Literaturnachweis - Detailanzeige
Autor/inn/en | Randall, Jennifer; O'Donnell, Francis; Botha, Sandra M. |
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Titel | Accelerated Learning Programs for Out-of-School Girls: The Impact on Student Achievement and Traditional School Enrollment |
Quelle | In: FIRE: Forum for International Research in Education, 6 (2020) 2, S.1-23 (23 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2326-3873 |
Schlagwörter | Acceleration (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 Acceleration; Beschleunigung; Weibliches Geschlecht; Schulleistung; Ausland; Benachteiligter Jugendlicher; Bildungsabschluss; Bildungsgut; Developing country; Developing countries; Entwicklungsland; Education; Access; Bildung; Zugang; Bildungszugang; Traditioneller Unterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Primarbereich; Schulgelände; Krieg; Kongo |
Abstract | Within 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). |
Anmerkungen | Lehigh 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 von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |