Education Enrollment Research Articles

Deserts and Oases: Geospatial Analytics of Higher Education Access

Despite the high level of literacy, near universal enrolment in elementary education, and higher indices of social and human development among Indian States, Kerala has not made an impressive headway in higher education. Several studies show that there is ubiquitous relationship between ‘place’ and educational opportunities. Learners’ choice in enrolling to a programme and or an institution of study is largely driven by the geography and physical access to these institutions. This aspect has been widely covered in the Western context, but there are not many studies in the Indian context, especially so in Kerala. In this article, we propose a spatial-metric tool to assess disparity in educational opportunities by assigning a fixed dimension to define the ‘catchment’ area of an institution. We integrated our results with a model of higher education opportunity markets proposed in earlier studies for better understanding. This provides information about the graded nature in the choice of opportunities available in a region and its spatial distribution. Such regions are further classified as regions of negligible opportunities (education deserts) and abundant opportunities (education oases). The spatial-analytical tool proposed here can be recreated and applied across different regions employing various socio-economic and other relevant components of interest. This can have significant implications in educational planning and administration of a region.

Experimental Research on Quantitative Evaluation of Basketball Specialized Academic Achievement in College Physical Education Enrollment Physical Examination

Experimental Research on Quantitative Evaluation of Basketball Specialized Academic Achievement in College Physical Education Enrollment Physical Examination

Education, Human Capital, and Endogenous Growth Nexus: Time Series Evidence from Pakistan

The concept of endogenous growth states that economic growth is caused by variables within the economy rather than external ones. This study's major goal is to demonstrate the link between education, human capital, and endogenous growth in Pakistan. For the period 1990–2021, time series data is used. The stationary is confirmed using the augmented dickey fuller (ADF) method. In this research, the non linear autoregressive distributed lag model (NARDL) technique is employed for the empirical analysis. Gross domestic product (GDP), education enrolment, human capital, inflation, trade, and gross fixed capital formation are the factors examined in this study. In the current research, gross domestic product, education enrollment, and human capital are dependent variables, while inflation, trade, gross fixed capital formation and education enrollment are independent variables. Inflation shows an inverse relationship with the gross domestic product, while trade and education enrollment show a positive relationship with the gross domestic product. Gross fixed capital formation shows an inverse relationship with human capital, while education enrollment and inflation also show a negative relationship with human capital. Gross fixed capital formation and trade show a positive impact on education enrollment, while inflation shows a negative impact on education enrollment. It is recommended that the government should decrease inflation to increase gross domestic product (GDP). This study suggests that education enrollment (EDUENROLL), trade (TRADE), and gross fixed capital formation (GFCF) also increase.

Literature review on education expansion and income gap in China

Since the reform and opening up, China's per capita years of education and college enrollment rate have been greatly improved. The impact of educational expansion on China's income gap has aroused widespread concern in the academic community. In this paper, the theoretical research and empirical analysis of education expansion and income gap are sorted out, and the related theoretical research at home and abroad are classified into three categories: education expansion has inhibition, promotion and comprehensive effects on income gap. In the empirical analysis, the paper summarizes the functional relationship between education expansion and income gap in China, and the heterogeneity analysis of income of different groups due to the expansion of different education levels.

Higher Education Enrollment Trends and Respective Job Opportunities: A Specialization based Comparison of Pakistani Perspectives

Higher Education Enrollment Trends and Respective Job Opportunities: A Specialization based Comparison of Pakistani Perspectives

The Impact of Foreign Direct Investment on Regional Economic Growth and Income Convergence a Panel Data Study in China

Previous studies regarding the impact of FDI on regional economic growth and income convergence in China have mixed results and are far from being conclusive due to different datasets and methodologies used. This study thus used a panel data from China Statistical Yearbook covering all 31 Chinese regions to better understand the impact of FDI on regional economic growth and income convergence in China. For the period between 1999 and 2017, it found that neither FDI inflow nor labor has a statistically significant impact on the provincial economic growth. However, domestic investment in fixed assets does have a statistically significant impact on the provincial economic growth. Moreover, there is no absolute ? income convergence among regions. Nonetheless, there is a conditional ? income convergence (a moderate convergence speed of 7.49%) after controlling for all other growth factors: domestic investment in fixed assets, population growth rate, FDI inflow, export, and higher education enrollment.

The Impact of Economic Development Indicators on Ensuring the Economic Security of an Individual

This research evaluated personal economic security as the most important component of national security. The purpose of evaluation personal economic security is to obtain characteristics of the quality and standards of living, as well as to identify trends in changes in the personal economic security in throughout Russia. The purpose of the study was to assess the level of personal economic security in Russia and Irkutsk region. The authors used such methods as the structural-­functional method, analysis, synthesis, and statistics: generalization, absolute and relative values, and dynamic series. The authors proposed and used a system of criteria for assessing economic security of an individual according to the most important indicators of the socio-economic development of the country and region. The analysis of indicators using method of E.I. Kuznetsova allowed us to determine the inconsistency of most of the indicators with their recommended values during the period under review, in particular, the level of social inequality, poverty, financial support for retirees, unemployment level, population growth, enrollment in vocational education. Considering identified negative trends, we found unsatisfactory level of personal economic security both in Russia and in the Irkutsk region. For the diagnostics of the level of personal economic security, we should prioritize the creation of benchmarks for the indicators used.

The Disruption in U.S. Public Higher Education Enrollments, 2009–2019: Sources of Inter-State Variation by Tier

ABSTRACT The trend toward continuous expansion of U.S. post-secondary enrollments was reversed in the 2010s. Using pooled state-level data in between-within models, we examine public higher education enrollment trends during the 2009–2019 period. We emphasize variation in the net associations of covariates by tiers. State economic conditions showed stronger net associations with regional comprehensive and community college enrollments than with research university enrollments. The proportion of 19–25 year-olds in the state population showed stronger net associations on research university enrollments than on enrollments in other sectors. The effects of state-level inequality, under-represented group populations, and Republican-controlled states also varied by tier in ways that align with the dominant orientations among conservative elites. Inequality and Republican Party preferences showed net negative associations with community college enrollments, while the proportion of under-represented groups in the 19–25 population showed net negative associations with research university enrollments.

Student Satisfaction with Private Tertiary Education Provision in South Africa in the Times of #FeesMustFall

Against the backdrop of a growing population and increased demand for tertiary education, South Africa’s private higher education sector has grown considerably since 1994. However, it has long been beset by perceptions of poor quality. This study surveyed private university students to gauge their satisfaction with their institutions. It also explored whether, as posited by some scholars, the disruptions caused by the #FeesMustFall movement across South African public universities may result in greater private tertiary education enrolment. The students who participated in the online survey expressed moderate satisfaction with their universities. Their biggest concern was the high cost of private tuition. Moreover, they were sympathetic to the #FeesMustFall movement, expressing a willingness to enroll in public education in the future. Nonetheless, concerns regarding safety and security in public universities loomed large, whereas they were confident that their private institutions fully met their safety and security needs.
 Key words: Private higher education; South Africa; student satisfaction; voice exit loyalty; higher education studies

Curriculum Implementers’ Perspectives on Relevance of Secondary Education in Real-Life Settings

The recent expansion of enrollment in secondary education in Tanzania has contributed to an increase in the number of secondary education graduates in the society than before. Regardless of the increase, there has been a poor transition rate to post-secondary education and therefore making the majority return to their communities to join the informal sector to sustain their livelihood. This article presents the findings on the relevance of secondary education curriculum to youth’s livelihood in Tanzania. It addresses the issue of the application of secondary education knowledge to learners’ social-economic context. Qualitative data were collected in 10 densely populated wards in the Mvomero district to secondary education leavers, headteachers, and academic teachers. Data were collected through semi-structured interviews and focus group discussions. Content analysis was used to analyze data. The findings revealed secondary education has the potential to improve individuals’ living standards and birth control. However, the study also showed that economic activities are still gender-specific, coupled with male-dominated traditions. In addition, the study revealed knowledge disjunction between the school and real-life settings. Moreover, the centralized curriculum widens the gap between school knowledge and real-life because it does not respond to the diversified geographical environment of Tanzania. Based on the findings the study recommends curriculum development process involve diverse groups of stakeholders to design contents that are reflective of the respective societal needs, integration of theory and practice in teaching and learning, and integration of both general and skill-based education.

Multiple Impacts of Ethiopia’s Health Extension Program on Adolescent Health and Well-Being: A Quasi-Experimental Study 2002–2013

PurposeEthiopia has registered remarkable achievements in reaching global development goals, including reducing child marriage. Policymakers are keen to understand which investments have contributed to this. We evaluated the association between Ethiopia’s Health Extension Program (HEP) and 12 adolescent health and wellbeing outcomes. MethodsWe used Young Lives Ethiopia cohort data between 2002 and 2013. We evaluated associations between household support from HEP at age 15 and 12 adolescent outcomes spread across health, gender-based violence, education, and employment at age 19 using the inverse probability of treatment weighting propensity score approach, stratifying by sex. Adjusted probability differences (APDs) and adjusted mean differences (AMDs) were used to contrast exposure to HEP versus no exposure. ResultsOf 775 adolescents with complete follow-up, 46% were female. Sixty-six percent of adolescents reported support from HEP, with higher rates of support in poorer, less educated, and rural households, particularly in Tigray Province. In boys, HEP was positively associated with education enrolment (APD: +20 percentage points [ppts], 95% confidence interval [CI]: +9 ppts, +31 ppts) and literacy (AMD: +6 ppts, 95% CI: +0.2, +11), and negatively associated with >4 hours in income-generating activities per day (APD: −19 ppts, 95% CI: −30 ppts, −9 ppts). In girls, HEP was positively associated with no child marriage (APD: +16 ppts, 95% CI: +4 ppts, +27 ppts), no adolescent pregnancy (APD: +17 ppts, 95% CI: +6 ppts, +28 ppts), education enrolment (APD: +27 ppts, 95% CI: +15 ppts, +39 ppts), literacy (AMD: +5 ppts, 95% CI: +0.2, +11), and numeracy (AMD: +8 ppts, 95% CI: +3; +13). DiscussionPolicies promoting HEP are likely to have supported improvements in multiple areas of adolescents’ lives in Ethiopia.

Educational Emigration of Kazakhstani Youth during the COVID-19 Pandemic: Social impacts and Challenges

This article aims to analyze the educational emigration of Kazakhstani youth during the COVID-19 pandemic. International educational migration is the current global tendency, which has been attracting hundreds of Kazakhstani youth year by year to migrate in pursuit of higher education. In the history of migration studies, student migration has always been a centralized topic to discuss in accordance with the national and international report statistics. In the context of globalization, young adults are being more passionate and enthusiastic about studying abroad. However, the COVID-19 outbreak has caused dramatic issues on student’s education mobility from Kazakhstan as well. Meanwhile, there are key challenges as for young people to care about is their health following the rules of lockdown and keeping social distance have created another social effect. As international movement from the country has stopped a strategic approach on how to continue the process of students’ flow on educational programs enrollment has declined, in some cases submissions been postponed for a year or two. Consequently, it would have caused changes on the motivation and emotional expectations of future student migrants. Evaluating the current dynamics of the student emigration, the government of Kazakhstan needs thoroughly to consider about concepts on how to regulate the outflow. In its turn, the pandemic has emerged an alternative such as online education that would possibly cover the purpose of educational emigrants.

Declining Enrollment in Federally-Funded Adult Education: Critical Questions for the Field

Declining Enrollment in Federally-Funded Adult Education: Critical Questions for the Field

General and Vocational Tracks and Equity of Higher Education Enrollment Opportunities among Classes: A Reconstruction of Indicator System for Social Class-based Differential Enrollment Opportunities and its Empirical Analysis

Based on the educational hierarchical reproduction theory and the MMI and EMI hypotheses, this paper discusses the impact of the tracking of general and vocational education at the secondary level on higher education opportunity equity among social classes. The study finds that increasing gross enrollment rates of both general high schools and secondary vocational schools can help improve the equity in admission opportunities of colleges and universities among social strata; expanding the share of general high school places by adjusting the structure of general and vocational tracks (that is, the general-vocational ratio) can effectively reduce the class disparities in college and university admission opportunities; neither the change in the scale nor in the structure of general and vocational tracks will contribute to alleviating class inequality in top university enrollment opportunities.

Early Childhood Focused Consultation in School Psychology: Examining Current Practice, Identifying Future Opportunities

ABSTRACT Enrollment in early childhood education has significantly increased over time. Due to the intersection of training that school psychologists possess (e.g., consultative, educational, mental health) and their presence within early education settings, there is great opportunity for scholarship that explores how school psychologists support young children. This special issue offers a compendium of scholarly work reflecting the contemporary role of school psychologists using consultation to provide a broader range of supports in early childhood settings. The introduction outlines the need for consultative approaches when working in early childhood settings and provides a brief overview of each article featured in the special issue. It is our hope that this special issue is a critical next step in the implementation of a comprehensive service delivery model in early childhood settings where consultative approaches are the primary mechanism used to support the educational short-term and long-term needs of young children and their families.

Paths to postsecondary education enrollment among adolescents with and without childhood attention-deficit/hyperactivity disorder (ADHD): A longitudinal analysis of symptom and academic trajectories.

We examined developmental trajectories of attention-deficit/hyperactivity disorder (ADHD) symptoms, standardized achievement, and school performance for adolescents with and without ADHD who did and did not enroll in postsecondary education (PSE; N=749; 79% boys; 63% White, 17% non-Hispanic Black, 10% Hispanic, and 10% other ethnicities). In a multisite study (recruitment based in New York, North Carolina, Pennsylvania, California, and Quebec), participants were originally enrolled between 1994 and 1998 at ages 7 to 9.9 and followed up through 2012 (Mage = 25 at final follow-up). Adolescents who eventually enrolled in PSE had less severe symptoms, but differences were modest and trajectories were similar over time. For all adolescents, standardized achievement trajectories declined up to two thirds of a standard deviation from ages 9 to 17. By the end of high school, the average GPA of adolescents with ADHD was three quarters of a point higher for those who eventually enrolled in PSE compared to those who did not. Overall, school performance mattered more than academic achievement for understanding eventual enrollment of adolescents with ADHD.

Using System Dynamics Approach to Development of Enrollment Policies in Higher Education: A Case of Teacher Education Faculties in Croatia

The paper proposes an approach to development of higher education enrollment policies based on system dynamics as an appropriate mathematical modelling method for modelling nonlinearity, time delays and feedback loops. The model of teacher education students’ population in Croatia is presented, to enhance forecasting, planning and support the decision-making process. Simulation is conducted for the period from 2016 to 2021 based on historical data for the period from 2010 to 2015. The results show that system dynamics modelling can support decision making regarding enrollment policies by presenting simulated data and providing recommendations to teacher education faculties and education authorities.

The intersectionality of race, disability, gender, and employment through the Project SEARCH lens

BACKGROUND: People with intellectual and developmental disabilities (IDD) face chronically low rates of employment and high rates of poverty. These effects are amplified for women and ethnic minorities. Project SEARCH was developed to help address this disparity in employment. OBJECTIVE: This report looks at the demographic make-up of Project SEARCH participants and compares employment outcomes by gender, race and ethnicity, and disability type. METHODS: Authors examined data from 3,773 interns in the United States during the 2018-19 program year. Data were entered by representatives of 523 licensed program sites into the Project SEARCH database, which is accessed via a secure online Member Portal. RESULTS: The demographic make-up of Project SEARCH interns was representative of the U.S. population, but with some overrepresentation of racial and ethnic minorities and underrepresentation of females, consistent with patterns of enrollment in special education. There were no large differences in employment outcomes of Project SEARCH graduates based on race, ethnicity, gender, or disability type. Some small differences were observed, and these will be explored further in future studies. CONCLUSIONS: Project SEARCH serves a diverse population effectively and equitably. However, there are some differences in outcomes that warrant further investigation.

Understanding Motivation towards Teaching in SerProfe UDP: A First Step to Foster Equity in Teacher Education Admission in Chile

Enrollment in pre-service teacher education in Chile has dropped by 19% in the last year. To better understand the motivations and perceptions towards teaching among those students who could potentially become teacher candidates, we explored teaching vocation on 11th- and 12th-grade students in Santiago. From a total of 1112 students who voluntarily participated in an online survey including the FIT-Choice scale, 381 expressed their interest in teacher education. Afterward, 83 students confirmed their participation in our mentoring program regarding teacher education and the teaching profession. The results show that the students who chose to be mentored have greater intrinsic motivation towards teaching and a greater self-perceived ability to teach. Additionally, they have a more positive perception of the teaching profession, including work–family conciliation, and project greater satisfaction with their professional choice. However, they also belong to one of the most vulnerable population groups in Chile, those who have more difficulties accessing university education through traditional admission processes conditioned on academic performance. Thus, to foster equity in teacher education and attract students with the vocational potential for becoming excellent teachers, we need to consolidate admission alternatives and provide greater opportunities to students that—due to the inequities of the educational system—fail to complete a successful application or do not make the cut to enroll.

IMPACT OF ONLINE EDUCATION AND ITS EFFECTIVE PRACTICE

With the help of qualitative content analysis approach, this study reviewed 45 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed decisions in the implementation process. All around the world, educational institutions are looking toward online learning platforms to continue with the process of educating students. The new normal now is a transformed concept of education with online learning at the core of this transformation. Today, digital learning has emerged as a necessary resource for students and schools all over the world. For many educational institutes, this is an entirely new way of education that they have had to adopt. Online learning is now applicable not just to learn academics but it also extends to learning extracurricular activities for students as well. In recent months, the demand for online learning has risen significantly, and it will continue doing so in the future.Based on the findings, the authors argued that effective online instruction is dependent upon 1) well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors; 2) creation of a sense of online learning community; and 3) rapid advancement of technology. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance universities and faculty success in transitioning to teach online. Under current debates on the cost and quality of higher education, this study could help for the improvement of higher education and student enrollment and retention. Keywords: online education, online teaching, online learning community, asynchronous learning, cognitive presence, social presence, teaching presence, online higher education.