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Over the past two and a half decades, significant progress has been made in relation to girls' education in Ethiopia. However, challenges remain, particularly in terms of girls' progression, completion, and learning, with girls in more rural and remote areas facing the greatest difficulties. Drawing on data from the RISE Ethiopia qualitative study,...
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... we included three students who were high performing, seven who were medium-high performing, two who were low-medium, and three who were low performing (see Table 6). The performance of nine of the students increased while that of six students decreased over the course of the school year, albeit to varying degrees. ...Similar publications
Background: Optimal Infant and Young Child Feeding (IYCF) practices are essential to meet the nutritional needs of children in the first two years of life. Poor IYCF practices coupled with high rates of infectious disease are the principal proximate causes of under nutrition during the first two years of age. Objective: The purpose of this study wa...
Citations
... "Sometimes I was asked to stay at home to take care of my young siblings when my mother travelled or became sick. All these family responsibilities affect my study" This finding concurs with study by Tafere et al, (2022) in Ethiopia that observed that school girls are highly challenged with burden of domestic roles but also are heavily punished at school because of reporting at school late thus they normally abscond from the school. Generally, gender based allocation of domestic roles favour boys' education but undermines girls' education and career development. ...
Education studies admitted that extracurricular activities have played a key role in academic performance and overall education development. Extracurricular involvement among students has been shown to enhance academic performance and increase motivation for further study (Kravchenko and Nygård, 2022). Students who participate in after-school programs at their respective schools are able to apply the skills they learn to other disciplines and to their everyday life (Hayes, 2014). However, gender and education studies asserted that there is gender disparity in participation in extracurricular school activities girls indicated to have poor status compared to boys (Lundh, 2022; (Jägerbrink et al, 2022). This study therefore assessed influence of cultural norms/practices on girls’ participation in extracurricular school activities. Specifically the study was guided by the following objectives: to identify types of cultural norms/practices that hinder girls’ participation in extracurricular activities, assess influence of pointed out cultural norms/practices on girls’ participation in extracurricular school activities and examine effect of limited girls’ participation in extracurricular activities. This study used concurrent mixed methods research design to allow collection of qualitative and quantitative data at the same time. The study used simple random and purposive sampling techniques to obtain a sample size of 120 respondents for quantitative and qualitative data. Data analysis involved thematic analysis for qualitative data and descriptive statistics for quantitative findings. Findings from this study noted that there is gender disparity in extracurricular activities participation whereas girls maintain poor status of participation. The observed gender gap was highly contributed by some of cultural norms/practices, gendered division of domestic roles being the leading factor. Result from this study further indicated that limited participation in extracurricular school deprives girl students an opportunity to grow academically and develop their career.
