e mudanças em variáveis educacionais. Para tanto, foram utilizados dados oriundos da Pesquisa Mensal do Emprego (PME) do Instituto Brasileiro de Geografia e Estatística (IBGE), que se caracterizam por apresentar a estrutura de um painel rotativo. O desenho da pesquisa é tal que uma mesma família é entrevistada em dois anos consecutivos. Para modelar o problema de decisão das famílias no tocante à alocação do tempo das crianças entre a escola, o trabalho (ou ambos) e o lazer (não trabalho e não escola), foi utilizado o modelo Logit Multinomial. Através da aplicação de uma modificação da técnica de Oaxaca-Blinder, verificou-se que as mudanças na probabilidade de uma criança (ou adolescente) trabalhar ou freqüentar a escola (ou ainda não estudar e não trabalhar) estão mais associadas a mudanças nas variáveis explicativas (características observáveis) do que nos coeficientes estimados (características não observáveis). Além disso, o fenômeno parece estar mais associado a mudanças em variáveis educacionais, como o aumento da escolaridade dos professores do ensino público, e mudanças no background familiar. Ainda mais importantes, no entanto, parecem ser as mudanças na distribuição da alocação do tempo da criança na 1ª entrevista (primeiro ano). Argumentou-se que, ao se estar controlando pelo estado de aprovação/reprovação e distorção idade/série, o resultado poderia estar associado a políticas educacionais de combate à reprovação e evasão escolar (assumindo que a queda nas taxas de reprovação foi resultado de tais políticas). / During the 1990s, child employment declined and school attendance increased sharply in Brazil. The aim of this study is to investigate the causes of this phenomenon, more specifically, to test the relative importance of three hypotheses: changes in the family background, in particular, the generalized raise in parent\'s schooling; the deterioration of child labor market and changes in educational variables. The analysis exploits Brazil\'s Monthly Employment Survey (PME) from IBGE (Instituto Brasileiro de Geografia e Estatística). The PME has a longitudinal design that allows us to observe the same family during two consecutive years. To model the problem of time allocation decisions between school, work (or both) and leisure (none), we used the Multinomial Logit Model. Through an extension of Oaxaca-Blinder technique, we verified that the changes in the probability of a child to work or to attend school are more associated to changes in the explanatory variables (observable characteristics) than to changes in the estimated coefficients (non-observable characteristics). Besides, the phenomenon seems to be more associated to changes in educational variables, such as the raise of the average schooling of public school teachers, and changes in the family background. In addition, the change in the distribution of children\'s time allocation in the 1st interview (first year) seems to be even more important to explain the decline in child labor and the increase in school attendance in Brazil. As we are controlling throughout the fact that the child failed or was approved in advancing school and for age-grade distortion, we argue that this result could be associated to educational policies that try combating school drop-out (assuming that the decline in the repetition rates resulted form that kind of policies).