Prevalence, responses, and strategic interventions of pregnancy in childhood and adolescence in South Africa
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
While the education system’s response to pregnancy in childhood and adolescence has been to ensure that pregnant teenagers attend school before and after childbirth, the criminal justice system has set grounds for civil and criminal proceedings for fathers who impregnate girls under the age of sixteen. However, both the education and criminal justice systems remain silent about the prevalence, responses, and strategic interventions towards alleviating pregnancy in children and adolescents. This study aimed to review the prevalence, surrounding discourses, and ways of responding to pregnancy in children and adolescents in South Africa. Data mining from local and international literature and governmental organizations were consulted to determine the estimation of pregnancy in childhood and adolescence. Foucault’s pedagogization of children’s sexuality underpinned the study. Pregnancy in childhood (as early as reported at age 9) remains a silent phenomenon due to the false notion that children are incapable of childbearing, a myth that further exacerbates their risk of early pregnancy. Intergovernmental strategies regarding how education and criminal justice systems can appropriately address and manage the rising occurrence of pregnancy in childhood and adolescence are discussed. Recommendations for policy implementation are outlined in response to the growing rates of pregnancy in childhood and adolescence.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it