Assignment

Monitoring tools

A wide range of methods and tools can be used for monitoring. Some tools may be prescribed by regulation. While the focus is often placed on quantitative measurement, there are also other ways to monitor whether we are achieving  our resource management objectives. Tools could include:

• perception or satisfaction surveys
•   sequential visual analysis by comparing photos over time
•   participative monitoring and evaluation
•   model building and scenario testing - monitoring in close situations where the system of environmental actors, causal chains and results may be readily understood

Monitoring Tools are Given Below:

1. Observation: Information can be best collected about children in 'natural' settings. Some information is based on teachers’ observations about learners in the course of teaching. Other information is based on planned and purposeful observation of students on activities/tasks 
2.       Project: These are undertaken over a period of time and generally involve collection and analysis of data. Projects are useful in theme-based tasks to be completed as class work and/or homework in groups. They can be open ended or structured and can be both individual or group projects. They should be based on contexts outside the textbooks and related to the child's environment/culture/ lifestyle/ community based social programs. 
3.   Question: An excellent way of finding out what children know, think, imagine, and feel. The learners can be assessed through questions and problems. Even the ability to make a set of questions for given answers is a valid test of learning. A teacher can in the course of teaching as part of formative Assessment come to know of learning difficulties in children by asking questions that make children think.
4.   Checklist:

• Quick and easy to implement
• Provides specific information about specific objective
• Can point toward 

1. Portfolio: Collection of evidences of students' work over a period of time. It could be day-to-day work or selection of the learner's best piece of work.
2.    Photographs: Provides documentation of a learner's experiences, while they are doing tasks/work. They could also be of finished products, projects models etc.
3. Narratives Records: Teacher /child peers write a narrative description of the learner's experiences. These give the opportunity for exploring every aspect of the child's life and can be used with anecdotal evidences for creating a more holistic image of the learner and can be used to develop Cumulative Records. 
4.    Paintings and other examples of artistic endeavor: Provides evidence of a learner's abilities, thoughts and attitudes. Finished products, project models etc. can be incorporated into the child's Portfolio to provide evidence of the learner's ability.
5. Videos: Provides documentation of a learner's experiences, while they are task /engaged with a project. They could also be of finished products, projects models etc.
6.   Rating Scales: By a rating is meant the judgment of one person by another. Rating is a term applied to expression of opinion or judgment regarding some situation, object or character. Opinions are usually expressed on a scale or values. Rating techniques are devices by which such judgments may be quantified.
7.   Anecdotal Records: An Anecdotal Record is the observed behavior of a child. It is defined as a record of some significant item of conduct, a record of an episode in the life of the student; a word picture of the student in action,……….. a word snapshot at the moment of the incident; any narration of events in which the student takes such a part as to reveal something which may be significant about his personality.
8.   Essays: Provides evidence of a learner's abilities related to expression mirroring one's, abilities, thoughts and attitudes. Finished products, project models etc. can be incorporated into the learner's Portfolio to provide evidence of the learner's ability
9.   Student interviews and oral tests.:

•   Allows the learner to participate in the learning assessment process.
•   These can test abilities like pronunciation, intonation, accent
• Students cannot dodge the examiners as they can be cross questioned.
•   Oral tests should not test the items which can be tested through written examination.
• Oral tests being individual are time consuming.

14.  Self Assessment Sheets: Can be incorporated into the learner's Portfolio to provide evidence of the learner's self-evaluation.

15.  Peer Assessment Sheets: Excellent for assessing in team/group based activities, social projects and peer related behavior. Can be incorporated into the learner's Portfolio to provide evidence of the learner's social life skills.

16.  Student Reporting Papers - Feedback forms: Excellent for getting feedback from the student on the school, the teaching learning process and the learner's attitudes to particular aspects of their education. Can be incorporated into the learner's Portfolio.

17.  Conversations: Helps us learn what/how the learner thinks, knows and imagines. Helps to lest listening and speaking skills.

18.  Examination, Tests, Quizzes, Competitions: Tells us how well a learner remembers what he has been taught and what he has learnt.

19.  Narrative Reports: The idea should not be to reduce the learner to a set of letters. They can give a more comprehensive report of the learner in a holistic manner. Reports can be incorporated into Portfolios. However no single assessment tool/method is capable of providing information /evidence about learner's progress and learning in different areas of development.

           

Evaluation Tools

An evaluation tool is a means of appraisal scientifically designed to evaluate or measure what is required to be evaluated or measured

Major tools of evaluation

1.     PAPER AND PENCIL TEST

v  Paper and Pencil Test (PPT) Also called the traditional test.

v  An instrument for assessing individual differences along one or more given dimensions of behavior.

v  In (PPT), students provide written responses to written items.

A.   Use of paper and pencil test (PPT):  

v  When a large number of people are together in one location and are being tested at the same time, such as an annual exam.

v  Computer access is limited or where a controlled testing environment is required.

v  The most widely used procedure for collecting information in educational research.

B.   Purpose of Paper and Pencil Test (PPT

v  In quantitative educational research projects to measure factors, e.g. school achievement, aptitude, self-concept, attitudes, personality.

v  Usually norm-referenced (with a score to show how the individual's performance compares with other individuals.

C.   Developing Paper and Pencil Test:

v  4 basic steps

v  Step:1 Listing topic areas/task

v  Step:2 Specifying the response format, number of questions, the time limit and difficulty level The three most common response formats are: Ømultiple-choice Øshort answer Øessay.

v  Step:3 Writing the questions and developing scoring guide

v  Step:4 Reviewing the questions and scoring guide

D.   Paper and Pencil test (PPT) vs. Computer Based Test (CBT):

v  Reading accuracy When considering reading accuracy, findings generally favored paper.

v  Comprehension Paper is superior to computer, because of the display screen qualities whereby the eyes tire more quickly.

2.    ORAL TEST

A.   Oral Test or Exam:

• Its demonstrate the knowledge, presentation/speaking skills, as well as ability to communicate. Its form of assessment where a set of stimulus questions are developed that address critical areas of knowledge.
•   A student's response to the assessment task is verbal, in the sense of being expressed or conveyed by speech instead of writing.

B.   Advantage of Oral Test Five suggested key advantage are-

• The development of oral communication skills.
• More authentic than most types of assessment.
• May be more inclusive.
• Powerful ways to gauge understanding and encourage critical thinking
• Resistant to plagiarism.

C.   How can make better your Oral Test

• Preparation- reviewing concepts you’ll be tested on. Identify main details within lecture notes, textbooks, and other sources.
• Listen Carefully to the Questions
• Stay Focused on a Topic
• Think in Threes-Provide three supporting points to support your position.

D.   Effectiveness of oral exams

• Enables instructors to test the students on all five cognitive domains of Bloom's taxonomy
• Also the psychomotor skill of oral expression.

E.   Use of Oral Test

•  Not as a substitute, but as a complement to written exams.
• They are a way to ask what is not feasible through the written format.
•   Enables interactive dialogue between candidate and assessor.v  Potential to measure the student's achievement in course outcomes not restricted to knowledge, but related to individual's professionalism, ethics, interpersonal competence and qualities. 
• v  A useful feedback mechanism for the examiners

F.    How Improving oral test

•   I say just three word. Practice…..Practice….Practice

3.    Other Tools

A.   Performance Test

•  Students to perform a task rather than select an answer from a ready-made list.
•  Permit an individualized approach to assessing abilities and performance. 
• Put responsibility for monitoring what children are learning and what teacher are teaching

B.   Help Teacher

•   To plan a comprehensive, developmentally oriented curriculum based on their knowledge of each child. And Also
•   They provide valuable, in-depth information for parents, administrators, and other policy makers.

C.   Component of Performance test. The three basic component of performance test-

• Developmental checklists
• Portfolios
•  Summary report

D.   Developmental checklists

•   Covering domains such as language and literacy, mathematical thinking, and physical development.
• Teacher use its throughout the year to create profiles of children’s individualized progress in developing skills, acquiring knowledge, and mastering important behaviours. Without Checklist
• Teachers could not keep track of children’s progress toward widely accepted curriculum goals.

E.   Summary Report

•   Its consists of a brief narrative summary of each child’s classroom performance.
• Its based on teacher observation and record that are kept as part of the system.
• Teacher should carefully review the checklist and portfolio and then make overall judgments in order to- parents, administrators, and others about each child’s activities and progress.

F.    Without summary report

• Easily understandable information for parents, teachers, and school administrators would be unavailable. Together, the three components constitute a dynamic, authentic performance system.

G.  Use of Performance test

•  Recognize that children can express what they know and can do in many different ways.
• Evaluate progress as well as performance.
• Evaluate the “whole child.” • Involve children in the process of assessing their own growth.
• Establish a framework for observing children that is consistent with the principles of child development.

Optional Teaching of Evaluation Tools

•   Design
• In-classroom activities
• Observational techniques
• Online tools
• Self-reflective techniques
•   Student assessment
•   Surveys
• Verbal techniques 

Child Marriage and its Impact on women’s life: A Study of Pairaband Union at Mithapukur Upazilla in Rangpur District.

Abstract

The study focuses on the present scenario of early marriage in Bangladesh and also examines the factors that are associated with early marriage. Child marriage is a visible part of everyday life in Bangladesh. Child marriage is increasing day by day. It is  a threat on child  life. It deprives a child of education,   entertainment, mobility, independent, children rights and natural development. Child marriage is an action that harms children or keeps them from attending school. In this paper, I examined the real  condition of Child marriage in Pairaband under the Mithapukur  Upazilla in Rangpur District. The study utilized primary data collected using a structured survey to examine the determinants of Child marriage. The results from this study demonstrate that the variables such as household size, household income, and the gender of children significantly affect Child marriage. Furthermore, the lacking of awareness of parents is also a causal factor to contribute towards Child marriage. Using these results, I make a case about the impacts of Child marriage on children’s life in Pairaband, Mithapukur.

Key words: Child marriage; Childs rights; impacts; Children’s Health; Education

CHAPTER ONE

INTRODUCTION

1.1           .Introduction:

Marriage before the age of 18 is a reality for many young women. In many parts of the world parents encourage the marriage of their daughters while they are still children in hopes that the marriage will benefit them both financially and socially, while also relieving financial burdens on the family. In actuality, child marriage is a violation of human rights, compromising the development of girls and often resulting in early pregnancy and social isolation, with little education and poor vocational training reinforcing the gendered nature of poverty

Child marriage is very dangerous and harmful for children life. That is why it is prohibited worldwide. Today, Child marriage is considered to be a crime and violation of child’s rights. The principles of children’s rights appeared not so long ago and now  children already have the chance to have a happy and healthy childhood. Nevertheless many developing countries of the world (Asia, Africa, Latin America, etc.) still use Child marriage. The key factors which influence the popularity and existence of Child marriage in the world are the poor economic background of the family, society and  the  countries poor moral value, cultural peculiarities and the will of the grown-ups. Despite this, there are many children get marriage in their early life.

Children before 18-21 years in  Mithapukur area get marriage. For early marriage, children are deprived of their education, lost their health as well as their happy moments of childhood which they will never have again. During family life, they are exposed to the risk of live. In the Marriage life children can get the following problems and diseases: early death,  sexual problem, mental problem, health problem, increasing  child  death, and various  reproductive diseases. Bone and joint deformation caused by carrying heavy loads in little  age.

1.2. Background

Bangladesh is one of the world‟s densely populated countries which have a population of about 149.8 million, with a corresponding population density of more than 1015 persons per square kilometer (NIPORT, 2013). About 90% of the total population of Bangladesh is Muslim(Fleischer et al., 2010). The total fertility rate is 2.3 children per woman(NIPORT, 2013). Based on current fertility rates, about25% of Bangladeshi women have children before reaching age 20 (NIPORT, 2013).Among various factors, female age at first marriage is directly related to fertility behavior in this country.

Child marriage is considered as a violation of rights of the girls because they cannot complete their education. Social norms and economic realities mean that Child marriage is widely accepted and very common in Bangladesh. According to Child Marriage Restraint Act (1929), the legal marriage age for a girl is 18 years and for a boy is 21 years in Bangladesh. The penalties for child marriage according to this act are imprisonment for one month or a fine up to taka 1000 or both.

1.3. Statement of the Problem

Studies have shown that there are serious health implications that come with child marriage. It leads to maternal mortality, sexually transmitted diseases, cervical cancer among others. According to the United Nations World Population Fund, in Africa 60% of women and girls give birth without a skilled medical professional present. Worldwide, 70,000 girls aged less than 18 years die each year during pregnancy and child birth.

UNICEF (2001) for example asserts that in many developing countries the transition from adolescence to adulthood is abruptly cut short by early marriage, a practice that has serious consequences for the health and development of female adolescents. Young girls are robbed of their youth and required to take on roles for which they are not psychologically or physically prepared. Many have no choice about the timing of marriage with their partner whilst some are coerced into marriage; others are too young to make an informed decision.

1.4. Objectives of the study

Ø  Main Objectives: To examine the educational status and health condition of children in Pairaband Union.

Ø  To investigate factors that influence the  marital age in early marriage on the girl child maternal health. 

Ø  To examine  factors that influence early pregnancy health choices in early marriage on the girl child maternal health.

Ø  To establish factors that influence early pregnancy in early marriage on the girl child maternal health.

Ø  To examine factors that influence maternal education on the girl child’s maternal health. 

Specific Objective:

Ø  To study the incidence of Early marriage in the study area; 

Ø  To list the factors responsible for Early marriage and  its factors affecting children’s education and health;

Ø  To suggest measures to motivate children and their parents against Early marriage;

1.5. Research Questions

Main Question: These were the research questions of this study. 

a)      What is the influence of marital age in early marriage on the girl child maternal health?

b)      To what extent does pregnancy health choices in early marriage influence the maternal health of the girl child?

c)      To what extent does early pregnancy in early marriage influence the girl child maternal health? 1.4 To what extent does maternal education in early marriage influence on the girl child’s maternal health?

Other questions:

1. How old are their husbands when they get married?
2. How old are girls in your community married?
3. Why did you give early marriage?
4. What ages of children are engaged in marriage?
5. What is the effect of household structure on early marriage?
6. How does early marriage interplay with education?
7. What are the health consequences of early marriage in your area?

1.6. Significance of the study 

Through this study, we will be able to extend proper education to the young girls, parents, local leaders on the disadvantages of early marriage; provide guidance and counseling to the young women, especially to the young marrying couples to be girls; their parents and the community; health workers; county and national policy makers and also researchers . 

        CHAPTER TWO

THEORETICAL FRAMEWORK

2. Theoretical Framework

The theoretical framework is the foundation on which the entire research project is based on. It is logically developed, described and elaborated among the variable deemed relevant to the problem situation. The framework is;

 

CHAPTER THREE

RATIONALE OF THE STUDY

3. Rationale of the Study

Child marriage is very dangerous and harmful for children. The key factors which influence the popularity and existence of child marriage in the world are the poor economic background of the country, family and the society, poor moral value, cultural peculiarities and the will of the grown-ups.  

Children are deprived of their education, lost their health as well as their happy moments of childhood which they will never have again.

   

CHAPTER FOUR

REVIEW OF LITERATURE

4.1. Review of Literature

The relationship between age at first marriage and education is the most powerful and consistent documented literature. Most of the studies recognized the importance of education to increase the female age at marriage.

Choe et al. (2005) utilized information from both male and female adolescents in their study “Early Marriage and Early Motherhood in Nepal”. They applied proportional hazard model and logistic regression model to estimate covariates of early marriage, early motherhood and delayed consummation of marriage in Nepal. They discovered that education along with parental education has a highly significant effect on early marriage. The study explained that attaining the level of education increases the age at first marriage. 

Field and Ambrus(2008) used data in their study “Early marriage, Age of Menarche, and Female Schooling Attainment in Bangladesh” from a rural region of Bangladesh named “Matlab Health and Socioeconomic survey 1996”.They separated the causal impact of timing of marriage using the instrumental variable named „age of menarche‟. They found that higher literacy rate and preventive health services were responsible for delaying marriage by using IV (Instrumental variable) estimates and OLS( Ordinary Least Square) estimates. 

Kumchulesi et al. (2011) examined in their study “Factors affecting age at first marriage in Malawi” that early marriage was influenced by high fertility, high mortality and low contraceptive use. For this study, they used 2000 and 2004 Malawi Demographic and Health Survey data. Univariate, bivariate and hazard proportional model were used to find out the relationship between age at first marriage and selected socioeconomic factors.

Jain et al. (2011) discussed the incident of child marriage in India, in their study “Early marriage of girls as a barrier to their education”. They investigated the causes of child marriage as economic survival, protection of young girls, controlling female behavior and socio-cultural and religious values.

4.2. Hypothesis

 After reviewing the above literature and achieving the purpose of this study, six alternative hypotheses have been developed: 

v  Respondents education has significant impact on early marriage.

v  Husbands education has significant impact on early marriage.

v  Place of residence has significant impact on early marriage.

v  Religion has significant impact on early marriage.

v  Wealth index has significant impact on early marriage.

v  Respondents occupation has significant impact on early marriage

CHAPTER FIVE

METHODOLOGY

5. Methodology

5.1. Sample Design 

The sample for the BDHS 2011 is nationally representative. In addition, 2011 BDHS covered total population living in non-institutional dwelling units in Bangladesh. A two-stage stratified sampling procedure of households had been used. By using this design, the survey chose about 18,222 ever married women and from them they interviewed about 17,872 ever married women aged 12- 49 throughout Bangladesh. Ever-married women mean they have been married at least once throughout their lives even though their current marital status may not be „married‟.

5.2. Sources of data:

There were two sources of data collection; primary source and secondary source. In primary, face to face interview data have collected. In secondary source data was collected from Books, journals, article, internet and Newspaper.

5.3. Study of Population

The study population are female and male child at the age of 12-18 years old in Pairaband Union. The study unit will children age 5-18 years who have lived in the Pairaband Union for at least one months.

5.4. Location and Size

Pairaband Union is one of the ten union at Mithapukur in Rangpur district. It is about 8 kilometers from the Rangpur district. The road network is not all that good and some portions are currently under construction.

5.5. Variables 

The dichotomous dependent variable of this study is the age at first marriage which was recorded in single years. The dependent variable was divided into two categories. Those who married before reaching the age of 18 were considered as early married and who married at or after age 18, were considered as late married.

5.6. Sampling Procedure

A purposive sampling procedure was used in the selection of respondents from the Union. For a better representation of the union, ten villages were selected using the communities. Thus, the ten villages were conveniently chosen and purposively selected from the union.

5.7. Sample Size

A total of 50 eligible respondents will be selected from the communities in the union who are mostly engaged in early Marriage.

5.8. Data Processing

Filled questionnaires were numbered and checked for completeness, clarity and consistency at the end of interview. Recorded direct interviews were transcribed in sequence in a notebook kept at the investigators residence. Data was cleaned up and irrelevant materials sorted out.

5.9. Data Analysis

The data was analyzed using Statistical Package for Social Scientist (SPSS) version 15.01. Descriptive and inferential statistics were used to describe and make inferences from the data where applicable. The findings were presented in tables.

5.10. Limitations of the Study

One of the major limitations of this study is that the study utilized information from  sources of data (BDHS 2011 because of the unavailability of data from BDHS 2014). In addition, if primary data had been used then the reliability of this study would have been better and we get to know the most current scenario of child marriage.  Another limitation is that the study used only six socio-demographic and economic variables. Some more significant variables could have been included in the study. In addition, further research is required to examine some physical and psychological consequences of child marriage like teenage marital pregnancy, reproductive health complications and so on.

5.11. Time schedule

This research will take one months, these will be divided into three phase. First phase for literature review and secondary data collection and selection of area and respondents. Second phase for primary data collection, interview. And third phase for analyzing data and report writing.

                                                 CHAPTER SIX

CONCLUSION

6. Conclusion 

Bangladesh has laws to regulate early marriage, but these laws are not followed by most of the people in our country. However, till now, most of the studies focused on the impact of education in rising the age at first marriage. This present study used logistic regression analysis to see how various factors influence the likelihood of decisions in favor of early or late marriage. The quantitative cross-sectional study revealed the most current situation of early marriage using data from BDHS 2011. The BDHS 2014 data has not been officially published yet. Thus, BDHS 2011 remained the most recent data for this study. It can be observed that the rate of age at first marriage in Bangladesh is still very high (77.7%).The incidence of early marriage is higher among respondents having no education (29.2%), primary (32.9%) and secondary (34.8%) education. This rate is higher among the respondents from the rural area (68.1%).

7. References

1. Tahsin Farzana Jisun, Lecturer, School of Business Studies, Southeast University, Dhaka, Bangladesh,  Email: jisun535@yahoo.com 
2. Adedokun Olaide A , et al ( 2012) child Marriage and Maternal Health Risks among    Young Mothers in Gombi, Adamawa State, Nigeria: Implications for Mortality, Entitlements and Freedoms. 
3. Aktar S. (2012) Health Care Seeking Behavior for Safe Motherhood: Findings from Rural  Bangladesh Journal of Sociology. Volume 9, Number 2.  December 
4. Alan Guttmacher Institute, (1997). Risks and Realities of Early child bearing World wide.  Retrieved from http://www.agi-usa.org/pubs/ib10.html
5. Alemu . B. (2007) Early marriage in Ethiopia: Causes and health consequences. Ethiopia
6. Anju M..( 2010 ). Causes, Consequences and Solutions to Forced Child Marriage in the   Developing World. International Center for Research on Women. Washington, D.C. 
7. Arari L. (2015) The Effect of Maternal Education on Child Nutritional Status in the  Democratic Republic of Congo. 
8. Asrari, L. (2015) Preventing Child Marriage in the Commonwealth: the Role of  Education London: Plan International UK and Royal Commonwealth Society 
9. Birech,.J. Child Marriage: A Cultural Health Phenomenon. International Journal of   Humanities and Social Science ,Vol. 3 No. 17; September 2013