Entrepreneurial Approaches to Education for the Poor

The paper tries to capture the research and understanding along with innovations and policy reforms in assuring quality school education to all, with a particular focus on the poor. It begins with quantitative and qualitative narration of the two most fundamental problems in the education of the poor: Access and the quality. The problem of access is of 'can't afford;' and the problem of quality is 'not worth the time, particularly of the poor.' The access problem is further compounded along the gender, caste, and physical and mental disability lines. The quality of state schools is particularly low. Recent research documents the flight of the poor from state schools to 'budget' private schools. On the one hand, governments are incapable of improving state schools, largely due to the power of teacher unions, and on the other hand, their regulatory systems are stifling private initiatives, condemning most private schools to illegal/informal status where they are unable to access formal capital to expand. The continuing decline of the quality of the state education system has led, by default, to one of the highest levels of privatization of education in the developing world. The proportion of students in private schools in urban areas of many states in India is higher than that in any developed country. Private 'edupreneurs' are serving as safety valve to the failing state education systems. In any efforts to assure quality education to the poor, their role must be understood and appreciated. The first four sections then deal with the problems of access and quality and the duality of private edupreneurs. The last section suggests possible solutions through the use of technology and recent local experiments in innovations and policy reforms. It is hard to escape the conclusion that the role of the government in education is to liberate the supply side, fund the demand of the poor, and monitor the access and quality of education. Let the private initiative and entrepreneurship - for profit and non-profit - govern our schools. Scholarships, education vouchers, and loans would offer the same freedom of choice to the poor as the rich enjoy today. An unshackled and competitive market for education would prepare students to lead a productive and meaningful life.

Production studies that have examined the relative performance of students in private and public schools typically find that the average student achievement in private schools exceeds that of the average student in public schools. The relatively small enrollment of students in private schools seriously limits policy predictions concerning the effects of vouchers and other policy reforms in the United States. The institutional arrangements for providing and funding schooling vary greatly across countries. This article examines these arrangements in five countries. Using a data set that measures achievement in mathematics, empirical results show that public funding and its subsequent effect of expanded enrollment in the private sector do not erase the superior performance of private schools relative to public ones. Government restrictions on private schools' decision-making powers can negate the superior performance of private schools.

Are private school students more likely to smoke than public school students in China?

Background: There is an increasing concern about obesity among children and adolescents worldwide as they constitute 20% of the world population. Several predisposing factors are contributing to the obesity that can be monitored, particularly healthy diet and physical activities. Addressing those factors among children and adolescents lead to decreasing health related conditions. Objective: To investigate the prevalence rate of obesity, sociodemographic, dietary habits, lifestyle and knowledge factors among adolescents attending private and public schools in Sulaimani city, Iraq. Patients and Methods: Through a school-based cross-sectional study from October 2021 to April 2022, a total of 576 students in high schools located in Sulaimani city, Kurdistan Region, Iraq were studied. A structured questionnaire was used to collect information on students’ sociodemographic characteristics, physical activities, dietary habits and knowledge. Body mass index was measured based on WHO Growth Reference for 5 to 19 years of age. Results: The obesity prevalence rate in private schools (36.11%) was higher than public schools (31.6%) (P=0.5890) however, the difference was not statistically significant. The majority of students in private schools exercised more frequently and for a longer duration; however, they ate more red meat, less dairy produce and had a higher fast food intake. Conclusion: The prevalence of obesity is slightly higher among students in private schools than the students in public schools. Keywords: Obesity, private, public, high schools, Sulaimani city

Background: There is an increasing concern about obesity among children and adolescents worldwide as they constitute 20% of the world population. Several predisposing factors are contributing to the obesity that can be monitored, particularly healthy diet and physical activities. Addressing those factors among children and adolescents lead to decreasing health related conditions.
 Objective: To investigate the prevalence rate of obesity, sociodemographic, dietary habits, lifestyle and knowledge factors among adolescents attending private and public schools in Sulaimani city, Iraq.
 Patients and Methods: Through a school-based cross-sectional study from October 2021 to April 2022, a total of 576 students in high schools located in Sulaimani city, Kurdistan Region, Iraq were studied. A structured questionnaire was used to collect information on students’ sociodemographic characteristics, physical activities, dietary habits and knowledge. Body mass index was measured based on WHO Growth Reference for 5 to 19 years of age.
 Results: The obesity prevalence rate in private schools (36.11%) was higher than public schools (31.6%) (P=0.5890) however, the difference was not statistically significant. The majority of students in private schools exercised more frequently and for a longer duration; however, they ate more red meat, less dairy produce and had a higher fast food intake.
 Conclusion: The prevalence of obesity is slightly higher among students in private schools than the students in public schools.

Summary School culture and effectiveness are very important indicators to understand school administration. School culture is composed of ideas, values, hypotheses, beliefs and manners that hold school together. School culture reflects a school's philosophy that each school has a different identity. School's philosophy has to be coherent and consistent with societal values and overall educational philosophy of the government. This consistency and coherence depend on teachers' and administrators' perception of school mission and culture. School effectiveness helps us understand what kind of inputs, climates, providing conditions, teaching-learning process, and outputs schools have. The schools can represent their authentic characteristics and carry out best management styles and effective works in school based approach (MacBeath and Mortimore, 2001). Private schools like public ones can be regarded as in a better position in the implementation of effectiveness. Besides, being independent in private schools with more competitiveness and market oriented schools is in the competition of offering best service to the students and consequently to their parents. Having autonomous structures in the management of schools increases their effectiveness (MacBeath and MacCall 2000, Bedi and Garg, 2000). The purpose of this research is to describe the cultural and effectiveness levels of the state and private primary schools according to the teachers' perception. Associations between cultural dimensions and effectiveness are examined. Method A descriptive research is used to collect data through survey. Study group is composed of 190 teachers from three randomly selected private primary schools and three randomly selected public schools in Gebze district of Kocaeli province. Organizational Culture questionnaire was adapted to primary schools by the researchers. Also, the survey of effectiveness was used to describe the levels of effectiveness. The answers to the questionnaire were examined generally and later analyzed as for dimensions, means, frequencies and the percentages. The correlation among the dimensions was analyzed by determining their effectiveness levels after t-tests and ANOVA tests about gender and other factors. The questionnaires are composed of 54 likert type items for cultural dimensions and 70 likert items for effectiveness levels. Answers to the questions below are sought in this research. 1. What is teachers' perception of organizational culture and its dimension in private primary schools and public primary schools? 2. What is teachers' perception of effectiveness level dimension in private primary schools and public primary schools? 3. Is there a correlation between cultural dimensions and effectiveness levels in terms of teachers' perception? Result and Discussions The schools have good indicators (?=3.39) in the general dimension of the organizational culture when private primary schools and state primary schools are compared according to the dimensions of organizational culture as to the findings in Table 2. Teacher's involvement levels in the practices of general dimension of the organizational culture are ?=3.56 in the state primary schools and ?=3.71 in the private primary schools. Generally, private schools have better indicators than the state schools in the dimensions of organizational culture. However, the equal indicator levels are seen for both schools in the dimensions of “work atmosphere- adapting to the changes” (?=3.63). General evaluation on the five main dimensions and related sub-dimensions of the effective schools shows that the whole of the schools participated in the research are effective with the good average of ?=3.48 (S=.60). However, according to the teacher's perceptions, all of the state primary schools are medium effective with the mean levels of ?=3.22 (S=.94), but the private primary schools are more effective with the mean levels of ?=3.78 (S=.95). In other words, private primary schools are more effective by depending on teacher opinions mean levels on the all dimensions and general results of effective schools. Reliability test results support this opinion. Thereupon, reliability alpha coefficient correlation is found as .94 for all of the state schools and as .95 for the private schools. The culture and effectiveness levels of the schools are evaluated reciprocally with the results of correlation tests in these dimensions for the schools. As it is seen on Table 4, a low significant positive relation is found in the levels of the inputs for effective schools and the management of organizational culture (r=0.156; p=0.046), in commitment to the organization- identification with the organization (r=0.213; p=0.006), in ceremonies-meetings-language-physical elements (r=0.208; p=0.008), and in general atmosphere of the culture (r=0.177; p=0.024). Conclusion The findings on the research of the effectiveness levels of primary schools reveal that the private primary schools are more effective than the state primary schools on the five main dimensions and their sub-dimensions of effective schools i.e., “school inputs, school climate, conditions, learning and teaching process and the results of learning and teaching process. (State Schools(?General=3.22); Private Schools (?General =3.78)). Findings on the research of the organizational culture of the primary schools reveal that private primary schools have better cultural characteristic levels than the state primary schools on the six dimensions of the organizational culture “management, commitment to the organization-identification with the organization, work atmosphere-adapting to the changes, reward system, collaboration-communication, ceremonies, meetings, language and physical cultural elements” (State Schools; ?General =3.56); (Private Schools; ?General =3.71).

To determine and compare prevalence of Gender based Violence (GBV) in public and private secondary schools students and to identify factors associated with experience of GBV by the students. Comparative cross-sectional survey of using a 60 item self-administered questionnaire. Ten public and private secondary schools in Ilorin South Local Government area of Kwara State. 640 students, (320 each) from public and private schools. Main outcome variable: Prevalence and factors influencing experience of physical, sexual and psychological violence. At least one form of GBV was experienced by 89.1% of public and 84.8% private schools students (p=0.32). Psychological violence was commonest type of GBV experienced (Public -72.5% vs. Private -69.2%; p=0.37), while sexual violence was least (Public -41.4% vs. Private -37.4%; p=0.3). Females were less likely to experience physical violence (OR 0.3; 95% CI 0.2-0.4) and psychological violence (aOR 0.6; 95%CI 0.4-0.8). Students who were in a relationship and who had history of parental violence were more likely to experience sexual (aOR 1.7; 95%CI 1.2-2.4) and aOR 1.5; 95%CI 1.2-2.2) and psychological (aOR 1.3; 95%CI 1.1-1.5 and aOR 1.3; 95%CI respectively) violence. GBV was a common experience of students in both groups of schools. Multi-disciplinary interventions emphasising ending physical and psychological violence among private school students and sexual violence in public school are recommended. Interventions that involve the parents, school authorities and students on non-violence conflict resolution are urgently required. Parents and students who perpetrate violence should be referred for counselling. Author funded.

Aim: This study aimed to correlate stressors with psychological well-being and health factors in dental students from public and private schools. Methods: From February to May 2015, three different instruments (Dental Environment Stress – DES – Psychological General Well-Being – PGWB – and SF-36 Health Survey) were applied to students from two public and two private dental schools from the State of Ceará, Brazil. Mann-Whitney test or t test for independent samples were used in order to compare the stressors between private and public dental schools students. Correlations to each DES domain were performed using Kendall’s Tau C test. Results: A total of 92 (45.32%) and 111 (56.68%) students from public and private schools, respectively, answered the questionnaire. Students from public schools demonstrated significantly higher scores in DES/academic performance and DES/personal and institutional factors (p<0.05). Significant negative correlations were detected between PGWB/anxiety and PGWB/general with all DES domains for both public and private schools (p<0.05). Additionally, DES/academic performance was significantly correlated with several SF-36 domains, such as physical function, vitality, and social functioning, to both public and private schools (p<0.05). However, DES/academic performance and SF-36/role physical was only significantly correlated in private school students (r=-0.171, p=0.039), while SF-36/bodily pain (r=-0.274, p<0.001), general health (r=-0.245, p=0.001), and mental health (r=-0.286, p<0.001) were significantly correlated with DES/academic performance only in public school students. Conclusion: Students from public and private dental schools presented different stressor patterns. Additionally, most of DES domains were significantly associated with PGWB and SF-36 to both public and private schools.

The study investigated students’ perception of the availability and utilization of Information and Communication Technology (ICT) in the teaching and learning of science subjects in secondary schools in Ekiti State, Nigeria. The population of the study was made up of all secondary school students in public and private secondary schools in Ekiti State, Nigeria. The sample was 400 students selected from both public and private secondary schools in the state using the multi-stage sampling. The only instrument used in collecting relevant data for the study was a questionnaire consisting of two sections A and B. Section A consisted of personal biodata of the respondents, while section B consisted of 22 items which elicited information on the application of ICT in schools for learning science. Four research questions were raised and two hypotheses tested. Data collected were analysed using frequency counts and percentages as well as inferential statistics of t-test. The results showed that apart from the computer, which is available in most schools, the other identified ICT equipment were not available. The findings also showed that there is no significant difference in the availability of ICT facilities in public and private secondary schools, and that students in private schools are more exposed to ICT than their counterparts in public schools.

A Comparative Assessment of Computer Literacy of Private and Public Secondary School Students in Lagos State, Nigeria.

Introduction: As one of the leading risk factors for disease burdens in the modern era, alcohol consumption exacerbates health-related repercussions with likely threatening influences on morbidity and mortality. Alcohol use in Liberia is a relic that hems in the anthropological and sociological perspectives on the economy, culture, and society. Students drinking has plagued several learning institutions across the country. Hence, some private and public institutions established school-based alcohol use control programs to help reduce in-school-youths' drinking. However, no study has credibly investigated the disparity in the prevalence of drinking between public and private school students. This study aimed to examine and compare the alcohol use prevalence between public and private secondary school students in Liberia.
 Methods: A quantitative method using a self-administered questionnaire to explore and interpret the prevalence of alcohol use between two independent populations, public (220) and private (180) secondary school students, was adopted. The study was done in Lofa County among students under age 14 to age 29 years. MS Excel 2016 (Office 365) was used for a two-proportion z-test analysis between two population proportions of alcohol users (public and private school students), while IBM 21.0 SPSS was used to perform chi-square tests of independence to test the association between categorical variables.
 Results: Drinking was a common phenomenon among students; however, the prevalence was significantly higher in public schools (71.8%) compared to private schools (32.8%). In a chi-square (X2) test for independence in an eventuality table, there is a non-significant association between alcohol use and "age group (p=0.406)," "gender (p=0.073)," and "grade levels (p=0.073) in public schools. However, in private schools, there is a significant association between alcohol use and "age group (p=0.000)," "gender (p=0.000)," and "grade levels (p=0.000).
 Conclusions: Several factors, as well as sociodemographic characteristics, limited knowledge of alcohol use policy, and students' proximity to family members who are distillers and vintners, especially in public schools, influence the high rate of alcohol use among students. Therefore, a comprehensive intervention strategy that encompasses students' social environment, including the community, school, and family, is needed to reduce and prevent students' drinking in Liberia.


 
 
 Current study aimed to explore the prevalence of dental problems including dental caries among 12 years old students studying in public and private sector schools in Pakistan. 677 students were recruited in the study from 2 private and 2 public sector schools of Lahore. Significant difference between students of public and private schools was found in terms of prevalence of dental caries (X2= 35.094, P<.001). Significant difference between students of public and private schools was found in terms of scaling requirement X2=54.778, P<.001). Significant difference between students of public and private schools was found in terms of gum bleeding (X2=35.245, P<.001). Significant difference between students of public and private schools was not found in terms of Plaque accumulation (X2=54.778, P<.001). Significant difference between students of public and private schools was found in terms of fluorosis (X2=44.557, P<.001). In conclusion, dental caries and fluorosis was found higher among school going students in Lahore.
 
 

Muralidharan and Sundararaman report a randomised controlled trial of a school voucher experiment in Andhra Pradesh, India. The headline findings are that there are no significant academic differences between voucher winners and losers in Telugu, mathematics, English, and science/social studies, although because the private schools appear to use time more efficiently, they are also able to teach Hindi (the national language). The average per capita cost in private schools is less than a third of that in public schools. So while private schools are more efficient, they are not necessarily leading to higher standards. There are two types of private school in the experiment, English and Telugu medium. Since tests in non-language subjects were conducted in a different language for children in public and English-medium private schools, the results in mathematics and science/social studies are difficult to interpret. There are suggestive comparisons between children in Telugu-medium private and public schools, where children took tests in the same language (and were also not subject to disruption in medium of instruction), which show that students in private schools outperform those in public in all subjects. This suggests that giving children access to private schools through vouchers could be a very important policy reform.

Muralidharan and Sundararaman report a randomised controlled trial of a school voucher experiment in Andhra Pradesh, India. The headline findings are that there are no significant academic differences between voucher winners and losers in Telugu, mathematics, English, and science/social studies, although because the private schools appear to use time more efficiently, they are also able to teach Hindi (the national language). The average per capita cost in private schools is less than a third of that in public schools. So while private schools are more efficient, they are not necessarily leading to higher standards. There are two types of private school in the experiment, English and Telugu medium. Since tests in non-language subjects were conducted in a different language for children in public and English-medium private schools, the results in mathematics and science/social studies are difficult to interpret. There are suggestive comparisons between children in Telugu-medium private and public schools, where children took tests in the same language (and were also not subject to disruption in medium of instruction), which show that students in private schools outperform those in public in all subjects. This suggests that giving children access to private schools through vouchers could be a very important policy reform.

The aim of this study is to analyse the changes in nutrition knowledge and attitudes of secondary school students depending on certain socio-demographic factors. The universe of the study is composed of 521 students, including 142 female and 379 male students studying in the secondary school and the sampling group in Konya province private and state central secondary education schools. The "Nutrition Knowledge and Attitude Scale", developed by Ertürk (2010), was used for nutrition attitude and knowledge and personal information form to acquire socio-demographic information. Descriptive statistics of the data were made, variance and homogeneity were tested, independent sample t test was used for binary comparisons, One Way Anowa was utilized for multiple comparisons, and Tukey test was benefitted to determine difference sources. Nutrition knowledge of students in state schools was found to be lower than that of students in private schools and this gap was identified to be statistically significant (P <0.05). Nutritional knowledge and attitudes of female students were determined to be higher than males’ and this difference was found to be statistically significant (P <0.05). Nutritional knowledge and attitudes of students who received elective nutrition classes were found to be higher than those who did not have nutrition classes and this change was again found to be statistically significant (P <0.05). The number of siblings and education status of parents were found to be statistically significant variants (P <0.05). As a result, the high level of nutrition knowledge and attitudes of female students compared to male students, the status and role of cultural transfer and social structure featured on male and female can be seen as the reason for that matter. It can be said that taking a nutrition class has a positive influence on nutrition knowledge and attitude, and that private school students have more nutrition knowledge yet similar nutrition attitudes with those in state schools.