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Journal articles on the topic 'School enrolments'
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Raymer, James, Nicholas Biddle, and Qing Guan. "A multiregional sources of growth model for school enrolment projections." Australian Population Studies 1, no. 1 (November 19, 2017): 26–40. http://dx.doi.org/10.37970/aps.v1i1.10.
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Background: Education planning requires accurate and efficient projection models. Current projection models either do not make use of all available information and are reliant on idiosyncratic expert judgement, or are too complex to be maintained and explained.
Aims: To test whether a multiregional projection model performs better than current methodology in explaining and projecting school enrolments in a school system with student mobility.
Data and methods: A multiregional cohort model was developed for projecting enrolments for multiple schools or districts simultaneously. For illustration, data were obtained for all government schools in the Australian Capital Territory (ACT) for the years 2008–2016. Multiregional projections were compared with a cohort transition model and the ACT Education Directorate’s own projections.
Results: (i) There is great diversity in the sources of school enrolment growth that need to be accommodated in enrolment projections; and (ii) multiregional projections perform slightly better than traditional methods with less effort and more transparency.
Conclusion: A sources of growth approach guides the understanding of enrolment change, which is critical for making informed projections.
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Scott, John T. "Enrolments in a Church School." Journal of Christian Education os-33, no. 3 (December 1990): 23–25. http://dx.doi.org/10.1177/002196579003300307.
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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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Blicblau, Aaron. "Engaging Materials in the K1 to K12 School Environment as the Foundation for Engineering and Technology." Advanced Materials Research 422 (December 2011): 716–21. http://dx.doi.org/10.4028/www.scientific.net/amr.422.716.
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There is a need to re-vitalize science and technology education to suit today’s world. The specific aim for this study is to determine how school science in early years of schooling impacts on years 11 and 12 science studies in the areas of materials science, and subsequent further tertiary studies. Public education records were investigated to obtain post hoc enrolment data to establish trends and decline in enrolments in physics and chemistry in the final years of high school which revealed a trend in enrolments falling over a ten year period. The student population in science of physics and chemistry were not well prepared for future studies and are a challenge for students undertaking engineering and technology studies at a tertiary level. It is proposed that primary and high school science subjects be made more popular by integrating popular aspects of materials in everyday life, so making science an appealing part of the syllabus. Initiating these syllabus changes will enhance the way science subjects are taught to encourage studies into engineering.
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Gould, Edward. "An interactive flow model for projecting school enrolments." International Review of Education 39, no. 4 (July 1993): 319–32. http://dx.doi.org/10.1007/bf01102411.
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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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Evans, John. "School closures, amalgamations and children’s play: Bigger may not be better." Children Australia 23, no. 1 (1998): 12–18. http://dx.doi.org/10.1017/s1035077200008464.
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Recent government decisions to close schools with small enrolments appear not to have taken into consideration the implications such a move might have for children’s out-of-classroom activities. Drawing on relevant literature, and accounts from teachers who have taught, or are teaching in small and large primary schools, this paper questions the prevailing belief that ‘bigger is better’ by pointing to some of the unique characteristics of small school playgrounds which provide children with opportunities and experiences not available in larger schools.
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Posso, Alberto, and Simon Feeny. "Beyond enrolments: the determinants of primary-school attendance in Melanesia." Journal of the Asia Pacific Economy 21, no. 4 (March 16, 2016): 531–48. http://dx.doi.org/10.1080/13547860.2016.1153205.
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Arega, Mekoro. "The Impact of Human Capital on Economic Growth in Ethiopia: Evidence from Time Series Analysis." Studies in Humanities and Education 1, no. 1 (December 28, 2020): 51–73. http://dx.doi.org/10.48185/she.v1i1.95.
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The general objective of the study was to analyze the impact of human capital development on economic growth in Ethiopia over the period 1974/5 -2018/9. The econometric models of Johnesan cointegration, VECM and causality tests were applied to analysis short-run and long-run impact of Human capital on Economic growth. The result of the error correction model shows that the model is adjusting at a relatively stable rate of 74.3% towards the long-run equilibrium. Furthermore, the result shows that human capital proxied of (primary and secondary school enrolments) and active labour force have a positive statistical significant long run and short-run effect on economic growth in Ethiopia. Such findings are consistent with the endogenous growth theories which argue that an improvement in human capital (skilled workers) improves productivity. In addition, results reveal that education expenditure and life expectancy at birth have a positive and statistically significant long-run effect on economic growth. However, the expenditure on health, secondary school enrolment and official development assistance are statically significant and have an unexpected negative impact on long-run economic growth. Furthermore, the short-run causality tests results reveal that public expenditure on education, primary school enrolment, secondary school enrolment and RGDP have unidirectional causal effects. Hence policymakers and/or the government give prioritize to create institutional capacity that increase school enrolment and strengthening the infrastructure or investment of educational and health institutions that produce quality of manpower to increase productivity.
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Polesel, John, and Mary Leahy. "School tracking and social selection in northern Italy." European Educational Research Journal 18, no. 1 (June 15, 2018): 54–68. http://dx.doi.org/10.1177/1474904118780473.
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The links between tracked secondary schooling and social selection form part of a complex narrative regarding educational inequality in European schools. The relative contribution of family and school to unequal educational outcomes has dominated educational debates across the continent for more than 50 years. This article contributes to this debate by focusing on a sample of students in the final year of schooling in three schools in northern Italy. It asks whether there are social differences in enrolments and aspirations across the three different types of schools. It also considers whether aspirations can be linked to differences in levels of family support or to school-related factors. To examine these links, we consider four main ways of conceptualising aspirations and propose an approach that draws on theories explaining preference formation and choice.
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Skinner, John, Yvonne Dimitropoulos, Boe Rambaldini, Thomas Calma, Kate Raymond, Rahila Ummer-Christian, Neil Orr, and Kylie Gwynne. "Costing the Scale-Up of a National Primary School-Based Fluoride Varnish Program for Aboriginal Children Using Dental Assistants in Australia." International Journal of Environmental Research and Public Health 17, no. 23 (November 26, 2020): 8774. http://dx.doi.org/10.3390/ijerph17238774.
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There is good evidence that fluoride varnish programs are effective in preventing dental caries in children. This study aims to provide a costing for the scale-up of a child fluoride varnish program in New South Wales (NSW), Australia. Most child fluoride varnish programs are school-based, and a number of studies have examined the acceptability and cost effectiveness of using non-dental providers to apply the fluoride varnish. This paper describes the number of primary schools in Australia that could be targeted using a standard population-based risk criteria based on published data. A costing method was developed for various scenarios of school enrolment and provider types, along with potential revenue from the Child Dental Benefits Schedule (CDBS). Most of the costs of a school-based fluoride varnish program can be covered by the CDBS with assumptions of 80% child consent and 75% CDBS eligibility. While the scale-up of child fluoride varnish programs to prevent dental caries has been recommended by numerous strategic plans and reports, particularly for Aboriginal and Torres Strait Islander children, limited progress has been made. This paper concludes that using a standardized criteria for targeting schools using a combination of ICSEA and Aboriginal enrolments, and aiming at four applications a year, is feasible, and that the main costs of the program could be covered by using the CDBS.
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Blackmore, Conner, Kathryn Hird, and Ryan S. Anderton. "An Investigation of Secondary School STEM Subjects as Predictors of Academic Performance in Tertiary Level Health Sciences Programs." International Journal of Higher Education 10, no. 1 (September 23, 2020): 76. http://dx.doi.org/10.5430/ijhe.v10n1p76.
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Tertiary institutions are experiencing an increased number of enrolments, with students varying in their demographics, previous education, and academic achievement. This relative increase in undergraduate enrolments in Australia has not translated to an increase in student retention or graduate numbers. This prompts the need to explore predictors of academic performance for tertiary students to identify those most at risk of underperforming. This study aimed to investigate the relationship between secondary school subject completion and undergraduate grade point average (GPA). A cohort of 709 secondary school students entering undergraduate health science courses between 2012 and 2015 at an Australian university were investigated. Completion of Mathematics 3C3D, Physics, Chemistry and Physical Education Australian Tertiary Admission Rank (ATAR) subjects were significantly associated with GPA. In a subset of 458 students, longitudinal analysis revealed completion of secondary school Mathematics 3C3D was a significant predictor of academic performance over the duration of the tertiary health science courses. The results suggest that completion of advanced secondary school mathematics, but not physical sciences, is predictive of student achievement. This outcome further supports the need for improved uptake and completion of advanced mathematics in secondary school.
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Dufitumukiza, Abel. "Students’ Internal Efficiency in Public Day Schools in Ngoma Sector, Huye District of Rwanda." International Journal for Innovation Education and Research 8, no. 4 (April 1, 2020): 391–98. http://dx.doi.org/10.31686/ijier.vol8.iss4.2296.
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This study aimed to estimate students’ internal efficiency in Public Day Schools implementing Nine Year Basic Education (9YBE)[1] policy in Ngoma Sector, Huye District of Rwanda. Since the Government of Rwanda embarked on the implementation of 9YBE policy, the remarkable increase has been achieved in students’ enrolments at both primary and secondary education levels. But, little is known about the extent to which the policy has improved the indicators of internal efficiency such as duration of studies, years-input per graduate, survival and wastage rate. Through a descriptive design, data on students’ enrolments and graduation at lower secondary education for the cohort 2013/14 and 2017/18 were gathered from all 2 public day schools in Ngoma Sector by use of a statistical survey questionnaire. A reconstructed cohort analysis of 1000 students for both cohorts was computed and compared. The findings provided evidence that during the school years 2013/2017 there had been an increase in indicators students’ internal efficiency. Nevertheless, dropouts and stagnation have continued to be hindrances to high school internal efficiency at this level of education. The findings suggest further investigation of the causes of students' stagnation and dropout and workable interventions that consider the context of 9YBE policy. [1] 9YBE is an acronym given to Nine-Year Basic Education. According to the Ministry of Education, it is defined as " all children to be able to get an education in nine years, this is made up of six years of primary education and three years of the general cycle of secondary education without paying school fees."
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Spence, Brian. "Consultation and Institutional Change: An LEA's Problems in Coping with Falling School Enrolments." Educational Management & Administration 17, no. 1 (January 1989): 32–38. http://dx.doi.org/10.1177/174114328901700106.
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Faisal, Buyinza, Teera Joweria, and Bateganya Fred Henry. "Consequences of HIV Infection on Household Assets and Human Capital Investment in Uganda: Micro Evidence." International Journal of Economics and Finance 9, no. 12 (November 19, 2017): 202. http://dx.doi.org/10.5539/ijef.v9n12p202.
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This paper studies the effect of the HIV and AIDS epidemic on economic decision making using the Uganda National Household Survey (2010). The findings indicate that household’s HIV and AIDS status, education and social-economic factors are important in explaining low household’s asset accumulation and school enrolments of children in Uganda especially at primary school level. Household savings and assets accumulation findings show that household’s HIV and AIDS status and their education levels, marital status and the employment status are consistently associated with lower savings. Major implications of these results is that raising women’s education improves their economic opportunities and the behavioral responses in sexual interaction will lead to decline in HIV infection by reducing the willingness to engage in unprotected sex. In fact, we find that educational performance declines in those HIV infected households in which the father is living with HIV. The paper recognizes the policy challenges surrounding the HIV and AIDS -education linkage and considers some of the strategies that have been implemented to improve the schooling outcomes of children from households of people living with HIV (PLHIV). We find a weak positive effect of HIV infection on savings and a significant positive effect on school enrolment and educational expenses for children. High-perceived infection risk has a positive albeit imprecise influence on school enrollment and educational expenses, but no effect on savings.
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Regan, Elaine. "‘I liked the experiment because there aren’t too many people who come into school to burn money’: promoting participation in the sciences with chemical magic." Improving Schools 12, no. 3 (November 2009): 261–76. http://dx.doi.org/10.1177/1365480209342672.
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This article reports on students’ perspectives of an in-school promotional intervention aimed at challenging traditional methods of teaching science in schools in an effort to inspire interest in school science and increase enrolments. First, the context for the research is discussed before briefly describing the intervention strategy employed and finally, exploring the potential of this innovative pedagogy as a vehicle for addressing participation in science at the classroom level. It is argued that participation depends on engagement with a subject, and the author posits that providing innovative, motivating and fun approaches to learning within the classroom that interest and engage pupils will lead to better connections with school science and to science in society. This article gives some insights into the use of a chemical magic show through the qualitatively different views and attitudes towards the chemical magic show of a sample of Irish students ( n = 328). Implications for participation and inclusive and motivational classroom pedagogy are discussed.
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Santerini, Milena. "School mix e distribuzione degli alunni immigrati nelle scuole italiane." MONDI MIGRANTI, no. 3 (March 2009): 235–49. http://dx.doi.org/10.3280/mm2008-003013.
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- The way immigrant students are distributed in the Italian schools appears unequal, both at regional and at local level, and also in the single schools and classes. The article reflects upon the consequences of such phenomenon and on the strategies to be carried out in order to prevent the building of "separate classes", mostly attended by students whose citizenship is not Italian. The article takes into account the ways distribution is carried out in several European countries - and in particular the case of the carte scolaire in France -, analising the policies of orientation of enrolments and the risks of school apartheid. For what concerns Italy - where there is a variety of situations because of the liberalisation of accesses - the risk of an unequal distribution and of an -inner segregation- is confirmed, which could be emphasized by special measures in favour of immigrants. Finally, the article introduces the reasons for the school mix and the debate on the consequences of heterogeneity in class, which is linked to a greater equity but not necessarily to a lower scholastic achievement, as long as it is supported by measures of complex instruction, differentiated didactic, intercultural prospective, and a planning at local level based on the pact between school and territory.Keywords immigrants school inequality intercultural education distribution
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Spence, Brian. "Coping with Falling School Enrolments: A Case Study of the Constraints on Local Policy‐making in the Voluntary‐school Sector." Journal of Educational Administration and History 23, no. 2 (July 1991): 38–48. http://dx.doi.org/10.1080/0022062910230204.
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Lawrent, Godlove. "Teachers' multiple roles and perceived loss of professionalism in Tanzanian secondary schools." Waikato Journal of Education 24, no. 1 (May 13, 2019): 11–19. http://dx.doi.org/10.15663/wje.v24i1.620.
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The rapid increase in Tanzanian primary school enrolments in the last decade was prompted by the government to develop the Secondary Education Expansion Policy. My study, therefore, explored the impact of this policy on teachers’ professional lives. A qualitative approach was adopted to gain detailed insights into the phenomena under investigation. Data were collected from 30 participant teachers from four community secondary schools in Tanzania through interviews and document analysis. Overall the findings revealed that the government’s shortcomings in hiring support staff prompted teachers to perform extra duties alongside teaching. It also found that the lack of the government’s commitment to rewarding teaching quality exacerbated teachers’ engagement in other income-generating activities. Teachers’ engagement in these non-teaching tasks both in school and out of school affected their own professional identities which subsequently impacted on their teaching competence beliefs. These findings recommend that in order to enhance the quality of teaching and learning, the government of Tanzania must improve teachers’ welfare by employing enough support staff to assist in teaching and learning.
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Chaudhury, Nazmul, and Dilip Parajuli. "Conditional cash transfers and female schooling: the impact of the female school stipend programme on public school enrolments in Punjab, Pakistan." Applied Economics 42, no. 28 (November 2010): 3565–83. http://dx.doi.org/10.1080/00036840802167376.
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Anderson, Judy, Kate Wilson, Debbie Tully, and Jenni Way. "“Can We Build the Wind Powered Car Again?” Students’ and Teachers’ Responses to a New Integrated STEM Curriculum." Journal of Research in STEM Education 5, no. 1 (July 1, 2019): 20–39. http://dx.doi.org/10.51355/jstem.2019.61.
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Recently, STEM (science, technology, engineering and mathematics) education has become a focus in the Australian context, particularly since the release of government-initiated reports into Australia’s falling performance on international tests and fewer enrolments in senior school STEM subjects and university STEM degrees. Since student engagement in STEM subjects begins to decline in primary school (Kindergarten to grade 6 in Australia [5-12 years of age]), addressing engagement and achievement in the STEM subjects requires support for teachers to design curriculum that enthuses students and develops their understanding of the role of the STEM subjects in solving real-world problems. To that end, a year-long professional learning program was developed to assist small teams of teachers from each of 13 primary schools in designing integrated STEM curriculum approaches. To determine the impact of the program on teachers’ capacity to design integrated STEM curriculum and on students’ STEM attitudes and aspirations, data were collected using both qualitative and quantitative research methods. This paper presents a case study of one of the participating primary schools. From the 44 grade 3 students who completed both pre- and post-surveys, students’ attitudes and aspirations towards the STEM subjects showed significant positive shifts. Analyses of school documents and transcripts of interviews with four teachers and a group of four students from the school enabled.
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Macintyre, Stuart. "The Genie and the Bottle: Putting History Back into the School Curriculm." Australian Journal of Education 41, no. 2 (August 1997): 189–99. http://dx.doi.org/10.1177/000494419704100207.
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THIS article originated in addresses to the annual conferences of the Queensland History Teachers Association on 23 June 1996 and the South Australian History Teachers Association on 24 March 1997, with some subsequent revision. It begins with the widespread concern that the teaching of history is under threat, considers statistical evidence for the decline of history enrolments in the postcompulsory years of schooling, and qualifies the predictions of the doomsayers. The principal concern is with the erosion of history as part of the common curriculum in Years P-10 and its subsumption into studies of society and environment. I suggest that if history is to be restored to its proper place in the school curriculum, we need to think of academic history and school history as related but distinct activities. The renewed attention to civics provides an opportunity to revive school history.
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Mete, Cem, Cynthia B. Lloyd, and Naveeda Salam. "Learning versus Working; Factors Affecting Adolescent Time Allocation in Pakistan." Pakistan Development Review 51, no. 2 (June 1, 2012): 131–51. http://dx.doi.org/10.30541/v51i2pp.131-151.
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This paper explores how family, school and community factors influence adolescents’ time allocation among market work, domestic work, learning and leisure. We model adolescents’ time use in a multivariate framework, using explanatory variables characterising the household as well as labour demand, school access and school quality at the district level. This research shows that the amount of time children spend working, whether at home or in the market, is strongly correlated with household poverty, as proxied by an asset index. Consistent with the literature on the predictors of school enrolments of adolescents, the time spent on learning is also significantly lower among the poor. In Pakistan the Benazir Income Support Programme (BISP) census poverty score database, which includes information on household assets, would be a very promising tool to target efforts to increase children’s time allocated to learning. JEL classification: D60, I24, I30 Keywords: Pakistan, Education, Child Labour.
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Bryant, Catherine, and Bruno Mascitelli. "The “special experiment” in languages." History of Education Review 47, no. 1 (June 4, 2018): 54–66. http://dx.doi.org/10.1108/her-01-2017-0002.
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Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. Findings The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. Originality/value To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.
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Dufitumukiza, Abel, Edouard Ntakirutimana, Emmanuel Niyibizi, and Jacqueline Mukanziza. "The nine year basic education policy and secondary school internal efficiency." International Journal of Research in Business and Social Science (2147- 4478) 9, no. 6 (October 27, 2020): 202–12. http://dx.doi.org/10.20525/ijrbs.v9i6.907.
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This study examined the effect of implementing Nine Year Basic Education (9YBE) policy on secondary school internal efficiency. The study followed descriptive design. Data on students’ enrolments and repetitions for consecutive school years, cohort 2014/15 and 2017/18, were collected from all five lower secondary schools in Ngoma and Tumba Sectors using survey questionnaire. Besides, focus group discussions (FGDs) were used to collect views of head-teachers on the study variables. The reconstructed cohort flow analysis technique was used to determine indicators of internal efficiency. Summary statistics are presented in tables. Qualitative data from FGDs were analysed through thematic content analysis with consideration of similarities and differences. The findings revealed (i) a positive change in students' promotion and repetition rates, (ii) students’ survival rate to the last grade increased to 69.39% for the cohort 2017/18 from 50.72% for the cohort 2014/15 and (iii) wastage ratio declined from 1.62 for cohort 2014/15 to 1.33 for cohort 2017/18. Thus, school efficiency rose to 75.19% in 2017/18. Head-teachers attributed the positive change in internal efficiency indicators to the combination of 9YBE interventions including removal of school fees, school feeding, and flexibility in student progression and increasing day secondary school in proximity of home. However, persistent high dropout rates indicated that the implementation of 9YBE policy had not alleviated all disruptive forces against students’ participation rates. It was therefore suggested to relook at policy interventions to address individual students’ challenges at school and household levels and the management of older children in the school system.
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Doyani, Illiya Babaraus, Inusa Musa, Buhari Ayuba, Sammuel Jenom Bulus, and Emmannuel Sammuel Danjuma. "ANALYSIS OF GEO-SPATIAL DATABASE AND DISTRIBUTION OF GOVERNMENT SECONDARY SCHOOLS’ USING GIS IN CHIKUN LOCAL GOVERNMENT AREA, KADUNA STATE." FUDMA JOURNAL OF SCIENCES 4, no. 3 (September 12, 2020): 107–13. http://dx.doi.org/10.33003/fjs-2020-0403-275.
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Provision of education as a global social service is champion by the public sector. Where these education facilities are located influences their utilization and efficiency. Proximity to these facilities also influences decisions to seek and patronize them. The study analyzes the geo-spatial database and distribution of Government Secondary Schools, using GIS in Chikun Local Government Area. 28 Government Secondary Schools were identified. Their geographic coordinates were established by the use of GPS device and mapped out. The data generated from the field was used to create geo-database of Government Secondary Schools. From the study, 51.4% of registered students were enrolled in the Government Junior Secondary Schools cadre while 58.6% was in Government Senior Secondary Schools. 79% of the student’s enrolments were concentrated in three communities. Nasarawa community was 43.3%, Sabo-Tasha community was 19.4% and Narayi community was 16.5%. These communities form part of Kaduna metropolis with evidence of high population concentration. Queries from the database show only 21.4% of the Schools were with fenced, 7.1% of the schools were with school halls, 25% of the schools were with school libraries and 14.3% of the schools were with computers. The distribution pattern was found to be appearing not different than random using the ArcGIS auto-correlation analysis tool. Government Secondary Schools in the study area appear to be poorly equipped for conducive learning experience. Therefore, the study recommends schools expansion, provision of new schools and upgrading existing schools to standard by all stakeholders.
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Alston, Laura, Nicholas Crooks, Claudia Strugnell, Liliana Orellana, Steven Allender, Claire Rennie, and Melanie Nichols. "Associations between School Food Environments, Body Mass Index and Dietary Intakes among Regional School Students in Victoria, Australia: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 16, no. 16 (August 14, 2019): 2916. http://dx.doi.org/10.3390/ijerph16162916.
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(1) Background: Childhood overweight and obesity is a significant and preventable problem worldwide. School environments have been suggested to be plausible targets for interventions seeking to improve the quality of children’s dietary intake. The objective of this study was to determine the extent to which the current characteristics of the school food environment were associated with primary school students’ dietary intake and Body Mass Index (BMI) z scores in a representative sample in regional Victoria. (2) Methods: This study included 53 schools, comprising a sample of 3,496 students in year levels two (aged 7–8 years), four (9–10 years) and six (11–12 years). Year four and six students completed dietary questionnaires. Principals from each school completed a survey on school food environment characteristics. Mixed-effects logistic regression was used to assess the relationship between students’ dietary intake and school food environment scores, controlling for confounders such as socio-economic status, school size and sex. Food environment scores were also analysed against the odds of being healthy weight (defined as normal BMI z score). (3) Results: Mixed associations were found for the relationship between students’ dietary intake and food environment scores. Meeting the guidelines for vegetable intake was not associated with food environment scores, but students were more likely (OR: 1.68 95% CI 1.26, 2.24) to meet the guidelines if they attended a large school (>300 enrolments) and were female (OR: 1.28 95% CI: 1.02, 1.59). Healthy weight was not associated with school food environment scores, but being a healthy weight was significantly associated with less disadvantage (OR: 1.24 95% CI 1.05, 1.45). Conclusion: In this study, the measured characteristics of school food environments did not have strong associations with dietary intakes or BMI among students.
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Shoveller, Jean, Danielle Elliott, and Joy Johnson. "(Ir)reconcilable differences? Local reactions to provincial neoliberal educational reform." Promotion & Education 12, no. 3_suppl (September 2005): 35–38. http://dx.doi.org/10.1177/10253823050120030114x.
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In this case study, we explore the intersections of neoliberal educational reform and the everyday experiences of people living in a rural region in northern British Columbia, Canada. Reflecting on the provincial Ministry of Education's Strategic Plan, we explore one region's responses to a set of provincial promises, which include providing regional school districts with more autonomy and control over the delivery of education services and a mandate for a balanced budget. The region faced declining student enrolments and funding shortfalls. As a cost-saving measure, the local school district in the region launched a four-day school week. We used ethnographic fieldwork techniques to examine a set of local practices and consequences that arose following the implementation of this measure. The findings demonstrate how provincial promises of educational reform can conflict with local educational needs and create a set of problematic everyday realities with repercussions on youth health, amplifying health inequalities that are irreconcilable with the purported goals of advancing the interests of students and society.
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Chankseliani, Maia. "Are we using Friedman's roadmap? A comparative analysis of stimuli of private school enrolments in post-Soviet countries." International Journal of Educational Development 38 (September 2014): 13–21. http://dx.doi.org/10.1016/j.ijedudev.2014.05.005.
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Pavía-Miralles, Jose Manuel, Luis Eduardo Vila-Lladosa, and Bernardi Cabrer-Borrás. "Declining Fertility: Implications for Regional Education Planning." Environment and Planning A: Economy and Space 35, no. 1 (January 2003): 59–73. http://dx.doi.org/10.1068/a3534.
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The most important asset of any organisation or country is its reserve of human resource. The capacity of society to understand and successfully adapt to new situations is highly related to the levels of training and education of its individual members. The education system, therefore, is one of the main foundations of any society's future. Over the last decade, Spain and the Valencia region, in particular, have experienced precipitous drops in fertility that will inevitably reduce school enrolments. In this paper we quantify the magnitude of the reductions and, after some analysis, lay out the potential consequences for the regional education system, and for society as a whole.
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Lang, Catherine, Annemieke Craig, and MaryAnne Egan. "The Importance of Outreach Programs to Unblock the Pipeline and Broaden Diversity in ICT Education." International Journal of Information and Communication Technology Education 12, no. 1 (January 2016): 38–49. http://dx.doi.org/10.4018/ijicte.2016010104.
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There is a need for outreach programs to attract a diverse range of students to the computing discipline. The lack of qualified computing graduates to fill the growing number of computing vacancies is of concern to government and industry and there are few female students entering the computing pipeline at high school level. This paper presents three outreach programs that have the underlying assumption that students need to be reminded about the creativity and potential of computing so that it remains on the radar of their future career options. Each program instigated social and cultural change through a paradigm shift where girls moved from being ICT consumers to ICT creators. By exposing students to a wide variety of ICT activities and careers during secondary schooling, they were more likely to consider studying information systems, computer science or any other computing course at the university level. Results are presented showing student attitudinal changes as well as observed increases in enrolments at secondary school and university courses.
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Howlett, Catherine, Monica Seini, Chris Matthews, Bronwyn Dillon, and Vivian Hauser. "Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment." Australian Journal of Indigenous Education 37, no. 1 (2008): 18–27. http://dx.doi.org/10.1017/s1326011100016057.
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AbstractLow retention of Indigenous peoples in all Australian universities has been identified as a problematic issue by the Australian Federal government. Griffith University (GU), Queensland, Australia, provided funding to examine the factors affecting Indigenous retention in higher education, with the aim of developing innovative participation and retention strategies specifically for Indigenous students. This paper focuses on research conducted within the Griffith School of Environment that questioned the possible links between the provision of information to commencing Indigenous students and their retention. It essentially examines to what extent current university structures support Indigenous enrolments and retention, via the information they receive upon enrolling. From interviews conducted in an informal discussion format with currently enrolled Indigenous students in the Griffith School of Environment, critical deficiencies were identified in the information Indigenous students receive during the early transition phase of university entrance. A key finding of this study, and which is the subject of current research, was the support amongst the students for the development of an Indigenised curriculum in science as a strategy for improving the attraction and retention of Indigenous students. This paper details the research project and its findings.
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Sudarman, Sudarman. "Kebijakan Internal Madrasah Dalam Memenuhi Kepuasan Orang Tua Siswa Di Madrasah Ibtidaiyah Negeri 1 Kulon Progo." Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, no. 01 (June 30, 2019): 195–225. http://dx.doi.org/10.14421/al-bidayah.v11i01.178.
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The underlying reason of the study is the importance of education in global era where parents demand that, to face the future, their children should both master science and technology and have strong religion base. To maintain trust from the society, madrasah must work hard. In the last few years, MIN 1 Kulon Progo, a madrasah (Islamic School) with the highest number of students in district Temon, has experienced a constant decrease in enrolments. The sudy shows that student parents of MIN 1 Kulon Progo expect that students 1) worship more diligently, 2) possess better moral and personality, 3) have various skills, 4) achieve better grade, and 5) reach both academic and nonacademic achievements.To respond parents’ expectation, Madrasah issues policies such as 1) improving the students’ worship quality, 2) mending their moralsand attitude, 3) strengthening the pupils’ skills, 4) setting higherachievements, 5) raising goals both academic and non academic. The policies prove to fulfil the needs although some parents think differently. It also brought further benefit to the school as more parents send their children to MIN 1 Kulon Progo in 2018/2019 school year. The school reached the target of new students (56), and it even had to refuse some candidates.
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Mutangadura, G. B., and V. L. Lamb. "Variations in rates of primary school access and enrolments in sub-Saharan Africa: a pooled cross-country time series analysis." International Journal of Educational Development 23, no. 4 (July 2003): 369–80. http://dx.doi.org/10.1016/s0738-0593(02)00060-3.
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Hussain, Altaf, and Susanne Schech. "Cash Transfer Programmes in Pakistan through a Child Well-Being Lens." Social Sciences 10, no. 9 (September 4, 2021): 330. http://dx.doi.org/10.3390/socsci10090330.
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This paper analyses data from a qualitative study undertaken with children and their families in two cash transfer programmes (CTPs) in Pakistan. Using a three-dimensional child well-being model that distinguishes material, relational and subjective dimensions, it argues that CTPs have helped extremely poor families sustain their basic dietary needs and marginally increase their health spending. Additional conditional payments have led to increased primary school enrolments, but CTPs have failed to address the distinctive vulnerabilities of children, including their nutritional needs, relational well-being and social status. A more holistic and child-sensitive approach to social protection would be the way forward to improve child well-being in line with the United Nations Charter on Rights of Children (UNCRC) to which Pakistan is a signatory.
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Mushoriwa, T. D., V. T. Mlangeni, and M. Kurebwa. "Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region." MIMBAR PENDIDIKAN 1, no. 2 (September 23, 2016): 143. http://dx.doi.org/10.17509/mimbardik.v1i2.3927.
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ABSTRACT: This study was designed to assess the attitudes of Primary School teachers towards FPE (Free Primary Education) recently introduced in Swaziland, with the ultimate aim of establishing how the teachers feel about the change given the increase in enrolments in the schools. The survey research design was employed. Data were sourced from 118 teachers (females = 50%) through a semi-structured questionnaire and follow-up interviews. While data were largely analysed through the Likert scale analysis procedures described in this study, Cramer’s V was the statistic used to test if gender significantly influenced attitudes towards FPE. The study found that the majority of the teachers (73%) had negative attitudes towards FPE mainly because of, among other things, large teacher-pupil ratios (1:70) which increased their workload; shortage of resources and infrastructure; being viewed as lowering educational standards; and the fact that the teachers were not consulted despite being the key implementers. Cramer’s V yielded an insignificant positive relationship (0.06) between gender and attitudes; and this meant that gender did not significantly influence the teachers’ attitudes towards the introduction of FPE. KEY WORD: Assessing; Teacher Attitudes; Free Primary Education; Increased Enrolments; Gender. ABSTRAKSI: “Menilai Sikap Guru-guru Sekolah Dasar terhadap Pendidikan Dasar Gratis di Swaziland: Kasus Daerah Shiselweni”. Penelitian dirancang untuk menilai sikap guru-guru Sekolah Dasar terhadap PDG (Pendidikan Dasar Gratis) yang baru-baru ini diperkenalkan di Swaziland, dengan tujuan akhir menentukan bagaimana perasaan para guru tentang perubahan tersebut mengingat meningkatnya pendaftaran murid di sekolah. Desain penelitian survei digunakan dalam penelitian ini. Data bersumber dari 118 guru (perempuan = 50%) yang diperoleh melalui kuesioner semi-terstruktur dan wawancara lanjutan. Data sebagian besar dianalisis melalui prosedur skala Likert, sedangkan V Cramer adalah statistik yang digunakan untuk menguji apakah jenis kelamin secara signifikan mempengaruhi sikap. Studi ini menemukan sebagian besar guru (73%) memiliki sikap negatif terhadap PDG terutama karena, antara lain, besarnya rasio guru-murid (1:70) yang meningkatkan beban kerja; kurangnya sumber daya dan infrastruktur; dipandang akan menurunkan standar pendidikan; dan fakta bahwa guru tidak diajak urun-rembug meskipun sebagai pelaksana kunci. V Cramer menghasilkan hubungan positif yang tidak signifikan (0.06) antara gender dan sikap; dan ini berarti bahwa gender tidak berpengaruh secara signifikan terhadap sikap guru. KATA KUNCI: Menilai; Sikap Guru; Pendidikan Dasar Gratis; Peningkatan Pendaftaran; Gender. About the Authors: T.D. Mushoriwa, Ph.D. is a Full Professor at the University of Fort Hare in South Africa; V.T. Mlangeni is a Teacher at the Nhlangano Central High School in Swaziland; and M. Kurebwa is a Lecturer at the Zimbabwe Open University, Midlands, in Zimbabwe. Corresponding author is: tmushoriwa@ufh.ac.zaHow to cite this article? Mushoriwa, T.D., V.T. Mlangeni & M. Kurebwa. (2016). “Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(2) September, pp.143-150. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (July 16, 2016); Revised (August 17, 2016); and Published (September 30, 2016).
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McConnell, Duncan, Russell Linwood, Gary Day, and Mark Avery. "A Descriptive Analysis of a Health Management Work Integrated Learning Course: moving from Health Services Management learning to employment readiness." Asia Pacific Journal of Health Management 14, no. 2 (July 21, 2019): 56–67. http://dx.doi.org/10.24083/apjhm.v14i2.269.
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Health Management Work Integrated Learning is a 40 credit point penultimate course of experiential learning in the Master of Advanced Health Services Management M(Adv)HSM now offered by the School of Medicine Health at Griffith University.
WIL was initiated in 2009 within the School of Public Health (Lilley et al (2009) based on a Teaching and Learning Grant to meet an existing experiential learning need identified for students studying in the enabling professional area of health management. After 15 semesters of delivery of these courses (completed at December 2016), it is timely to report on the quantitative attributes on the course to inform the post-graduate literature on this type of education. An objective of this review is to influence both curricula and student decision making regarding the future conduct and enhancement of tertiary preparation for health services management HSM employment. WIL has experienced a large increase in student enrolments in recent years suggesting that there is both strong demand for this nature of learning and student satisfaction with the quality of the learning modality in preparing for a career in HSM.
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Kraak, André. "The shift to tertiary technical and vocational education and training and the demise of South Africa’s former ‘technikon’ system." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 13. http://dx.doi.org/10.14426/jovacet.v1i1.11.
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Post-school systems of education and training have changed dramatically across the globe, including in South Africa, over the past two decades. It is ironic, however, that as many countries chose to renew and grow ‘polytechnic-type’ post-school education and training subsystems, South Africa (together with other countries from the Anglo-Saxon world) chose to reduce their role, largely through institutional mergers and processes of academic drift. Much of this difference in approach is path-dependent, shaped by the specific histories of capitalist evolution in each country. However, it also has to do with the faulty policy logic which has guided these changes over the past two decades. This article investigates the rise in significance of tertiary technical and vocational education and training (TVET) through brief case studies of two countries in Central and Northern Europe where the polytechnic sector has been expanded, not reduced. The discussion then shifts to South Africa, where graduation outcomes (in percentage terms) in the universities of technology have remained flat for more than two decades. The shift from secondary to tertiary TVET requires a significant expansion of enrolments and graduations in key applied technology fields, not the stasis we are seeing in South African universities of technology.
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Giang, Le Hoai Kieu, Dau Xuan Truong, Le Thi Quynh, and Le Thi Thanh Xuan. "Employing Mean-End-Chains theory to explore students’ values from school’s image characteristics - A case study of a business school in Ho Chi Minh City." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - ECONOMICS AND BUSINESS ADMINISTRATION 11, no. 2 (August 14, 2021): 156–71. http://dx.doi.org/10.46223/hcmcoujs.econ.en.11.2.1807.2021.
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The literature shows that there are studies on students’ choices when enrolling in an institution. The findings from these studies help High Educational Institutions (HEIs) to improve their enrollment. However, not much literature explains how students (as consumers) explain the values they can get from HEIs’ image attributes. The present study employs Mean-End Chain (MEC) theory to explore students’ values by identifying attributes of HEIs images attributes from their perceptions with the following objectives: (1) to explore attributes of the selected school’s image from students’ perspectives, (2) to explore the connections between these attributes and values of individual students through consequences from these attributes. The soft-laddering interview is the method to collect data, and participants are first-year students who have just enrolled in the selected school in the last national enrollment in 2020. The research findings show that there are 12 attributes, which drive to eight values through 23 consequences (13 functional consequences and 10 psychosocial consequences), making students enroll in the selected school. The result from HVM states that there are five significant A-C-V linkages to explain which attributes have the most influence on students’ choice, and how these attributes affect their perceived values. Finally, the study also proposes suggestions for institutions to promote their enrollment practices and increase the quality of their enrolments.
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Evans, Stephen. "The evolution of the English-language speech community in Hong Kong." English World-Wide 30, no. 3 (September 25, 2009): 278–301. http://dx.doi.org/10.1075/eww.30.3.03eva.
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This article traces the evolution of the English-language speech community in Hong Kong since the early 1840s. Inspired by Schneider’s (2007) innovative “Dynamic Model”, the article examines textual and statistical data derived from a range of hitherto unexploited archival sources, including a historical corpus of English-language newspapers, confidential Colonial Office correspondence, and government records. Changes in the size and composition of the English-language speech community are tracked through a diachronic analysis of government censuses, school enrolments, lists of jurors, and letters to the press. The results of this analysis support Schneider’s contention that the 1960s marked an important turning point in Hong Kong’s linguistic history in that it presaged a substantial, education-driven increase in the numbers and proportion of English users in the territory. Despite the significant expansion of the English-using community in the past four decades, the dominant theme of public discourse about English has been that of “declining standards”. While the existence of a “complaint tradition” accords with the predictions of the Dynamic Model, it is perhaps not widely known that this tradition is a long-standing one. The present article traces this tradition back to the era of the Opium Wars.
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Hafeez, Muhammad, Qaiser Abbas Kazmi, Fatima Tahira, Muhammad Zahid, Hussain Sajad, Ahmad Azra Yasmeen, Jamshaid Iqbal, and Muhammad Ishaq Saqi. "Impact of School Enrolment Size on Student’s Achievements." Journal of Education, Humaniora and Social Sciences (JEHSS) 3, no. 1 (August 8, 2020): 26–30. http://dx.doi.org/10.34007/jehss.v3i1.170.
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Education is a basic need of humanity and key element for the development of a nation. The population is increasing day by day and the main problem of education particularly in primary education is the increasing of number of students in the schools. So, the enrolment size of schools is increasing consistently. The effect of school enrolment size on the student’s achievement has been a major factor for the failure of the education system especially primary education. The purpose of this research is to discover the possible relations between the school enrolment size and student’s achievements. The data of four primary schools namely GPS Gaggu, GPS Samina, GPS Tagiani and GPS Yaroo has been selected to check the effect of school enrolment size on the student’s achievements. The results of the study indicate that as the enrolment size increased in the school, the achievements of the student’s decreased and vice versa.
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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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Garn, Joshua V., Leslie E. Greene, Robert Dreibelbis, Shadi Saboori, Richard D. Rheingans, and Matthew C. Freeman. "A cluster-randomized trial assessing the impact of school water, sanitation and hygiene improvements on pupil enrolment and gender parity in enrolment." Journal of Water, Sanitation and Hygiene for Development 3, no. 4 (June 10, 2013): 592–601. http://dx.doi.org/10.2166/washdev.2013.217.
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We employed a cluster-randomized trial design to measure the impact of a school-based water, sanitation and hygiene (WASH) improvement on pupil enrolment and on gender parity in enrolment, in primary schools in Nyanza Province, Kenya (2007–2009). Among schools with poor water access during the dry season, those that received a water supply, hygiene promotion and water treatment (HP&WT) and sanitation improvement demonstrated increased enrolment (β = 0.091 [0.009, 0.173] p = 0.03), which translates to 26 additional pupils per school on average. The proportion of girls enrolled in school also increased by 4% (prevalence ratio (PR) = 1.04 [1.00, 1.07] p = 0.02). Among schools with better baseline water access during the dry season (schools that did not receive a water source), we found no evidence of increased enrolment in schools that received a HP&WT intervention (β = 0.016 [–0.039, 0.072] p = 0.56) or the HP&WT and sanitation intervention (β = 0.027 [–0.028, 0.082] p = 0.34), and there was no evidence of improved gender parity (PR = 0.99 [0.96, 1.02] p = 0.59, PR = 1.00 [0.97, 1.02] p = 0.75, respectively). Our findings suggest that increased school enrolment and improved gender parity may be influenced by a comprehensive WASH programme that includes an improved water source; schools with poor water access during the dry season may benefit most from these interventions.
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Nakalyakaani, Abdallah, and Ssali Muhammadi Bisaso. "School Branding and Student Enrolment in Private Secondary Schools in Iganga Municipality, Uganda." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 3, no. 1 (May 31, 2020): 28–46. http://dx.doi.org/10.53449/ije.v3i1.113.
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The study examined the relationship between school branding and student enrolment in private secondary schools in Iganga Municipality guided by three specific objectives seeking to examine the relationship between 1) school image 2) school culture and 3) customer care, and student enrolment in private secondary schools in Iganga Municipality. The study adopted a cross-sectional survey design with both quantitative and qualitative approaches. A sample of 100 student leaders, 3 head teachers and 33 academic heads of department was selected using simple random sampling and census inquiry respectively. Data collection was by use of a closed-ended Likert type questionnaire, interview guide and focus group discussion guide. Quantitative data was analysed using correlation and multiple regression as well as thematic content analysis for qualitative data. Pearson product-moment correlation coefficients obtained for the study hypotheses were positive and statistically significant; school image and student enrolment (r= .290, p <003), school culture and student enrolment (r= .462, p <0.000) and customer care and student enrolment (r= .358, p <0.000). Overall, school branding indicates a positive weak effect on student enrolment (R2 = .247, p <.000). It was concluded that school branding has a weak relationship with student enrolment. The study recommends piloting of strategies beforehand, improved information flow, government intervention in support of inclusive education, instituting a culture of strategic planning, improved responsiveness and creation of conducive learning climate. Further research is proposed on the same topic at national level as well as considering other factors influencing student enrolment since school branding only contributes 24.7%.
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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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Abdullah, Arnida. "Massification of Higher Education in Malaysia: Challenges Facing Public Schools." TARBIYA: Journal of Education in Muslim Society 5, no. 2 (December 22, 2018): 225–35. http://dx.doi.org/10.15408/tjems.v5i2.8118.
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AbstractHigher education plays an important role in many developing countries. Graduates are being equipped with professional knowledge and skills to fulfil the demands of the labour market in a knowledge economy. Malaysia is amongst those developing nations that have looked to advanced economies to provide a model of mass higher education which would raise educational levels and national income. Since the 1990s, therefore, the government has been expanding the higher education sector and broadening access to higher education institutions. Its goal is to boost higher education enrollments rate from 48 percent to 70 percent by the year 2025 (Ministry of Education Malaysia, 2015). The need to respond to this expansion of higher education enrolments has implications for all three levels of school education - primary, lower secondary and upper secondary. Using secondary data, this study aims to explore challenges currently facing public schools in order to produce graduates with good academic results that enable them to gain a place in higher institutions. The findings of this study have provided evidence that school education system is still facing great challenges. A key to making higher education more effective, therefore, is to strengthen and improve Malaysia’s public schools.AbstrakPendidikan tinggi memainkan peran penting di banyak negara berkembang. Para lulusan sedang dilengkapi dengan pengetahuan dan keterampilan profesional untuk memenuhi tuntutan pasar tenaga kerja dalam pengetahuan ekonomi. Malaysia adalah salah satu negara berkembang yang telah mencari ekonomi maju untuk menyediakan model pendidikan tinggi massal yang akan meningkatkan tingkat pendidikan dan pendapatan nasional. Sejak 1990-an, oleh karena itu, pemerintah telah memperluas sektor pendidikan tinggi dan memperluas akses ke institusi pendidikan tinggi. Tujuannya adalah untuk meningkatkan tingkat pendaftaran pendidikan tinggi dari 48 persen menjadi 70 persen pada tahun 2025 (Departemen Pendidikan Malaysia, 2015). Kebutuhan untuk menanggapi perluasan pendaftaran pendidikan tinggi ini berimplikasi pada ketiga tingkat pendidikan sekolah-sekolah dasar, menengah bawah, dan menengah atas. Penelitian ini bertujuan untuk mengeksplorasi tantangan yang saat ini dihadapi sekolah umum untuk menghasilkan lulusan dengan hasil akademik yang baik yang memungkinkan mereka mendapatkan tempat di institusi yang lebih tinggi. Temuan penelitian ini telah memberikan bukti bahwa sistem pendidikan sekolah masih menghadapi tantangan besar. Oleh karena itu, kunci untuk membuat pendidikan tinggi lebih efektif adalah memperkuat dan meningkatkan sekolah-sekolah negeri di Malaysia. How to Cite : Abdullah, A. (2018). Massification of Higher Education in Malaysia: Challenges Facing Public Schools. TARBIYA: Journal of Education in Muslim Society, 5(2), 225-235. doi:10.15408/tjems.v5i2.8118.
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Booth, Anne. "West Africa in the Southeast Asian Mirror: The Historical Origins of the Post-1960 Divergence." Itinerario 32, no. 3 (November 2008): 61–90. http://dx.doi.org/10.1017/s016511530000231x.
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If there is one thing that everyone interested in international development issues knows, or thinks they know, it is that the countries of Asia, and especially East and Southeast Asia, have performed much better in the international development stakes since 1960 than the countries of sub-Saharan Africa. The principal metric used to measure achievement is growth in per capita GDP, although other indicators have also become widely used, including those such as the Human Development Index, which combines per capita GDP with other measures of social achievement such as literacy rates, school enrolments and infant mortality rates. But whatever measure we use to construct league tables of development progress, at the end of the twentieth century almost all the countries of sub-Saharan Africa were clustered at the bottom while those of Asia were more spread out across the spectrum. Some nations, such as Hong Kong, Singapore, South Korea, and Brunei had, by 2000, achieved the status of “high human development”. Most other countries in Asia were in the “medium human development” category, while most countries in sub-Saharan Africa were either in the bottom twenty of the “medium” category or in the “low human development” group. Of the 35 countries in the low development group in 2001, almost all were in sub-Saharan Africa (SSA).
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Ledwith, Valerie. "Open Enrolment and Student Sorting in Public Schools: Evidence from Los Angeles County." Environment and Planning A: Economy and Space 41, no. 5 (May 2009): 1109–28. http://dx.doi.org/10.1068/a4128.
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I examine the relationship between student mobility associated with open enrolment and student sorting in public schools in Los Angeles County and find that open enrolment provides Latino students who attend outside their neighbourhoods access to higher quality, more integrated, schools than those who remain enroled in their neighbourhood schools. However, attendance at majority-white schools continues to be highly segregated. Therefore, while open enrolment may provide some minority students with the opportunity to avoid attending a majority-minority school, it does not undo the mechanisms through which white students remain socially and spatially segregated from their minority counterparts. The lack of meaningful interracial and cross-cultural exchange during the school-age years is a worrying trend that could lead to increased polarization and social exclusion in Los Angeles and other multiethnic cities and communities.
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Burney, Nadeem A., and Mohammad Irfan. "Parental Characteristics, Supply of Schools, and Child School-enrolment in Pakistan." Pakistan Development Review 30, no. 1 (March 1, 1991): 21–62. http://dx.doi.org/10.30541/v30i1pp.21-62.
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In recent yean, due to a virtual unanimity about the critical role of hmnan capital in economic development, increased efforts are being made in the developing countries to eradicate illiteracy. Despite a significant increase over time in the number of educational institutions and the government's expenditure on education in Pakistan, the performance of the education sector in terms of output has been at best meagre. This non-correspondence between the growth in the educational institutions and the resultant output implies that failure to enlist the participation of the population in education can hardly be attributed exclusively to an insufficiency of the schools. To the extent that child schooling reflects parental capacity to invest in hmnan capital formation, there is a need to reckon with factors bearing parental decision regarding child schooling. This paper investigates family's decision regarding child schooling through an assessment of the determinants of child school-enro1ment, using choice theoretic framework. The regression results are indicative of the influence of household status, both economic and social, on the propensity to invest in child schooling. A positive association between the household income, parental education, and tenurial status as land-owner bear out the importance of these factors in shaping the household's decision regarding investment in human capital formation. The study also fmds traces of the quantity-quality trade-off in family's preferences regarding the nmnber of children, and it is found to be male-specific. The most disturbing fmding of the study appears to be the predominance of the influence originating from parental education. It is this inter-generational transfer of human capital which needs more attention as it also implies that illiteracy, and hence poverty, of the parents gets transmitted to the off-spring. The analysis also brings out the fact that the labour market hiring practices serve as an important feedback to the household's human capital formation behaviour.
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Erukudi, Locha, and Paul Edabu. "Influence of the Balanced Diet on Enrolment in ECE Centres in Turkana Central Sub County, Turkana County, Kenya." East African Journal of Education Studies 2, no. 1 (November 22, 2020): 150–60. http://dx.doi.org/10.37284/eajes.2.1.238.
Full textAbstract:
School Feeding Programmes (SFP) were created for the purpose of eradicating hunger, supporting education, health and development. Although SFP is offered in Kenya, approximately 55% of children in do not go to school. According to CBS, roughly 50% of ECDE children do not attend school in Turkana Central Constituency. Therefore, the introduction of SFP in schools was envisioned to improve enrolment in schools. This study sought to establish the influence of SFP on children enrolment in early childhood education centres in Turkana Central Sub-County, Kenya. The specific objective was to determine the influence of the balanced diet on student enrolment in ECE centres in Turkana Central Sub County, Kenya. The study was based on program. The study used a mixed research method. The study adopted a cross-sectional research design. The target population was 250 schools, 78 teachers and headteachers and 5,000 parents in pre-schools in Turkana Central Sub County. The study used purposive sampling to select respondents. The sample size of the study was 150 schools, 60 teachers and headteachers and 357 parents. Primary data was gathered by the use of questionnaires and interview guides. Secondary data consisted of report forms of pre-schoolers. Quantitative information was analysed using descriptive statistics. Qualitative data was analysed using content analysis. Multiple regression was done to analyse the influence of SFPs on children enrolment in ECDE centres the county. The study found that a balanced diet positively relates to children enrolment in ECE centres in Turkana Central Sub County. The study therefore recommends the government to increase food supply to ensure adequacy. There is a need to continue the supply of balanced diet to children because it improves their growth and learning. Some of the children are from very poor families and during school holidays they suffer because of lack of food; the study, therefore, recommends orphans, poor and disabled to be fed even during holidays.