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Playwork is a recognised profession in the United Kingdom (UK) and is currently a growing area of interest internationally. However, debates about the nature and purpose of playwork have raged in the playwork field since the profession was invented in the early adventure playgrounds. This study is the first to capture data about what the now international playwork workforce understands to be the purpose of playwork. The International Playwork Census (IPC) was an online survey which asked participants from 19 different countries about their knowledge and experience of playwork. This paper reports on one question from the IPC: what is the purpose of playwork? A thematic analysis was undertaken from 193 responses on what was considered "the purpose of playwork" and three themes emerged: Facilitate and Provide for children's play; Support and Advocate. This paper describes how these three themes reflect both the historical change in understandings of the purpose of playwork and how different understandings of playwork are developed through the experience of practitioners working in range of different contexts.

The aim of this study was to compare bibliometric indicators of scientific productivity in physical activity (PA) in children and adolescents with Autism spectrum disorder (ASD) and Down syndrome (DS) in the PubMed database. A bibliometric study was conducted for the last 5 years (2017 to 2021). The data collected for each article were: year of publication, language of publication, country, journal name, and type of paper. The results showed that there was higher scientific productivity in the population with DS (20 studies) relative to their counterparts with ASD (31 studies). The language of publication in both cases was English. There were 10 countries that published on PA in ASD and 14 countries that published on DS. Overall, the greatest interest in publishing on PA in children and adolescents with ASD was in North America (6 studies), followed by Asia (5 studies) and Europe (4 studies). In the DS population it was in Europe (13 studies), North America (9 studies) and South America (4 studies). Nineteen journals were identified that published in the ASD population and 29 journals in DS. Six experimental studies were identified in ASD and 7 in DS. There was a higher scientific productivity with original studies. There was a positive trend of increasing scientific productivity over the years in both populations. We suggest the need to promote research on PA in both populations, regardless of the type of study, as it is an indicator of overall health status.

The recent Typhoid Fever Surveillance in Africa Program demonstrated an overall adjusted incidence of typhoid fever 2–3 times higher than previous estimates in Africa. Recently, a single-dose typhoid conjugate vaccine that allows infants as young as 6 months old to be vaccinated was prequalified by the World Health Organization (WHO). This Vi-based conjugate vaccine demonstrated robust immunogenicity after 1 dose in infants and children 6 through 23 months of age in India with no safety signal, and is currently being tested for the first time on the African continent in Malawi. The WHO Strategic Advisory Group of Experts recommends studies to evaluate co-administering Vi-typhoid conjugate vaccine (Vi-TCV) with routine childhood vaccines in typhoid-endemic countries. The Burkina Faso immunization schedule includes yellow fever vaccine (YFV) at 9 months and meningococcal A conjugate vaccine (MCV-A) at 15 months, in addition to measles-rubella vaccine at both 9 and 15 months. Co-administration testing of Vi-TCV with these routine vaccinations will provide the data needed to support large-scale uptake of Vi-TCV in sub-Saharan Africa. A randomized, controlled, Phase II trial of Vi-TCV co-administration with the vaccinations routinely given at 9 and 15 months of age is planned in Burkina Faso. The overall aim is to assess the safety and immunogenicity of Vi-TCV when co-administered with YFV at 9 months of age and with MCV-A at 15 months of age. A total of 250 participants (100 infants aged 9–11 months and 150 children aged 15–23 months) will be enrolled. Clinical Trials Registration. NCT03614533. [ABSTRACT FROM AUTHOR]

International child protection standards aim to ensure that non-governmental organisations 'do no harm' but the current approach to reporting abuse may actually leave children unprotected and, in some cases, expose them to greater risk. This discussion paper gives voice to concerns raised by local practitioners in Africa and places them within the context of available research in order to stimulate a debate aimed at enhancing the impact of current safeguards. Drawing on systems theory and the work of Pierre Bourdieu, the article illustrates how the current model of reporting often fails to take into account the significant disconnect between formal and informal protection mechanisms, as well as the unpredictability of individual decision-making. Examples from research and practitioner experience illustrate how reporting procedures may provide a route to protection which is impractical and undesirable to local people, and may ultimately be unhelpful to local practitioners. The article calls for further research to inform changes to the current approach and for a review of funding requirements in order that local organisations have greater scope to engage communities in the co-creation of procedures, thereby indigenising responses to ensure that they are realistic and genuinely respond to the specificities of children's lives. Key Practitioner Messages Formal reporting procedures may actually offer routes to protection that are inaccessible or unacceptable to local people., Reporting procedures should be developed with a much greater participation of local people., There is a need for investment in piloting and implementing locally led approaches to capacity building., The engagement of donors is critical in order to develop a new approach to evaluating 'child safe' organisations. [ABSTRACT FROM AUTHOR]

This paper captures the impact of the Global Economic Crisis on educational programs serving minority groups in developing countries. It has been established that the most vulnerable groupings include nomadic and pastoralist communities, slum dwellers, children in war zones, and women. Various educational interventions such as mobile schooling, dual shift learning, scholarships, and distance learning have been utilized to mitigate the aggravations these groups experience in an effort to catch up on education. However, this paper predicts that these programs will encounter economic obstacles thereby countering the key efforts of ensuring Education For All by 2015 in developing countries. Finally, the paper proposes policy interventions to help in shielding the vulnerable groups from the harms that the economic crisis will visit on the education sector.

The developing world has continually faced tremendous challenges in providing social security and safety nets for its vast populations culminating in wider educational inequalities and extreme poverty. It is not uncommon in Sub-Saharan Africa to find rapacious wealth in the hands of a few co-existing with mass poverty. As a consequence, the majority of children in education have continually experienced low attainment levels and poor prospects in life. This paper discusses interrelationships between child poverty and educational inequalities since these aspects are critical to child development and social mobility and are poignant for developing nations if they are to re-align their economies competitively at a global level. The paper used an analytic review of existing survey data and literature on contemporary contexts in Sub-Saharan Africa, focusing on establishing understanding on child poverty and its impacts on children's education and well being. In using data from the World Bank and United Nations agencies, the paper has been able to ascertain poverty indices affecting children; inadequate education investment levels; educational inequalities and how these have negatively impacted childhood education and development. Indications are that child poverty and educational inequalities continue to exist despite rising education investments in some countries. The paper posits strategies that developing nations may apply to improve childhood experiences and harness human capital, despite challenging levels of poverty.

In this philosophical paper, we investigate the project of doing philosophy with children in Africa. While the philosophy for children program has its roots in the Anglo-Saxon world, we contend that it can sit well in Africa if given an African outlook. We challenge Eurocentric specialists, who are attempting a wholesale introduction of the Matthew Lipman model of philosophy for children in schools in Africa, to realign their perspective. This paper takes a critical look at the currency of the post-colonial and Africanization agendas in education by exploring the plausibility of a uniquely African philosophy for children program. We argue that for any philosophy to be African, it should be an amalgamation of the traditional and the modern in order to epitomize the twenty-first century African existential conditions that ameliorate educational practices previously subject to Eurocentric hegemony.

This paper is a critical conceptual exploration of the contribution of the "ukama" ethic in the context of "Philosophy for Children" (The "Philosophy for Children" movement is also variously known as "philosophy in schools," "philosophy with children" and "philosophical inquiry in the classroom." In the context of this discussion, we refer to Philosophy for Children as a programme or course designed for doing philosophy with children in schools.) as it could be applied in Africa. The introduction and development of the idea of doing philosophy with children in a group setting relates to the notion of "community of inquiry," which can be an effective pedagogical strategy. In African socio-ethical thought, the sense of self is developed in communitarian social constructions. The concept of community in Africa is understood to be a series of interactions and interconnections within the cosmos, rather than an existence that is distinct and individuated. The question is one of relation: How does the "self" relate to the "other," to reality and to the universe? To what extent does relationality contribute to the development of critique and reason, especially in children? We address the question: What unique contribution can the "ukama" (relationality) ethic make to the community of inquiry as a pedagogical framework for doing philosophy with children in the twenty-first century? We investigate the relationship between "ukama," a uniquely African ethic, and a Philosophy for Children programme.

The goal of this paper was to conduct a review of studies from 2008 to 2019 that evaluated community-based caregiver or family interventions to support the mental health of orphans and vulnerable children (OVC) in sub-Saharan Africa, across four domains: (a) study methodology, (b) cultural adaptation and community participation, (c) intervention strategies, and (d) effects on child mental health. Ten interventions were identified. Findings revealed that the majority of studies used a randomized controlled trial or quasi-experimental design, but few conducted long-term follow-up; that all programs undertook cultural adaptation of the intervention using community participatory methods, or were locally developed; that the majority of interventions targeted caregiving behavior and/or caregiver-child relationships using behavioral and cognitive-behavioral strategies, or were home visiting interventions; and that interventions had mixed effects on OVC mental health. Progress and gaps revealed by these findings are discussed, as are suggestions for possible new directions in this area of intervention science.

UNICEF states that in 88 countries studied "more than 13 million children currently under the age of 15 have lost both parents to Aids, most of them in sub-Saharan Africa" (UNICEF 2002). The impact of this Aids pandemic cannot be overstated. Indeed the long-term impact of such statistics is scarcely imaginable and has not been experienced in the world to date. Sustainable, indigenous technology may be a way of providing a meaningful educational experience for such marginalised young people. However the concept of sustainable, indigenous technology is not always clearly defined. This paper seeks to discuss this concept in relation to education and in particular considers the impact of the HIV/AIDs pandemic in Tanzania. The paper will outline: (1) The impact of the Aids pandemic on children under 15; (2) The difficulties in engaging marginalised youth in education; (3) Sustainable indigenous technology education approaches; and (4) How sustainable indigenous technology education can reengage marginalised.

In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children's household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children's learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.

Purpose: Human adenoviruses (HAdVs) have always been suggested as one of the main causes of gastroenteritis in children. However, no comprehensive report on the global epidemiology of these viruses in pediatric gastroenteritis is available. Methods: A systematic search was conducted to obtain published papers from 2003 to 2023 in three main databases PubMed, Scopus, and Web of Science. Results: The estimated global pooled prevalence of HAdV infection in children with gastroenteritis was 10% (95% CI: 9-11%), with a growing trend after 2010. The highest prevalence was observed in Africa (20%, 95% CI: 14–26%). The prevalence was higher in inpatients (11%; 95% CI: 8-13%) and patients aged 5 years old and younger (9%; 95% CI: 7-10%). However, no significant difference was observed between male and female patients (P = 0.63). The most prevalent species was found to be the species F (57%; 95% CI: 41-72%). The most common HAdVs observed in children with gastroenteritis were types 40/41, 38, and 2. Analysis of case-control studies showed an association between HAdV and gastroenteritis in children (OR: 2.28, 95% CI; 1.51–3.44). Conclusion: This study provided valuable insights into the importance of HAdVs in children with gastroenteritis, especially in hospitalized and younger children. The results can be used in future preventive measurements and the development of effective vaccines. [ABSTRACT FROM AUTHOR]

The notion of Child Friendly Cities (CFCs) was first developed during the Second United Nations Conference on Human Settlements (HABITAT II), held in Istanbul in 1996. The concept is based on four general principles of the United Nations "Convention on the rights of the child": (1) fair treatment of every child, regardless of ethnicity, gender, religion, socioeconomic background etc.; (2) top priority of the best interests of the child; (3) the child's right to a better life and development; and (4) respect of children's views. In a CFC, children are encouraged to take part in the decision making processes that affect their lives. Instead of starting yet another programme for children, the development of a CFC mobilises and connects existing agencies and actors. Giving examples of some cities in the Middle East and North Africa (MENA) region, this paper demonstrates that building CFCs has induced the development of mechanisms and structures which have enabled cities to address children's issues in a systematic manner. These mechanisms and structures include: a municipal child-friendly legal framework, local development councils and NGO networks and local municipal development offices. The author argues that in building CFCs, the role of municipal authorities is indispensable in responding to the needs of children and young people within the municipalities' mandates.

This paper interrogates the role children's indigenous games of Africa can play in the development of fundamental movement skills relevant in modernized sports. On a daily basis, children in Africa play varieties of traditional games that vary between tribes, communities and distances. However, the efficacy of these games in the development of children's movement education has not been fully questioned. In due consideration with the popularity of these games among African children aged from 2-8 years, the study argues that children's indigenous games have a complementary role in the development of fundamental movement skills. Implications of these views in movement education are discussed. (Contains 3 figures and 1 table.)

With the multiplication of armed conflicts around the world, especially in Africa, there are more and more children who are exposed to war related violence. War sows the seeds of fear, restlessness, uncertainty, and despair. Families are scattered, and children are left without care; parents are detained, killed, or disappear. No wonder children are affected psychologically, physically, socially, and educationally. Based on the author's work as foster care coordinator for CARE Australia in Katale Refugee Camp (DR Congo) and on subsequent work as social worker in charge of family tracing and fostering for UNICEF/Rwanda Emergency Operations in Goma, he describes some elements characterizing children's tensions due to armed conflicts. This paper attempts to contribute the author's vision and ideas about the impact of armed conflicts on children, families, and communities.

Each year more than 350,000 babies acquire HIV infection from their mother, mainly in Africa. As sadly constant as this fact is, the policy environment around crafting an effective response has changed rapidly and unpredictably. Sequential advances in antiretroviral therapy, preserving effectiveness with far more practical regimens, have repeatedly upped the ante for action, and have also transformed policy issues. In this paper, the authors relate a modeling story--something of a saga in its meandering course--closely intertwined with evolving policy. Their models have achieved a modicum of success. They have framed several policy discussions and have at least once led directly to an important policy development. The authors have identified four essential elements of their success: (1) solid modeling, which establishes credibility; (2) connected and savvy collaborators, who permit them to reach key decisionmakers (both logistically and in the sense of gaining their serious interest); (3) their policy orientation, which has kept the models practical; and (4) quick adaptations of the model, allowing their participation in fast-moving policy developments. The models portray the risk of mother-to-child HIV transmission during pregnancy, delivery, and breast-feeding. They also portray the reduction in risk associated with the use of antiretroviral therapy (typically a 40 to 60 percent reduction), and with use of formula feeding instead of breast-feeding. Finally, the models estimate the costs of HIV testing, intervention, and HIV disease in children--in order to estimate the net costs per HIV infection averted and per Disability Adjusted Life Year (DALY) gained. The models are readily adjusted for local differences in the prevalence of HIV infection in child-bearing women, and for the likelihood of intervention initiation and completion. (Contains 2 figures and 1 footnote.)

Proposes four categories of children in difficult circumstances: (1) abandoned or orphaned; (2) independent, maintaining family contact; (3) working, living with families; and (4) living with economically deprived families. Suggests that rapid urbanization, family environment, global economy, and educational deprivation contribute to difficulties. Recommends an action-oriented approach to social services, requiring retraining, social welfare reorganization, and community-based services. (KDFB)

Examines the violent context in which many African schools have existed (war, violent military oppression, and resistance). Explores the context of structural violence (debt, economic decline, and poverty) and its effects on education and argues that schools themselves have often been violent places, though recent democratic political developments are beginning to have positive effects on the nature of education. (SM)

Background: Up to 1.45 billion people currently suffer from soil transmitted helminth infection, with the largest burden occurring in Africa and Asia. Safe and cost effective deworming treatment exists, but there is a debate about mass distribution of this treatment in high prevalence settings. While the World Health Organization recommends mass administration of anthelmintic drugs for preschool and school-aged children in high (>20%) prevalence settings, and several long run follow up studies of an influential trial have suggested large benefits that persist over time, recent systematic reviews have called this recommendation into question. Methods and findings: This paper analyzes the long-term impact of a cluster-randomized trial in eastern Uganda that provided mass deworming treatment to preschool aged children from 2000 to 2003 on the numeracy and literacy skills of children and young adults living in those villages in 2010-2015. This study uses numeracy and literacy data collected seven to twelve years after the end of the deworming trial in a randomly selected subset of communities from the original trial, by an education-focused survey that had no relationship to the deworming study. Building on an earlier working paper which used data from 2010 and 2011 survey rounds, this paper uses an additional four years of numeracy and literacy data (2012, 2013, 2014, and 2015). Aggregating data from all survey rounds, the difference between numeracy scores in treatment versus control communities is 0.07 standard deviations (SD) (95% CI -0.10, 0.24, p = 0.40), the difference in literacy scores is 0.05 SD (95% CI -0.16, 0.27, p = 0.62), and the difference in total scores is 0.07 SD (95% CI -0.11, 0.25, p = 0.44). There are significant differences in program impact by gender, with numeracy and literacy differentially positively affected for girls, and by age, with treatment effects larger for the primary school aged subsample. There are also significant treatment interactions for those living in households with more treatment-eligible children. There is no evidence of differential treatment effects on age at program eligibility or number of years of program eligibility. Conclusions: Mass deworming of preschool aged children in high prevalence communities in Uganda resulted in no statistically significant gains in numeracy or literacy 7-12 years after program completion. Point estimates were positive but imprecise; the study lacked sufficient power to rule out substantial positive effects or more modest negative effects. However, there is suggestive evidence that deworming was relatively more beneficial for girls, primary school aged children, and children living in households with other treated children. Research approval: As this analysis was conducted on secondary data which is publicly available, no research approval was sought or received. All individual records were anonymized by the data provider prior to public release. [ABSTRACT FROM AUTHOR]

This paper foregrounds the value of the inclusion of Ubuntu philosophy in the school curriculum using indigenous games. There has been increased interest emanating from the Department of Basic Education (DBE) in the inclusion of Ubuntu philosophy in the mainstream school curriculum. The DBE has identified indigenous knowledge as an asset that can be integrated into the school curriculum in order to educate African children about Ubuntu philosophy, moral and cultural beliefs. The efficacy of indigenous methods to teach schoolchildren these important concepts has, however, largely remained an untapped area of study. The aim of this paper is to illustrate how Ubuntu philosophy can be taught in the school curriculum using selected indigenous isiZulu games. Using Mbigi's Collective Fingers Theory, we analyse three isiZulu indigenous games and demonstrate that indigenous games can be successfully used to teach Ubuntu philosophy. The paper contributes to the ongoing debates about the value of African Indigenous Knowledge Systems (AIKS), such as Ubuntu philosophy, in teaching decolonised curriculum content and instilling moral principles and cultural beliefs such as the value of communal identity. [ABSTRACT FROM AUTHOR]

The school system in South Africa has only in recent years begun to more deeply grapple with issues of power and privilege along a number of axes of oppression including race, gender, class and recently, sexual and gender diversity. As a result, learners who embody sexual and gender diversity experiences spaces of belonging and exclusion in school settings. As a result, this paper asks: What needs to be done in the school system to reconstruct the "African child" to include sexual and gender diversity? Possibilities include inclusive policy implementation; inclusive learning and teaching resource materials; teacher preparedness to teach about and affirm sexual and gender diversity in the classroom and a clear rejection of homophobic and transphobic violence. The lessons learnt through the process of challenging racism in the school system - such as around essentialising, othering and systemic violence - have yet to be fully applied to sexual and gender diversity in schools. [ABSTRACT FROM AUTHOR]

One in five child deaths under age 5 are a result of severe wasting. Malnutrition at early ages is linked to lifelong consequences, such as reduced cognitive skills, reduced earnings in adulthood and chronic health conditions. Countries worldwide have committed to addressing child undernutrition, and ending hunger is foundational to the Millennium Development Goals. In this paper, we study the intergenerational effect of providing free tuition in secondary school on future children’s nutrition. We combined a novel longitudinal dataset that captures educational policies for 40 African countries from 1990 to 2019 with the Demographic and Health Survey (DHS). We identified three countries that introduced free secondary education several years after implementing free primary education. Exploiting this variation in timing we estimate the additional impact of providing free secondary education over free primary education. Using a difference-in-difference approach, we find that introducing free secondary education significantly reduced wasting. Cohorts exposed to free secondary had an 18% relative decrease in wasting. The impact on cohorts exposed only to free primary was smaller and not statistically significant. Expanding free secondary education has long-term, intergenerational benefits and is an effective path to reducing malnutrition. Results are robust to different specifications. [ABSTRACT FROM AUTHOR]

This paper employs a critical race theory (CRT) perspective to probe the experiences of skilled African migrants parenting Black children in Australia, a predominantly White country. Two key themes emerged from this study: (1) the need to explicitly teach children about race and racism and to foster positive racial identities and (2) the complexities of navigating tensions between 'African' and 'Western' cultural values. Participants demonstrated high levels of awareness of intercultural parenting approaches and a desire to blend the best aspects of African and Australian cultural values in their own parenting practice. A significant paradox was also apparent in the tension between parental desires to inculcate pride in African ancestry and culture, while simultaneously encouraging children to 'curate' their blackness to minimize experiences of racialization. Social workers in Australia often play a critical role in the lives of migrant families as they support them to negotiate transitions in parenting contexts. Although this paper only offers a perspective on the parenting experiences of skilled African migrants and how they creatively manage the tensions and change emerging from this process, we suggest that this understanding helps to expand knowledge on the complexity of parenting in multicultural, transcultural and intercultural contexts. [ABSTRACT FROM AUTHOR]

This paper is aimed at exploring African children's attitudinal reactions to television advertisements. A total of 65 children from four African countries - Ghana, Nigeria, Kenya and Uganda - participated in 12 focus group discussions on the subject matter. Findings suggest that they like television advertising in relation to its entertainment features - especially when the messages feature children characters, cartoons, music, celebrities and humour - and those promoting foods. They also derive excitement from advertising messages that are presented in Pidgin language and/or humorously integrated with local languages. However, they have an aversion to messages that terrify them and those they consider boring. This paper supplements the existing literature on the attitudes of children to advertising, but from Africa as a different contextual platform. It also suggests directions for the effective use of marketing communications strategies in relation to television advertising for marketers and other bodies with special roles in communicating with children such as government agencies and NGOs. [ABSTRACT FROM AUTHOR]

Over 90% of deaths attributable to malaria are in African children under 5 years old. Yet, new treatments are often tested primarily in adult patients and extrapolations have proven to be sometimes invalid, especially in dosing regimens. For studies in severe malaria an additional complication is that the decline in severe malaria in adult patients precludes sufficiently powered trials in adults, before the intervention can be tested in the ultimate target group, paediatric severe malaria. In this paper we propose an alternative pathway to the development of drugs for use in paediatric severe malaria. We argue that following the classical phase I and II studies, small safety and efficacy studies using well-chosen surrogate endpoints in adult severe malaria be conducted, instead of larger mortality endpoint trials. If the drug appears safe and promising small pilot studies in paediatric severe malaria using the same endpoints can follow. Finally, with carefully observed safeguards in place to ensure high ethical standards, promising candidate interventions can be taken forward into mortality endpoint, well-powered, large paediatric studies in African children with severe malaria. Given the available research capacity, limited numbers of prudently selected interventions can be studied in phase III trials, and adaptive designs should be considered. [ABSTRACT FROM AUTHOR]

Background: While school-aged children in low- and middle-income countries remain highly exposed to acute infections, programs targeting this age group remain limited in scale and scope. In this paper, we evaluate the impact of a new and comprehensive primary school-based health intervention program on student-reported morbidity and anthropometric outcomes in Lusaka, Zambia. Methods: A prospective matched control study identified 12 classes in 7 schools for the intervention and 12 classes in 7 matched schools as controls. Teachers in intervention schools were trained to deliver health lessons and to refer sick students to care. In addition, vitamin A and deworming medication were biannually administered to intervention students. The primary study outcome was student-reported morbidity. Secondary outcomes were weight, height, health knowledge, and absenteeism. Multivariable linear and logistic regression models were used to estimate program impact. Results: 380 students ages 4–16 were enrolled in the study in 2015, and 97% were followed up at endline in 2016. The intervention decreased the adjusted odds of self-reported acute illnesses by 38% (95% CI: 0.48, 0.77) and the adjusted odds of stunting by 52% (95% CI: 0.26, 0.87). It also increased health knowledge by 0.53 standard deviations (95% CI: 0.24, 0.81). No impact was found on weight (adjusted mean difference β = 0.17, 95% CI: - 1.11, 1.44) and student absenteeism (adjusted odds ratio (aOR) = 0.89, 95% CI: 0.60, 1.33). Conclusion: The results presented in this paper suggest that comprehensive school-based health programs may offer a highly effective way to improve students’ health knowledge as well as their health status. Given their low cost, a more general adoption and implementation of such programs seems recommendable. Trial registration: ClinicalTrials.gov Identifier: . [ABSTRACT FROM AUTHOR]

The possibility of individual (istic) identity formation is explored within a context of a synergistic and communal support system. Within this context, the intrinsic complexities of the African child who enters the academia with a multiplicity of epistemic identity contestations are simultaneously explored. The ensuing alienation resulting from the cultural displacement from the known and familiar to the unknown and unfamiliar is brought into view as a factor for further interrogation. Attention is thus drawn to the implications for identity formation in this cultural and epistemic displacement. In this discussion the Ubuntu philosophical orientation is presented as part of a transformative pathway of transition into the multiple contextual nuances of identity formation. This is coupled with participatory praxis within the paradigm of community-based action for transformation. The empirical data of this discussion accrues from a study in which the existential realities and complexities of being a Black African in a previously white institution of higher learning were brought into view. This study paid specific attention to the convergence of language and identity in relation to a contextualized understanding of the performance (as it was conceived of in this study) of this cohort. The findings of this study pointed towards the need for a synergistic student support system that would provide individualized or individualistic and customized support. I argue here that the African child is often kept in a cyclical position of pathologizing, insubordination and multilayered subjugation, within a system that does not adequately provide support for this positionality. This paper thus interrogates the possibility and potential of the collective in harnessing the benefit to be derived from communal interaction and engagement in the direction of interpersonal and intrapersonal transformation. In this regard I present the tenets of the Ubuntu way of life within a decolonial synergistic support system that takes into consideration the value of communal interactions but not at the expense of individual transformation. [ABSTRACT FROM AUTHOR]

Background: Cardiovascular fitness has been associated with both executive function and academic achievement in multiple cohort studies including children and adolescents. However, research is scarce among children from low- and middle-income countries. Hence, this paper focuses on South African primary schoolchildren living in marginalized areas and examines if academic achievement and inhibitory control can be explained by children's age, socioeconomic status, soil-transmitted helminth infections, food insecurity, stunting, grip strength, and cardiorespiratory fitness.Methods: The sample of this cross-sectional study consisted of 1277 children (48% girls, mean age: 8.3 years). Data were assessed via questionnaires, stool samples, anthropometric measurements, 20 m shuttle run test, grip strength test, Flanker task, and school grades. Data were analysed with mixed linear regression models with random intercepts for school classes, separately for boys and girls.Results: Higher socioeconomic status was most closely associated with academic achievement among boys (p < 0.05), whereas higher levels of cardiorespiratory fitness and not being stunted explained most variance in academic achievement in girls (p < 0.05). Higher age turned out to be associated with better performance in the Flanker task (p < 0.01). Additionally, in boys, higher grip strength was associated with better information processing and inhibitory control of attention (p < 0.01), whereas in girls, higher cardiorespiratory fitness levels were positively associated with these cognitive abilities (p < 0.05).Conclusions: Academic performance has been shown to be compromised in schoolchildren living in marginalised areas, compared to schoolchildren in less disadvantaged parts of South Africa. The present study suggests that cardiorespiratory fitness and grip strength are two potentially modifiable factors that are associated with children's academic achievement and cognitive performance, and that should be targeted in future school-based interventions. [ABSTRACT FROM AUTHOR]

Childhood testimonies have become a familiar component of war reporting and peace advocacy through the publication of children’s drawings, oral descriptions of wartime trauma and wartime writing. While such practices have the merit of publicising children’s experiences, it is also the case that the selection and distribution of these materials is often done with political intent. The present paper examines the production conditions behind three cases of childhood testimony from the Algerian War of Independence. Based on interviews with actors from the war period and on-site archival research conducted in 2011–2012, this paper investigates several documents produced by children and published by networks affiliated or sympathetic to the National Liberation Front (FLN) during the war. As well as analysing the content of these documents, we look at how and where they were produced, through what conduits they were published, and the stated aims of political actors involved in their publication. [ABSTRACT FROM PUBLISHER]

Rotavirus vaccines, Rotarix and RotaTeq, are increasingly being introduced in national immunization programmes in Africa to prevent severe dehydrating acute gastroenteritis. A low-level risk of intussusception has been associated with rotavirus vaccines. We reviewed published data on intussusception in children <2 years of age in Africa. PubMed electronic database search was used to retrieve papers published on intussusception. The search was further refined to identify surveillance reports and case series conducted from 1980 to 2014, with at least 25 cases. The initial search identified 34 studies, and the refined search yielded 16. Intussusception occurred naturally in infants 2-4 months and peaked around 5-8 months of age. Delayed presentation was common and required surgical intervention in 87% (1008 of 1158) of cases with a high CFR, 10-33.7%. In African children, intussusception has been reported infrequently at a young age when the first dose of rotavirus vaccine is administered. [ABSTRACT FROM AUTHOR]

Background Globally, the respiratory syncytial virus (RSV) is the most common etiologic agent of acute respiratory illnesses in children. However, its burden has not been well addressed in developing countries. We aimed to estimate the molecular epidemiology of RSV in children less than 18 years of age with acute respiratory infections in Africa by conducting a systematic review and meta-analysis. Methods We systematically searched PubMed, Scopus, CINAHL, and Global Index Medicus databases to identify studies published from January 1, 2002, to April 27, 2022, following the PRISMA 2020 guideline. We assessed the study quality using the Joanna Brigg's Institute (JBI) critical appraisal checklists. We conducted a qualitative synthesis by describing the characteristics of included studies and performed the quantitative synthesis with random effects model using STATA-14. We checked for heterogeneity with Q statistics, quantified by I2, and determined the prediction interval. We performed subgroup analyses to explain the sources of heterogeneity and assessed publication biases by funnel plots augmented with Egger's test. Results Eighty-eight studies with 105 139 participants were included in the review. The overall pooled prevalence of RSV in children <18 years of age was 23% (95% confidence interval (CI) = 20, 25%). Considerable heterogeneity was present across the included studies. The adjusted prediction interval was found to be 19%-27%. Heterogeneities were explained by subgroups analyses. The highest prevalence of RSV was found among inpatients, 28% (95% CI = 25, 31%) compared with inpatients/outpatients and outpatients, with statistically significant differences (P < 0.01). The RSV estimate was also highest among those with acute lower respiratory tract illnesses (ALRTIs), 28% (95% CI = 25, 31%) compared with acute upper respiratory tract illnesses (AURTIs) and both acute upper/lower respiratory manifestations, with statistically different prevalence (P < 0.01). RSV infection estimates in each sub-region of Africa were statistically different (P < 0.01). There were no statistically significant differences in RSV infections by designs, specimen types, and specimen conditions, despite them contributing to heterogeneity. Conclusions We found a high prevalence of RSV in pediatric populations with acute respiratory tract illnesses in Africa, highlighting that the prevention and control of RSV infections in children deserve more attention. [ABSTRACT FROM AUTHOR]

African immigrant children and youth have some of the poorest social and mental health outcomes in Canada. Although parenting challenges have been widely documented as a key driver of these outcomes, limited systematic research has investigated this phenomenon. In this paper, we report the results of a study examining parenting challenges among a sample of African immigrant parents in Alberta, Canada. We relied on the theoretical lens of transnationalism to collect and analyse data from a purposive sample of African community leaders (n = 14), African immigrant parents (n = 32), and a range of stakeholders (n = 30). Our thematic data analysis revealed several intricately intertwined parenting challenges, organized around six overarching themes, namely, cultural incompatibility, family tension, state interference, limited social supports, poor access to services, and low socioeconomic status. We present these themes and the policy and service implications of our findings. [ABSTRACT FROM AUTHOR]

This paper presents an ethnographic study of conceptualizations of nodding syndrome (NS) in Uganda. NS is a poorly understood condition characterized by repetitive nodding of the head, mental retardation and stunted growth, which affects thousands of children in northern Uganda, South Sudan and Tanzania. Although extensive research for causative agents has been conducted, no convincing single cause has been reported. This study establishes an understanding of different representations of NS and argues that the episodes of head nodding are related to the sociopolitical body in which they are manifested. Three interwoven approaches towards NS take main stage whereby the syndrome is presented as a biomedical, spiritual and/or political problem. The conceptualizations are linked to different notions of healing and affected families combine various forms of therapy. Through the examination of different narratives, this study disrupts the idea of a singular perspective on illness and pleads for a focus on motion and plurality. [ABSTRACT FROM AUTHOR]

Background: The Ghana Health Service in collaboration with partner institutions implemented a five-year primary health systems strengthening program known as the Ghana Essential Health Intervention Program (GEHIP). GEHIP was a plausibility trial implemented in an impoverished region of northern Ghana around the World Health Organizations (WHO) six pillars combined with community engagement, leadership development and grassroots political support, the program organized a program of training and action focused on strategies for saving newborn lives and community-engaged emergency referral services. This paper analyzes the effect of the GEHIP program on child survival. Methods: Birth history data assembled from baseline and endline surveys are used to assess the hazard of child mortality in GEHIP treatment and comparison areas prior to and after the start of treatment. Difference-in-differences (DiD) methods are used to compare mortality change over time among children exposed to GEHIP relative to children in the comparison area over the same time period. Models test the hypothesis that a package of systems strengthening activities improved childhood survival. Models adjusted for the potentially confounding effects of baseline differentials, secular mortality trends, household characteristics such as relative wealth and parental educational attainment, and geographic accessibility of clinical care. Results: The GEHIP combination of health systems strengthening activities reduced neonatal mortality by approximately one half (HR = 0.52, 95% CI = 0.28,0.98, p = 0.045). There was a null incremental effect of GEHIP on mortality of post-neonate infants (from 1 to 12 months old) (HR = 0.72; 95% CI = 0.30,1.79; p = 0.480) and post-infants (from 1 year to 5 years old) -(HR = 1.02; 95% CI = 0.55–1.90; p = 0.940). Age-specific analyses show that impact was concentrated among neonates. However, effect ratios for post-infancy were inefficiently assessed owing to extensive survival history censoring for the later months of childhood. Children were observed only rarely for periods over 40 months of age. Conclusion: GEHIP results show that a comprehensive approach to newborn care is feasible, if care is augmented by community-based nurses. It supports the assertion that if appropriate mechanisms are put in place to enable the various pillars of the health system as espoused by WHO in rural impoverished settings where childhood mortality is high, it could lead to accelerated reductions in mortality thereby increasing survival of children. Policy implications of the pronounced neonatal effect of GEHIP merit national review for possible scale-up. [ABSTRACT FROM AUTHOR]

Background: Oral health-related quality of life (OHRQoL) is influenced by cultural and societal context. Existing OHRQoL children measurement tools have been conceptualised in high-income countries. Probing whether the factors influencing OHRQoL are context-reliant in the African setting is necessary and is the purpose of the current review. Aim: To investigate if the factors influencing OHRQoL are context-reliant. Methods: Seven databases were searched using search terms ('oral health'; and 'quality of life', 'health-related quality of life', 'patient-reported outcomes', 'well-being'; and 'child*', 'adolescents', 'teen*', 'youth'; and 'determinants', 'factors', 'predictors'; and 'oral health quality of life tools/instruments/scales'; and 'Africa*'). Abstracts identified were exported to a reference software manager. Three of the authors used specific selection criteria to review, firstly, 307 abstracts and, secondly, 30 full papers. Data were extracted from these papers using a pre-designed data extraction form, after which quantitative synthesis of data was performed. Results: Key factors influencing OHRQoL followed an existing conceptual framework where environmental and individual factors in the form of socio-economic status (SES), area of residence and children psyche status, and the presence of any oral condition other than dental caries were reported among child populations in Africa. Conclusion: There is preliminary evidence to suggest an association between individual factors such as children's psyche and oral problems, excluding dental caries, and environmental determinants such as area of residence and SES in children's OHRQoL in African children. The finding that dental caries was not a key factor in child-oral health is unexpected. There seemed to be a contextual viewpoint underpinning the current OHRQoL frameworks and OHRQoL was context-reliant. [ABSTRACT FROM AUTHOR]

In South Africa, the educational attainment of African children has been a focal point of policy and research since the end of apartheid in 1994. Individual and policy-level determinants of child development and educational outcomes have been exhaustively investigated. A less researched perspective is the role of community and household composition on educational outcomes. The aim of this paper is to explore the socio-economic and demographic composition of communities and households that influence grade repetition among children in South Africa. The nationally representative South African General Household Survey of 2017 is analysed. The sample is children, 7-14 years old who have repeated a grade (N=529,624). Frequency distributions and multilevel modelling techniques are used to estimate the impact of household and community characteristics on child education outcomes. Results show that males (62.29%) and older children, 10-14 years old (61.27%), have higher grade repetition. In addition, children in female-headed households (54.57%) and poor households (61.13%) also have higher repetition rates. Finally, household poverty (OR: 1.617) and community poverty (OR: 1.944) are associated with increased likelihood of grade repetition. To ensure that South African children progress through school, the households and communities they are nested in require attention and intervention. [ABSTRACT FROM AUTHOR]

With the ascent of the National Party to power in South Africa in 1948, education reflected apartheid thinking and practices and implemented the ideology of separate development in educational institutions. Pronouncements of the African child's inferiority were reflected in government policy and legislation. The origins of this thinking and practice however can be traced to prevalent and pervasive existing racist pseudo-scientific theories where the African child was categorised and seen as intellectually inferior. Pseudo-scientific theories on the human intellect had become part of the thinking and practice of racial superiority thinking and practices propagated especially during the first part of the 20th century. These assertions rationalised social, political and ideological arrangements of segregation at the time and formed part of the contextual mind-set in South Africa. Yet even today where a democratic and inclusive society, in which the development and recognition of the whole child is advocated, racist thinking and practices still emerge, especially in education. The aim of this paper is to examine some of these pseudo-scientific theories on the intellect of the African child from a historical-educational perspective, their reflection in educational policy documents and practices and diverse perceptions thereof. Some thoughts on the way forward for education practice, based on this discussion are also presented. [ABSTRACT FROM AUTHOR]