El objetivo del presente trabajo de investigación es evaluar si la tenencia de activos relacionados a las actividades domésticas afecta la oferta de trabajo infantil y la demanda de educación. Esto se lleva a cabo considerando que la producción doméstica es parte del trabajo infantil, así como lo es el trabajo en el mercado. Por lo tanto, se emplea un modelo Logit multivariado para estimar la relación entre activos y gastos del hogar; y la actividad principal de las niñas y niños en los hogares peruanos. Es así como se determina que los menores en hogares equipados con cocina, lavadora y acceso constante al servicio de agua tienen menos probabilidades de trabajar y más posibilidades de dedicarse únicamente a estudiar. Esto ocurre ya que los activos y características contemplados simplifican las actividades domésticas y reducen la incidencia de deserción escolar. / The objective of this research work is to evaluate if the possession of assets related to domestic activities affects the supply of child labor and the demand for education. This is done considering that domestic production is part of child labor, just like the job market. Therefore, a multivariate Logit model is used to estimate the relationship between household assets and expenses, and the main activity of girls and boys in Peruvian households. This is how it is determined that minors in homes equipped with a kitchen, washing machine and constant access to water service, are less likely to work and more likely to dedicate their time exclusively to studying. This occurs because the assets and characteristics contemplated simplify domestic activities and reduce the incidence of school dropout. / Trabajo de investigación

Des considérations théoriques suggèrent que la mobilité scolaire au secondaire peut perturber l’adaptation des adolescents et mener au décrochage scolaire, en particulier lorsqu’elle survient à certains moments inopportuns sur le plan scolaire ou développemental. Notamment, les perturbations pourraient être amplifiées lorsque la mobilité survient en cours d’année scolaire, alors que les routines pédagogiques sont campées, et lorsqu’elle survient vers la fin des parcours au secondaire, alors que les cercles sociaux sont bien établis. Ce mémoire visait à vérifier, auprès d’un échantillon d’adolescents (N = 545) âgés entre 14 et 18 ans (M = 16,5), si un éventuel lien entre la mobilité et le décrochage varierait en fonction de la temporalité de celle-ci, en en considérant: (1) le moment de l’année, c’est-à-dire si la mobilité scolaire survient pendant une année scolaire ou pendant la période estivale, et (2) le cycle scolaire, c’est-à-dire si elle survient au début ou à la fin du parcours de l’élève au secondaire (1er ou 2e cycle). Au-delà de facteurs potentiellement confondants, les résultats montrent que le nombre de changements d’écoles secondaires est associé à un plus grand risque de décrocher, avec des liens particulièrement forts pour la mobilité scolaire survenant pendant une année scolaire comparativement à celle survenant pendant l’été, et celle survenant lors du deuxième cycle du secondaire, comparativement à celle survenant au premier cycle. L’importance de la temporalité pour comprendre les impacts de la mobilité scolaire est discutée. Les retombées des résultats pour la pratique et la recherche sont également abordées. / Theoretical considerations suggest that school mobility in high school can disrupt adolescent adjustment and lead to dropping out of school, especially when it occurs at particularly challenging times academically or developmentally. Namely, disruptions could be amplified when mobility occurs during the school year, while teaching routines are set, and when it occurs towards the end of the secondary school years, when social circles are well established. The goal of this thesis was to verify, based on a sample of adolescents (N = 545) aged between 14 and 18 years old (M = 16.5), whether a possible link between mobility and dropout would indeed be moderated by its timing, by considering: (1) the time of the year, i.e., whether school mobility occurs during a school year or the summer break, and (2) the school level, i.e., whether it occurs at the beginning or at the end secondary school (1st or 2nd cycle). Beyond potentially confounding factors, the results show that high school changes are associated with a greater risk of dropping out, with particularly strong links for school mobility occurring during a school year compared to mobility occurring during the summer months, and for school mobility occurring during the second cycle of secondary school, compared to that occurring in the first cycle. The discussion underscores the importance of temporality for understanding the impacts of school mobility, both in practical and research terms.

Le décrochage scolaire est un enjeu social important au Québec. En 2017, le taux de diplomation au secondaire était de 75 %. Même si ce rapport peut paraître élevé, il n’en demeure pas moins que près de 20 % des jeunes ne détiennent pas de diplôme d’études secondaires (DES) et que la cible de diplomation de 80 % du ministère de l’Éducation du Québec n’est toujours pas atteinte. Depuis 1994, 64 % des nouveaux emplois créés au Canada exigent un minimum de douze années de scolarité et plus de la moitié de ceux-ci en demande dix-sept. Afin de soutenir la réussite jusqu’à l’obtention d’un DES, il importe de prendre en compte le caractère complexe et multifactoriel du décrochage scolaire. À ce sujet, certains facteurs semblent jouer un rôle plus déterminant, notamment pour les jeunes présentant un TDA/H. En effet, certaines études ont rapporté des associations possibles entre le TDA/H et des trajectoires difficiles, pouvant aller jusqu’à l’incarcération. La présente recherche a pour objectif d’explorer le rôle des particularités de jeunes ayant un TDA/H dans le processus ayant mené au décrochage scolaire. Cette recherche exploratoire est basée sur des entretiens semi-dirigés effectués auprès de six adultes âgés de 18 à 30 ans qui ont un TDA/H et qui ont vécu une situation de décrochage scolaire. Les résultats indiquent qu’aucune particularité ne peut être ciblée comme l’unique cause du décrochage scolaire. Il s’agit plutôt d’une interaction entre : l’inattention, les difficultés scolaires, l’anxiété, la consommation, les pairs, les comportements violents, l’absentéisme, la perception de soi, la motivation et l’isolement. Néanmoins, la manifestation de l’inattention semble être la pierre angulaire du parcours menant au décrochage scolaire ainsi que celle à cibler chez ces élèves ayant un TDA/H. Bien qu’insuffisante pour répertorier toutes les particularités de cette population et leur rôle dans ce processus, cette recherche offre des propos intéressants quant à la compréhension du rôle de ces dernières ainsi que des recommandations pour les élèves à risque de décrochage scolaire. / School dropout is considered an important social issue in Quebec. In 2017, the high school graduation rate was 75 %. Although this ratio may seem high, the Quebec Ministry of Education’s graduation target of 80 % is still not reached while nearly 20 % of adolescents do not have a high school diploma. Since 1994, 64 % of new jobs created in Canada require a minimum of twelve years of schooling and more than half of them require seventeen. In order to support the academic achievement up to the obtention of a high school diploma, it is important to consider the multifactorial and complex nature of school dropout. Therefore, some factors seem to play a substantial role, especially for adolescents with ADHD. Indeed, some studies have reported possible associations between ADHD and difficult trajectories, which can go as far as incarceration. Thus, this research aims to better understand the role of particularities of adolescents with ADHD in the school dropout process. This exploratory research is based on semi-structured interviews of six adults aged 18 to 30 years who have ADHD and have experienced a school dropout situation. The results show that no single particularity can explain this phenomenon on its own. It is s rather an interaction between inattention, school difficulties, anxiety, drug use, peers, violent behaviour, absenteeism, self-perception, motivation, and isolation. However, inattention in ADHD seems to play a key role as well as being the one to be targeted for preventing school dropout. Although the scope of this research is insufficient to list all particularties of this population and their role in this process, it nevertheless offers interesting insights into the understanding of the role of these as well as recommendations for students at risk of school dropout.

The aim of this study was to investigate the educators‟ perceptions of the effects of teenage pregnancy on the behaviour of secondary school learners in Mankweng area, Limpopo province. The study sought to establish whether teenage pregnancy has an effect on school attendance, school performance and emotional behaviour of pregnant learners as perceived by educators. Fourteen educators from seven secondary schools in Mankweng area were purposively sampled for the study. Data was collected using in-depth interviews to allow the researcher a platform to ask open-response questions and to explore the educators‟ perspectives about the effects of teenage pregnancy. The data was analysed thematically by carefully identifying and expanding significant themes that emerged from the informants‟ perceptions about the effects of teenage pregnancy. The study revealed that teenage pregnancy has a negative or detrimental effect on the school attendance, academic performance, emotional behaviour and relationships between pregnant teenagers, their peers and educators. The study recommends that sex education should be taken seriously in secondary schools; educators should liaise with health professionals in the community; pregnant learners to be supported and not humiliated or stigmatized by school stakeholders; educators to encourage teenagers to use preventative and protective measures and to encourage learners to delay engaging in sexual relationships. / Inclusive Education / M. Ed. (Inclusive Education)

Beaucoup d'adolescents sous-estiment leur inconfort visuel, bien qu'il puisse affecter leur scolarité. La prévalence des troubles visuels chez des participants âgés de quinze à vingt-deux ans a été étudiée et les résultats obtenus ont été comparés à leur niveau scolaireEntre septembre 2012 et avril 2013, quatre cents jeunes gens âgés de quinze à vingt-deux ans ont répondu à un questionnaire relatif à des signes d’asthénopie, suivi d’un examen visuel (réfraction, fonctionnement accommodatif et vision binoculaire), afin de détecter des gênes visuelles dont ils pourraient ne pas être spontanément conscients. Lorsque des problèmes visuels ont été détectés, il a été proposé aux participants de passer un examen ophtalmologique et un bilan orthoptique. Puis, le niveau scolaire de ces quatre cents jeunes a été expertisé. Les participants ont ensuite été revus pour déterminer si le port d'une correction optique adaptée et/ou la prise en charge orthoptique ont permis d'obtenir une amélioration de la performance scolaire.Les résultats indiquent que le score au questionnaire est significatif pour prédire la probabilité d’avoir une faible performance scolaire et d’avoir des troubles visuels, que les anomalies de la réfraction et de l’accommodation ont un réel impact sur la performance scolaire et plus encore, que ce sont les troubles de la vision binoculaire qui sont les plus pénalisants. Surtout, l’absence d’une plainte visuelle spontanément exprimée ne permet pas de conclure à l’absence de problèmes visuels.Une fois la performance scolaire contrôlée par des variables utilisées habituellement pour l’expliquer (e.g. retard scolaire, CSP du chef de famille, sexe, etc.), une partie non négligeable des difficultés scolaires des participants proviennent de problèmes liés à la vision. Par conséquent, un dépistage systématique des troubles visuels chez les adolescents semble nécessaire, d’autant plus s’ils rencontrent des difficultés scolaires. Par ailleurs, le questionnaire mis en place dans l’anamnèse semble être un outil efficace dans la détection de la présence de troubles et mériterait d’être validé sur un plus large échantillon. / Many students understate their visual discomfort, although it may have an educational impact. We studied the prevalence of visual disorders among students and compared these results to their academic level.Between September 2012 and April 2013, four hundred students between fifteen and twenty two years of age responded to a questionnaire followed by a visual screening (refraction and binocular vision) in order to detect any visual discomfort that they might be unaware of. When visual problems were detected, the participants were asked to have an ophthalmology and orthoptic assessment. Then the participants’ academic performance was appraised and subjects were reviewed to determine whether wearing the appropriate optical correction or taking orthoptic care have improved their grades.The results indicate that the questionnaire score is very significant to predict the probability of having academic difficulties or vision problems, that ametropia and accommodation anomalies increase academic difficulties and that binocular vision disorders are even more disadvantageous. Moreover, not spontaneously expressing visual discomfort doesn’t mean that there are no visual defects.Once controlled by variables commonly used to explain academic difficulties (e.g. academic delay, occupational category, gender, etc.) a significant proportion of participants’ academic difficulties are related to vision anomalies. Therefore, vision screening among adolescents appears to be necessary, especially if there are academic difficulties. In addition, the questionnaire used in case history seems to be an effective tool to detect vision anomalies and should be validated with a larger sample.

In 2004 Mozambique has made amazing efforts that opened up educational opportunities for many primary school children. According to Ministério da Educação (2012: 1), the number of children who enrolled in primary schools jumped from 1,5 million in 1992 to about 6 million in 2011. Despite these commendable efforts, many children drop out from primary schools after gaining initial access. As stated by the Ministério da Educação (2012: 57), the dropout rate in the country was over 10%. Thus, this study sought to delve into the reasons that lead primary school children to drop out from school and identify measures to curb the problem. To do so, a case study approach was used. Specifically, the study used in-depth interviews, focus group discussions and participant observation of behaviour in a single school in Chicualacuala. The study revealed that at least four categories of factors namely child-based-, household-based-, school-based- and community-based factors give rise to dropout. These factors were informed by the Bronfenbrenner ecological framework, which is the lens through which this study was conducted. Indeed, it was found that dropout was a process rather than a single event and almost always it had signs to predict its occurrence. In the light of these findings, the study gave a number of recommendations. These include enrolling children early, improving the performance of children, providing quality adult education, monitoring absenteeism appropriately, supporting orphans, convincing organisations that provide food for work support to tie this support to the education of children, banning various activities that affect sustained schooling of children and improving the quality of school management. / Development Studies / M.A. (Development Studies)

Au Québec, plusieurs jeunes-adultes et adultes décident à un moment donné de leur vie de s’inscrire à la formation générale des adultes (FGA) afin d’obtenir leur diplôme d’études secondaires (DES) ou de poursuivre leur parcours scolaire. L’objectif général de cette recherche est de comprendre la pratique d’enseignement la plus employée dans ce secteur -l’enseignement individualisé- et de permettre aux personnes qui la vivent au quotidien de pouvoir s’exprimer sur ses dimensions. Cette pédagogie particulière n’a pas fait l’objet d’une attention de la part de la recherche en formation générale des adultes. Dans le cadre de cette étude qualitative ethnographique, vingt informateurs ont été interviewés (dix apprenants et dix enseignants) et deux questionnaires, composés de quatre blocs chacun, leur ont été destinés. Pour atteindre le premier objectif spécifique de cette recherche, à savoir identifier les acteurs (enseignant-apprenant) du triangle pédagogique et décrire comment ils vivent leur relation dans l’enseignement individualisé, à la FGA, les composantes du triangle pédagogique de Houssaye ont été, dans un premier temps, utilisées et cela dans le but de connaitre les caractéristiques intrinsèques des formateurs et des apprenants ainsi que toutes les relations existantes entre eux. Ensuite, pour atteindre le deuxième objectif spécifique de cette recherche, à savoir mettre en lien les « perceptions » des acteurs du triangle pédagogique, en FGA, de l’enseignement individualisé au regard de l’autoformation, toutes les composantes de la théorie de l’autoformation de Carré ont été visées dans les questionnaires destinés aux informateurs. Les résultats révèlent que l’enseignement individualisé joint énormément la définition de l’autoformation éducative. / In Québec, many young adults and adults decide at some point in their lives to enroll in the adult education sector in order to obtain their high school diploma or to go further in their studies. The general objective of this research is to understand the teaching practice most used in this sector -individualized teaching and education- and to allow the people who live it on a daily basis to be able to express themselves on its dimensions. This particular pedagogy has not been the subject of attention by research in adult education. As part of this qualitative ethnographic study, twenty informants were interviewed (ten learners and ten teachers) and two questionnaires, consisting of four blocks each, were intended for them. To achieve the first specific objective of this research, namely to identify the actors (teacher-learner) of the pedagogical triangle and to describe how they live their relationship in individualized teaching, at adult education, the components of the educational triangle of Houssaye were, at first, used and this in order to know the intrinsic characteristics of the trainers and learners as well as all existing relationships between them. Then, to reach the second specific objective of this research, namely to link the "perceptions" of the actors of the pedagogical triangle, in FGA, of the individualized teaching with regard to the self-training, all the components of the theory of the self-training in Carré were included in the informant questionnaires. The results reveal that individualized teaching is a great complement to the definition of educational self-training.

The aim of this study was to investigate the educators‟ perceptions of the effects of teenage pregnancy on the behaviour of secondary school learners in Mankweng area, Limpopo province. The study sought to establish whether teenage pregnancy has an effect on school attendance, school performance and emotional behaviour of pregnant learners as perceived by educators. Fourteen educators from seven secondary schools in Mankweng area were purposively sampled for the study. Data was collected using in-depth interviews to allow the researcher a platform to ask open-response questions and to explore the educators‟ perspectives about the effects of teenage pregnancy. The data was analysed thematically by carefully identifying and expanding significant themes that emerged from the informants‟ perceptions about the effects of teenage pregnancy. The study revealed that teenage pregnancy has a negative or detrimental effect on the school attendance, academic performance, emotional behaviour and relationships between pregnant teenagers, their peers and educators. The study recommends that sex education should be taken seriously in secondary schools; educators should liaise with health professionals in the community; pregnant learners to be supported and not humiliated or stigmatized by school stakeholders; educators to encourage teenagers to use preventative and protective measures and to encourage learners to delay engaging in sexual relationships. / Inclusive Education / M. Ed. (Inclusive Education)

No description available.