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Autor/inn/enRandall, Jennifer; O'Donnell, Francis; Botha, Sandra M.
TitelAccelerated Learning Programs for Out-of-School Girls: The Impact on Student Achievement and Traditional School Enrollment
QuelleIn: FIRE: Forum for International Research in Education, 6 (2020) 2, S.1-23 (23 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2326-3873
SchlagwörterAcceleration (Education); Females; Out of School Youth; Academic Achievement; Enrollment Influences; Foreign Countries; Disadvantaged Youth; Program Effectiveness; Educational Attainment; Developing Nations; Access to Education; Traditional Schools; Literacy; Numeracy; Primary Education; School Location; Instructional Program Divisions; War; Congo
AbstractWithin the context of post-conflict DRC, we examined the impact of the Accelerated Learning Program for out-of-school girls' on student learning outcomes and traditional school enrollment. We found that the vast majority of girls advanced through the levels as expected (80%) and, on average, improved their numeracy and literacy skills. The impact on traditional school enrollment was less definitive with the percent of girls who previously attended school, as well as the age of, remaining stable over time, but there was also an increasing trend in the percent of girls who were enrolled in school until the end of the last school year. (As Provided).
AnmerkungenLehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: https://fire-ojs-ttu.tdl.org/fire/index.php/FIRE
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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