Basic Education Services Research Articles

Service Delivery Reform in Nigeria: The Rise and Fall of the Conditional Grant Scheme to Local Government Areas (CGS to LGAs)

This paper analyses Nigeria’s Conditional Grant Scheme to Local Government Areas (CGS to LGAs). It tracks the design and implementation of CGS to LGAs at multiple levels, with a conceptual focus on the dynamics of state capacity and elite commitment. The paper finds that, while considerable progress was made initially with reforms, the increase in patronage politics following the change in national political leadership in 2011 meant that reforms were not sustained. At the local level, the scheme partly achieved its objectives, as in Guri LGA, where an informal development coalition seized the opportunity to increase spending and improve LGA capacity to deliver basic education and health services. The reforms were less effective in other LGAs, such as Mashi, where pre-existing factors, especially elite capture and frequent turnover of civil servants, undermined reforms. Even in difficult governance contexts, service delivery programmes can be designed and implemented in a manner that is both technically adequate and politically smart to achieve better development outcomes. However, sustaining such gains requires the continued commitment of political and bureaucratic elites along the implementation chain.

Situation of Working Slum Children in Dhaka City

Background: Rapid urbanisation in the 20th century has been accompanied by the development of slums. Nearly one-third of the world’s population and more than 60% of urban population in the least developed countries live in slums, including hundreds of millions of children. Slums are areas of broad social and health disadvantage to children and their families due to extreme poverty, overcrowding, poor water and sanitation, substandard housing, limited access to basic health and education services.
 Objective: To assess the demographic and nutritional situation of working slum children in Dhaka city.
 Materials and method: This descriptive cross sectional study was conducted at Moghbazar slum situated in Dhaka city from July to December, 2015.
 Results: Out of 200 slum children, 57 (28.5%) were in the age group of 12-14 years, among them 110 (55.0%) were male. Regarding educational background, more than fifty percent never attended any kind of school. Forty five percent respondents lived with their parents. About 26% of the slum children were engaged in beggary, 23% were van/rickshaw puller, 22% were tokai, and 10% were cooli. Near about 75% respondents did medium type of work and 80% did 5-8 hour work per day and most of their income was 500-800 Tk. per month. One third respondents were severe under nourished, 50 (25%) were normal and 30 (15%) respondents were obese.
 Conclusion: Increasing numbers of slums constitute a major challenge to development. Therefore, health related programmes should focus to improve the overall wellbeing of the working slum children.
 Delta Med Col J. Jan 2019 7(1): 26-30

Does digitised internal communication develop citizenship behaviour? Case study of an Indian government organisation

The purpose of this research is to investigate the nature and effectiveness of digital internal communication tools and understand the impact of these tools on citizenship behaviour of government employees. The empirical data for this qualitative study was collected from 62 hours of explorative observations and 32 semi-structured interviews conducted with employees (25 teachers; seven officers and coordinators) working in a district education office in India. Transcripts of semi-structured interviews were analysed, coded thematically and the essence of experiences was jointly combined into one description. The research features a single case study of an Indian Government organisation which has recently won an excellence award for introducing digitisation in basic education services. The findings of the exploratory study determined that digital internal communication encouraged the employees of public services organisation to undertake responsibilities beyond their job descriptions and also motivated them to demonstrate citizenship behaviour pertaining to high sportsmanship, consciousness, civic virtue, altruism and courtesy.

Efektivitas Dana Bantuan Operasional Sekolah (BOS) dalam Peningkatan Mutu Pendidikan pada MIN Lumpatan Kabupaten Musi Banyuasin

The School Operational Assistance (BOS) program aims to free up tuition fees for underprivileged students and provide relief for other students, so that they can get better quality basic education services until they are completed in order to complete 9 years of basic education compulsory education. Through BOS, the level of primary education students will be freed from all kinds of school operational costs. The purpose of this study was to find out the Management of the School Operational Assistance Fund (BOS) in improving the learning process in State MTs 1 and Al-Arkom MTs Palembang. The technical analysis used in this study is a qualitative data analysis technique. While the data collection techniques used are interviews, documentation and observation. The results showed that the effectiveness of the management of Operational Assistance funds in the process of improving the learning process in Palembang 1 MTSN had been running effectively in accordance with the 2007 School Operational Aid published by the Indonesian Ministry of Religion. As for the effective ones, namely the need for the availability of funds, facilities and infrastructure to support teaching and learning activities, human resources, planning activities or programs and the amount of funds that will be used for these activities or programs, activities to use school operational assistance funds to meet school needs, coordination between the school and the KOMITE, oversight of the use of the School Operational Assistance Fund (BOS), the improvement of the quality of education, the achievement of the objectives of the use of BOS funds and the achievement of the main objectives of the BOS funds program. Whereas in MTS Al-Arkom, the management of BOS funds has not been implemented effectively, namely the need for the availability of funds, facilities and infrastructure to support teaching and learning activities, human resources, planning activities or programs and the amount of funds to be used for these activities or programs. the school with the school KOMITE. 
 Keywords: School Operational Assistance (BOS), Learning Process.

Psychology Research in Emotional Teaching

In order to commemorate the 90th anniversary of the birth of the ChinesePsychological Association, at the invitation of the Educational Psychology Branch of the Chinese Psychological Association, the special article reflects Pang and his team s research on emotional teaching psychology. The content is divided into two parts: basic research oriented by emotional teaching application and applied research oriented by emotional teaching concept. The former includes emotional phenomena in teaching, emotional effects in teaching, emotional regulation in teaching, learning bitterness in teaching, and basic contradictions in teaching. The latter includes emotional teaching concepts and emotional teaching, current status, emotional teaching principles, emotional teaching strategies, emotional teaching models, emotional teaching goals and evaluations, and corresponding research in basic education services.

TINGKAT KEPUASAN PELANGGAN TERHADAP LAYANAN PENDIDIKAN DI SD INTEGRAL LUKMAN AL-HAKIM JEMBER

The level of customer satisfaction in the world of education has long been a necessity. The difference between private and public schools is no longer significant. Competition and competitive nature of private and public schools require new changes and conceptions where management of educational institutions is concerned. The implementation of a full-day-school system in Indonesia cannot be separated from the phenomena related to ‘superior schools’ back in the 1990s—many of which were pioneered by private schools, especially those that were motivated by implementing Islamic values. Such schools are usually referred to as schools that focus primarily on the quality of the teaching and learning processes rather than on the quality of students input. Today, full day school has become a trending topic or, in the language of information technology, viral in conjunction with the mandate from the Minister of Education and Culture no 23/2017 relating to School Days. Full day schools are increasingly popular and recognized by the wider community. This study employed a survey method involving a quantitative approach. Respondents were 69 students and 90 parents. The instrument used for data collection was a questionnaire consisting of 43 questions for students and 51 questions for parents. The findings of this study revealed that the level of student satisfaction for basic educational services provided by Integral Lukman Al-Hakim primary school Jember reached 99.9% with 52.17% were very satisfied and 47.82% were quite satisfied. Meanwhile, the level of satisfaction of parents reached 84.45%. with 16.67% were very satisfied and 67.78% were quite satisfied. The remaining 15.55%, however, were not satisfied. Finally, it is concluded that the level of customer satisfaction with regard to the educational services provided by Integral Lukman Al-Hakim primary school is high.

Access to Social Services in India: Findings from a Social Equality Index (SEI)

Despite being one of the fastest growing economies in the world in recent years, the average Indian remains relatively poor due to a highly-skewed income distribution and inequitable access to basic social and economic services. The poorer half jostles for less than 4.1% of national wealth while relational inequities continue to rise across states. This gap of more than four times between the richest and the poorest state in India is seen to be responsible for one of the highest level of disparity in the developing world, subsequently affecting delivery mechanisms and access to basic social services such as basic education, healthcare, credit institutions, law enforcement justice mechanisms and other basic amenities (drinking water and sanitation). This study provides an in-depth assessment of each Indian State’s performance in ensuring access to basic social and economic services (including access to basic health care, education, credit or financial services, water and sanitation facilities and access to justice-law enforcing institutions) to its citizens. The objective of this in-depth data analysis is to initiate policy level discussions on minimizing levels of unequal opportunities for citizens residing across identified states of the country. We theoretically use a Mini-Max approach (inverse to the Maxi-Min utilitarian principle) in understanding the relative dimensions of social and economic inequality present across states in India. The objective of using such a concept is to promote minimum access to some identified social and economic services that enable people (across states) to develop capabilities which are instrumental towards the maximization of their well-being over a period of time. The five fundamental pillars constituting as basic services to be safeguarded and provided by agencies of the state include: a) Access to Basic Amenities (Drinking water and sanitation facilities) b) Access to Education c) Access to Basic Healthcare services d) Access to Credit and Financial service e) Access to Justice (Public Institutions of law enforcement). In terms of methodology, we use a principle component analysis for deriving the index values for each pillar. The states based on index value have been classified as leaders, above average performing states, average performing states, below average performing states and least performing states. The classification acts as a scorecard for the persistence of access inequality in the Indian states and will draw the attention of policymakers towards states that lag behind in the implementation of the various policies and reforms. Such a method of ranking also enables states to identify their counterparts who have successfully ensured greater progress in terms of providing basic social and economic services at nearer proximity and as per the state population needs.

Service Learning, Service Climate, and Service-Based Social Innovation for Sustainability

How does service-based education influence societal sustainability? Beyond product innovation, service innovation has been emerging as a paradigmatic issue for research. Human resource quality is one vital factor for service innovation. Service human capital development (i.e., education), however, has been relatively neglected in research on sustainability. This conceptual article discusses the chain of relationships between service learning and service climate, service innovation, and societal sustainability. In contrary to the widely spread concept of gaining competitive advantages through individual (organizational) service innovation, we emphasize the collaborative advantage that all individuals can construct together by service innovation to achieve sustainability. To achieve such a goal, the education for service human resources by service learning becomes a foundation. With these propositions, this paper contributes by offering possible future research issues, and by stimulating practice and policy discussions.

MANAGEMENT OF EDUCATION IN THE CONTEXT OF ITS FINANCIAL SUPPORT AS A PUBLIC-PRIVATE GOOD

In the article the essence and main characteristics of public and private goods are investigated, their main differences are revealed. Based on this, the main features of public goods were identified, including the nature of consumption, exclusivity of consumption, level of competition in providing services, exhaustiveness of services, level of social significance, etc. A comparative analysis of the peculiarities of funding for education at different levels (primary, secondary education, post-secondary/total tertiary education) and funding sources (public and private expenditures) has been conducted. It is substantiated that the basis for determining the optimal financial support structure for LLS development should be the level of compliance of educational services with the criteria for meeting public and private goods. On the basis of this, it was found that the ratio of budget and extrabudgetary funding for basic education services should be 90 to 10%; for vocational education services – 60–70% to 30–40%; and for services of additional education – 20–40% to 60–80%.

Akuntabilitas Publik Bantuan Operasional Sekolah (BOS ) di SD Negeri No. 060958 Belawan

<em>Implementation of School Operational Assistance Program (BOS) aims to raise the cost of education for underprivileged students and lighten up for the students in the future, in order to obtain quality basic education services in the implementation of various obstacles both in terms of institutional and technical aspects of operations. One of the schools that received attention and School Operational Assistance (BOS) was the State Elementary School No. 060958 Belawan. Based on the results of the study can be concluded that the Implementation of Accountability in the Management of BOS funds in SD Negeri. 060958 Belawan seen from the aspect of the decision making process made in writing, the existence of Accuracy and completeness of information related to the management of BOS funds, the existence of Clarity of policy goals, and The existence of feasibility and consistency in financial reporting in general has been running well. Aspect of Accountability in Management of BOS in State Elementary School. 060958 Belawan not yet effective in pelaksnaannya is disseminating information about the management of BOS funds, public access to information on BOS fund management activities, management information system and monitoring of results and annual report..</em>

The CABES (Clare Adult Basic Education Service) framework as a tool for teaching and learning

This article describes a Framework that can be used to help bridge the gap between theory and practice in adult learning. The Framework promotes practice informed by three strands important to adult literacy work: social theories of literacy, social- constructivist learning theory and principles of adult learning. The Framework shows how ve key factors can be utilised to establish existing learner knowledge onto which new learning can be built, identify relevant and effective learning objectives, and provide a means of evaluating learning.
 Keywords: Assessment. Constructivist learning. Learning difference. Social practice.
 
 O modelo CABES (Clare Adult Basic Education Service) como um instrumento para o ensino e a aprendizagem
 Resumo
 O artigo descreve um modelo que pode ser usado para ajudar a transpor a distância entre a teoria e a prática na educação de adultos. O modelo encoraja a prática, informada por três constituintes importantes no trabalho de letramento com o adulto: as teorias sociais do letramento, a teoria social-construtivista da aprendizagem e os princípios da aprendizagem do adulto. O modelo aponta como cinco fatores-chave podem ser empregados para estabelecer o conhecimento já existente do aprendente, a partir do qual novas aprendizagens podem ser construídas; a identificar objetivos de aprendizagem relevantes e efetivos, e como prover um meio de avaliar a aprendizagem.
 Palavras-chave: Avaliação. Aprendizagem construtivista. Aprendizagem da diferença. Prática social.
 
 El marco CABES (Clare Adult Basic Education Service) como herramienta para la enseñanza y el aprendizaje
 Resumen
 Este artículo describe un marco que se puede utilizar para ayudar a cerrar la brecha entre la teoría y la práctica en el aprendizaje de adultos. El marco promueve la práctica informada por tres líneas importantes para el trabajo de alfabetización de adultos: las teorías sociales de la alfabetización, la teoría del aprendizaje social-constructivista y los principios del aprendizaje de adultos. El marco muestra cómo se pueden utilizar factores clave para establecer el conocimiento previo del alumno sobre el que se puede construir un nuevo aprendizaje, identificar objetivos de aprendizaje relevantes y efectivos, y proporcionar un medio para evaluar el aprendizaje.
 Palabras clave: Evaluación. Aprendizaje constructivista. Diferencia de aprendizaje. Práctica social.

Research on the Role of College Counselors in Minority Areas—From Perspective of the Equalization of Basic Public Education Service

With the further reform of education, the importance of higher education in cultivating talents has been more and more highlighted. From the perspective of equalization of basic public education service, this paper analyzes the roles of college counselors in the cultivation of college students, through analyzing the specific functions of college counselors in cultivating college students in minority regions, especially in those aspects of cultivating applied talents, ideological and political education, military training and handling emergent events. Accordingly, this paper lays the foundation to further enhance the construction of counselors in minority regions and to promote the realization of equalization of basic public service in education.

The Analysis of Basic Public Service Supply Regional Equalization in China’s Provinces——Based on the Theil Index Evaluation

Accomplishing the regional equalization of basic public service supply among the provinces in China is an important objective that can promote the people’s livelihood construction. In order to measure the problem which is about the non-equalization of basic public service supply, this paper takes these aspects as the first index, such as the infrastructure construction, basic education services, public employment services, public health service and social security service. At the same time, it cooperates with 16 index as the second index to construct the performance evaluation systems, and then use the Theil index to evaluate the performance in provinces that using the panel data from the year 2000 to 2012.

Does China’s public assistance scheme create welfare dependency? An assessment of the welfare of the Urban Minimum Living Standard Guarantee

This study examines the myth of whether China’s public assistance scheme is creating welfare dependency. It first analyses the benefit levels of the Urban Minimum Living Standard Guarantee (UMLSG) according to the international poverty measurements. Then it employs in-depth interviews to reveal the life experiences of 15 UMLSG beneficiaries and the views of 8 welfare officials in Guangzhou city. It concludes that the UMLSG assistance is actually too low to reduce the work motivation of beneficiaries. Instead, supplementary welfare associated with the UMLSG contributes to the staying of beneficiaries, to facilitate access to basic housing, health and educational services.

O Efeito Flypaper no Financiamento da Educação Fundamental dos Municípios Paraibanos

O objetivo desse artigo é investigar a relação entre o sistema de transferência da educação e a eficiência nos serviços de educação básica dos municípios paraibanos, usando com backgraud o flypaper effect. Para isso, foram utilizados modelos de dados em painel de uma amostra de 208 dos 223 municípios no período de 2009 a 2011. Foram coletados juntos ao Tribunal de Contas do Estado da Paraíba - TCE/PB, dados referentes às receitas originárias de transferências intergovernamentais, receitas próprias, e o índice de eficiência. Os resultados apontam que os municípios que têm, relativamente, receitas próprias maiores são municípios mais eficientes e os municípios que recebem mais recursos do que envia para o FUNDEB são menos eficientes. Esses resultados estão em consonância com a literatura sobre o federalismo, na qual prevê a aplicações de recursos de forma ineficiente devido ao efeito flypaper nas transferências não condicionais e sem contrapartida.

Evaluación para la permanencia: una visión desde la experiencia docente


 
 
 
 
 
 La evaluación para la permanencia es un ejercicio obligatorio para docentes en servicio que actualmente atrae la atención de los actores educativos. Por ser un proceso de naturaleza subjetiva y de significación para los involucrados requiere ser abordado en una investigación de corte cualitativo, a fin de conocer las implicaciones de poner en marcha la reforma educativa a través de dicho proceso valorativo en un escenario como el actual. Ante esto, resultó imperante revisar el contenido del Diario Oficial de la Federación, por ser uno de los documentos que da vida jurídica a la evaluación mencionada. Adicionalmente se analizaron referentes teóricos de especialistas sobre evaluación, así como algunos autores, para brindar sustento a la estrategia metodológica. La investigación se posicionó en el paradigma interpretativo, específicamente mediante el estudio de caso de docentes estudiantes de una institución de posgrado en Ciudad Juárez, quienes han sido sometidos al proceso valorativo tendiente a definir su permanencia en el servicio de educación básica. Dentro de los hallazgos se rescata la incertidumbre experimentada y vivenciada por dichos docentes con respecto a sus condiciones laborales.
 
 
 
 
 
 

On Measuring and Decomposing Inequality of Opportunity among Children: Evidence from Tunisia

Building on the current literature that increasingly recognizes inequality of opportunity among children, this paper analyzes to what extent access to basic education and core services is influenced by family and individual background factors in Tunisia. The analysis uses the Human Opportunity Index (HOI) methodology developed recently at the World Bank, and micro data from the National Survey on Households’ Budget, Consumption and Standard of Living (HBCLS) for 2010. The main contribution of the study is its in-depth investigation of the key factors affecting child development in Tunisia. The results reveal large and persistent interregional and intra-regional disparities among children, mainly in pre-secondary school enrollment and access to safe water and sanitation services. Such inequalities of opportunity, obviously shown between inland and littoral regions, are found to be driven mainly by geographic factors and parents” education and wealth. These findings may have important policy implications in term of developing better-targeted interventions aiming to reduce inequality in accessing basic services.

Community participation in quality assurance (CPQA): A catalyst in enhancing quality in basic education service delivery in Nigeria

Nigeria, like most developing countries, is having challenges in reaching the Millennium Development Goals, Education for All, and national education goals within the globally agreed timeframe of 2015. While the widespread progress in enrolment is laudable due to social demand for it, there are persistent challenges of exclusion, inequalities, low completion rates, and low learning outcomes. It is within this context that this paper examines community participation in quality assurance as a catalyst for fast-track access and participation, enhancing quality and equity towards the attainment of Education for All (EFA) and Millennium Development Goals (MDGs) in the Nigerian education sector. A descriptive survey study conducted through the use of a developed instrument on the expected role of community members in assuring qualitative education service delivery in the basic education sector, tagged “Community Participation in Quality Assurance Instrument,”. A stratified random sampling technique was used to sample the opinions of 150 school managers (both principals and headteachers) and 150 classroom teachers, totaling 300 respondents. The instrument was validated, and a reliability test was carried out using test-retest and found reliable at .85 reliability coefficient. Findings revealed that there is no significant difference in the perception of all the respondents towards community participation in quality assurance at the basic education level. The implications of the study as a catalyst for fast-tracking access, participation, and enhancing quality and equity towards the attainment of the EFA and MDGs were also stressed.

The Dramaturgy of Politics and Power in Determining Budget Problem in District Jembrana, Bali

The purpose of this study is to analyze budget policies that made basic education services in Jembrana free. This study analyzed the perceptions and interpretations of public and government toward education. Analysis is performed by using Erving Goffman dramaturgy method which shows the front stage and back stage where the actors interact. The study found that in order to create power for budget perpetrators, the patterns of organization openness needs to be created. Which means that by raising the issue of basic needs, the actor will then receive comprehensive support.

First Nations Own-Source Revenue: How Is the Money Spent?

The confluence of several factors – favourable Supreme Court of Canada decisions, the rise (until recently) in natural resource prices and the emergence of a cadre of well-educated on-reserve leaders – has encouraged the growth of First Nations commercial ventures over the past generation. This growth raises important questions: How significant is own-source revenue (much of it derived via First Nations-owned corporations) in financing First Nations governments? How are these governments spending incremental revenue that arises from market-based activities? Before the passage in 2013 of the First Nations Financial Transparency Act (FNFTA), relevant audited statements of First Nations were hard to obtain, if indeed they were publicly available. The FNFTA requires First Nations to publish online audited statements of revenues and expenditures, which enables hitherto unavailable insights into First Nations budgeting priorities. Our analysis of a sample of 72 FNFTA filings submitted by First Nations in Ontario, covering the fiscal years 2013 and 2014, finds that own-source revenue comprises, on average, nearly a third of total First Nations government revenues. First Nations with higher per capita own-source revenue increase economic development activities but only modestly increase education and health spending. They also undertake large increases in spending on general government and business management. Whether large increases in this last category are warranted is an important question for members of First Nations to address. Interpreting the audited statements of First Nations governments is difficult, however, because they do not apply standardized protocols to identify revenue and expenditure categories. Furthermore, some undetermined portion of their own-source revenue derives from impact and benefit agreements negotiated between First Nations councils and resource developers. These agreements are usually confidential and details about them in audited statements are scant. Finally, since our sample is derived from First Nations communities in Ontario, it might not be representative of pan-Canadian experience. Our results are an admittedly tentative look at the data derived from the audited statements, but two obvious policy conclusions emerge from the analysis. First, since the FNFTA is intended to help First Nations assess the budgeting activities of their respective councils, one simple policy recommendation would be to introduce more uniform and informative accounting protocols, which would considerably aid those interested in undertaking this task. Second, since many First Nations apparently do not consider it appropriate to use own-source revenue to finance basic education and health services, the onus for education funding will continue to fall squarely on the federal government. In the end, of course, it is up to First Nations people themselves to determine their financial priorities.