Relevant bibliographies by topics / Enrolment policy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Enrolment policy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Enrolment policy"

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Alduais, Ahmed, and Meng Deng. "The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval." Education Sciences 9, no. 2 (April 30, 2019): 95. http://dx.doi.org/10.3390/educsci9020095.

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The possible effect of the National Plan on the development of special education has not been examined, and there is no published evidence concerning both national and international readership about the realisation of this policy document in China. Given this, we conducted a before–after design study at a 7-year interval including six variables of special education: number of schools, total enrolment, new enrolment, graduates, educational personnel, and full-time teachers. The data were retrieved from the National Bureau of Statistics of China (NBSC). The results indicated two patterns of special education development in China. First, the National Plan has quantitatively affected some special education services (schools, new enrolments, educational personnel, and full-time teachers). Second, the National Plan has possibly resulted into better control of the quality of special education—evidenced by an insignificant increase in total enrolment and graduates at the two compared intervals.
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Salari, Paola, Patricia Akweongo, Moses Aikins, and Fabrizio Tediosi. "Determinants of health insurance enrolment in Ghana: evidence from three national household surveys." Health Policy and Planning 34, no. 8 (August 21, 2019): 582–94. http://dx.doi.org/10.1093/heapol/czz079.

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Abstract In 2003, Ghana implemented a National Health Insurance Scheme (NHIS) to move towards Universal Health Coverage. NHIS enrolment is mandatory for all Ghanaians, but the most recent estimates show that coverage stands under 40%. The evidence on the relationship between socio-economic characteristics and NHIS enrolment is mixed, and comes mainly from studies conducted in a few areas. Therefore, in this study we investigate the socio-economic determinants of NHIS enrolment using three recent national household surveys. We used data from the Ghanaian Demographic and Health Survey conducted in 2014, the Multiple Indicator Cluster Survey conducted in 2011 and the sixth wave of the Ghana Living Standard Survey conducted in 2012–13. Given the multilevel nature of the three databases, we use multilevel logistic regression models to estimate the probability of enrolment for women and men separately. We used three levels of analysis: geographical clusters, household and individual units. We found that education, wealth, marital status—and to some extent—age were positively associated with enrolment. Furthermore, we found that enrolment was correlated with the type of occupation. The analyses of three national household surveys highlight the challenges of understanding the complex dynamics of factors contributing to low NHIS enrolment rates. The results indicate that current policies aimed at identifying and subsidizing underprivileged population groups might insufficiently encourage health insurance enrolment.
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Cobbinah, Joseph Ezale. "Assessing the Ideological Foundations and Relevance of the School Feeding Policy in Ghana." International Journal of Political Activism and Engagement 6, no. 4 (October 2019): 42–56. http://dx.doi.org/10.4018/ijpae.2019100104.

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This article critically examines the school feeding policy in Ghana. The policy became operational in the year 2005. It was part of the nation's effort to curb a drop in school enrolment that became a global concern which became part of the United Nations (UN) global efforts to reduce poverty in many parts of the world. The drop in school enrolment was attributed to poverty, hunger, and inequality in many deprived communities. So, to address those problems, the UN initiated various forms of interventions in member nations as part of efforts to improve school enrolment, reduce inequality and poverty. Ghana initiated a school feeding that was aimed at providing at least one hot meal a day for every child at the basic school level. Implementation of the policy has faced a lot of challenges and lack of political will. Some critics therefore argue that alternative policy initiatives should be considered to improve or replace the existing school feeding policy because although enrolment seem to go up, there is little evidence the policy is improving academic performance
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Eadson, Will. "State enrolment and energy-carbon transitions: Syndromic experimentation and atomisation in England." Environment and Planning C: Government and Policy 34, no. 8 (July 26, 2016): 1612–31. http://dx.doi.org/10.1177/0263774x16629445.

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This article analyses how national governments seek to enrol different subjects and objects in energy-carbon restructuring. It takes analysis beyond consideration of particular subjectivities and governmentalities to consider an expanded range of objects and subjects of governing at a distance. Developing an analytical model of ‘modes of enrolment’ focusing on power modalities, forms of policy integration and policy targets, the article explores five broad modes of enrolment employed in England. The article shows how policy across all modes of enrolment in England has increasingly tended towards disordered, syndromic experimentation and government by-project rather than any systematic programme of government.
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Dempsey, Ian. "Trends in the Placement of Students in Segregated Settings in NSW Government Schools." Australasian Journal of Special Education 31, no. 1 (April 2007): 73–78. http://dx.doi.org/10.1017/s1030011200025616.

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This brief report describes recent data on the enrolment of students in New South Wales (NSW) government special schools and special classes. There has been an increase in both special school and special class enrolments since 1998 with large increases among students with emotional disturbance. This pattern is briefly discussed in relation to government policy and legislation, social and political factors as well as the notion that there may be a threshold for the extent of inclusion of students with special needs in NSW government schools.
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Pimentel, Samuel D., Lauren Vollmer Forrow, Jonathan Gellar, and Jiaqi Li. "Optimal matching approaches in health policy evaluations under rolling enrolment." Journal of the Royal Statistical Society: Series A (Statistics in Society) 183, no. 4 (October 7, 2019): 1411–35. http://dx.doi.org/10.1111/rssa.12521.

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Cheema, Ahmed Raza, and Mazhar Iqbal. "Determinants of Girl’s School Enrollment In Pakistan." Pakistan Journal of Gender Studies 14, no. 1 (March 8, 2017): 17–35. http://dx.doi.org/10.46568/pjgs.v14i1.138.

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The developing countries like Pakistan are facing the problem of low girls’ school enrolment rate. The study estimates the determinants of girls’ school enrolment by employing Binary Probit modal using the PSLM data 2010/11.The results show that though the education of both mother and father affect positively the girls’ school enrolment, yet the former affects it more as compared to the latter. The relationship between age of children and school enrolment is of inverted ‘U’ shaped. Foreign remittances and land ownership have more chances to affect the female school enrolment. School distance and poverty are major problems for female school enrolment. Further, females have more chances of school enrolment in urban areas as compared to rural ones. The results at provincial level reveal that mother’s education has more chances to affect the probability of girls’ enrolment in Sindh followed by Punjab as compared to KPK and Baluchistan. At a policy level government should pay more attention on girls’ school enrolment who are to become mothers tomorrow. The government should provide schools as near as possible to their homes. Free education should be provided especially for the poor. The ministry of Overseas Pakistanis and Human Resource Development should be made more effective in searching out jobs abroad.
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Kaur, Sarabjit. "Innovative Programmes for Gender Equality in Indian School Education." Issues and Ideas in Education 8, no. 2 (October 22, 2020): 57–66. http://dx.doi.org/10.15415/iie.2020.82006.

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Background: National Education Policy 2020 aims to eliminate existing disparities in access to education for children from any gender or any under-represented group. After independence, India makes considerable strides in reducing gender gaps in education, but even today the goal of gender parity in school enrolments remains elusive. India provides Universal Elementary Education to all and this commitment has been articulated through Constitution, National Education Policies and other Innovative Programmes. All these initiatives put a strong emphasis on the education of girls and some of the programmes have been started particularly to eliminate gender gaps in school education. Purpose: This paper is an attempt to review the Innovative Programmes started by the Government of India to redress the gender gaps in school education and also to analyze the impact of these programmes on female literacy rates and enrolment rates of girls in elementary education. Before analyzing the innovative programmes and their impact on educational statistics, the paper briefly assesses the status of education in the Constitution of India and also studies the national policy perspective regarding universal elementary education of girls in the country in order to provide a sound background to this study. Methods: The method of document analysis for the review of policy documents and innovative programmes has been utilized and trend analysis method has been applied to study the educational statistics from the year 1950 to 2015. Results: The female literacy rates and enrolment of girls in total enrolments for the classes VI-VIII have registered an increase after the implementation of these programmes. Conclusions: It has been observed that these community-based programmes of the country have received a lot of international recognition for their contribution towards reducing gender gaps in elementary education. So, the experiences of these Innovative Programmes can prove quite beneficial for other countries struggling with gender gaps in school education.
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Pogodzinski, Ben, Sarah Winchell Lenhoff, and Michael F. Addonizio. "The push and pull of open enrolment policy in metro Detroit." Educational Review 70, no. 5 (August 10, 2017): 622–42. http://dx.doi.org/10.1080/00131911.2017.1359148.

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Wilfred, Akinola Gbenga, and Josue Mbonigaba. "Higher education enrolment in Sub-Saharan Africa: determinants and policy implications." International Journal of Education Economics and Development 11, no. 2 (2020): 165. http://dx.doi.org/10.1504/ijeed.2020.10027916.

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Dissertations / Theses on the topic "Enrolment policy"

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Dixon, Dalma, and n/a. "Continuous enrolment policy : a study of transition from preschool to primary school in the ACT." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060705.094737.

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Since its inception the A.C.T. Schools Authority has implemented a number of changes in attempts to meet its aim to provide high quality programmes for children. In the case of enrolment policy the decision to change to continuous enrolment was made in many schools less on educational grounds than as a result of economic and political pressures. However, any policy which has an impact on children's learning in schools must be examined in the light of its educational implications. This study attempts to do this. It attempts to assess the policy on educational grounds with a particular focus on the programmes offered to individual children and the day to day problems encountered by teachers who attempt to implement the policy.
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Wyper, Amanda Jayne. "The social costs of auto-enrolment in workplace pensions and possible remedies." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25696.

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This research examines the different social costs that have a bearing on the form and content of regulatory intervention underpinning the Auto-Enrolment (AE) pensions’ regime and whether these are recognised within current UK legislation. AE requires employers to assess the workforce and, subject to qualifying criteria, enrol them into a pension and make contributions to the pension. Workers are also required to contribute to the pension although they can choose to leave the scheme, Since its introduction in 2012, more than 4.7 million workers in the UK have now been enrolled into a pension which they did not choose highlighting the impact of the regulatory intervention. The starting point for my research is to consider the history of pension legislation in the UK and the circumstances leading up to the introduction of AE. The next step is to consider whether this legislative intervention is paternalistic and, if so, whether justified. I then consider whether the implementing legislation functions as it was intended or whether there are any unintended consequences. Parliamentary debate at the inception of AE illustrates an intention to ensure that individuals save more for themselves for their own good. Behavioural economics was widely referred to as authority on the hypothesis that individuals do not make rational financial decisions for themselves, justifying legislative intervention to ensure that private pension saving is the default position for all workers in the UK. Paternalistic legislation can be difficult to justify where individual choice is overridden entirely and so the legislation allows for individuals to opt out – soft paternalism or nudge. There is an assumption that low opt-out rates indicate that individuals now agree that the pension saving is in their best interests, justifying the intervention. However, there has been a marked dearth of research into AE savers' actual perceptions of how the schemes work for them. My research has come to close this gap and also allows drawing up some normative conclusions regarding the proper framework for offering and regulating AE in the UK. In particular, participants were asked to discuss their own choices and actions within their workplace pension and understanding of pensions’ information. Employers and professional advisers were also interviewed to build a complete picture of the practical implementation of AE. In considering these findings my work considers whether there are negative or unintended consequences of the policy change and how these are dealt with.
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Yu, Hui. "From access to quality? : the enactment of school enrolment policy for internal migrant children in urban China." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10038374/.

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In China, internal migrant children’s difficulties accessing schooling in metropolitan areas have been on the government’s policy agenda since 2001. By 2006, a range of policies were in place, designed to facilitate their access to compulsory education. Yet there are still large numbers of migrant children unable to enrol in state schools. While there are myriad studies devoted to the schooling of migrant children, less is known about how the policy framework surrounding their education is developed and enacted. My research aims to fill this gap. Taking a policy sociology approach, I have produced a scholarly analysis of the power relations between the different actors involved in policy enactment, drawing mainly on Bourdieusian, but also Foucauldian, resources. The overall research question is ‘How do different individuals, organisations and groups of actors interpret and enact the policy for migrant children’s schooling?’ I have examined what happens both outside and inside schools. I have used semi-structured interviews as the main method in order to produce rich, in- depth data. The findings of this research indicate that the migrant children's schooling policy carries with it the principle of equal access to education. Yet the degree to which that has been realized is questionable. I argue that, through processes of policy enactment, the unequal power relations between the migrant families, schools and the local government have been further reproduced, but in apparently legitimate ways. As a result, both migrant children and the schools that mainly recruit migrant children are marginalised in the urban education system.
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Newton, Michael John. "GCSE music : year nine and ten students' perceptions and enrolment intentions in relation to music education rationale and government educational policy." University of Western Australia. School of Music, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0126.

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The international drive among western countries to shift from industrial to knowledge economies has focussed considerable attention on education. United Kingdom government educational policy, influenced by the global knowledge economy, has shifted responsibility for learning work skills from the workplace to schooling and post-compulsory education. Government policy emphasises the importance of education's role in preparing students with the skills, knowledge and understanding required to enhance the United Kingdom's competitiveness in the global market. In contrast to the work-related emphasis of the wider educational context, music education emphasises the enrichment of experience. The value of music education is related to people's needs, and the functions it performs in their lives. Music education should be transformative, creative, enriching and relevant. Participation in music education is motivated by the intrinsic satisfaction of making music, rather than the extrinsic need for work-related competencies and qualifications. Music education competes for students with other subjects in the educational marketplace when the music curriculum ceases to be compulsory at age fifteen. Therefore, it is important to understand how students relate not only to music education, but also to the wider work-related educational context in which their subject participation choices are made. Therefore, the purposes of this study are twofold: (1) to establish an overview of how students perceive music education and the factors that influence their enrolment intentions, and (2) to establish an overview of how students perceive music within the wider context of education. Statements were chosen that were considered representative of the rationales for education presented by the government and the music education community. Questionnaires and interviews were developed using the statements, and were ii administered to a random sample of Year Nine and Ten (GCSE Music and non - GCSE Music) students Music was not a relevant subject for most students. However, the perceptions of a small percentage of students (mainly Music students) did find music education relevant in the ways the literature suggested it should be. The most common influences on enrolment were perceptions of ability and enjoyment (or lack of). Despite the strong emphasis on work-related skills and qualifications in the wider educational context, students generally agreed that Music was a subject better suited to enhancing life and lifestyle than career options. However, reflecting the wider educational context, Music was perceived as being more careers/future study orientated than transformative, creative, enriching and relevant.
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Mncwabe, Moses Bonginkosi. "The effects of the no fees schools policy (NFSP) on primary schools enrolment: the case of the Metro South Education District, Western Cape." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1497.

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A dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Masters in Development Studies in the Department of Anthropology and Development Studies at the University Of Zululand, South Africa, 2015
In 2006, the National Department of Basis Education (Dept of Education then) put on gazette the “No fees Schools Policy (NFSP) as a demonstration and of its commitment to improving South Africa’s primary education system and envisioning an inclusive society with reduced socio-economic discrepancy. Following itspublicationon the Government gazette, the NFSP was implemented in 2007. However, the backdrop of No Fees School Policy is the UN Millenium Development Goals. Given that South Africa is a member state, to UNand a signatory to the MDGs, it domesticated the MDGs into the South African context to address South Africa’s problems. NFSP was also implemented to correct the negative legacy of the past. This is the backdrop against which this study was formulated. The study explored the no fees school policy (NFSP) and its impact on pimary schools enrolment in the Metro South Educatiuon District of the Western Cape. The study focused on the Metro South Education District of the Western Cape , purposely selecting forty-three participants from ten primary schools consisting of principals, chairpersons of school governing bodies from the schools and children in the identified schools. Senior circuit personnel were also included in thse study.The study used one- on- one interview with principals, chairpersons of school governing bodies and senior circuit personnel while it used survey questionnaires for parents. Following the data analysis, the study determined that though the Western Cape has relatively low levels of poverty as compared to other provinces, access and enrolment to primary education has increased specifically because of the additional policy intervention of providing nutritious food at public ordinary schools in quintile1,2 and 3. It also found the following as challenges namely: the impact of crime, drugs, alcohol and violence in communities around no fee schools, and overpriced school uniforms as a posiibility to deter children from attaining primary education.In respect to the phenomenon of crime, drugs, alcohol and violence in communities around no fee schools, the study recommended that the District and WCED should consider facilitating a forum with its stakeholders namely bthe South African Police Services on crime prevention and safety of schools, learners and educators. In reference to overpriced school uniforms as a possibility to deter children from attaining primary education, the recommendation is for both the District abd the head office of the WCED to consider an urgent investigation into this concern. The purpose of investigation should be multipronged including verification of the existence of this practice, providing corrective measures that prosecute the perpetrators and safeguards parents from being coerced into this unethical practice.
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Ramaipato, Nkutloeleng Mary Corda. "Some Structural Changes in Educational Enrolment and Attainment Levels within the Female Population of South Africa (2004-2007)." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4059_1275591949.

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The purpose of this thesis is to investigate patterns in educational enrollment and attainment in educational levels among women in South Africa. Some evidence from the literature suggest a slow increase in women&rsquo
s education and employment opportunities in South Africa. However, little is known about the way in which this slow pattern reflects at all levels and fields of education with special reference to the female population in South Africa. The thesis aims at examining changes of attainment in women&rsquo
s education from a sociodemographic perspective between 2004 and 2007. Factors affecting women&rsquo
s education in South Africa are also considered as they play major roles in women&rsquo
s enrollment and completion at school. The study focuses on women through different social and demographic attributes, by taking account of variables such as age, education attainment, geographic areas, population group to name but a few. All educational institutions are covered and two female groups are considered, women at school and women who left school. The study makes use of already existing data from General Household Survey conducted in 2004 and 2007 respectively, to bring some comparative perspective. The scope of the study is national in that, all the nine provinces are covered making distinction of rural and urban areas.

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Tagoe, Ishmael. "The Ghana National School Feeding Program: Peoples' Perceptions about the Program's Impact on School Enrolment, Attendance and Completion." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1521682869298246.

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Chivwara, Nita. "An analysis of the governance of higher education access in malawi." University of the Western Cape, 2013. http://hdl.handle.net/11394/4039.

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Magister Educationis - MEd
Over the past few years researchers have been studying access reforms, as well as uncovering challenges related to systems with low participation rates; Examples of this type of work are Teferra and Altbach (2003), Maharasoa (2003) and World Bank (2008). A key factor often addressed are various reforms related to access policies, often merely descriptions of access reforms in general or the status quo of systems are given, particularly those with low participation rates or needing access reforms (Weber, 2005). The relationship between participation rates, access policies and the governance of higher education has however not yet been thoroughly examined. The purpose of this qualitative study is to present the results of an analysis carried out to investigate the research question: Is there a relationship between participation rates, access policies and the governance of higher education access in Malawi? The access-policygovernance theory whose proponents are Tapper (2005), Ball (1990), Bunting et al (2005) and Clark (1983), among others, formed the basis for a proposed framework of evaluating the governance of higher education access in Malawi. The data involved in this study are national educational policies and institutional policy. The second data set are interviews with fourteen personnel who are involved in formulation and implementation of higher education access policies and the governance of higher education, both at a national level in Malawi and institutional level at the University of Malawi. A conclusion is drawn that the policies which were utilised and the governance structure created from them generated the limited nature of access which characterises Malawi’s higher education sector. The policies belonging to the University of Malawi, for example, generated proposed growth in student numbers without drastic changes in the general governance structure of the university. Thus the University of Malawi was unable to maintain the growth that the institutional policies intended. This research is of significance to the domain of governance of access as it extends the knowledge base that currently exists in the field of higher education studies. The concept of linking participation rates, access policies and the governance of higher education is relatively under-researched in this field. It is hoped that this study has added to the understanding of this relationship by addressing the significance
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Shen, Shan-hui, and 沈姍慧. "The Analysis of Excess Competition Policy Under Twelve-Year Compulsory Education for High School Exam-free Enrolment in Chunghua, Yunlin and Chiayi School Districts‏." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/49437631914575048818.

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碩士
國立雲林科技大學
技術及職業教育研究所
103
This thesis aims at studying the excess competition policy for high school exam-free enrollmentunder twelve-year compulsory education.The excess competition policy has a key impact on opportunities and school choices.Using documentary research method, the excess competition policy in Chunghua, Yunlin and Chiayi School Districts are analyzed and comparedthrough the research ofdata and materials in 2014 and 2015. Similar to Chunghua and Chiayi, Yunlin is an agriculture county lackingfinancial resources and culture stimuli. It is natural to compare the policies in these districts, and analyze the effect on junior high school education as well as the enrollment. There are five findings in this research. First, items and weights employed to rank students in the excess competition policy are analyzed and compared. In 2015, major itemssorted by weights for Chunghua are comprehensive assessmentscore, high schoolchoices, service-learning grade, and priority by distance. Those for Yunlin are comprehensive assessmentscore, outstanding rewards, balanced learning accomplishments, and high schoolchoices. Major items forChiayi are comprehensive assessmentscore, high schoolchoices, achievements in competitions, and physical fitness and career counseling.Secondly, it is important to include a balanced learning assessment in the excess competition policy to encourage balanced teaching and learning in the junior high school. It should be evaluated whether there is a noticeable change of the bypassing and non-major subject teaching attitude in junior high schools under a balanced excess competition policy. Thirdly, the weighting of comprehensive assessment score has a direct impact on the variability of the academic level between students entering the same high school. This conclusion can be validated by a continuous study based on the academic survey of high school freshmen in the education database. Fourthly, the competence-based class grouping is a common practice among rural high schools to boost the college entrance rate. The administration of education should seriously review the legitimacy of such a practice. Fifthly, Chiayi adopts an 11% weighting of “career counseling” in its excess competition policy. Given the fact that the career orientation is undetermined for most junior high school students, it is questionable to include “career counseling” in the policy before a credible evaluation approach can be established.
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Lawal, Afeez Folorunsho. "Between policy and reality: a study of a community based health insurance programme in Kwara State Nigeria." Thesis, 2020. http://hdl.handle.net/10500/27847.

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Bibliography: leaves 268-317
The challenge of accessing affordable healthcare services in the developing countries prompted the promotion of community-based health insurance (CBHI) as an effective alternative. CBHI has been implemented in many countries of the South over the last three decades for the purpose of improving access and attaining universal health coverage. However, the sudden stoppage of a CBHI programme in rural Nigeria raised a lot of concerns about the suitability of the health financing scheme. Thus, this thesis examines the stoppage of the CBHI programme in rural Kwara, Nigeria. Premised on the health policy triangle as a conceptual framework, mixed methods approach was adopted for data collection. This involved 12 focus group discussions, 22 in-depth interviews, 32 key informant interviews and 1,583 questionaires. The study participants were community members, community leaders, healthcare providers, policymakers, international partner, health maintenance organisation officials and a researcher. Findings revealed that transnational actors relied on various resources (e.g. fund and ‘expertise’) and formed alliances with local actors to drive the introduction of the programme. As such, the design and implementation of the policy were dominated by international actors. Despite the sustainability challenges faced by the programme, the study found that it benefitted some of the enrolled community members. Though, even at the subsidised amount, enrolment premium was still a challenge for many. The main reasons for the stoppage of the programme are a paucity of fund and poor management. The stoppage of the programme, however, signified a point of reversal in the relative achievements recorded by the CBHI scheme because community members have deserted the healthcare facilities due to high costs of care. In view of these, the thesis notes that short-term policies often lead to temporary outcomes and suggests the need to repurpose the role of the state by introducing a long-term comprehensive healthcare policy – based on the reality of the nation – to provide equitable healthcare services for the citizenry irrespective of their capacity to pay.
Sociology
D. Phil. (Sociology)
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Books on the topic "Enrolment policy"

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Basic income: Effects on labour supply, income distribution and school enrolment. Tilburg: Tilburg University Press, 1997.

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Qian, Nancy. The Effect of China’s One Child Policy on Sex Selection, Family Size, and the School Enrolment of Daughters. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198829591.003.0014.

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A large economics literature provides evidence that parents trade-off the quantity of children with the quality of children, which implies that child ‘quality’ declines as family size increases. Child psychologists argue that increases in the number of children can increase the child quality because it provides children with opportunities to teach and learn from each other. Alternatively, there may simply be economies of scale in childcare costs for items such as clothes and textbooks such that an additional child lowers the marginal cost of quality for all children. Both China and India have experimented with different family planning policies to limit family size. This study addresses the effect of family size by examining the impact of increasing the number of children from one to two on school enrolment in rural China. To establish causality, the author exploits region and birth year variation in relaxations of the one child policy.
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Qian, Nancy. The effect of China’s One Child Policy on sex selection, family size, and the school enrolment of daughters. UNU-WIDER, 2017. http://dx.doi.org/10.35188/unu-wider/2017/385-1.

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Agency, Further Education Development, University of London. Institute of Education., and Nuffield Foundation, eds. GNVQs 1993-97: A national survey report : the final report of a joint project : the evolution of GNVQs : enrolment and delivery patterns and their policy implications. London: FEDA, 1997.

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Book chapters on the topic "Enrolment policy"

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Williams, Amanda Mary. "Metaphor as tools of enrolment in the policy process." In Metaphor in Language, Cognition, and Communication, 271–96. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/milcc.4.11wil.

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Torotcoi, Simona, Delia Gologan, and Anastasia Kurysheva. "What Works for Underrepresented Groups? Identifying Effective Measures for Enhancing Access to Higher Education in Europe." In European Higher Education Area: Challenges for a New Decade, 177–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_13.

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Abstract Over the last three decades, policy-makers have developed numerous measures, policies, projects and programs with the intention to increase the enrolment and participation of underrepresented groups, however, little is known about the ways in which such initiatives shape opportunities for potential students. Knowing which of these initiatives work and whether they are achieving their intended goals is of utmost importance for policy-makers across Europe. This paper aims to collect, document, scrutinize and critically analyze the current research literature which assesses the effectiveness of different public initiatives at Higher Education Institutions’ (HEIs) level for widening access for underrepresented groups and, at the same time, to identify gaps and make recommendations for potential further research. The 17 identified studies can be categorized based on the access measures they analyze: (1) outreach, counselling and mentoring of prospective students; (2) financial aid measures, and (3) preparatory courses and programs. The findings show that there are little research and information about the actual outcomes of most measures to increase access to HE. We found a lack of adequate, reliable and consistently collected data about the policy instruments already put to practice. Since there is no excuse for the lack of effective action towards more equitable educational systems, more evidence-based approaches will be necessary to learn from these specific access measures and move forward towards more efficient equity policies.
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Li, Ning. "Asking Good Questions to Understand Voluntary Enrolments in Mathematics." In Statistics for Data Science and Policy Analysis, 55–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1735-8_5.

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DeYoung, Alan J., Zumrad Kataeva, and Dilrabo Jonbekova. "Higher Education in Tajikistan: Institutional Landscape and Key Policy Developments." In Palgrave Studies in Global Higher Education, 363–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_14.

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AbstractHigher education in Tajikistan has undergone substantial changes over the past 25 years as a result of both its internal crises and those social and economic transition challenges seen throughout the Newly Independent States (NIS). HEIs in the country have also shown eagerness to change and grow as they move toward world education space. In this chapter, we examine the evolution of the Tajik system of higher education from the Soviet time through independence (1991–2015) in terms of growth, emerging landscape and diversification, and key policy developments and issues. We analyze these changes in the context of relevant economic, social and political factors, and rely on a comparative analysis in understanding the commonalities and differences in higher educational landscapes between Tajikistan and others in the NIS. Institutional diversity has occurred in the country along several dimensions. Among these is a geometric expansion of the number of HEIs: Those transformed from preexisting Soviet institutes as well as the establishment of many new ones. This has been fueled partly by the mass creation of new programs that reflect the needs of an emerging knowledge-based economy but also the result of parental craving for higher education for their children—regardless of market demands. Specific features of the massification of higher education in Tajikistan are further explained by internationalization according to the Bologna Process and other globalization agendas; the establishment of international HEIs under bilateral government agreements (with Russia), and significantly increasing HEI programs and enrolments in far-flung regions of the country—especially in programs related to industry and technology. Our analyses are based on a variety of official statistical sources; educational laws, institutional documents and reports published by international organizations; accounts from the English-language press; and open-ended interviews conducted by the authors in Tajikistan between 2011 and 2014.
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"Legal Paternalism and the Auto-Enrolment Regime." In Pensions and Legal Policy. Hart Publishing, 2021. http://dx.doi.org/10.5040/9781509929405.ch-003.

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Berry, Craig. "False Dawn." In Pensions Imperilled, 148–70. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198782834.003.0005.

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The introduction of auto-enrolment in the UK is a genuinely transformative moment. While the earlier neoliberal ‘revolution’ in wider economic governance encompassed important changes to pensions policy and provision, auto-enrolment encompasses an extensive set of reforms designed to alter how the vast majority of people engage with private pensions provision. However, the flaws in the approach established by the Pensions Commission in the mid-2000s—arising largely from its acceptance of the dominance of defined contribution—have created myriad new challenges for policy-makers, and indeed enabled subsequent elites to reinforce individualized and marketized provision (with inegalitarian outcomes) in a way that severely undermines the Commission’s plan. The chapter explores the hugely flawed imaginary of the individual and rationality encompassed by elite support for defined contribution saving, and the crude behavioural assumptions upon which auto-enrolment is based.
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Prabhakar, Rajiv. "Financial inclusion and saving." In Financial Inclusion, 45–70. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781447345466.003.0003.

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This chapter examines policy agendas associated with financial inclusion. There are many possible agendas associated with financial inclusion, but the chapter looks at savings as this has been the site of some of the most innovative financial inclusion policies, such as asset-based welfare and the automatic enrolment of people into savings products. 'Asset-based welfare' encourages the individual ownership of assets such as savings, pensions and property. This resulted in policies such as the Child Trust Fund (CTF) and Help to Save in the UK, and the Individual Development Account (IDA) initiative in the United States. Critics suggest that these policies are ultimately aimed at turning people into investor-subjects and are used to replace the welfare state. However, the chapter argues that such policies might also be used to tackle poverty and to support citizenship. Much depends on how such policies are designed. The chapter then considers different ways of adapting asset-based policies, as well as steps such as 'progressive universalism' within the CTF and the relevance of tackling gender inequality within the automatic enrolment of a workplace pension.
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Kirsty, Gover. "3 Descent and Genealogy: The Changing Landscape of Tribal Membership Governance in the United States." In Tribal Constitutionalism. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780199587094.003.0004.

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In the United States, the modern period of tribal constitutionalism began in the 1930s. This chapter illustrates the ways in which tribes have altered their membership governance to maintain and repair continuity during shifts in federal Indian policy and tribal demography. Tribes are increasingly likely to use lineal descent and blood quantum rules after 1970, in place of apparently ethnically-neutral rules, such as parental enrolment or residence. Tribes also increasingly prefer tribe-specific measures of blood quantum, in contrast to the pan-tribal concept of Indian blood quantum used in federal law and policy. Together these changes suggest that tribes are becoming more ‘genealogical’ in their approach to membership governance, favouring descent rules over racial measures.
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Kirsty, Gover. "1 Tribal Membership Governance and the Cultural Production of Indigeneity: Reflecting Inter‐indigenous Recognition in Public Policy." In Tribal Constitutionalism. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780199587094.003.0002.

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In the settler states, recognition of indigenous peoples has traditionally proceeded on one of two models: the race model (prioritizing indigenous ancestry) and the nation model (prioritizing tribal membership). This chapter suggests that both models are inadequate, because neither acknowledges inter-indigenous recognition. By reference to tribal constitutions and codes, it shows that many tribes use a concept of indigeneity in their membership criteria. Many allow the enrolment of non-descendants and prefer indigenous persons when they do so. This shows that when they self-constitute, tribes position themselves within a broader cultural association of indigenous communities, enclosed by an indigenous non-indigenous boundary of their own making. Existing models of tribalism, indigeneity, culture, and recognition in political theory and public policy do not adequately account for the relationships between tribes and indigenous persons.
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Williams, Timothy P. "The Downsides of Dominance." In The Politics of Education in Developing Countries, 86–104. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198835684.003.0005.

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Since the end of the 1994 genocide, Rwanda’s government has charted an audacious development project aimed at social and economic transformation. Formal education has featured prominently in this project. It has introduced policies to improve enrolment at the primary and secondary level. But recent evidence has shown that many students failed to meet basic reading and arithmetic standards. Dropout, repetition, completion, and transition rates have not fared well. Given the ruling party’s commitment to delivering development, why has it not introduced reforms that have improved educational standards? This chapter draws from policy analysis and fieldwork across two districts to explore the interaction between Rwanda’s political settlement and the education policy domain, to shed light on its surprising inability to improve learning. This failure is surprising because the Rwandan political elite has demonstrated both capacity and willingness to undertake and implement reforms it has deemed necessary to deliver development in other sectors.
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Conference papers on the topic "Enrolment policy"

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Yapraklı, Sevda, Mehmet Sinan Temurlenk, Adem Türkmen, and Aslı Cansın Doker. "The Effects Service Trade on Transition Economies: 2000-2010." In International Conference on Eurasian Economies. Eurasian Economists Association, 2014. http://dx.doi.org/10.36880/c05.00972.

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While emerging information technologies have been infusing to the production of manufactured goods at higher rate for widespread use of services, with this case, the services sector in terms of production and consumption eliminates the need to have done. Moreover, many service branches have been subject to international trade and more with each year, the share of service trade is increasing in international trade. International service trade with helping to close the technological development gap between developing and developed countries has significant role on economic growth, realization for process of economic development in structural imbalances and accordingly the macroeconomic policy response. International service trade of the country's economic transformation in the process, it is purposed that production function method based on the model is used in the context of traditional and modern service trade on economic growth, to examine the effects and the impacts on direction of the transition economies between 2000 and 2010. For 15 transition economies having satisfied data; the effects of modern and traditional trade in service on growth rate is examined with using panel data analysis. The model shows that accumulation of capital per capita and for representing human capital chosen the received tertiary education enrolment rate, traditional and modern trade in service has significant effect on growth. On the other hand, openness has no significant effect on growth for chosen country group and identified time period. It can be said that policies aimed physical and human capital stock can create significant effect on growth.
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