Impact of Poverty on Quality of Education in Haiti

Background: Eswatini has more than 350 000 of young people between the ages 10-24 years. Education remains a fundamental intervention in ensuring an economic and social developed society with decent work. Eswatini provides free primary education, but faces issues of grade repeating and drop-outs throughout primary and secondary, and overall low enrolment and attendance at higher levels. The education and training sector policy assures the provision of relevant educational and training programmes, and commits the country to inclusive, life-long learning and improvements in access, quality, equity, relevance, efficiency, and delivery of education. Beginning in 2008, the MOET introduced the ‘Schools as Centres of Care a Support’ programme, or Inqaba. In the context of widespread poverty, the highest prevalence of HIV/AIDS in Eswatini, and endemic issues of violence against children, the Inqaba programme strives to promote school environments that are child-friendly, safe, and conducive for learning. Methods: The systematic analysis of the education situation in Eswatini was prepared in stages: desk review and analysis, consultations/interview meetings with key stakeholders, data analysis and compilation of the report. Results: Eswatini has an enabling policy environment, combined with free primary education indicating momentous effort to provide quality, appropriate, and affordable education for all. Over 90% of primary-aged children are enrolled in school. The country has not seen the same success at secondary and tertiary levels, only 27% of secondary –school aged children are actually enrolled in school. Young women overwhelmingly (38.3%) report pregnancy as their reason for dropping out. This could explain the high HIV prevalence among young females aged 15-19 years standing at 10.2%, compared to 1.9% for males the same age. In the age group 20-24 years, HIV prevalence amongst females is 38.2%, compared to 12.3% for males in the same age bracket. HIV incidence is also significantly higher amongst young Emaswati females (15-19 years) compared to the males same age group standing at: 3.84 for females compared to 0.84 for males. The protective years of education finish very early among young people, thus making them more vulnerable. Conclusion: Expansion of the Free Primary Education Act to include the 3 years of junior secondary, thereby becoming a Free Basic Education Act entitling all children to at least 12 years of schooling free of charge. Extending the protective effects of education.

The research problem. The experience of implementing monitoring in the activities of higher education institutions suggests that it is a necessary element of ensuring the quality of education in today's conditions, so this topic is extremely important and needs to be researched. The aim of the article is to analyze the monitoring of the quality of higher education as a priority task of ensuring effective education in Ukraine. Methods used during the research are the search on the available methodical and scientific literature with the analysis of the found material, systematization and concretization. The main results of the study. The article examines the concept of monitoring, its role in the educational process and the features that characterize it. Monitoring is one of the most important means of changing the information space, as it increases the efficiency, objectivity and accessibility of information. Therefore, the purpose of monitoring is to promptly identify all changes taking place in the field of education. The concept and essence of the quality of education are analyzed, its main components are indicated. The functions of educational monitoring at the university level are listed. The regularities, on the basis of which the quality management of the educational process in the higher educational institution is managed, are indicated. The tasks of internal control of state institutions of higher education are also outlined and the role of internal control in the system of management of higher educational institution is analyzed. Analyzing the place of internal control in the management system of the higher educational institution of the public sector, it can be noted that it is responsible for conservation of material resources and efficiency of their use; adequacy and effectiveness of management decisions; compliance with current legislation, prevention and detection of violations; sufficiency, accuracy and relevance of information created and transmitted for management decisions; and preservation of confidential information. The tasks of the State Service for Education Quality are listed. The directions of improving the quality of education in Ukraine are studied. In order to improve the quality of higher education in Ukraine, the following areas are outlined: strengthening the links of educational institutions with industry and business; improving the tender ratio and security; use of the latest technologies and innovations; defining conditions for exchanges of students and teachers within the EU, etc. The quality of higher education depends on a clear, balanced state management of the education sector and effective management of the higher education institution, its clear and coordinated work in accordance with state standards and requirements for the content of educational services. The scientific novelty of the research results lies in the possibility of outlining new ways to assess the quality of higher education. Conclusions and suggestions. In order to improve the work on increasing the quality of education, the following measures should be taken: to develop recommendations for the implementation of national standards and recommendations for ensuring the quality of higher education in the European area; to increase the international level of Ukraine's participation in the external quality assurance system of education; to increase the level of student participation in the national quality assurance system; to introduce criteria for determining the ongoing monitoring of the quality of higher education, taking into account world, European and national experience, etc.

The purpose of this thesis was to investigate the influence of school funding on quality education in public primary schools in Machakos County, Kenya. Objective of this paper was to explore the influence of school funding on quality education in public primary schools in Machakos County, Kenya. The study adopted descriptive research design approach and the population was 403 head teachers, 2015 teachers and 756 standard 8 pupils from public primary schools located in rural areas. A sample size of 343 respondents was selected through purposive sampling and simple random sampling. Primary data was collected using questionnaires which were issued to teachers who taught standard 8. Focus Group Discussions were conducted by standard 8 pupils while the researcher carried out document analysis after head teachers filled forms containing school related records. Descriptive analysis was used, and this included means, standard deviation, relative frequencies and percentages. A computer software programme, Statistical Package for Social Scientist (SPSS) version 26.0 was used to generate data array that was used for subsequent analysis of the data. Inferential statistics using regression model was applied to examine the relationship between the research variables. The study findings revealed that a change in school funding led to a significant change in quality education in public primary schools in Machakos County, Kenya. The conclusion drawn from the study is that there was a linear positive relationship between school funding, and quality education. The study recommends that; Ministry of Education (MOE) to increase the capitation of Free Primary Education (FPE) funds and disburse it on time and parents or guardians to provide financial support to meet hidden expenses which are not catered for by FPE.

Government allocation to primary education in Kenya has been provided since independence. The financing has been complemented by both community and household resources. The implementation of Free Primary Education (FPE) in 2003 increased enrolment to a Gross Enrolment Rate of 104 percent in 2003 from 92 percent in 2002 but stabilized at 104.2 percent in 2015. Class-pupil and teacher-pupil ratio increased to 45:1 and 56.6 between 2002/3 and 2012/3 respectively which compromised the quality of education and school effectiveness. This was due to teachers concentrating on the Kenya Certificate of Primary Education (KCPE) examinations results at the expense of skill acquisition in arithmetic and comprehension. The compromise produced biased KCPE results that could affect key policy decisions made based on the results. Despite increased enrolment that affected class-pupil and pupil-teacher ratio, 35 percent of households’ expenditure to education before FPE implementation was saved with the introduction of FPE. In the past, the measure of education quality has been KCPE results which were mostly biased. The KCPE results were low with FPE despite increased government expenditure on education. Although FPE benefits seemed high, questions on actual impact of government expenditure on overall school performance measured by education quality levels had not been addressed before, during and after the FPE implementation and they form the problem discussed in the study. Analysis results revealed that government expenditure had positive and statistically significant impact on enrolment and quality of education Coefficients for school characteristics such as number of classes, teachers, books and availability of toilets had positive and at least 95% - 99% statistical significance with government expenditure. Further, coefficients for class types and schools located in rural areas were found to affect enrolment at 99% statistical significance. Further, education quality was low in 2004 as compared to 2000 but improved in 2012 compared to 2004. Class-pupil & pupil–toilet ratio, distance from small town, dispensary, bookshop, and secondary school, as well as class type, contributed negatively to efficiency scores. Class-book ratio, government expenditure, playfield availability, and class numbers contributed to the inefficiency levels identified. On policy, it was clear that the government should increase expenditure on education which affected overall school performance in public primary schools. The expenditure should be increased towards quality classes and teachers who are high determinants of education quality.

This paper provides a comparative perspective of two of the three East African Countries policies for expanding access to education, particularly with regard to equity and quality of basic education in Kenya and Tanzania.Against the background of the fast approaching deadline of 2015 for attaining Education for All (EFA), the paper provides a brief review of the policies in light of countries own stated goals alongside the broader international agendas set by the World Forum on EFA.It is concerned with two questions: What were the politics and underpinning philosophy surrounding the formulation of the policies in Kenya and Tanzania and have the policies changed over time, and if so why?What are the critical emerging challenges inhibiting the attainment of equity and quality of education in the two countries?The source of data for the paper was a combination of secondary data through desk literature review and primary data from studies conducted in some regions in the two countries, particularly in North Eastern Province of Kenya and Shinyanga Region in Tanzania.The major finding is that tremendous quantitative growth has occurred in access to primary and secondary education in the two countries.Nonetheless, education in these countries have been fraught with nearly similar unique multifarious and intertwined challenges of providing education, resulting in marked and severe regional and gender disparities in access to, and low quality of education.The two countries have put in place a series of educational interventions and drives including free primary education and subsidized secondary education, as well as bursaries for the poor needy learners that are yielding slow but positive progress towards the attainment of EFA goals.It is recommended that in order to attain EFA goals by 2015, these efforts should be accelerated and intensified with a view to reversing regional and gender disparities keeping in mind the fact that the deadline for the attainment of EFA goals is fast approaching and therefore making it urgent to translate the education policies into practice rather that the current rhetoric chimera.

Education has different meanings as per different approaches. The quality in education is a complex and multicultural process. This study was conducted to check the Quality in higher Education. Four higher institutions were taken as sample. Out of which two were from public sector. The theoretical frame work consisted of the dependent variable which was, “Quality in Higher Education”, and the independent variables which were Management, Faculty, Infrastructure, Research Facilities and Evaluation Criteria. Overall results showed that majority (73%) respondents were in view that there is quality in education in higher education institutions. The most important factor which helps to maintain quality in higher education is the evaluation criteria in examinations (responded 23%). The lack of proper infrastructure is the main problem of education institutions (responded 35%). The above results show that quality in higher education is an essential tool to boost up the education sector of any country.

In 2003, Kenya initiated free primary education, receiving mixed public opinions. Despite numerous studies, the program's impact on schools of different socioeconomic backgrounds remains understudied. This study aims to understand the effects of Kenya's free primary education on various schools. Using data from the Harvard Dataverse and World Bank, it evaluates factors like enrollment rates, education quality, and government expenditure. The data reveals a significant rise in enrollment rates, particularly among historically underrepresented groups. However, the implications for education quality are mixed. While the gender gap in enrollment has decreased, challenges in maintaining educational quality persist. Enhancing education quality requires investments in teacher training, resources, and infrastructure. For continued progress, sustained government funding is essential

Transnational Advocacy, Global Civil Society? Emerging Evidence from the Field of Education

L'objectif des auteurs de cet article est double. Il s'agit d'une part de presenter une etude exploratoire sur les tendances actuelles temoignant de l'emergence d'un nouvel activisme non gouvernemental dans le champ de l'education et d'autre part de dresser un cadre analytique afin d'evaluer l'importance de cet activisme, en elaborant des concepts bases sur les recherches ayant porte sur les nouveaux mouvements sociaux et les debats theoriques actuels a propos de la societe civile mondiale.

Education has different meanings as per different approaches. The quality in education is a complex and multicultural process. This study was conducted to check the Quality in higher Education. Four higher institutions were taken as sample. Out of which two were from public sector. The theoretical frame work consisted of the dependent variable which was, “Quality in Higher Education”, and the independent variables which were Management, Faculty, Infrastructure, Research Facilities and Evaluation Criteria. Overall results showed that majority (73%) respondents were in view that there is quality in education in higher education institutions. The most important factor which helps to maintain quality in higher education is the evaluation criteria in examinations (responded 23%). The lack of proper infrastructure is the main problem of education institutions (responded 35%). The above results show that quality in higher education is an essential tool to boost up the education sector of any country.

Many Sub-Saharan African countries have instituted free primary education policies, and this has led to a significant increase in the primary school enrollment rate. However, many children who are in school are not learning. It is not clear whether free primary education policies have contributed to the decline in the quality of education and whether these learning effects are long-lasting. This paper addresses the latter question and estimates the long-term effects of free primary education on educational achievement in Lesotho where the program was phased-in on a grade-by-grade basis, beginning with grade one in 2000. The timing of the implementation created changes in program coverage across age (and grade) groups over time. A semiparametric difference-in-differences strategy is employed that exploits these variations to identify the long-term effects of the free primary education policy on educational achievement, using university examinations records data for student cohorts with and without free primary education. The results indicate that the effect of free primary education on academic performance is bounded between 2 and 19 percentage points, implying that the program increased enrollment without hurting education quality.

Poverty is a serious problem that Indonesia still faces. One of the concerning impacts in Indonesia is limited access to education. Economic inequality is one of the main factors in influencing poverty in Indonesia which hinders growth and affects consumption and demand. It also highlights the important role of education quality in influencing poverty status. Low access to and quality of education in poor areas are barriers to achieving social mobility and better economic opportunities. This study aims to explain the impact and cycle of poverty and how factors such as limited access to education, low levels of education, and limited access to health services can influence poverty. The research method uses a literature study approach, the data is then analyzed using qualitative methods. It can be concluded that this research provides a comprehensive picture of the problem of poverty in Indonesia, its impact, influencing factors, and steps that can be taken to overcome it. With the cooperation of various sectors and high awareness, it is hoped that efforts to reduce poverty can be successful and create a more inclusive and quality society in Indonesia.

The role of education in facilitating social and economic progress is well recognised. It opens up opportunities leading to enhancement of both individual and group potentials. Education, in its broadest sense, is the most crucial input for empowering people with skills and knowledge, giving them access to productive employment opportunities. Improvements in education are not only expected to enhance efficiency but also to augment the overall quality of life. Sustainable development goal SDG-4 aims to ensure inclusive, equitable and quality education for all, including technical and vocational training by providing lifelong learning opportunities. It also aims to build and upgrade education facilities to ensure that all learners acquire knowledge and skills needed to promote sustainable development. The targets to be achieved by 2030 relate to all girls and boys with complete free, equitable and quality primary and secondary education, access to quality early childhood development, supply of qualified teachers etc. The present paper aims to address the current status of education sector in India with respect to SDG-4 goals. It will assess the performance and progress of India in education sector and state-wise status of education sector at different levels of education, namely, primary, secondary and higher. The proposed variables for assessing the quality of education are enrolment ratio, learning outcomes, pupil-teacher ratio, gender parity index, education expenditure etc. The methodology for constructing the index of education quality for present study is proposed as principal component analysis. The relevant data for this study have been collected from different government reports like ASER, DISE, AISHE and various other government documents. The paper also presents some innovative programmes taken up in India for improving the quality of education.

Education is a major pillar in the development of a nation, and the quality of education becomes a key factor in determining the progress of a society. In this digital era, there is a rapid development in the use of information technology, and this has a significant impact on the education sector. The purpose of this study is for data-driven education: data processing as the key to improving the quality of mathematics education. This research uses a mixed method that combines qualitative and quantitative methods. This approach was chosen to address the complexity of data management and the comprehensiveness of this topic. The research begins with an in-depth literature analysis to understand the potential of Data-Driven Education. By using data as a guide, educators can make smarter decisions, detail instructional strategies, and create an educational environment that allows each student to reach his or her full potential. This is done by combining the results of various data of educator learners who can make informational decisions to improve the quality of mathematics learning. The application of data management in the context of mathematics education can provide concrete solutions to overcome challenges and improve the quality of learning. The right use of data provides the basis for smarter decisions and more adaptive learning, creating a learning environment that fits the needs of each student. By integrating Data-Driven Education effectively, we can move towards a more inclusive, personalized and successful mathematics education. The use of data contributes significantly in improving the quality and inclusivity of mathematics education. The integration of data management in mathematics education is a critical step towards a more adaptive, inclusive, and effective education

A nation’s development depends on an educated workforce and the same applies to a developing country like Bangladesh, which has made strides in providing quality education through establishing several non- government, mainly private universities. Such universities have increased remarkably, resulting in the education sector becoming more competitive and yet, many of these universities couldn’t ensure the desired quality of education. Research and expert opinion seems to indicate that the quality of education of many of these universities is below par; many of them depend on part-time, inexperienced faculty. On the other hand, different facilities like, laboratory, library facilities etc. are not satisfactory. Many of the students were not familiar with the online education system such as courses being uploaded on the internet, attending class from home through servers, online library facilities, etc. This paper shows some of the facilities that are being provided by renowned private universities in Bangladesh and abroad. Furthermore, some differences between the facilities of public and non-government universities are highlighted. Based on the findings, some recommendations are prescribed that should be beneficial for all non-government universities in order to improve the quality of the higher education that they want to provide.