School enrollment shifts five years after the pandemic

The present study aimed to explore the impact of family violence on education and the extent of students’ enrollment in public schools in Amman in the light of some variables from the perspective of the special education teachers at these schools. The sample consists from 400 special education teachers. Those teachers were selected through the random cluster sampling method. A descriptive survey-based approach was adopted. To meet the study’s goals, a questionnaire was developed. The validity and reliability of the questionnaire were measured. It was found that the severity of the impact of family violence on education and the extent of students’ enrollment in public schools in Amman is high. It was found that there are statistically significant differences –at the statistical significance level of (a ≤0.05)- between the respondents’ attitudes which can be attributed to gender. The latter differences are for the favor of females. It was found that there isn’t any statistically significant difference –at the statistical significance level of (a ≤0.05)- between the respondents’ attitudes which can be attributed to experience or academic qualification. The researchers recommend activating the role of teachers in fighting against family violence and its impacts on students’ enrollment in schools. They recommend activating the role of social studies teachers in communicating with parents. They recommend conducting studies about the factors affecting the student’s family environment. They recommend holding several symposiums in cooperation with the civil society institutions in order to promote awareness about the implications of family violence. Through holding such symposiums, people must be encouraged to fight against family violence. In addition, they recommend encouraging students to talk about the family violence incidents that occurred with them. That is because the being afraid of talking about such incidents shall increase them. Keywords: family violence, education, school DOI: 10.7176/JEP/11-12-07 Publication date: April 30 th 2020

Measuring Gender Equality in Education: Lessons from Trends in 43 Countries

To estimate the prevalence of chronic health and nutritional conditions of schoolchildren in Ethiopia. Cross-sectional survey in schools in each region randomly selected in proportion to size, then a random sample of 50-68 children in grades 3 and 4 in each school. Children were examined for signs of micronutrient deficiencies and chronic infections; weighed and measured; provided a faecal sample to diagnose intestinal parasitic infections; and were interviewed about their recent diet and hygiene practices. A total of 7572 children were studied in 142 schools in all 11 regions of Ethiopia. Nearly 17% of children were orphans. The prevalence of stunting was 22.3% and 23.1% of children were thin for age, but these may be underestimates as there was evidence that age may have been estimated based on stature when children enroll in school. Just under 10% of children were anaemic when altitude was accounted for. The overall prevalence of trachoma was 13% and children who washed their face before school were at lower risk of trachoma than children who had not. Children who reported that they had eaten fruits or vegetables the day before also had a lower risk of xerophthalmia than children who had not. Only 30% of children were infected with intestinal worms. Trachoma is a problem but anaemia and intestinal worms are relatively uncommon in Ethiopian schoolchildren. These data provide a basis for developing a school health policy and programmes.

PROTOCOL: The effects of K‐12 school enrollment interventions in developing nations

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.

Variation in school retention and enrollment rates of teenagers, males and females, all races and nonwhites, are examined over the business cycle for the postwar period. It is found that both the retention and enrollment rates of teenage girls vary procyclically. For teenage boys, however, there is no response of enrollment and retention rates to changes in business conditions (with the exception of nonwhite males whose enrollment rates vary countercyclically). This difference in cyclical sensitivity is attributed to the lesser degree of cyclical variation in opportunity costs for teenage girls than for teenage boys, which results from girls' superior productive opportunities in the home. This paper examines how school enrollment and retention rates respond to changes in overall business conditions. A primary motivation for studying this relationship stems from the preoccupation of both government and social critics with the high incidence of teenage unemployment.l If teenagers' schooling decisions are in fact related to the level of unemployment (which reflects their opportunity costs), government policies directed at improving the job opportunities of school dropouts may have the undesirable side-effect of encouraging more teenagers to suspend their schooling. In this study I analyze postwar cyclical variations in the school retention and enrollment rates of teenagers, both males and females, all races and nonThe author is Assistant Professor, Queens College, City University of New York. * I am indebted to Barry Chiswick, Franklin Edwards, and Jacob Mincer for numerous comments on earlier drafts of this paper, and to Glen Cain and anonymous referees for aid in preparing the final revision. 1 Teenage unemployment rates are higher than average unemployment rates at all stages of the cycle, and they display greater (absolute) dispersion. For example, over the 1960-74 period, the unemployment rate of 16-17-year-old not-enrolled males ranged from a high of 28.5 percent in 1970 to a low of 14.8 percent in 1964 (the corresponding figures for all 16-17-year-old males are 18.8 percent in 1963 and 13.7 percent in 1966), while the unemployment rate of all males aged 16 years and over ranged from a high of 6.4 percent in 1961 to a low of 2.8 percent in 1969. Source: [13], Table B-7 and A-19. The Journal of Human Resources XI 2 This content downloaded from 157.55.39.104 on Mon, 20 Jun 2016 07:30:38 UTC All use subject to http://about.jstor.org/terms

We study how the returns to education in the adult labor market affect children's school enrollment. We show that when families are liquidity constrained, the expected relationship between higher returns and children's schooling is ambiguous. When liquidity constraints matter, the relationship can only be assessed empirically. For African-South African liquidity-constrained households, we find a positive relationship that is quite robust.

Schooling and Labor Market Impacts of Bolivia's <i>Bono Juancito Pinto</i> Program

The research design was shaped as a result of the chosen methodology, which was interpretive phenomenological analysis. I was back and forth between narrative inquiry and IPA for a long time but wanted to focus on capturing the lived experiences across subjects from similar backgrounds who experienced the same phenomenon, which in this case was a college STEM bridge and retention program, known as IGNITE throughout the research study. This summer bridge program was taken the summer prior to enrollment in a bachelor's degree at this private four-year research institution located in New England. Originally, the goal was to recruit from a STEM retention program or post baccalaureate program, but I was unable to recruit participants successfully over a course of four months, so I had to go with the second option as previously agreed upon by my dissertation chair. Participants needed to be African American men who completed the IGNITE program, employed full-time or enrolled in school full time. This was also a modification made since the focus was on post-baccalaureate achievements and milestones, where full-time enrollment in graduate school should be considered as such. They also needed to be considered high-achieving, low income, and first-generation college students between the ages of 25-45. The data analysis revealed 11 emergent themes, first coding transcribed, and video recorded interviews in Dedoose using IPA protocols allowing for the themes to present themselves. The researcher discussed the IGNITE program with the three participants (T'Challa, W'Kabi, and Zuri), and themes emerged around programmatic challenges and assessments and subsequent improvements. Two participants (T'Challa and W'Kabi) experienced challenges with housing due to taking advantage of study abroad opportunities and not meeting institutional deadlines as a result. This forced them to find their own housing and at least one subject (T'Challa) was left homeless, triggering traumatic memories of being homeless for a period of time as a child. Both T'Challa and W'Kabi experienced challenges with the program administrators throughout their time in the IGNITE program and throughout their academic experience. They also seemed to assume the role of "program poster examples" to donors, who they were required to meet and share their stories with. All three participants spoke to the challenges with the limited time they had during the IGNITE summer program given how structured it was. The good news is that the program made some positive changes that made the third subjects experience (Zuri) better, being asked to create a five-year plan and present it to his personal board of advisors and was able to leverage donors for experiential learning opportunities and not just to showcase the program. There were also new faculty and staff members of color hired to support the program, as the participant was reflecting on his experience that varied slightly from the first two participants. All participants benefited greatly from their experiential learning opportunities and all participants completed more than one experiential learning opportunity, including not just co-ops or internships but service learning and working or studying abroad. This ability to try stuff out really seemed to help them clarify their career pathways and gave them more confidence and broadened their networks as they completed these. All participants cited the IGNITE scholarship as helpful in terms of resource scarcity and creating a safe environment for them to "take risks" and try learning opportunities out. All coming from low income and first-generation backgrounds, this was a huge relief. Some unfortunately did experience triggers of resource scarcity (such as being temporarily homeless) that had the potential to derail the participants. Mentors - whether informal or not - had the anticipated positive impact across all participants. The most important attribute here is that the mentors were people of color who were also cited as empathizing with the participants upbringing and needs. The most surprising finding was that extracurricular activities had a positive impact across all participants, as they cited feelings of isolation at a predominantly white institution and how the extracurricular activities - all of which put each participant in touch with other students of color through culture clubs, black fraternities, etc. - severely reduced these feelings of isolation. In fact, these opportunities led to additional apprenticeship opportunities and experiential learning opportunities due to their expanding network with people of color. In summation, research findings indicated that a portfolio of experiential learning opportunities was beneficial for clarifying desired career pathway participation, and successful post baccalaureate careers as a result.

The COVID-19 pandemic has renewed concerns about how shocks may affect religious and other private schools in low-income countries, especially when they do not benefit from state support. By reducing parental incomes, shocks – not only epidemics but also natural disasters and conflicts, reduce overall enrollment in school. But they may also lead to a shift from private to public schools with potentially differentiated effects by type of private school depending on context. In addition, household responses to shocks such as migration may lead to a change in the socio-cultural context in which households live, and these changes may also affect school choice. This paper explores the effects of shocks and migration on school choice in West Africa. Results suggest that shocks and migration lead to a shift from private to public schools, but with differentiated effects by type of private schools.

In connection with the social and economic changes in society and the tasks of reforming the system of special education, questions relating to the assignment of children with impaired intelligence to first-grade enrollment in remedial schools of Type VIII on a scientifically, organizationally, and methodologically sound basis have taken on particular urgency at the present time.

Research has found that fall 2020 school district reopening decisions appear to be driven more by politics and teachers unions than by the local presence of COVID-19. But what are the implications of those decisions for enrollment trends? Using recently released enrollment data from the state of Wisconsin, this study goes further to show whether school district decisions to go virtual, as opposed to in-person, led families to make other educational choices including enrollment in virtual schools, or delaying enrollment in school. We find that school districts that chose virtual learning to start the 2020 school year saw the largest enrollment declines, while families gravitated toward private schools and school districts with existing virtual schools.

The paper uses data from a 2002 survey of 1000 rural and urban households with eight-year old children sampled from food insecure communities in Tigray, Amhara, Oromia, SNNP and Addis Ababa Regional States. Using a probit regression model, we investigated external factors associated with child enrolment in school. We found that household wealth, cognitive social capital, adult education and ownership of land had a positive impact on whether eight-year-old children were attending school. Household wealth had the strongest impact followed by cognitive social capital (perceived levels of trust and reciprocity), the maximum level of education attained by female adults in the household, ownership or rental of land, and the maximum level of education attained by male adults in the household. In contrast, child enrolment was found to be negatively associated with the number of household members over the age of 15 years, birth order, ownership of livestock, economic shocks, distance to primary school, and child labour, in declining magnitude. The findings in general suggest that increasing child enrolment in primary school, which is a commitment of the Sustainable Development and Poverty Reduction Program (SDPRP) and Education Sector Development Program (ESDP), will necessitate more targeted educational policies to address regional, gender and wealth disparities, the development of education programmes for adult caregivers, as well as broader inter-sectoral policy initiatives to ensure that policy initiatives in other sectors facilitate rather than hinder children’s education (particularly credit and labour markets and infrastructure-related policies).

The Ghana free school feeding program was implemented to diminish short-term hunger and malnutrition among elementary school children, to increase school enrolment, attendance, and retention in primary schools and to boost domestic food production through patronizing local agricultural food production by small-scale farmers. This research sought to examine the nutritional diversity of the school-served meals and their ability to support the nutritional needs of the pupils. The research study was carried out at the New Juaben Municipality, Koforidua, Ghana. Four deprived elementary schools enrolled in the school feeding program in the New Juaben North District in Ghana were selected; the population consisted of pupils who were between the ages of 6 to 15 years. The survey data were collected through interviews and personal observations. The data on the nutritional diversity of foods were determined through the menu and food ingredients used in each meal preparation, these were compared with the standard nutritional composition. To evaluate the established objectives on pupils’ nutrition support from the school feeding program, tables were designed, with individual menus from each school, food groups, and the assessment of nutrients comprised in each local food item. The study outcome revealed the school’s cyclical menus had selected foods stuff that comprised of all the nutrients needed for a healthy life to support school children’s nutritional needs.

In recent years, there has been growing scientific interest in developing effective techniques for forecasting student enrollment across the school spectrum (i.e., primary, secondary, and higher education). Enrollment forecasting is crucial in shaping public education policies by guiding resource allocation and ensuring equitable access to educational opportunities. In this sense, Machine Learning (ML) models emerge as a promising approach to forecasting the number of students that should be enrolled in a given school term by considering the high complexity of grouping and identifying useful patterns in the prediction process. In this work, we develop a predictive model based on the Random Forest (RF) algorithm to forecast the enrollment of students across the entire spectrum of Brazilian education. We use a database provided by the National Education Development Fund (FNDE), a Brazilian government body responsible for purchasing and distributing textbooks to all public schools. We generate 1,531,185 time series to serve as an input to RF processing. Our training dataset utilized data between 2010 and 2020, and our testing dataset utilizes data from 2021. As a result, RF obtains a higher performance in all the investigated scenarios concerning the Exponential Smoothing (ES) baseline algorithm. Since RF demonstrated acceptable performance, the Brazilian government could benefit from this forecasting technique for student enrollment in school environments and to ensure equitable access to essential resources, such as didactic materials, for the students.