Enrolment Ratio Research Articles

Feasibility Study of Taking Back Control Together, an Intervention to Support Parents of Children with Cancer.

Parents of children with cancer can experience increased emotional distress. This study aimed to assess the feasibility (i.e., reach, treatment fidelity, and social validity) of Taking Back Control Together (TBCT). We assessed reach with the enrollment and dropout ratios. We assessed treatment fidelity using items from existing programs, controlling for the reliability of the items. For social validity, we used an adapted version of the Treatment Evaluation Inventory and compared means with theoretical cut-points. 42 participants enrolled in the intervention. The enrollment and dropout ratios were 39% and 38%, respectively. Treatment fidelity was 77.3-84.3% (95%CI 75.3-86%). Acceptability (M = 90%), satisfaction (M = 87%), and relevance (M = 82%) were significantly positive. This study suggests that certain elements of TBCT need to be reassessed before the intervention is pilot tested. Although reach was likely impacted by the COVID-19 pandemic, it could be improved with some modifications to the intervention.

Inclusive Growth, A Gateway of Sustainable Development of Higher Education Through Open and Distance Learning in India

Education play important role for crucial development of society as well as young generation, because it build and developed a person's beliefs, ideologies, values and take a substantial role to inclusive growth of any country. Inclusive education refer to empowering of every children with skills and knowledge’s, given equal opportunity of every children to access education equally. At the present context open and distance learning open horizontal windows of education for increasing learner participations and educational opportunities for many compatible learners who are deprived of to access classroom education due to financial, sociocultural and geographical barriers. Open and distance learning education system focuses on open access to education and learners free from the constrains of time and place and also get the opportunities of flexible learning. Nowadays educational policy of India has been emphasize to integrations of many ICT tools (audio-visual media- radio, television broadcast, video compact disc, video text, computer etc) and e-learning platform(SWAYAM,DIKSHA). For improvement of inclusive growth through open and distance learning for the quality of education and its aims to providing support and facilitated quality, access and equity for learning process in distance learning through interactive activities, by the inclusive growth through open and distance learning advocating peer to peer collaboration and also impact a great sense of autonomy and responsible learning. By the using of ICT integrated tools in education curriculum evaluation can be diversified and building intellectual capability of learners as well as inclusive growth of higher education system. Higher education is the backbone of any knowledge society. Availability, accessibility, acceptability of learning recourses of higher education level can be lead sustainable inclusive growth of education system and also give the opportunity of education for all students at same platform. National Educational Technology Forum(NETF) is a important scheme of Nation Education Policy(NEP)-2020 which will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning ,assessment ,planning ,administration and so on both school and higher education. Open and distance learning one of the most rapidly growing field of education nowadays, because of its major contribution in enhancing the Gross Enrollment Ratio(GER) in higher education and also have a sustainable impact on all education systems specially higher education.

Impact Factors for the Quality of Education -Evidence from the Enrollment Ratio of First Tier Universities

Huge differences in education levels can lead to a Matthew Effect on regional economic growth, so China has introduced many policies to promote the balanced development of education levels in various regions. A large number of researchers have investigated and researched the education level of each province from various aspects, However, there is still a research gap in the study of the enrollment ratio of first tier universities as an indicator of the education level. Therefore, this paper investigates the influencing factors on the rate of one college entrance examination in 2020 by collecting data on the enrollment ratio of first tier universities in each province, education expenditure, GDP per capital, disposable income per capital, public library collection per capital, student-teacher ratio of general high schools, and urban/rural population ratio, and carrying out correlation analyses on the data. It was found that all the research variables, except education expenditure, had a highly significant effect on the enrollment ratio of first tier universities when they were used as a single variable. And when multiple linear regressions were conducted, education expenditure had a significant negative effect on the enrollment ratio of first tier universities.It is recommended that while allocating regional education spending rationally, we should actively deploy economic and urban-rural development policies to boost peoples disposable income, strengthen teachers in each region, and promote the balance of education resources in each region.

An Analysis of Students’ Transition Rates, Drop-out Rates, and Retention Rate in Secondary Education in Odisha

Education is an essential element in the holistic development of individuals, encompassing both material and spiritual growth. Throughout the course of human history, education has continuously evolved, shedding light on various aspects of human progress. This paper develops into the examination of secondary school education status in Odisha, focusing on critical indicators such as enrolment, dropout rates, retention rates, and transition rates. The data used for this analysis is gathered from the Odisha Directorate of Economics and Statistics, specifically from the Educational Statistics and UDISE (Unified District Information System for Education) under the government of Odisha. The analysis of secondary education in Odisha reveals a declining trend in dropout rates from 2009-10 to 2014-15, with some stabilization or slight increases in later years. A gender gap in dropout rates, favouring boys initially, gradually narrowed. The significant dropout rates between 2014-15 and 2015-16 suggest effective policy interventions. Transition rates fluctuated slightly higher for girls but generally followed a similar trend. The highest transition rates were noted in 2011-12. While Gross Enrolment Ratio fluctuated, the Retention Rate remained high or improved, indicating good retention once students enrolled. This analysis highlights the need for ongoing efforts to reduce dropouts, enhance access, and address gender disparities in Odisha's secondary education.

Education Infrastructure, Expenditure, Enrollment & Economic Development in Odisha, India

A key part of human capital is education. The development of educational infrastructure and economic growth are closely linked. Realizing the value of infrastructure, both the central and the state government have implemented a number of programmes to upgrade the physical facilities at public schools. Infrastructure is a key component of enabling high-quality education. This study intends to explore the linkage between economic development and spending on education for infrastructure development and quality of education. In 2019–20, the ratio of education department spending (revenue and capital account) to the gross state product (GSDP) is 2.84%. In 2020–21, the gross enrollment ratios (GER) for primary and secondary education are 97.4% and 84.5% respectively. As part of the study's methodology, analytical and empirical data from secondary sources were compiled. The multiple regression analysis demonstrates that the GER of primary and secondary education, as well as the expenditure (Revenue and Capital) on education by education departments to GSDP is significant to economic growth. Here, the economic growth of Odisha as a whole is significantly influenced by the state's educational system. The study's conclusions show that public spending on infrastructure and education has a big impact on economic growth. It is recommended that the infrastructure in schools should be well-equipped in order to meet the needs of the current generation. The government should collaborate with private corporate sector, industrial unit in constructing the infrastructural facility such as smart class room, computer and internet facility, laboratory etc in schools.

Pandemic Impact on Education in Namakkal Districts

To begin with, education is critical for humans. Knowledge, according to J.M. Clark (1957), is the only production instrument that is not subject to diminishing returns. Indeed, education alleviates poverty, unemployment promotes social inclusion and creates a safe environment, and the world has shrunk as a result of knowledge loss. The spread of COVID-19 has rendered the entire global clock inoperable. As a result, the existence of the entire human race in a sustained environment is in doubt. The entire world has been focused on finding solutions and a cooperative, proactive approach to resolving the COVID-19 pandemic in endemic areas. Both the central and state governments introduced a flurry of new programmes during COVID-19. During COVID-19, both the Central and State governments launch several programmes that will not be known for a long time. As a result, the study will consider the Tamil Nadu government's recently introduced higher education development programmes for COVID-19. In light of this, the Tamil Nadu government has been maintaining a suitable atmosphere for offering excellent education in Tamil Nadu from 2019 to 2022. When compared to other states, the Gross Enrollment Ratio (GER) is 51.4 percent, compared to the national average of 27.1 percent. Tamil Nadu has risen to the first place in higher education in India. Women's GER is 51%, compared to a national figure of 27.3 percent, while vulnerable societies' Scheduled Tribe men and women are 43.8 and 37.7 percent, respectively. Is it possible for higher education to maintain its first-place ranking among Indian states after COVID-19? The study seeks to determine whether free laptops, free education (up to postgraduate level in Government Arts and Science Colleges), financial assistance to economically disadvantaged sections, Chief Minister Relief Fund, and free SIM cards for students of Government Colleges, Government Aided Colleges, and students who receive scholarships in Self-financing Colleges are provided with 2 GB data per day to attend online classes during the pandemic. How many teachers are aware of online learning? How far has online education employing educational tools benefited both students and faculty (both teaching and non-teaching)? How effective is online lecturing, comprehension, and testing? With the unexpected global lockdown during COVID-19, education had a good opportunity to pave the road for global links through a coalition of connected institutions. Because the cost of ICT is prohibitively high for disadvantaged groups, authorities must address these issues in a way that benefits their future.

Addressing Gender Disparity in Public Universities of Malaysia: Challenges and Achievements

Ensuring equal access to affordable higher education is a fundamental target of the Sustainable Development Goals SDGs to be achieved by 2030. Malaysia has committed to this target and introduced effective policies to accomplish the gaol as early as possible. This paper aimed to trace the effort made by Malaysian government in achieving gender parity. The paper used the most recent statistical data released by related higher education institutions. This coupled with the critical review and deep analysis of the documents and reports on higher education published in and out of Malaysia. The paper also employed both Gender Parity Index (GPI) and Gender Gap Global Index GGGI to measure gender parity. The findings showed that Malaysia has not only made efforts, but also achieved gender parity practically in public universities. The female gross enrolment ratio has jumped from only 10.7% in the 1950s to around (48%) of today. Despite this positive remark, gender stereotype is likely to continue taking other shapes and forms and still a room left for improvement.

Enhancing Water Body Identification in Satellite Images through Comparative Analysis of Canny Edge Detection and Scale-Invariant Feature Transform Algorithms

Aim: The objective of this research is to utilize the Innovative Canny Edge Detection algorithm to precisely identify water bodies in satellite images acquired from the Water Access program. Subsequently, the performance of this approach will be evaluated by comparing it with the SIFT algorithm. The primary objective of this analysis is to contribute to the equilibrium of the water ecosystem. Materials and Methods: Within this study, two distinct groups were compared: the Innovative Canny Edge Detection algorithm (CED) (N=10) and the scale invariant feature transform algorithm (SIFT) (N=10). The total sample size was determined with the help of (g) power technology, considering an alpha of 0.05, an enrollment ratio of 1, a 93% confidence interval, and a power of 80%. Results: The Innovative Canny edge detection algorithm exhibited a noteworthy detection rate, achieving an accuracy of 85% compared to the SIFT algorithm's accuracy of 82%. The achieved results were devoid of errors, as indicated by the accuracy of the significance value (0.0001), substantiated by an 80% pre-test power in SPSS Statistical analysis. A significant statistical distinction between the two algorithms was observed. Conclusion: The Innovative Canny Edge Detection algorithm outperforms the SIFT algorithm with statistical significance.

Determinants of School Participation at the Senior High School Level in Jawa Barat in 2017

Jawa Barat is one of the provinces with the largest population in Indonesia. However, educational problems still cannot be overcome, especially in secondary education. Seen from the Net Enrollment Ratio (APM) in 2017, Jawa Barat ranked as the eighth lowest in Indonesia and was the lowest APM achievement in Java. Even though the low level of education in human resources in a region can have many negative impacts on other social and economic phenomena. Therefore, this study aims to determine the factors that influence school participation in secondary school/ equivalent in Jawa Barat in 2017 at the individual level and the variations caused by the differences in characteristics of the regency/city at the contextual level. The analytical method used is multilevel. Binary logistic regression Based on the results of the analysis obtained, the individual variables that influence school participation are gender, age, the last educational level of the household head, the number of household members and the state of poverty. Meanwhile, the proportion between students and teachers at the context level and per capita GRDP affects the variation in school participation between regency/city in Jawa Barat in 2017.

Education Scenario of Scheduled Tribes: Evidences from Census (2011) and Unified District Information System for Education (U-DISE) 2017–2018 Data

The study examined and compared various demographic and human developmental indicators, especially education and its allied aspects such as literacy, enrolment, promotion, repetition, retention, dropout and transition rates of tribal children at various school education stages. And to assess these indicators, data have been collected from secondary sources. Census reports of India, Jammu and Kashmir and Ganderbal, 2001 and 2011 have been reviewed to obtain the data related to demography and literacy. The information related to various educational indicators has been collected from Unified District Information System for Education 2017–2018. Thus, the present study is a desk research. The data have been expressed in tabular and graphical forms. The study concluded that the tribals figure significantly below the overall population on educational parameters such as literacy, enrolment, gross enrolment ratio, promotion, retention, dropout and transition rates. Moreover, variations and gaps have been found among trials of India, Jammu and Kashmir and Ganderbal district. Gender disparities/gaps, prominent among females, raise question marks on the efficiency and management of the educational system as well as affirmative action and intervention policies of the government in mitigating disparities based either on gender, social category or location.

The Obstacles in Implementing the NEP-2020 and Its Solutions

In this paper consider the Challenges and Solutions new education policy 2020, which was approved by honorable Prime Minister Shri Narendra Modi on July 29, 2020. It replaced the 34-year-old national policy on education (NPE), 1986. The main aim of NEP (2020) is global knowledge superpower by developing more holistic, flexible and multidisciplinary both school and higher education. It is based on four pillars such as Access, Equity, Quality and Accountability. In NEP, 2020 new 5+3+3+4 school curriculum with 12 years of schooling and 3 years of Anganwadi/Pre-schooling/Balvatika. The main agenda of NEP 2020 is increasing the Gross Enrolment Ratio GER to 100% in pre-school to secondary school till 2030.There are many challenges for the government before implementing it, but better results can be expected from the joint participation of the common people and government.

Poverty, women's autonomy, and girls' educational attainment at the higher secondary level: Insight from the Indian states

AbstractIn 2020, the Gross Enrollment Ratio of girls at the higher secondary level in India was 52.4%, down from 98.7% at the elementary level. This difference indicates a serious dropout rate among girls at higher levels of education. This dynamic motivates the twin objectives of this paper. We provide an overview of the scope and determinants of girls' current educational attainment at the higher secondary level for different states in India. In this attempt, we scrutinize the role of poverty and women's autonomy on the educational attainment of girls at the higher secondary level. A self‐developed socioeconomic index is used as a proxy for wealth status which is divided into five quintiles representing the poverty scenario of each state. Women's autonomy is measured by another self‐developed index: the Women's Autonomy Index. The empirical analysis is facilitated by the application of various statistical and econometric tools including multiple regression on the NFHS‐4 data for 28 Indian states. The empirical results suggest that the enhancement of women's autonomy and reductions in poverty enhance girls' educational attainment at the higher secondary level.

International Organizations and Gender Parity in Education: Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW)1

This study is a novel contribution to the literature regarding the influence of UNs Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) on women’s relative progress in education. We create a unique data set by focusing on 190 UN countries for the period 1980–2018and utilize pooled cross-sectional OLS and Panel Fixed effects models to study the impact of the various aspects of the ratification of the convention. We focus on Female to Male Primary Enrollment ratio (PrimaryFM), Gross Secondary Gender Parity Index (SecondaryGPI), and Gross Tertiary Gender Parity Index (TertiaryGPI). We find a positive relationship between various aspects of CEDAW ratification and progress in educational outcomes for women. Policymakers should focus not only on the ratification of international treaties, but also on all facets of ratification, such as closer adherence to treaties as evidenced by consistent behavior and implementation of changes, which in turn paints a more complete picture.

Impact of income inequality on climate change in Asia: the role of human capital

Applying different regression estimators on balanced panel data, this article examines the impact of human capital and income inequality on climate change in Asian countries during the period 2007–2020. Results by the GMM estimator confirm that increases in income inequality and investments in human capital exacerbate environmental degradation in Asian countries. However, among the three variables that represent human capital, only HC3 (Gross enrollment ratio for tertiary school) plays a role in reducing the impact of income inequality on emissions of carbon dioxide. In addition, the study also provides evidence on the impact of other factors on CO2 emissions such as renewable energy, economic growth, population, output in the agricultural and services sectors, trade openness, government expenditure and total investment in the economy. Besides, some important policy implications have been suggested to aim at securing sustained economic growth in Asia.

Skill, its agencies and institutions: the formation of human capital in nineteenth-century western India

ABSTRACT This article advances an explanation for the dynamics of agencies and institutions responsible for the formation of skills in nineteenth-century western India. It shows that multiple agencies – artisanal apprenticeship, indigenous schools, new bazar schools, modern vernacular and English schools, and institutes for technical, industrial and practical instructions – played a limited but responsive role in skill-and-knowledge development. These establishments sought to attend to the conundrum of shortage and obsolescence of and access to industrial and commercial skills in the context of modernisation and incipient industrialisation. Indeed, inherited crafts apprenticeship remained the vital agency of skill formation, despite some of the institutional experiments in and discourses of promotion and modernisation of skills. New agencies together, however, generated less than one-tenth literates in the total population, less than one-third (elementary) enrolment ratio, and less than one year of average schooling. They churned out a small but increasing number of skilled working-persons, thereby contributing over time to a slow spread of skills amongst non-artisanal communities and a small fall in skill premiums. This article modifies the narrative that has posited static, dichotomous images of indigenous and modern agencies of skill-and-knowledge development, and reframes the narrative of emergence and development of vocational/practical education.

Differential fertility, school enrollment, and development

This paper develops a model wherein parents choose the number of children, enroll some children in school at indivisible education costs, and receive supplemental earnings from uneducated children. The model accounts for the positive relationship between enrollment ratios and parental earnings and the N-shaped relationship between fertility and parental earnings in Brazil and Indonesia. When children’s living costs are high (low) relative to education costs and children’s earnings, fertility increases (decreases) with parental earnings due to a dominant income (substitution) effect. A decline in the ratio of child earnings to parental earnings or a rise in education subsidy rates can increase enrollment ratios and decrease fertility. Under progressive income taxes and favorable education subsidies for poor families, educated parents’ fertility could be higher than that of illiterate parents’ when incomes are low. However, the relationship will be reversed partially because of the rising education subsidy.

Macroeconomic Determinants of Income Inequality in Sri Lanka

Even though several different income redistribution plans have been put in place by succeeding governments, income disparity has persisted in Sri Lanka over the past 50 years. Using secondary data from 1978 to 2021, this study aims to pinpoint the macroeconomic factors that contribute to income inequality in Sri Lanka. The basic estimating method is the autoregressive distributed lag model (ARDL), a rarely used analytical tool in Sri Lanka. The results show that the primary macroeconomic predictors of income inequality in Sri Lanka among the selected variables are government spending, trade openness, average prices, the share of agriculture in the GDP, and per capita GDP. Additionally, the findings demonstrate that trade openness and government spending cause income inequality, supporting Barro's theory. Additionally, the average price level and the percentage of agriculture in the GDP have helped to lessen income disparity in the nation. Per capita GDP also shows a marginal significance, supporting Kuznets’ view, which stresses that increasing a country’s GDP increases inequality. However, financial deepening and secondary school enrolment ratios do not show significant impacts emphasizing that financial and education factors do not contribute to inequality in the Sri Lankan setting. The study suggested that policy priority should be given to developing the agricultural sector and catching the spillover effect of international trade to reduce income inequality. That would ultimately lead to lowering trade-induced inequality. Furthermore, a crucial policy choice to lower the expense of daily life for the poor is to maintain a constant overall price level. Government transfer programs should primarily target the poor and maintain a proper monitoring mechanism to capture the outcome of those transfers also important. Currently, such a follow-up system is not in place; therefore, the government’s targets of reducing inequality couldn’t be realized to the fullest.

The relationship between trade liberalization and gender disparity in education: Evidence from Pakistan

Purpose: Over the past few decades, there has been an increasing interest in understanding the relationship between trade liberalization and gender inequality in developing countries. In Pakistan, due to its social, demographic, cultural and economic problems, gender disparity in education (GDE) is still prevalent. This study examines the impact of trade reforms on gender disparity in education using micro data from Pakistan.
 Design/Methodology/Approach: The feasible generalized least-squares (FGLS) method is employed for empirical analysis. We used panel corrected standard errors (PCSEs) for robustness checks.
 Findings: The analysis reveals that a reduction in import tariffs is associated with GDE. Trade liberalization gives rise to gender disparities. We added several control variables to the baseline model for robustness checks. Regarding the control variables, average family wage income, family size, urbanization, female-to-male labor force participation and the female share of the total labor force are identified as important determinants of GDE in Pakistan.
 Originality or Value: This study contributes to the existing literature by studying the relationship between trade liberalization and gender disparity in education in Pakistan and employing a better measure of reductions in import tariffs for trade liberalization. We construct a provincial liberalization index. Second, this study takes into account the whole trade regime as a sample period (i.e., from 1990-2005) to assess the impacts of the trade regime as protection rates significantly reduced through this regime. Third, we measure the gender gap in education by comparing males and females' average years of schooling as opposed to previous studies that used secondary school enrolment ratios as a proxy for the gender gap in education. Fourth, we used panel data to explore the impact of trade liberalization on gender disparity in education for empirical analysis.

ISSUES AND EMERGING CHALLENGES FOR NEP 2020

A nation develops a comprehensive national education strategy to satisfy this demand since education is a crucial and important part of any society's and nation's overall growth. India has pursued three education strategies since attaining independence. India passed its first national education policy in 1968, followed by a second one in 1986. The 1986 policy was updated in 1992. The most recent year of 2020 saw the adoption of the third national education policy. The preceding education regulations provide no information about the state of the schools that are operated commercially across the nation by specific people or organisations. The gaps in educational levels between children from rich and underprivileged backgrounds have not yet been addressed by any education legislation. The new National Education Policy 2020 (NEP 2020) was developed to overcome the flaws of earlier educational strategies. The five pillars of accessibility, equity, quality, affordability, and accountability serve as its foundation. By making school and college education more comprehensive, flexible, interdisciplinary, adapted to 21st century demands, and focused on bringing out the unique attributes of each student, this approach aims to transform India into a thriving knowledge society and worldwide knowledge superpower. With a target of reaching a 100% Gross Enrolment Ratio (GER) or zero school dropouts, the government's new strategy seeks to reduce social inequities in school participation, access, and learning results by 2030. The goal is ambitious, but whether it genuinely fosters an all-encompassing culture will depend on how successfully it is carried out. Key words: India,

Innovative curriculum design and evaluation for achieving diversity, equity and inclusion in the Indian higher education system

PurposeIndia has been withstanding increasing pressure of enrolment in the higher education system, resulting in the creation of new universities in consonance with the recommendations of the Knowledge Commission (2007). Barring a few institutions of paramount excellence, the mushrooming universities fail to conform to equitability of quality and standards, that is teaching-learning-dissemination and research, except for accommodating higher gross enrolment ratio. It has resulted in an asymmetric and sporadic development of human resources, leaving a large basket of learners out of the pursuit for aspiring higher academic, research and professional enrichment. The country needs to develop an innovative common minimum curriculum and evaluation framework, keeping in view the trinity of diversity, equity and inclusion (DEI) across the Indian higher education system to deliver human resources with equitable knowledge, skill and intellectual acumen.Design/methodology/approachThe paper has been developed using secondary information.FindingsThe manuscript has developed an innovative teaching-learning framework that would ensure every Indian HEI to follow a common minimum curriculum and partial common national evaluation system so that the learners across the country would enjoy the essence of equivalence.Originality/valueThis research has designed a comprehensive model to integrate the spirit of the “DEI” value proposition in developing curriculum and gearing common evaluation. This would enable the country to reinforce the spirit of social equity and the capacity to utilise resources with equitability and perpetuity.