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The revolutions of 1917 prompted a large-scale reorganization of almost all aspects of life in Russia. An important actor in its implementation was intelligentsia. Studying the biographies of the participants in that processes is important for two reasons. Firstly, it allows us to fill the gaps in the history of certain phenomena (i.e., the history of museum education in Russia). Secondly, it’s important from the point of view of prosopography, as biographies help a better understanding of certain historical types. That is important in the context of the anthropological approach to the study of revolutionary events. The object of this article is the biography of one of the personalities of the first post-revolutionary years, Nikolai Emmanuilovich Soum (1879–1926). Studying chemistry at St. Petersburg University in the 1890s–1900s, Soum to a great extent followed the path laid by his father's professional activities. However, he didn’t succeed in accomplishing his studies, perhaps on the account of his father’s death and failed family finances. In the 1910s, when working as a chemist, he joined in the activities of scientific and educational societies. The enlightenment pathos and practical application of science (his interest in photography) prepared the changes, which took place immediately after the revolution. Since 1918 Soum served in the Petrograd gubernia department of public education, and from 1919 headed the Museum department of the Petrograd Institute of Out-of-School Education. One of his first projects was system of training of museum workers, one of the first in Russia. Structural changes and unfavorable political conditions hindered the implementation of the initiative. Soum, same as earlier in the pre-revolutionary period, was pushed to the periphery of cultural life.

Sustaining English proficiency level is important in present word circumstances. In this article, we will look closer to the possible influence on sustaining language proficiency taking into consideration various aspects. With the help of questionnaires and proficiency test, we will try to determine if some activities can have potential influence in terms of sustaining English language proficiency. In the end, we will focus on the result from the research and try to answer the earlier mentioned question.

PURPOSE This study aimed to determine the reliability and validity of the Cleveland Adolescent Sleepiness Questionnaire in Turkish university students, and to determine the sleepiness of students. DESIGN AND METHODS This cross-sectional study was carried out with 852 university students in Turkey, Bolu, between February- May 2019. FINDINGS Results of the analysis indicated that this scale was a valid and reliable measurement tool. As the scores of students' get from Cleveland Adolescent Sleepiness Questionnaire increased, the frequency of students feeling sleepy during the day, sleepiness in and out of school, and getting up in the morning without resting increased. PRACTICE IMPLICATIONS Nurses can use this scale when evaluating university students' sleepiness.

The question of how to support the early literacy development of children experiencing marginalization through systematically under-resourced urban schools and neighborhoods has been taken up in a variety of ways in educational research. The correlation between socioeconomic status, race, ethnicity, and literacy is well documented, however, this research has mostly been within the context of schools. This dissertation addresses the issue of family engagement and literacy within an out-of-school, neighborhood context. Specifically, this is the case of a Detroit nonprofit organization whose mission centers the success of young children, their families, and their neighborhoods while operating as a social enterprise within a capitalistic society. The neoliberal turn in education has put an emphasis on the individual, this organization is making efforts to invest in the collective power of the often-ignored residential communities of the city. I explore the culture, structures, and systems of the organization and how they are utilized to engage families around literacy programming at distinct hubs in predominately African American and Latinx neighborhoods in the city. This study explores the experiences of various stakeholders who participate in the organization at different capacities. It highlights community voices and explores how aspects of the organization affect engagement in literacy programs within the neighborhood context. The analysis was guided by a conceptual framework which incorporates social theories of learning and literacy within an ecological framework that was developed to contextualize learning within a sociopolitical and racialized environment. Findings suggest that family-engaged and culturally relevant practices and a loving organizational culture create a welcoming environment for community members which allows for community members to connect with each other and with the resources offered by the organization. Additional findings from literacy program observations, however, indicate that literacy programs were not designed in response to the community within which they were being offered. The study revealed that even an organization committed to asset-framing, relationship-building, and a loving culture with equitable systems can fail to ensure that programs and stakeholders develop a critical consciousness that aligns with the collective focus of the mission.

BACKGROUND: Inhalants, also known as volatile substances or solvents, are volatile hydrocarbons, which become gases at room temperature. Inhalants are substances commonly used by homeless teenagers. The effects of this substance vary including stamina enhancing effect, self-resistance, agitation, paranoid, hallucinations, and chest pain. We expect that this case report is able to show how vulnerable teens are to become users of illegal substance, such as inhalants, particularly those who come from low socio-economical background. CASE REPORT: Mental emotional disorders are commonly found among a 14–18-year-old man who engages in glue sniffing that may end up with jail. Most of the cases in Medan were found in children from broken home families or with low financial background, dropping out of school, and those suffering from bullying. Therefore, we particularly report a case of a 14-year-old boy who uses inhalant (glue) in Medan. CONCLUSION: Several studies show that the use of inhalants in street children is quite high.

Many youth-serving organizations refer to social and emotional learning (SEL) as a process through which adults and young people develop the critical knowledge and skills one needs to be successful in school, work, and personal life (e.g., Collaborative for Academic, Social, and Emotional Learning – CASEL, 2020). SEL is a learning process and – as evidence from the science of learning and development would suggest – one that happens everywhere, both in and out of school. The science also suggests that young people and adults learn best in safe and supportive environments that are identity-safe and filled with developmentally rich relationships (Science of Learning and Development Alliance, n.d.). These finds highlight the importance of meaningful, intentional, and inclusive SEL practice that is grounded in equity and cultural competence. This has historically been the approach out-of-school time (OST) educators have taken to expanding learning opportunities for young people and these practices continue to evolve as the OST field moves toward more intentional SEL practice. OST practitioners are looking to the evidence, many of whom are doing so by partnering with researchers to reexamine and bolster their SEL practices. In this chapter, we explore why and how researcher–practitioner partnerships can foster equitable SEL in OST.

South Africa, like many countries, has high numbers of learners who do not complete secondary schooling. This reduces these young people’s chances of finding work or of earning a better salary. It is thus important to understand the factors that contribute to high school dropout. In the study reported on here we investigated the factors that caused a number of female learners to drop out and return to high school in a rural community in Mpumalanga. The learners provided 3 reasons for dropping out of school: pregnancy, illness and immigration. The analysis of these factors suggests 3 underlying themes that influence the ability of children to remain in school, viz. health, policies and structures, and poverty. The implications of these and recommendations to address them are discussed. The authors argue that greater interdepartmental efforts are required to support vulnerable girls to remain in school.

What is already known about this topic? There are 4,000 new HIV infections every day worldwide, and 31% of which are in adolescents aged 15–24 years old. However, previous study is not aware of the distribution of out-of-school youth among this age group. What is added by this report? The crude reporting rate of HIV/AIDS among out-of-school youth aged 15–24 years old increased from 5.25 per 100,000 persons in 2010 to 13.75 per 100,000 persons in 2020 with a weakly aggregated spatial distribution. Local hotspots spread from southwestern China to the central, eastern, and northeastern areas. What are the implications for public health practice? In the future, HIV/AIDS awareness among out-of-school youth and research on epidemic characteristics should be strengthened.

This study examines how maternal employment is related to children's school enrollment in rural Nepal. Using the Chitwan Valley Family Study we combine over 30 years (1974–2008) of yearly data on mother's employment and their children's education. Results reveal heterogeneity by gender, social status, and type of work. Children from historically disadvantaged social groups were more likely to be in school when their mothers started working. This was largely driven by mothers with jobs that allowed them to more easily combine work and family tasks (i.e., those self-employed in the home). In fact, maternal self-employment outside the home was associated with boys dropping out of school. Additionally, we find evidence that some of the observed relationship between maternal wage labor and children's school enrollment is due to household-level selection effects on mother's work.

Les établissements facultaires classiques des Universités camerounaises connaissent depuis plusieurs années, le phénomène d’abandon des études qui touche les étudiants inscrits au premier cycle universitaire. Selon le rapport de Delpouve et Breillat (2010) réalisé à l’Université de Yaoundé 1, près de 31% d’étudiants abandonnent les études en première année. L’objectif de cette étude est d’examiner l’impact des déterminants psychosociaux sur l’abandon scolaire des étudiants au sein des facultés universitaires. Notre hypothèse d’étude stipule que l’abandon scolaire des étudiants, relève davantage du processuel que de l’événementiel. C’est à dire qu’il est influencé par les déterminants psychologiques et/ou sociaux. Cette hypothèse a été vérifiée sur la base des données recueillies à l’aide d’un questionnaire administré auprès de 149 anciens étudiant(e)s ayant abandonné au premier cycle d’études à l’Université de Ngaoundéré. Les résultats obtenus sont en faveur d’une validation de l’hypothèse de départ. Il existe donc une corrélation significative et positive entre les déterminants psychosociaux et l’abandon scolaires des étudiants inscrits dans les établissements facultaires de l’Université de Ngaoundéré. Des entretiens semi-directifs ont été menés auprès de 15 étudiants dans le but d’approfondir la compréhension du phénomène d’abandon des études observé à l’Université. The traditional faculty establishments of Cameroonian universities have known for several years the phenomenon of dropping out of studies affecting students enrolled in the first cycle of university. According to the report by Delpouve and Breillat (2010) carried out at the University of Yaoundé 1, nearly 31% of students drop out of studies in the first year. The objective of this study is to examine the impact of psychosocial determinants on the dropout of students in university faculties. Our study hypothesis stipulates that students dropping out of school is more a process than an event. That is to say, it is influenced by psychological and / or social determinants. This hypothesis was checked on the basis of the data using a questionnaire administered to 149 former students who dropped out in the first cycle of studies at the University of Ngaoundéré. The results obtained are in favor of a validation of the initial hypothesis. There is therefore a significant and positive correlation between psychosocial determinants and the school dropout of students enrolled in faculty establishments of the University of Ngaoundéré. Semi-structured interviews were conducted with 15 students with the aim of deepening the understanding of the phenomenon of dropping out of studies observed at the university. Article visualizations

The article emphasizes that the state of modern art education in Ukraine and China requires the introduction into the practice of music education of students of out-of-school educational institutions of new methods aimed at forming their musical and aesthetic competence. Presented step-by-step method covers piano preparation of teenage students in two planes-performing and art-theoretical and provides for the presence of three stages: organizational-orientational, intellectual-deepening and creative-enriching. The main purpose of the first organizational and orientation stage of education was to acquire in adolescents a positive motivation for musical and aesthetic activities and the expansion of the thesaurus of musical knowledge. The second (intellectually-deepening) stage was aimed at theoretical and practical development of musical knowledge in order to form in adolescents musical and aesthetic competence, filling musical and intonation vocabulary, expanding musical and aesthetic worldview, activating emotional impressions, comparing their own experiences with artistic content of piece of music, accumulation of musical thesaurus and musical performance experience. The third (creative-enriching) stage was aimed at developing the ability to genre-style embodiment of interpretive ideas, creative evaluation of musical phenomena on the basis of the system of values adopted in the art of music.

Satisfaction of one's curiosity is one of the greatest sources of happiness in life.—Linus Pauling

Objectives:Few studies have examined the healthy eating environments within the Australian out of school hours care (OSHC) setting. This study aims to describe healthy eating environments, consisting of: (a) the alignment of provided food and beverages to Australian Dietary Guidelines; (b) healthy eating promotion practices; (c) nutrition education through cooking experiences; (d) staff role modelling healthy eating and (e) regular water availability.Design:A cross-sectional study was conducted using direct observations and the validated System for Observing Staff Promotion of Activity and Nutrition (SOSPAN) tool.Setting:OSHC located in urban and semi-rural regions of NSW, Australia.Participants:Staff (151) and children (1549) attending twelve OSHC services operating in the hours after school.Results:Fifty per cent (50 %) of services offered fruits and 100 % offered water as a part of the afternoon snack on all four observation days. Discretionary foods were offered on more days compared to vegetables (+1·9/d, P = 0·009), lean meats (+2·7/d, P =·0 004) and wholegrains (+2·8/d, P = 0 002). Staff promoted healthy eating on 15 % of days, sat and ate with children 52 %, consumed high sugar drinks 15 % and ate discretionary foods in front of children 8 % of days, respectively. No opportunities for cooking or nutrition education were observed.Conclusion:Afternoon snacks regularly contained fruits and water. Opportunities exist to improve the frequency by which vegetables, wholegrains and lean meats are offered in addition to staff healthy eating promotion behaviours. Future research is warranted to further explore healthy eating behaviours, practices and policies within the after-school sector.

The COVID-19 pandemic has disrupted every aspect of society. In mid-April 2020, 192 countries had closed their schools, putting 9 out of 10 enrolled children out of school. These closures disproportionately affected marginalized children, worsening existing inequities across education systems worldwide. This brief draws on the experience of five UNICEF education country programmes supported by the Let Us Learn (LUL) initiative, to document tangible lessons in adapting education programmes to support the most marginalized children during school and learning centre closures. The evidence in this brief stems from a series of semi-structured interviews with Education and Child Protection specialists, as well as a document review of available COVID-19 response studies, in the five LUL-supported UNICEF Country Offices.

This case study describes the iterative process used to develop a virtual coaching program for out-of-school-time (OST) educators, particularly those who work in afterschool and library settings. The program, called ACRES (Afterschool Coaching for Reflective Educators in STEM), used a design-based implementation research (DBIR) approach to consider issues related to scale-up. Afterschool and library settings are complex systems that include supports and barriers that require adaptation for implementation. Throughout the design process, program developers worked to identify the essential elements of the program that should be maintained across contexts, while attending to the diverse needs of individual OST settings. Survey and interview data were collected from the full range of stakeholders throughout the implementation process to verify the importance of the essential elements to the professional learning model, and to gather early indicators of the program's potential related to three key concepts for successful scale-up of programs: sustainability, spread, and shift. Conclusions are shared in relation to how these types of results support the scale-up of programs, and the strengths and gaps in the process used to apply the DBIR approach in our work. National Science FoundationNational Science Foundation (NSF) [1713134] Published version This material is based upon work supported by the National Science Foundation under Grant No. 1713134. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

More needs to be known about the benefits and risks to the development of interpersonal and intrapersonal skills in ubiquitous digital environments at school and at home. Nine to 12-year-old students (n = 186) in a 1:1 digital programme serving low SES and culturally diverse communities rated their self-regulation and social skills for both non-digital and digital contexts. Downward trends in self-regulation and related personality dimensions were found. Social skills were more variable. Students had heightened awareness of needing to self-regulate in digital contexts, rating their self-regulation lower than in non-digital contexts. High frequencies and durations of fun activities at home (e.g., posting photos or blogs, chatting, and games) were associated with lower ratings. But fun activities were associated with higher ratings of social skills in digital contexts. High levels of parental monitoring were related to higher ratings of self-regulation. These patterns reflect school-wide norms and practices (students are socialized as digital citizens) as well as more general features of socialization at home. We conclude that self-regulation and social skills are sensitive to contexts over the primary school years. Digital tools may be particularly 'impulsogenic', and students need context-specific self-regulatory strategies, but the tools create opportunities to develop valued social skills under specific conditions.

The purpose of this study was to determine the factors causing early marriage in Mentajoi Village, Serawai District, Sintang District, and the impact of early marriage. The research approach used is a qualitative approach with descriptive methods. Data collection techniques are interviews and documentation. The data collection tool used was a combination of interviews and documentation. The data analysis techniques used were data reduction, data presentation, and conclusion drawing. This study indicates that the occurrence of early marriage in Mentajoi Village is caused by two factors, namely internal and external factors. The internal factor is having made a biological relationship and the factor of education. External factors are caused by parents, namely parental education that is low so that they are submissive and lack supervision, and cultural customs factors, namely violating customary law. The impact of early marriage is the obstruction of freedom of expression in looking for work in an economy, difficulties in fulfilling needs, dropping out of school, which makes it difficult to find work.

The aim of this paper is to describe an analytical approach for addressing the ceiling effect, a measurement limitation that affects research and evaluation efforts in informal STEM learning projects. The ceiling effect occurs when a large proportion of subjects begin a study with very high scores on the measured variable(s), such that participation in an educational experience cannot yield significant gains among these learners. This effect is widespread in informal science learning due to the self-selective nature of participation in these experiences, such that participants are already interested in and knowledgeable about the content area. When the ceiling effect is present, no conclusions can be drawn regarding the influence of an intervention on participants’ learning outcomes which could lead evaluators and funders to underestimate the positive effects of STEM programs. We discuss how the use of person-centered analytic approaches that segment samples in theory driven ways could help address the ceiling effect and provide an illustrative example using data from a recent evaluation of a STEM afterschool program.

Objectives:The long-term outcome of childhood-onset schizophrenia (COS) and its influencing factors remain unclear. The current study aimed to assess the long-term outcomes of COS and identify possible outcome predictors.Methods:We retrospectively investigated 276 patients with COS. Diagnosis made according to the ICD-10 criteria for schizophrenia, and the age of the first onset was ≤ 14 years. Follow-up was completed for 170 patients, with a median follow-up period of 5.6 years. Outcome variables included occupational/education status and readmission. Spearman correlation was performed to assess the relationship between predictors and outcome variables. Binary logistic regression was conducted to detect possible predictor variables for outcome variables.Results:At the end of the follow-up, 89 patients (52.3%) were at school, 70 patients (41.2%) were employed, and only 11 patients (6.5%) were dropped out of school or unemployed. The duration to the first admission and depressive symptoms were identified as predictors of occupational/educational status. The length of follow-up and obsessive-compulsive symptoms (OCS) were distinguished as predictors of readmission. Duration to the first admission and length of follow-up were risk factors, and depressive symptoms and OCS were protective factors for the outcomes of COS.Conclusion:We found a favorable long-term outcome on occupational/education status in COS, and depressive symptoms and OCS may be associated with more positive long-term outcomes in COS. Our findings suggest that COS patients may benefit from early intervention and require appropriate treatment.

The Sustainable Development Goals commit all countries to make rights to education realities for all children. Most of those out of school, and in school but not learning, are in Low Income Countries. Poor countries allocate 3%-4% of GDP to education. 6% is needed to finance universal primary and secondary school. Aid can help. However, aid to education in poor countries has stagnated since 2010 at USD 12 Billion annually. Aid can accelerate development that is self-sustaining through investment in human capitals and the promotion of public goods. Over the last three decades national investment has helped some countries transform their education systems. In other countries progress has been disappointing. The challenge for old and new donors to education is how should future aid be provided to promote sustainable development aid and how can Comparative Education help?

Japanese policy regarding arts education had not been well discussed. One of the reasons was the effects of the arts had not been highly regarded in Japan. This paper empirically addressed the effe...

This research is entitled ‘Trauma Recovery in Earthquake Victims in the City of Palu through Storytelling’. The problems in this study are (1) What strategies and techniques are used in storytelling in children affected by the earthquake in Palu, (2) What are the obstacles so far in storytelling activities in Palu City. The study was conducted in Palu City with the following considerations: (1) Palu City was the area most severely affected by the earthquake and many had casualties. (2) Many disaster victims' children need serious treatment in the process of recovering from trauma both those who have dropped out of school or those who have gone to school. The results showed: (1) Storytelling became one of the effective approach methods in recovering the trauma of children affected by the earthquake in Palu City. (2) Storytellers in Palu City are still lacking while there are quite a number of children who need psychological assistance. (3) The lack of institutions at the local level that focus on storytelling activities

Dadas las graves consecuencias negativas de abandonar la escuela para el individuo y para la sociedad, los investigadores han tratado de identificar los factores que predicen el abandono con la esperanza de desarrollar intervenciones que mejoren los procesos de riesgo. Teniendo en cuenta las dificultades para medir y evaluar los factores que afectan a los abandonos que ya han ocurrido y asumiendo la relación entre la intención de abandono y el abandono real, parece esencial desarrollar una caracterización amplia de los estudiantes que tienen la intención de abandonar. En este punto, con una muestra de 267 alumnos españoles (48.7% mujeres; Mage=14.38; SD=1.09) que cursaban 2º (n=138) y 3º (n=129) de ESO se explora la incidencia de la repetición y el rendimiento académico sobre la intención de abandonar antes de completar la educación secundaria obligatoria.Los resultados de este trabajo sugieren que la probabilidad de que se dé una intención de abandono temprano es significativamente más alta entre quienes han repetido uno o dos cursos en la ESO que entre aquellos que no han repetido en ESO (OR= 8,769, IC 95% 2,304-33,378; Q=.79) y que la probabilidad de abandonar puede ser también más elevada entre los estudiantes que informan de rendimiento académico inferior a la media que entre quienes informan de rendimiento superior a la media (OR= 4,336, IC 95% ,968-19,421; Q=.64). Atendiendo a nuestros resultados, si bien no estar repitiendo actualmente o no haber repetido en EP podría garantizar, en cierta medida, la intención de completar los estudios, ni estos factores ni las bajas calificaciones se establecen como predictores directos de la intención de abandono temprano. A la luz de estos resultados cabe seguir explorando el perfil personal y motivacional del abandono escolar temprano.

Recent gender literature has highlighted that boys and girls devote their out-of-school time in dissimilar ways, which may differentially influence their academic achievement. Furthermore, this literature indicates that these gender differences may be rooted in society’s gender stereotypes when using this time. To analyse this issue we employ longitudinal and census data for the Spanish region of Andalusia, making use of recent methodological innovations in the Oaxaca-Blinder gender decomposition technique. Our results have shown that girls outperform boys in reading, whereas boys get better grades in mathematics. We also found that there are no significant gender differences in the educational returns on time devoted to homework and that the gender differences in the time devoted to watching television and in the time devoted to playing video games and computer games narrow the female advantage in reading and widen the male advantage in mathematics.

Objectif : Etudier les aspects épidémio-cliniques et pronostics du tétanos néonatal (TNN) au CHU Gabriel Toure. Matériel et méthodes : Etude rétrospective, descriptive sur une période de deux ans. Ont été recueillies les données sociodémographiques, cliniques, thérapeutiques et l'issu de la maladie. Résultats : 13 nouveau-nés ont été inclus. 8 (61,5%) de nos mères n'étaient pas scolarisées, 6 (46,1 %) n'avaient pas fait de consultation prénatale, 6 (46,1%) n'étaient pas vaccinées contre le tétanos et étaient primipares. L'accouchement s'est effectué à domicile pour 3 mères (23,1%), le lieu était indéterminé chez 5 (38,5 %). La tranche d'âge 2-7 jours était la plus représentée à l'admission (61,5%) soit 8 patients. La porte d'entrée était principalement ombilicale (84,6 %) et concernait 11 nouveaux nés. Les soins étaient faits avec le beurre de karité chez 10 (76, 9%). Selon le score pronostic de Dakar, le tétanos était considéré comme sévère chez 7 (53,8 %). La létalité était (30,8 %) soit 3 décès. Conclusion : Le nombre de cas de TNN reste élevé, malgré la gratuité du VAT au Mali. Les mères non scolarisées sont plus à risque, la porte d'entrée ombilicale est la plus fréquente et la létalité forte.

We investigate the effect of spells of no formal employment of young Germans on their chances of entering the labor market through an apprenticeship. We also study whether the potential negative effects of such spells can be mitigated by publicly provided training measures. In a field experiment, the fictitious applications of three young women were sent to firms advertising apprenticeships for the position of office manager. One application was from a fresh school-leaver and two from applicants who had been out of school for two years, where one of them had participated in a training measure. We find that applicants who have been out of school for two years and have participated in the training are more successful than older applicants without additional training. We do not find a significant difference between older applicants with or without training and fresh school leavers. Our findings show that training measures increase the attractiveness of applicants and that the potential stigma of spells of no formal employment after school are compensated by informal work experience or age or a combination of both.

Education is very important in life and it can support the future. Everyone has the right to education, both formal and informal, as well as scavenger children. Based on field data, we can see that many scavenger drop out of school because they cannot afford to pay for their children's education. Although there are some scavengers who go to school, only elementary and then do not continue to a higher level. The purpose of this study is to describe the experiences of scavengers who drop out of school at the level of formal education. The approach used in this study is a qualitative approach and the type of research is descriptive because to describe the data in the field, the informants in this study were scavengers and data croschecks conducted interviews with parents and the school. Data were collected by means of in-depth interviews with informants, and documentation, data were analyzed by means of an interactive model of Mathew Milles And Huberman. The results of this study Some of the scavenging children had unfavorable experiences when they were on school benches and there were also some scavenging children who had a pleasant experience for them. Experiences that are felt to be not good for scavengers like when they are in school they get actions ostracized.

To examine HIV/AIDS awareness, HIV testing practices and associated factors among adolescents in two eastern Ethiopian communities.Community-based, cross-sectional study among 2010 adolescents aged 10-19 years. Participants were asked about their awareness of HIV/AIDS and HIV testing practices, and whether they had ever been tested for HIV. Regression models were applied to identify the factors of statistical significance at P-value 0.05.Of 90% were aware of HIV/AIDS, but only a quarter had ever been tested for HIV. Rural adolescents were less aware of HIV than urban adolescents (AOR = 0.16; 95% CI: 0.05, 0.58), and in-school adolescents had more knowledge about HIV/AIDS than that out-of-school adolescents (AOR = 2.79; 95% CI: 1.88, 4.15). Factors associated with lower uptake of HIV testing were male sex (AOR = 0.74; 95% CI; 0.58, 0.91) and being from a rural area (AOR = 0.16; 95% CI: 0.07, 0.36). Factors associated with higher uptake of HIV testing were being in school (AOR = 1.66; 95% CI: 1.16, 2.38), using the Internet (AOR = 1.52; 95% CI: 1.01, 2.28), and ever visiting a health facility (AOR = 1.54; 95% CI: 1.21, 1.96).Awareness of HIV/AIDS was high, whereas HIV testing was rare. HIV awareness programs for adolescents should target rural and out-of-school adolescents. Programmes to increase HIV testing implemented in these and similar communities should focus on male and rural adolescents.Examiner la sensibilisation au VIH/SIDA, les pratiques de dépistage du VIH et les facteurs associés chez les adolescents de deux communautés dans l'est de l'Ethiopie. MÉTHODES: Etude transversale, à base communautaire auprès de 2.010 adolescents âgés de 10 à 19 ans. Les participants ont été interrogés sur leurs connaissances sur le VIH/SIDA et sur les pratiques de dépistage du VIH, et s'ils avaient déjà subi un test de dépistage du VIH. Des modèles de régression ont été appliqués pour identifier les facteurs ayant une signification statistique à une valeur P 0,05. RÉSULTATS: 90% des participants étaient au courant du VIH/SIDA, mais seulement un quart avait déjà subi un test de dépistage du VIH. Les adolescents ruraux étaient moins au courant du VIH que les adolescents urbains (AOR = 0,16; IC95%: 0,05-0,58), et les adolescents scolarisés avaient plus de connaissances sur le VIH/SIDA que les adolescents non scolarisés (AOR = 2,79; IC95%: 1,88-4,15). Les facteurs associés à une moindre adoption du test de dépistage du VIH étaient le sexe masculin (AOR = 0,74; IC95%: 0,58-0,91) et provenir d'une zone rurale (AOR = 0,16; IC95%: 0,07-0,36). Les facteurs associés à une plus grande adoption du test de dépistage du VIH étaient le fait d’être scolarisé (AOR = 1,66; IC95%: 1,16-2,38), l’utilisation d’Internet (AOR = 1,52; IC95%: 1,01, 2,28) et avoir déjà visité un établissement de santé (AOR = 1,54; IC95%: 1,21-1,96).La sensibilisation au VIH/SIDA était élevée alors que le dépistage du VIH était rare. Les programmes de sensibilisation au VIH devraient cibler les adolescents des zones rurales et ceux non scolarisés. Les programmes pour augmenter le dépistage du VIH, mis en œuvre dans ces communautés et dans des communautés similaires, devraient se concentrer sur les adolescents masculins et ceux vivant en milieu rural.