Marriage and childbirth as factors in dropping out from school: an analysis of DHS data from sub-Saharan Africa

Leaving school prematurely is often claimed to be among the most negative consequences of early marriage and pregnancy for girls in less developed countries. However, an analysis of the relative frequency with which these events actually occur or are named as reasons for leaving school reveals that, at least in the case of francophone Africa, they explain no more than 20 per cent of dropouts. To the extent that demographic events trump school or family factors as determinants of school-leaving, our data indicate that it is union formation--defined by the DHS as first marriage or cohabitation--rather than childbirth that is more likely to have this effect. 'Schoolgirl pregnancy' typically accounts for only between 5 and 10 per cent of girls' departures from school. Furthermore, the risks of leaving school because of pregnancy or marriage have declined over time with the decline in rates of early marriage and childbearing.     

Semi-parametric estimation of ROC curves based on binomial regression modelling

This paper presents a method of estimating a receiver operating characteristic (ROC) curve when the underlying diagnostic variable X is continuous and fully observed. The new method is based on modelling the probability of response given X , rather than the distribution of X given response. The method offers advantages in modelling flexibility and computational simplicity. The resulting ROC curve estimates are semi-parametric and can, in principle, take an infinite variety of shapes. Moreover, model selection can be based on standard methods within the binomial regression framework. Statistical accuracy of the curve estimate is provided by a simply implemented bootstrap approach.     

Measuring Children's Experience of Their Right to Participate in School and Community: A Rights‐Based Approach

This paper discusses the development of a children's rights‐based measure of participation and the findings from its use in a survey of 10‐ to 11‐year‐old children (n = 3773). The measure, which was developed in collaboration with a group of children, had a high reliability (Cronbach's alpha = 0.89). Findings suggest that children's positive experience of their participation rights is higher in school than in community, and higher for girls compared to boys. It is argued that involving children in the ‘measurement’ of their own lives has the potential to generate more authentic data on children's lived experiences.     

Multidimensional Resilience: Predictive and Construct Validity of the Individual,Family, and Community Resilience Profile

Few measures parallel the robust depth offered in the existing multidimensional and ecologically informed theories of resilience. This study sought to evaluate the test–retest reliability, construct, and predictive validity of the individual, family, and community resilience resource profile (IFCR-R). The IFCR-R measures a family’s access to resilience resources and protective factors across multiple ecological levels. Confirmatory factor analysis was used with a sample of n?=?810 low-income families. And 159 families completed multiple time point measures for test–retest reliability and predictive validity evaluation. Results of this study support the proposed multidimensional ecological structure of the IFCR-R and found that the IFCR-R offers an acceptable test–retest reliability and predictive validity for outcomes of mental and physical health.     

Estimating a frequency distribution when the sampling is biased

A simple random sample on a random variable A allows its density to be consistently estimated, by a histogram or preferably a kernel density estimate. When the sampling is biased towards certain x-values these methods instead estimate a weighted version of the density function. This article proposes a method for estimating both the density and the sampling bias simultaneously. The technique requires two independent samples and utilises ideas from mark-recapture experiments. An estimator of the size of the sampled population also follows simply from this density estimate.     

Migrant remittances and household wellbeing in urban Zimbabwe

Evidence from household surveying in December 2005 in Harare and Bulawayo, Zimbabwe, indicates that a wide network of international migrant remitters are ameliorating the economic crisis in Zimbabwe by sending monetary and in-kind transfers to over 50 per cent of urban households. The research combines quantitative measurement of scale and scope, with demographic and qualitative narrative to build a holistic picture of the typography of receiving and non-receiving households. A complex set of interrelated variables helps to explain why some households do and others do not receive income and goods from people who are away, and the economic and social extent of their subsequent benefit from them. Moreover, the mixed methods approach is designed to capture inter-household and likely macroeconomic effects of how households receive their goods and money; and of how they subsequently exchange (if applicable), store and spend it. Evidence emerges of a largely informal, international social welfare system, but one which is not without adverse inter-household effects for some. These include suffering exclusion from markets suffering from inflationary pressures, not least as a result of other people’s remittances. This paper explores the role of remittances, within this internationalised informal welfare system which we can map from our household survey, in reframing vulnerability and marginalization differentially among and between our subject households.     

'In the real world we're all put on the spot at some time or other,so you need to be prepared for it': An exploratory study of an oral method of assessing knowledge of mental health law

The education and training of Approved Social Workers (ASWs) involves at least 60 days of college and practice-based learning. A major component of the college-based curriculum is the teaching and assessment of knowledge of mental health law. One programme in England assesses student knowledge of law by an oral examination that includes a case discussion and questions about the Mental Health Act 1983. Oral assessment of knowledge of law is commonplace for those entering legal professions. Oral assessment of clinical knowledge in professions such as medicine and psychiatry is similarly frequent. However, examination by oral assessment is not usual in social work education. An exploratory study by postal questionnaire of all past students of the programme and their line managers was undertaken to establish their views of this means of assessing knowledge of law. This paper considers the results of the research and outlines student perceptions of the law oral assessment as preparation for practice as an ASW. The paper focuses on three distinct but interlinked areas--education, assessment and practice--and suggests some implications for educators and practitioners, which are especially relevant in the light of the current review of mental health legislation.