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The impact of common mental disorders among caregivers living with HIV on child cognitive development in Zimbabwe
Representation of French and national languages in bilingual education in the rural commune of Youri (Niger).; [REPRÉSENTATIONS DU FRANÇAIS ET DES LANGUES NATIONALES DANS L’ENSEIGNEMENT BILINGUE DANS LA COMMUNE RURALE DE YOURI (NIGER)]
Education for sustainable development in rural communities: Parents' perceptions of children's willingness-to-study and learning difficulties associated with school transport in Ukerewe Island, Tanzania
The impact of common mental disorders among caregivers living with HIV on child cognitive development in Zimbabwe
by Rudo Chingono
This paper aimed to assess the impact of maternal common mental disorders (CMD) among caregivers living with HIV on the cognitive functioning of their child. Data were collected at baseline and 12 months follow-up from mother–child dyads recruited as part of an ongoing trial in Zimbabwe. Symptoms of CMD were assessed using the Shona Symptom Questionnaire. Mixed-effects linear regression was used to assess child cognitive scores at follow-up (using the Mullen Scales of Early Learning) in relation to caregiver CMD prevalence over 12 months. At baseline, caregivers reporting CMD (n = 230; 40.1%) were less likely to have completed higher education (46.9% vs. 56.9%; p = 0.02), more likely to be unmarried (27.8% vs. 16.0%; p < 0.01), and experience food insecurity (50.0% vs. 29.4%; p < 0.01) compared to the group without CMD (n = 344). There were 4 CMD patterns over time: (i) Emerging CMD (n = 101; 19.7% of caregivers) defined as those who were below the cut-off at baseline, and above it at 12 months; (ii) Improving CMD (n = 76; 14.8%) defined as those who reported CMD at baseline, and were below the cut-off by follow-up; (iii) No CMD (n = 206; 40.1%) defined as those who did not report CMD symptoms at either time point; and (iv) Chronic CMD (n = 131; 25.5%) defined as those who reported CMD above the cut-off at both time points. Children of caregivers with chronic CMD (n = 131, 25.5%) had lower receptive language scores (aMD:?2.81, 95%CI ?5.1 to ?0.6; p = 0.05) compared to the reference group with no CMD (n = 206, 40.1%). Exposure to caregiver CMD over a prolonged period may affect child receptive vocabulary skills. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Representation of French and national languages in bilingual education in the rural commune of Youri (Niger).; [REPRÉSENTATIONS DU FRANÇAIS ET DES LANGUES NATIONALES DANS L’ENSEIGNEMENT BILINGUE DANS LA COMMUNE RURALE DE YOURI (NIGER)]
by Moufoutaou Adjeran
Learning French as an official language allows for the acquisition of the basic skills necessary for integration into social and economic life in Niger. To this end, the Education and Training Sector Program (PSEF 2014-2024) emphasizes bilingual education, which it considers to be one of the conditions for quality education. Our article examined the representations of parents and teachers about bilingual education by highlighting two factors, namely the relevance of the languages used in teaching and learning (French and national languages) for the parents, and the teaching conditions in bilingual schools. The qualitative approach adopted in this study has shown that parents and teachers do acknowledge the relevance of bilingual education as a means that facilitates the learning of French. However, it appeared that parents and teachers show more positive representations of French as a second language (L2) than of national languages (L1) in the school system. In addition, the pilot schools carried out on bilingual education witnessed enormous difficulties for schools to access the necessary teaching resources, and, above all, to implement suitable teacher training to teach national languages. The definition of educational policies and bilingual education programs should take into account the value of achieving the goal of these programs (why enroll the child in a bilingual school), their intrinsic value (the interest and pleasure related to bilingual education), and their functional value (the benefits derived from learning). Lastly, teaching a program effectively will require solid training for the actors involved in the school system (teachers and supervisors) and sufficient teaching materials in the disciplines taught. © 2023 Fabrizio Serra Editore Srl. All rights reserved.
Education for sustainable development in rural communities: Parents' perceptions of children's willingness-to-study and learning difficulties associated with school transport in Ukerewe Island, Tanzania
by Stephen Agyeman
Quality education and school transport are prerequisites for children to achieve sustainable development goals (SDGs), but they are disproportionately inadequate in rural communities. This study explores 350 parents' perceptions of the willingness-to-study (WTS) and learning difficulties of schoolchildren in Ukerewe Island (Tanzania) based on the mode of transport. The study surveyed 17 rural islands to build structural equation models based on Health Belief Model. The results showed that schoolchildren in Ukerewe Island have learning difficulties caused by the quality of their mode of transport to and from school. The children's learning difficulties were positively associated with perceived severity, self-efficacy, and vulnerability. The perceived benefits of canoe transport supported the WTS. However, WTS could not buffer learning difficulties. Interestingly, male and female caregivers differ regarding the perceived WTS and their children's learning difficulties. This study contributes mitigation measures relevant to education and transport planning toward realizing SDGs 3, 4, and 10. © 2023 ERP Environment and John Wiley & Sons Ltd.
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