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1
Atleo, Eugene Richard. "Grade 12 enrolments of status Indians in British Columbia: 1949 - 1985." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/41451.
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This study examined the nature of the apparent increases in grade 12
enrolment patterns of status Indians in British Columbia from 1949 to 1985 in the
light of a theory of context. This theory assumes that education takes place in, and
is affected by, a context of conditions both external and internal to education. The
external factors assumed to affect student achievement are the prevailing social,
political, and economic conditions while the internal factors assumed to affect student
achievement are curriculum and teacher characteristics.
Historical evidence confirmed that a contextual change took place within the
dominant society. This change was characterized as a move from a condition in
which the dominant society excluded minorities (exclusion) to one in which the
dominant society included minorities (inclusion) coincident with the apparent grade
12 enrolment increases of status Indians in British Columbia during the period
covered by the study. When the enrolments were subjected to time-series analysis
the results showed that the grade 12 enrolments had increased significantly between
1949 and 1985. This finding supported the hypothesis that inclusion was positively
associated with academic achievement as measured by enrolment into grade 12.
Inclusion by the dominant society was seen to have evoked at least two
responses by Indian groups. Therefore, although a positive association between
inclusion and academic achievement has been established it was necessary to
compare contrasting responses to inclusion. For this purpose two British Columbia
bands which were similar in terms of geographic, demographic, and cultural
characteristics, but different in terms of their control of education, were selected.
Band A was identified as having chosen to remain under government control with
respect to Indian education between 1976 and 1985 while Band B had chosen to
exercise Indian control with respect to Indian education during the same period.
Their respective grade 12 enrolment patterns were then subjected to time-series analysis which revealed a significant difference in enrolment patterns. Band A's
enrolment pattern was both linear and stationary, indicating a consistent level of
enrolment over time. Band B's enrolment pattern, however, showed an abrupt
constant intervention effect (significant at the .05 level, t=7.79) beginning at 1979.
Since both bands began their enrolment pattern at about the same level, Band B's
significant enrolment increase supported the prediction that Indian control of Indian
education was positively associated with academic achievement as measured by grade
12 enrolments of status Indians while Band A's stationary enrolment pattern
supported the hypothesis that government control of Indian education was associated
with no increase in academic achievement as measured by enrolment into grade 12.
The findings of this study indicate the explanatory value of a theory of
context for academic achievement. Not only does the study suggest that improved
student achievement of status Indians in British Columbia as measured by enrolment
into grade 12 is found in a favorable context of external and internal conditions, but
the study also suggests the necessity for a proactive response to these conditions.
One such proactive response is Indian control of Indian education.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
2
Fontaine, Catherine Carleton University Dissertation Mathematics and Statistics. "A statistical study of Canadian university enrolments, graduates, and the future professoriate; analysis of available data sources." Ottawa, 2000.
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3
Mackie, Frederick Peter. "The clerical population of the Province of York : an edition of the clerical poll tax enrolments 1377-1381." Thesis, University of York, 1998. http://etheses.whiterose.ac.uk/14012/.
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Akpan, E. U. U. "Factors influencing the choice of science or non-science subjects in Nigerian secondary schools and the consequences for science enrolments in Nigerian universities." Thesis, University of Hull, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375625.
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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 - MEdOver 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
6
Magalhaes, M. M. M. P. de. "Time-varying Markov models of school enrolment." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380182.
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Crathan, Ansbert. "Challenges in service marketing in private sector education." Thesis, Queensland University of Technology, 2002.
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8
Robertson, Lynne Margaret Maclean. "Behavioural responses to automatic enrolment in workplace pension schemes." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/33110.
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In October 2012, the United Kingdom adopted nation-wide automatic enrolment into workplace pension schemes. Automatic enrolment on the current scale is a major undertaking but it is also an untested policy and it is important that we understand how individuals are adapting to these radical changes in pension provision. There is currently a lack of research into the dynamic decision-making processes that lie behind some individuals' deviation from workplace pension scheme default settings. This exploratory study investigates the importance of financial planning, social relations, and the role of the employer to default adherence and deviation. The embedded case study comprises qualitative interviews with 25 middle-income employees of a large UK utility company. Participants were selected on the basis of socio-economic similarity but had variable behavioural responses to the default settings of their workplace pension scheme. The study uncovered different motives underpinning individuals' reaction to membership defaults, contribution defaults, and investment fund defaults. Continued membership following automatic enrolment was driven by social pressures. Subsequent to enrolment, individuals tried to achieve a balance between current expenditure and saving for retirement. Property ownership and mortgage debt redemption were prioritised over additional pension scheme investment. The life-stage of the individual influenced how they reacted to the contribution default settings - default adherence appeared to be linked to unsettled personal lives and career insecurity. Motives for increasing contributions were household formation, parental ageing, and relationship breakdown. Saving strategies were influenced by parental accumulation of retirement assets and parental financial literacy. Employer-matching contributions were implicated in participants' willingness to increase pension contributions beyond the minimum default; investment in share option schemes was offered as justification for limiting contributions to the maximum match. Employer endorsement effects, driven by trust in the employer's intentions, were strongly implicated in fund default adherence and in investment diversification strategies: participants pointed to the employer's promotion of the pension scheme and employer-provided financial seminars. Advice from older colleagues was also cited as influential in directing retirement savings behaviour. The research concludes that the employment context is crucial to understanding how middle-income employees react to the default settings in their workplace pension scheme.
9
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.
10
Hoang, Christina. "Efficacy of strategies to increase enrolment rates in disease management programs." Faculty of Health and Behavioural Sciences, 2008. http://ro.uow.edu.au/theses/116.
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Chronic diseases have been growing in prevalence in the twentieth century and several factors have contributed to the emergence of what is now described as an “epidemic” (Crews and Gerber, 1994). These factors include complex social, cultural and technological changes, which have exerted a significant impact on the health of the population and have become large contributors of illness, disability and premature mortality (Swinburn, Egger and Raza, 1999). Currently in Australia, an estimated three million people suffer from one or more chronic conditions with the most common being cardiovascular disease, some forms of cancers, diabetes, asthma and mental illnesses such as depression (Australian Institute of Health and Welfare, 2004). Disease management programs were developed as a means of overcoming many of the burdens associated with the mounting chronic disease rate and this is primarily achieved by reducing the incidence of chronic diseases through prevention strategies, delaying the onset of disability, alleviating the severity of disease and prolonging the individual’s life (Brownson, Remington and Davis, 1998). However, participation rates in such programs are well below their desired level and often reported as being a particularly problematic and complex issue (for example: Foster, Kendall, Dickson, Chaboyer, Hunter and Gee, 2003). This study aimed to determine the most effective strategies for increasing participation rates in disease management programs using prospect theory (via message framing) and incentives. Members of a private health insurance company received, on a random basis, either a letter or phone call inviting them to join a health program. The letter or phone call contained a framed message: positive, negative or neutral. In addition, half the sample population was also offered a small incentive upon enrolment in the Total Health program, that is, a post-action incentive. The results of the study found no framing effects. Given the results, the use of tailoring should be examined as an alternative, and potentially more persuasive, means of communication. In relation to incentives, the use of a small gift or chance to enter a competition prize draw was found to be effective in influencing re-enrolment rates in two health programs. However, these same effects were not seen in relation to the use of a small monetary incentive. As a result, it is recommended that future studies test different types of incentives, both momentary and non-monetary, to determine the most optimum.
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Piriyasupong, Thammasorn. "Factors affecting outcome following enrolment into the Thailand antiretroviral therapy programme." Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501719.
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Background: No evaluation has been undertaken to assess benefits of the national antiretroviral therapy program and the distribution of the benefits to various Thai social classes resulting from the roll out the programme in 2001. This study aims to test the hypothesis that there was no association between socioeconomic status of the HIV-infected patients and their HFV-related mortality. The objectives of this study include identification of benefit of the treatment in relation to survival, health-related quality of life, immunological improvement and duration on the first-line regimen as well as the exploration of factors that might influence those outcomes.
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Mladovsky, Philipa. "Social capital and enrolment in community-based health insurance in Senegal." Thesis, London School of Economics and Political Science (University of London), 2014. http://etheses.lse.ac.uk/928/.
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Universal coverage is a core health system goal which can be met through a variety of health financing mechanisms. The focus of this PhD is on one of these mechanisms, community-based health insurance (CBHI). CBHI aims to provide financial protection from the cost of seeking health care through voluntary prepayment by community members; typically it is not-for-profit and aims to be community owned and controlled. Despite its popularity with international policymakers and donors, CBHI has performed poorly in most low and middle income countries. The overarching objective of this PhD is therefore to understand the determinants of low enrolment and high drop-out in CBHI. The PhD builds on the existing literature, which employs mainly economic and health system frameworks, by critically applying social capital theory to the analysis of CBHI. A mixed-methods multiple case study research design is used to investigate the relationship between CBHI, bonding and bridging social capital at micro and macro levels and active community participation. The study focuses on Senegal, where CBHI is a component of national health financing policy. The results suggest that CBHI enrolment is determined by having broader social networks which provide solidarity, risk pooling, financial protection and financial credit. Active participation in CBHI may prevent drop-out and increase levels of social capital. Overall, it seems CBHI is likely to favour individuals who already possess social, economic, cultural and other forms of capital and social power. At the macro level, values (such as voluntarism, trust and solidarity) and power relations inhering in social networks of CBHI stakeholders are also found to help explain low levels of CBHI enrolment at the micro level. The results imply the need for a fundamental overhaul of the current CBHI model. It is possible that the needed reforms would require local institutions to develop new capacities and resources that are so demanding that alternative public sector policies such as national social health insurance might emerge as a preferable alternative.
13
Weir, Sharada. "The determinants of school enrolment in rural Ethiopia : attitudes, returns and resources." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309981.
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14
Thalberg, Sara. "Students and Family Formation : Studies on educational enrolment and childbearing in Sweden." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94174.
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This thesis explores the impact of educational enrolment on family formation in Sweden. The aim is to identify factors that are important for students’ childbearing and to find potential explanations as to why so few students have children while enrolled in education. Three independent studies are carried out, two quantitative and one qualitative. Study I examines the associations between age, earnings, a student financial aid reform, and female students’ first, second and third birth risks. Study II takes a gender perspective and compares the influence of mothers’ and fathers’ enrolment and earnings on parental couples’ propensities to have a second or a third child. In both these studies the analyses are performed using longitudinal register data. Study III explores male and female students’ childbearing intentions, and the motivations behind them, through individual in-depth interviews with childless students. Several findings point towards the significance of economic factors. The results in Study I show that earnings have a clear impact on female students’ birth risks, and in Study III economic security is found to be an important motive behind the students’ childbearing intentions. However, the student financial aid reform investigated in Study I had no noticeable impact on students’ childbearing behaviour. The negative effect of educational enrolment on childbearing risks, as well as the significance of earnings and economic security, is clearly weakened by age. In addition to economic security, the interview accounts indicate that non-material aspects, such as the biological risks of postponement, knowing one’s future prospects and being content with life, are also important for the timing of childbearing. The implications of educational enrolment for family formation are also found to be largely dependent on gender, as in Study II mothers’ educational enrolment had a much stronger negative impact on couples’ continued childbearing than fathers’ enrolment. Further, compared to the males, the female respondents in Study III had much more knowledge about the parental leave system, and parental leave and their benefit level were also things they took into account to a much larger extent when discussing their childbearing intentions. The gender differences are likely associated with the Swedish earnings-related parental leave insurance and mothers still taking the largest part of the leave. The fact that both economic security and the biological risks associated with postponement are seen as crucial factors for timing of family formation implies that some students, particularly females above age 30, find themselves in a difficult situation.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript.
15
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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Chitama, Dereck. "Community health fund (CHF) in Tanzania : predictors of and barriers to enrolment." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/9459.
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Includes bibliographical references (leaves 95-103).Most low-income countries have not been able to fulfill the health care needs of the poor, and especially the rural population. Budgetary and other resource constraints in the health sector have been the major causes of this failure. Tanzania, like any other poor country is faced with challenges in health care financing, such that it cannot provide adequate cushion against health care costs for the majority of its population. One response to this situation was the health care financing reforms which among others saw the introduction of voluntary Community Health Fund (CHF) in 1996. The aim of the CHF was to mobilize resources through collection prepayments from households on a voluntary basis to fund primary health care for people in the informal sector operating in rural areas. However, CHF membership (enrollment) has been reported to be below the targeted coverage of 85% of the population living in rural areas. The percentage of households joining CHF has been ranging from 4% to 18% in various districts. This low enrolment prompted the need to study the predictors of and barriers to enrolment in CHF.
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Young, Tim-tsan Alan, and 楊添燦. "The factors affecting enrolment in adult education junior English courses: implications for administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B43893508.
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Alkenbrack, Sarah Elizabeth. "Health insurance in Lao PDR : examining enrolment, impacts, and the prospects for expansion." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2011. http://researchonline.lshtm.ac.uk/1544173/.
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As in many low- and middle-income countries, out-of-pocket payments by households account for a large share of health care spending in Lao PDR. These payments can deter use of services and increase the risk of financial catastrophe and impoverishment. Consequently, the Government of Laos is attempting to expand health insurance and . risk-protection coverage through four different schemes. This thesis examined two of those schemes: community-based health insurance (CBHI) and social health insurance (SHI). Using a conceptual framework that was developed based on the theoretical and empirical literature, three sub-studies were designed and implemented to explore: the determinants of household enrolment in CBHI; the determinants of enrolment of firms in SHI; and the impacts of CBHI enrolment on utilisation and financial protection. Data for the CBHI studies were collected using household and village surveys with 3000 households (14,804 individuals) in 87 villages, and six focus group discussions with members and non-members. In the SHI study, a survey was administered to 130 private firms. The CBHI and SHI studies employed a cross-sectional, case-comparison design and used a variety of econometric and qualitative methods in the analysis, including propensity score matching. The findings from the two enrolment studies identified various factors that drive and hinder enrolment in health insurance. The impact evaluation showed that CBHI had a positive effect on utilisation and financial protection, but given the low coverage of the scheme and low utilisation, the impacts on a population level are negligible. Moreover, the poor are the least likely to enrol and the poor who are enrolled incur higher out-ofpocket expenditures than the uninsured. The policy implications for Laos are discussed in the context of the international debate regarding the potential contributions of CBHI and SHI in national health financing strategies as countries progress towards universal coverage.
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KC, Shyam. "Society and infrastructure geographical accessibility and its effects on school enrolment in Nepal /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7622.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Dept. of Sociology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Young, Tim-tsan Alan. "The factors affecting enrolment in adult education junior English courses : implications for administration /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834204.
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Armstrong, Paul Walter. "Fact or fiction : the problem of bias in Government Statistical Service estimates of patient waiting times." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2000. http://researchonline.lshtm.ac.uk/682277/.
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The cumulative likelihood of admission estimated for any given 'time-since-enrolment' depends on how we define membership of the population 'at-risk' and on how we handle right and left censored waiting times. As a result, published statistics will be biased because they assume that the waiting list is both stationary and closed and exclude all those not yet or never to be admitted. The cumulative likelihood of admission within three months was estimated using the Government Statistical Service method and compared with estimates which relaxed the assumption of stationarity and reflected variation in the numbers recruited to, and admitted from, the waiting list each quarter. The difference between the two estimates ranged from +5.5 to -9.1 percentage points among 11 Orthopaedic waiting lists in South Thames Region. In the absence of information on 'times-to-admission', exact 'times-since-enrolment' were extracted from Hospital Episode Statistics and assumed to be similarly distributed. In the absence of information on 'times-to-competing-event', the number of competing events falling in each waiting time category was estimated by differencing. A period lifetable was constructed using these approximations, census counts, counts of the number of new recruits and estimates of the number 'reset-to-zero' each quarter. The results support the view that the method used by the Government Statistical Service overestimates the cumulative likelihood of elective admission among those listed. The Government Statistical Service calculates the cumulative likelihood of admission within three months (range: 0.62-0.27) conditional on the fact of admission. Multiplying by the unconditional likelihood of being admitted (range: 0.93-0.31) estimates the cumulative likelihood of admission within three months among those listed (range: 0.55-0.12) and gives a rather different ranking of waiting list performance among 34 Orthopaedic waiting lists in South Thames Region.
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Dingalo, Raphael. "Factors associated with gender differences in enrolment for science and technology subjects in Botswana." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020386/.
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This research builds on the research carried out for my Institution Focussed Study (IFS) in which I explored the factors that influenced male and female enrolment in the science and technology subjects with special reference to one large Senior Secondary School, Gaborone Senior Secondary School, in Botswana. The study followed the observation that there were very few female students enrolled in the University of Botswana's Faculty of Engineering and Technology (FET). Application and enrolment procedures from the University showed no gender bias in recruitment procedures, therefore I looked at secondary education, which is the major determinant of university recruitment. Evidence from the IFS suggested, amongst other things, that we were about to see an increased application and enrolment of females in the BSc year 1. The research for my thesis involved both a replication and extension of the IFS. The main research methods used were semi-structured interviews and questionnaires. In the replication phase, I worked with Year 5 students generally and relevant staff in two additional schools, Lobatse Senior Secondary School (Lob Sec) and St Joseph's College (St Joe). In the extension phase I worked more intensively with male and female students studying the triple sciences in these two schools, these being the students from whom the University would select its future science and engineering students. I interviewed the following: students and staff members from a lower secondary school; staff members from Lob Sec and St Joe; lecturers from the University and the Botswana College of Agriculture and Ministry of Education Officials. The replication and extension studies both indicate that there will probably be an increased participation of girls in university science and technology subjects in the near future. The present imbalances in BSc recruitment can be explained by girls' relatively lower examination performance in science, both at the end of junior secondary schooling — which governs entry to prestigious triple science courses in senior secondary schools — and at the end of senior secondary school itself. I Iowever, they are progressively narrowing the gap in both these areas. Entry to University engineering courses is more difficult to predict. However substantial percentages of girls in the study indicated that their career preferences fall along science and engineering, and both 'providers' and 'consumers' of science and engineering products expressed the need for girls to follow these courses. I concluded that there must be a more meaningful programme to further increase girls' participation in science and technology.
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Smed, Sinne. "Empirial studies on "Health, Information and Consumer Behaviour" : long-term unemployment, wages and enrolment /." Kbh. : Department of Economics, University of Copenhagen, 2008. http://curis.ku.dk/ws/fbspretrieve/11506187/PDF.
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CHEUNG, Cheuk Wai Jeffrey. "Risk culture of late modernity? : Mass tutoring enrolment of Hong Kong's senior secondary students." Digital Commons @ Lingnan University, 2009. https://commons.ln.edu.hk/soc_etd/7.
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Mass tutoring on senior secondary curricula, with specific focus on examination syllabi and techniques, has expanded rapidly in Hong Kong in the recent decade. Through semi-structured in-depth interviews, conducted in summer 2007, with 20 certificate level (Secondary 4 and 5) and 21 advanced level (Secondary 6 and 7) students with various level of involvement in mass tutoring, this study discovered:
(1) Risk awareness and future-oriented mentality: Students expected that mass tutoring could help improve their performance in public examinations, and could secure good grades. To them, better grades mean higher chance to get a recognized qualification, fulfil their career aspiration, and secure a better life in the uncertain future.
(2) Individualization of decisions and choices: Students thought that they should be responsible and accountable for their own life-choices. The decision to enrol in mass tutoring was made on their own. When they needed advice on choices of tutors, they referred to the opinions from the schoolmates with similar learning experience and academic performance as themselves. In order to locate the most suitable tutors, some students even collected various tutors’ lecture notes or recordings for comparison, or attended free-of-charge trial lessons before finalizing their choices.
(3) Individual reflexivity and conditional trust on authority: In terms of enhancement of academic performance, a number of students trusted cram school tutors more than daytime school teachers, as they thought the former more familiar with the examination requirement than the latter. Nevertheless, they did not completely trust their tutors. They evaluated from time to time the effectiveness and suitability of the tutorials they were attending, and discontinued and made changes if necessary.
(4) Detraditionalization of schooling values: Students viewed senior secondary education different from more idealistic lifelong learning. In their eyes, getting good grades and preparing for good prospect in further studies and career are of utmost importance in senior secondary schooling. Some of them even preferred daytime school teachers to adopt cram school tutors’ approach.
With the above findings, the study argues that the microscopic phenomenon of blossoming mass tutoring enrolment is a reflection of the macroscopic risk culture of late modernity, which has been addressed by Anthony Giddens and Ulrich Beck.
The study unfolds several specific qualities of individual life and social environment in the post-industrial era. To deal with the uncertain social environment, individuals prefer adapting to the existing social order rather than imposing changes to the external social environment. Appreciated traditional values not conforming to the modern social order will only be practised only after an individual has achieved ontological security in the highly modernized social environment. Individuals are locked in a cage where they had to endlessly appeal to uncertain measures to deal with the uncertainties embedded in daily life.
This study also reveals the unbalanced power between individuals and social structure in the structuration process, and the disparity in power of risk negotiation due to wealth difference in the highly modernized environment, which were under-examined by the proponents of the late modernity paradigm.
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Grau, Valldosera Josep. "A dropout definition for continuance intention and effective re-enrolment models in online distance learning." Doctoral thesis, Universitat Oberta de Catalunya, 2020. http://hdl.handle.net/10803/668911.
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Aquesta recerca intenta trobar una definició d'abandonament (dropout) empírica i adaptada als estudiants de la UOC i, per extensió, potencialment adaptable a altres institucions d'aprenentatge a distància en línia. Hem fet una anàlisi de la quantitat de semestres consecutius de descans (N) que fan que es consideri que un estudiant d'un programa determinat ha abandonat els estudis (amb una probabilitat inferior al 5% de retorn o error màxim). Aquesta N és diferent per a cada programa, com també ho és el percentatge global d'abandonament. Per a tots els programes hi ha una alta probabilitat d'abandonament després d'una pausa, especialment quan aquesta interrupció és durant el segon o tercer semestre (early dropout). La recerca continua posant el focus d'anàlisi en l'early dropout, amb la definició de dos models per al conjunt de nous estudiants de grau que descansen durant el segon semestre: el model d'intenció de continuar i el de rematrícula efectiva (o prolongació de descans), ambdós durant el tercer semestre.Esta investigación trata de encontrar una definición de abandono (dropout) empírica y adaptada a los estudiantes de la UOC y, por extensión, potencialmente adaptable a otras instituciones de aprendizaje a distancia en línea. Hemos realizado un análisis de la cantidad de semestres consecutivos de descanso (N) que hacen que se considere que un estudiante de un programa determinado ha abandonado los estudios (con una probabilidad inferior al 5 % de retorno o error máximo). Esta N es diferente para cada programa, así como el porcentaje global de abandono. Para todos los programas, hay una alta probabilidad de abandono tras una pausa, especialmente cuando esta interrupción es en el segundo o tercer semestre (early dropout). La investigación continúa poniendo el foco de análisis en el early dropout, con la definición de dos modelos para el conjunto de nuevos estudiantes de grado que descansan en el segundo semestre: el modelo de intención de continuar y el de rematrícula efectiva (o prolongación de descanso), ambos en el tercer semestre.
The aim of this research is to establish an empirical definition of dropout that is tailored to UOC students and can be adapted later on to other online distance learning institutions. To do so, we analyse the number of consecutive rest periods (N) needed for a student on a particular programme to be considered to have dropped out (with a probability of less than 5% return or maximum error). This N proves to be different for each programme, as does the overall dropout rate. All programmes show a high probability of students' leaving after a break, especially when this interruption in their studies takes place in the second or third semester (early dropout). The research then focuses on early dropout, defining two models for the total number of new bachelor's degree students taking a break in the second semester: the continuance intention model and the effective re-enrolment model (or extended rest period), both for the third semester.
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Gadalla, Tahany Moustafa. "Patterns of women's enrolment in university mathematics, engineering and computer science in Canada, 1972-1995." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ33925.pdf.
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Hauer, Erik. "Escaping Unemployment : A regional estimation of enrolment decisions in Sweden using a human capital model." Thesis, Umeå universitet, Nationalekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-81435.
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Spangler, Timothy. "Overcoming the governance challenge in private investment funds through the enrolment of private monitoring solutions." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/385/.
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At the heart of any investment fund (whether public or private) is an investor protection concern that arises from the collectivized nature of the fund. In a bilateral arrangement, a client may negotiate ‘bespoke’ terms with a prospective investment manager. By contrast, an investment fund provides ‘off the shelf’ terms to prospective participants, many of whom may have relatively small percentage positions in the ultimate fund, although the sums of money they provide may often be very significant to them. The governance challenge at the heart of all collectivized investment structures is most clearly seen in connection with private investment funds. Largely, the structure of such funds has been driven by the need to comply and obtain necessary exemptions under the financial regulatory rules, while simultaneously addressing a series of interrelated tax issues arising from various pieces of antiavoidance legislation adopted over the years. Three private monitoring solutions are identified which would enable fund investors to address more directly the problems arising from the governance challenge by facilitating a better flow of information from the fund manager to the investors: (1) side letters, which provide a particular investor with further information and/or control rights with regard to the operation of the fund; (2) improving the operation of the board of directors in either corporate-based funds or the general partner vehicle of limited partnership structures by the inclusion of independent directors; and (3) listings of private investment funds on securities exchanges as a means of adopting ongoing compliance oversight. Each approach recognizes the commercial contexts in which private investment funds operate by emphasizing voluntary steps that fund managers and investors can take incrementally. Further, each focuses on the provision of information as the means to overcome the investment protection concerns that arise due to the collectivized nature of the private investment fund.
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Carter, David Andrew. "Time for change : a study of enrolment decision dynamics for admission into English secondary education." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/12305.
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Cross-sectional studies suggest a prevalence of mental health problems from the age that children change to English secondary schools but there are few longitudinal appraisals of these issues and how enrolment policies influence psychological wellbeing. This research focuses on key factors linking competition for secondary schools and family responses to such challenges to determine enrolment policies that can sustain wellbeing longer-term. Integrated, model-based multimethodology was used in this urban, case-based study. Views were induced from multi-agency, expert practitioners to agree a system dynamics concept model. Parental decision-making behaviours were deduced by survey to understand key factors for model calibration. Dynamic system sensitivities were abduced from the simulation model before comparing long-term psychosocial impacts on children from expert, policy-support suggestions. Modelling demonstrates that two principal feedback loops influence family psychosocial systems when deciding secondary schools (parent-child wellbeing reinforcement plus knowledge of schools balancing parent concerns). Exogenous competition stressors on psychosocial systems can erode parent knowledge while testing student resolve. Competition guidance to remove risk-laden school options (league table comparison) before sequencing any remaining choices by profit (school visits), are not always used deciding urban secondary schools. Instead, families lacking experience can adopt decisive styles based on parent needs alone. Given autocratic leadership, child wellbeing rapidly deteriorates when student needs cannot be met by schools. Rather than ending student-selective entrance tests or raising knowledge of schools at visits, effective multi-agency support policy helps by increasing school choice debate frequency within families to address psychosocial system imbalances. The research makes a clear, three-way contribution to knowledge. Firstly, intrinsic case study theory is enhanced by data triangulation between induced, deduced and abduced research approaches. Secondly, the system dynamics discipline is strengthened by studying compulsory school enrolment. Finally, developing practice-based policy through multi-agency groups endorses cooperative rather than unilateral solutions, for helping change lives.
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Laugharn, Peter Andrew. "Negotiating education for many : enrolment, dropout and persistence in the community schools of Kolondieba, Mali." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020391/.
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Porter, C. "Designing for experience : a requirements framework for enrolment based and public facing e-government services." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1469323/.
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User-centricity is a pre-requisite for a truly transformational e-government strategy. This goes beyond visual design and appeal, and ties down to a rudimentary measure of how far people are willing to go to enrol for and use e-government services. Enrolment can have a serious impact on the success of online government services. Different services require different levels of identity assurance, and different enrolment processes are put in place to deliver them. But from the citizen's perspective these processes often require a disproportionate amount of effort, producing hurdles that affect user acceptance and ultimately service adoption. When enrolling to high-effort services is not mandatory, take-up is low; when it is compulsory, it causes resentment, and neither is desirable. Despite existing work on the impact of security and identity processes on end users there has been little work on how these contributions could be operationalised and adopted by practitioners and policy makers as part of the requirements development process. Research in HCI provides techniques to help practitioners design systems that are within general human capabilities, however such techniques are too generic to approximate use-time behaviour across user groups and within different contexts of use. This thesis proposes Calibrated Personas, a user modelling technique that accumulates knowledge on user behaviour to model and fine-tune tolerance levels for workload and its impact on e-government service adoption (1) across user groups, (2) e-service types and (3) contexts of use. A user group calibration protocol was devised to facilitate data collection and model generation for user behaviour in enrolment-specific use cases. These models are in turn used to approximate user reactions towards design alternatives, reducing the gap between design-time knowledge (upon which decisions are made) and use-time knowledge. To facilitate this activity this work presents Sentire ('to listen'), a requirements and design framework that combines industry-strength practices with user feedback simulations (referred to as UX-analytics). These simulations in turn inform the requirements development process with actionable feedback as part of an iterative design process. This thesis considers tool support for Sentire as central to the investigation in order to facilitate adoption by practitioners and to encourage knowledge sharing and re-use within the e-government domain. For this reason, an online collaborative computer-aided software engineering (CASE) tool was developed and evaluated throughout the various real-world interventions carried out for this thesis. Sentire was applied to two new national e-services and also in the evaluation of an existing one. User-studies and expert evaluation were instrumental to the evolution and validation of the main contributions and deliverables arising from this thesis.
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Barnes, Geoffrey R., of Western Sydney Macarthur University, and Faculty of Education and Languages. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools." THESIS_FEL_XXX_Barnes_G.xml, 1999. http://handle.uws.edu.au:8081/1959.7/53.
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This thesis presents a set of models of enrolment behaviour in senior secondary science courses in New South Wales (Australia) schools. The models have been developed out of concerns about declining enrolments and continued sex differences in enrolments in these courses. They use the framework of the Science enrolment Model (SEM), a framework which uses an expectancy/value approach to examine the relationships between the various influences and their combined effect on enrolment behaviour. The SEM was constructed by fitting the factors which have been shown to influence enrolment behaviour in the sciences to the structure of the General Model of Academic Choice, a model of achievement related behaviour developed by Eccles and colleagues. Models were constructed for enrolment behaviour in three specialist science courses; Biology, Chemistry and Physics and two non-specialist science courses; General Science and Science for Life. These five courses account for 97 percent of enrolments in senior secondary science in New South Wales. Measures of enrolment intentions were predicted by, measures of interest, perceived career value, TER value (value as a means gaining university entrance) and a combined measure of self-concept and performance expectations. These constructs were, in turn, predicted by measures of perceptions of parent and teacher attitudes, perceptions of past performance, attributions for past performance and personality measures. The enrolment models explained between 60% and 70% of the variance in enrolment intentions in the specialist science subjects. 'Career value' was found to be a major influence on enrolment behaviour in all five subjects. The expectancy and value variables explained approximately 80 percent of the sex difference in enrolment intentions in the specialist science subjects. Career considerations accounted for between 30 percent and 50 percent of this differenceDoctor of Philosophy (PhD)
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Barnes, Geoffrey R. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools /." Milperra, N.S.W. : [University of Western Sydney, Macarthur, Faculty of Education and Languages], 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030711.145044/index.html.
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Nakueira, Sophie. "New architectures of governance : transnational private actors, enrolment strategies and the security governance of sports mega events." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12916.
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Includes bibliographical references.The FIFA World Cup has become one of the most sought after sports mega events by many countries in today’s society, as well as one of the most controversial. As I put the finishing touches on this thesis, the FIFA World Cup is taking place in Brazil. As with previous World Cups, the planning stage of the 2014 World Cup has been characterised by protests and considerable criticism, particularly concerned with the expenditures on mega event structures such as stadiums. FIFA, along with host country’s governments, has been a major recipient of criticism. This controversy has prompted many people to focus their gaze on the negative impacts of these events, particularly on disadvantaged populations. Sports mega events will no doubt continue to occupy a crucial space in political and economic debates within host countries. As important as these debates are, they have tended to direct attention away from the governance mechanisms that FIFA deploys in staging World Cups. This thesis seeks to redirect attention to these governance issues.
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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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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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Do, Thi Hoang Mai. "The Impact of Relevant News and Empathy in Print Advertising on Students’ Enrolment in Private Universities in Vietnam." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/56544.
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This study examined the impact of relevant news and empathy in print advertising on perceived value, perceived risk, and students’ enrolment in Vietnamese private universities. Data were collected from a convenient sample of 415 year-year degree students using structured questionnaires and were analysed using regressions. The findings revealed a significant impact of those variables on students’ enrolment. However, the focus only included private universities in two big cities due to limited time and budget.
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McGuire, Kim. "Construction, reproduction, enrolment : perceptions of education, with special reference to two technical colleges in Manchester and Glasgow, 1890-1911." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432542.
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Braswell, Sean. "Choice and social segregation in education : the impact of open enrolment on the social compositions of English secondary schools." Thesis, University of Oxford, 2006. http://ora.ox.ac.uk/objects/uuid:cae77039-f7e1-42ac-bdc0-305b083a8a84.
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The Education Reform Act of 1988 introduced a policy of open enrolment into English secondary education that was designed to enhance the scope for parental choice of schools. In the resulting 'quasi market' for education, state school admissions authorities can no longer deny most expressed parental preferences, and the majority of state educational funding follows pupils to the secondary schools that they attend. Accompanying these policy reforms has been a longstanding concern that the new school attendance patterns resulting from the enhanced choice present within an open enrolment system would further polarize the social compositions of secondary schools in England. This thesis employs recently developed individual-level databases such as the Pupil Level Annual Schools' Census (PLASC), along with GIS mapping software, to investigate the role that choice of non-local schools played in the degree of social segregation in English secondary schools in 2002. A detailed analysis of the data reveals high rates of non-local school attendance across many areas of England in 2002 as large numbers of pupils from all backgrounds bypassed their local schools in favour of non-local alternatives. Although non-local school choice was exercised by both disadvantaged and more advantaged segments of the schooling population, pupils eligible for free school meals were less likely to attend higher performing non-local schools than their more advantaged counterparts. The disproportionate gains made from non-local school attendance by more advantaged secondary pupils within the marketplace helped to reinforce local school hierarchies already strongly associated with performance and social composition. As the individual level pupil data in PLASC illustrates, the exercise of non-local school choice in 2002 produced school compositions that were more segregated by socio-economic status than they otherwise would be under a system of local school catchments. Thus, rather than helping to diminish the social segregation of secondary pupils resulting from pronounced residential segregation levels, the availability of parental choice instead further stratified most English secondary schools by socio-economic status in 2002.
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Adolphus, Telima. "Investigation of school-based factors affecting the enrolment and attainment of senior secondary school physics students in Rivers State, Nigeria." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15562/.
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This study addresses the question what school-based factors influence enrolment and attainment in physics in the senior school certificate examinations in Rivers State, Nigeria? In Nigeria, low enrolment in physics is coupled with concerns about levels of attainment. One outcome of this situation is interest in effective teaching and learning in the subject in Nigeria. Purposive sampling was utilized to select 8 schools in high and low performing local government areas of Rivers State to ensure boys’, girls’ and co-educational schools were represented. All 14 physics teachers in the schools participated in the study, together with 248 physics students and 116 non-physics students. A mixed methods research design was adopted for the study. The research instruments comprised questionnaires for teachers and students, interviews, classroom observations and a Physics Attainment Test developed specifically for the study. Descriptive statistics and correlations were utilised for quantitative data analysis alongside qualitative data coding and analysis. The study found that teachers’ qualifications, resource availability and utilization and the teaching strategies that teachers adopt all significantly influence students’ physics enrolment and attainment. However, particularly for attainment, teachers’ years of teaching do not significantly influence student attainment. Also, there was no significant difference in the correlations of teacher and resource factors with attainment and enrolment by gender. The study proposes a number of recommendations. To boost students’ interest in physics, teachers need to present content in ways that connect physics ideas to the everyday experiences of students. Policy makers should consider making the study of science compulsory in all classes in secondary schools with the introduction of ‘science for arts’ for the non-science oriented students. Of particular importance is the need for a consistent and conscientious government policy to provide schools with qualified physics teachers and science laboratory facilities.
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Ng, Mei Lan Peggy. "A study of strategic enrolment management (SEM) in a continuing education institution in Hong Kong : senior and programme management perspectives." Thesis, Heriot-Watt University, 2014. http://hdl.handle.net/10399/2748.
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The objective of this study is to investigate the dimensions of strategic enrolment management (SEM) in the area of enrolment, retention and graduation from senior and programme management perspectives of a continuing education institution in Hong Kong. How SEM attributes differ at programme level and at institutional level as well as in different programmes of a continuing education institution in Hong Kong are examined. In addition, perceived barriers to implementing SEM and SEM success metrics of a continuing education institution are identified so as to provide a suitable SEM model in a continuing education institution in Hong Kong. The literature on SEM demonstrated that managing enrolment is a global concern and requires institution-wide effort. The key attributes of SEM from the existing literature are marketing, admission, financial aid, academic advising, orientation, retention, career services, learning assistance and institutional research. This study employs a qualitative method, including the use of Atlas.ti, a formal content analysis methodology, with the main source of research data from a series of in-depth individual face-to-face interviews with the twenty participants of a continuing education institution in Hong Kong. The research concludes there are similarities and differences between senior and programme management in the SEM perceptions. The similarities are that both senior and programme management found the attributes of SEM are significant not only to optimize student enrolment, retention and graduation, but also to provide high quality learning experiences for the students. Senior management leads the development of SEM attributes for the institution; programme management designs and oversees the way SEM attributes are carried out and implemented, ensuring all set objectives are achieved as planned to reach institutional aims and mission. In order to achieve enrolment goals and the institutional mission, a continuing education institution in Hong Kong should plan, and implement SEM with the leadership and management of senior and programme levels.
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Ehrenfried, Felix [Verfasser], and Christian [Akademischer Betreuer] Holzner. "Education and the labour market : empirical essays on enrolment decisions and the search for workers / Felix Ehrenfried ; Betreuer: Christian Holzner." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://d-nb.info/1205665137/34.
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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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Ozowuba, Goldlyn Ugonna. "Religion, Education, and the Girl-Child : A Study of the Relationship Between Religion and School Enrolment of Girls in Northern Nigeria." Thesis, Högskolan i Gävle, Religionsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-37011.
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Stakeholders in Education are concerned with the continuous low enrolment of girls in schoolin Northern Nigeria. Studies have shown that religion has had a negative impact on schoolenrolment of girls. The purpose of this quantitative study was to investigate the relationshipbetween religion and school enrolment of girls. The study also investigated other factors thataffect enrolment of girls in school in northern Nigeria. The theoretical framework for thestudy was Adam Smith’s Human Capital Development Theory. Results of research showed asignificant relationship between education and five variables (Religion, culture, poverty,violence, and poor policy implementation) which hinder increase in enrolment. Findings maybe used to develop strategies to increase enrolment of girls in school in the future.
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Domapielle, Maximillian K. "Extending health services to rural residents in Jirapa District : analyses of national health insurance enrolment and access to health care services." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/14803.
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This thesis sheds light on differences in health insurance enrolment determinants and uptake barriers between urban and rural areas in the Jirapa district of Ghana. The National Health Insurance Scheme in Ghana has made significant progress in terms of enrolment, which has had a commensurate increase in utilization of health care services. However, there are challenges that pose a threat to the scheme’s transition to universal coverage; enrolment in the scheme has not progressed according to plan, and there are many barriers known to impede uptake of health care. Interestingly, these barriers vary in relation to locality, and rural residents appear to carry a disproportionate portion of the burden. A mixed method approach was employed to collect and analyse the data. On the basis of the primary qualitative and quantitative results, the thesis argues that the costs of enrolling and accessing health care is disproportionately higher for rural residents than it is their urban counterparts. It also highlights that the distribution of service benefits both in terms of the NHIS and health care in the Jirapa district favours urban residents. Lastly, the thesis found that whereas rural residents prefer health care provision to be social in nature, urban residents were more interested in the technical quality aspects of care. These findings suggest that rural residents are not benefitting from, or may not be accessing health services to the extent as their urban counterparts. Affordability, long distance to health facilities, availability and acceptability barriers were found to influence the resultant pro-urban distribution of the overall health care benefit.
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Arida, Andrew. "In pursuit of the “right” student : a case study in assessing the effectiveness of enrolment management in shaping a first-year class." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46046.
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This study assesses the impact of undergraduate admission decision-making models on enrolment at a selective Canadian university. A quasi-experimental methodology was employed to describe actual academic and engagement outcomes of students identified by different admission decision-making models at the University of British Columbia (UBC), located in Vancouver, Canada. Academic outcomes were defined by first-year grades and retention to second year; engagement outcomes were defined by nine factors that emerged from a principal component analysis of student responses to two survey instruments assessing students’ actual and intended behaviours prior to and after arrival at UBC. The study concludes that although choice of admission-making decision model does have an impact on shaping a first-year class, the effect is small. A hypothetical admission decision-making model that considers geographic location of the applicant in addition to academic ability (in order to increase national representation) was found to enroll a UBC class with lower academic ability, an equal chance of retention to second year, and a greater intention to engage in career-related enriched educational experiences. An actual admission decision-making model that considers the personal characteristics of applicants in addition to academic merit (as opposed to a grades-only model) was found to enroll a class with somewhat lower academic ability, the same chance of retention to second year, minimal differences in engagement prior to attending UBC, no difference in their intention to engage in enriched educational opportunities, a greater likelihood of engaging with peers, but an overall lower level of engagement with their schoolwork. Resource dependency theory was employed to discuss how an institution’s ability to exert influence over its enrolment (i.e., its environment) is affected by the factor of applicant demand for the supply of first-year seats. The discussion also draws upon social imaginary theory to describe how admission decision-making models based upon institution needs (as opposed to applicant merit) conflict with our sense of social justice. While the results suggest that students choose institutions more so than institutions choose students, the study discusses the benefits to both the institution and society when universities effectively manage enrolment through diverse admission decision-making criteria.
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Booi, Shandukani Thendo. "Investigating factors contributing to low female students’ enrolment in engineering fields at South African universities with reference to the Limpopo Province, Vhembe District." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97280.
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Thesis (MBA)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Scientific research that focuses on South African females’ success in engineering is limited. The South African engineering workforce and universities have been encountering challenges in attracting and retaining as many females as possible in these fields. This research assignment seeks to advance the understanding of challenges and reasons that contribute to most female learners shying away from engineering studies at tertiary level. To achieve this, Grade 11 and Grade 12 Mathematics and Physical Science female learners from six different schools, which are in a single educational circuit, were observed and interviewed. Mathematics and Physical Science are the two subjects which are prerequisites for engineering studies at any South African higher education institution. For this reason the research focused on female learners who were studying both these subjects. This study also includes a literature review of factors affecting South African women engineers in the labour market. This includes the factors that females around the world consider before choosing a career and the reasons why females stay in their chosen careers. The findings highlight a number of variables that contribute to females’ underrepresentation in engineering. These variables include societal expectations, perceptions of females in careers that are historically male dominated, the quality of education that female learners receive at school, female learners’ performance in Mathematics and Physical Science, guardians’ support of careers chosen by female learners, learners’ knowledge of the various career streams, the use of home language in teaching subjects assessed in English, family responsibilities, and university admission requirements for engineering. Suggestions on how some of these challenges can be mitigated have been highlighted in this research assignment. The main points are: The need for career guidance workshops and companies’ exhibitions to be taken to the students’ schools where attention can be given to the students of one school at a time and companies can facilitate discussions with learners about the types of work that their companies offer. Encouraging and advocating for greater parental involvement in the students’ studies as this can reduce the number of students who do not study on a regular basis. Offering of teaching employment to candidates who fully meet the requirements for the positions they are applying for especially for core subjects like English, Maths, and Science. Adding engineering faculties to the two universities in the Limpopo Province and giving bursaries or financial aid to help school girls who want to study engineering at university Teaching school girls time management skills from an early age so as to help them know how to balance the time they spend on each subject. Further details on how some of these suggestions can be achieved are discussed in the last chapter of this research report.
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Matsolo, Tlou Mpho Joyce. "Factors affecting the enrolment rate of students in higher education institutions in the Gauteng province, South Africa : based on General Household Survey 2012." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5196.
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Magister Philosophiae - MPhilBackground: In South Africa, many students are not able to register at higher education institutions after receiving their high school diploma. The majority of those who do register do not even complete their tertiary studies. The purpose of this research project is to investigate and analyse higher education institutions’ enrolment and dropout within the Gauteng province, South Africa. Data and Methods: Large-scale secondary data from the General Household Survey (GHS, 2012), obtained from Statistics South Africa were used. The Statistical Package for Social Science (SPSS) and the Statistical Analyst System (SAS) software package were utilised for quantitative analysis. The numerous local and international pedagogical studies synthesised in this research show that finance, unplanned pregnancies, orphanhood and transport to the higher education institutions are some of the main concerns that affect the enrolment rate of students. Further variables such as gender, race, ethnicities and the type of institution have also negatively affected the enrolment rate of students, particularly in sub-Saharan Africa. Results: According to the ICEF Monitor 2015, current higher education enrolment in Sub-Saharan Africa is 8%. The UIS Fact Sheet 2010 revealed that the enrolment ratio is 4.8% for women compared to 7.3% for men. The present study focuses on the Gauteng province's students who have completed their high school education, as well as those who are either registered or not registered within the province’s higher education institutions, and are between the ages of 17 and 35 years. Conclusion: This study hopes to be useful to policy-makers, research managers and other decision makers within education.
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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, 2015In 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.