School Enrollment Research Articles

The influence of school location, enrolment and socio-economic status on participation and success in inter-school swimming and track and field athletics competitions

The influence of school location, enrolment and socio-economic status on participation and success in inter-school swimming and track and field athletics competitions

Girls’ Education and Literacy in Marginalized Areas and its Impact on Sustainable Economic Development: The Interlink Between Gender Equality and Women’s Socio-Economic Empowerment: Turkana South Sub-County, Kenya

Education is the pillar of any development, (UNESCO, 2010) and is also anchored in the Sustainable Development Goals (Goal 4: Quality Education). In Kenya, targeted interventions have been by the government in the education sector to bridge gender disparities but they are but they are still observed and evident at all levels (Leal Filho et al., 2019). Furthermore, Turkana County lags behind and was ranked second last in adult literacy (KNBS, 2019). Specifically, the study sought to establish the socio-cultural, economic and infrastructural determinants of enrolment, transition and retention among boys and girls. The study was guided by Sara Longwe's 1995 analytical framework on women's economic empowerment model. It was further guided Friedman’s 1992 dis empowerment theory. The study established that the overall primary school enrolment rate for the study area was 0.9343 (mean enrolment of 213.1 for boys and 199.1 for girls). The study also established that there were large fluctuations in the number of girls enrolled in schools. The difference in enrolment rates between boys and girls were statistically significant. The number of pupils in each primary school was about 200 hundred and less than 200 for secondary schools hence the conclusion that 100 per cent transition is not possible. Girls had lower enrolment rates as compared to the boys. Girls from regions practicing farming/pastoralism registered higher enrolment rates as compared to those from trade/pastoralism regions hence the conclusion that economic factors contribute to educational outcomes in the study area. The findings also indicate that the school feeding programs have been a motivation for attendance benefitting both parents and pupils. The study makes recommendations for future research, policies and programs.

Inadequate foundational decoding skills constrain global literacy goals for pupils in low- and middle-income countries.

Learning to read is the most important outcome of primary education. However, despite substantial improvements in primary school enrolment, most students in low- and middle-income countries (LMICs) fail to learn to read by age 10. We report reading assessment data from over half a million pupils from 48 LMICs tested primarily in a language of instruction and show that these pupils are failing to acquire the most basic skills that contribute to reading comprehension. Pupils in LMICs across the first three instructional years are not acquiring the ability to decode printed words fluently and, in most cases, are failing to master the names and sounds associated with letters. Moreover, performance gaps against benchmarks widen with each instructional year. Literacy goals in LMICs will be reached only by ensuring focus on decoding skills in early-grade readers. Effective literacy instruction will require rigorous systematic phonics programmes and assessments suitable for LMIC contexts.

The Effects of FDI on School Enrollment in Developing Countries: New Evidence

ABSTRACTUsing data on 118 developing countries over the period 1973 to 2019, this paper finds that FDI stocks have positive effects on school enrollment rates. The magnitude of the effects is modest. They are larger at the tertiary than at the secondary level. At both levels of education, females benefit more than males. The paper also explores the channels through which FDI might affect enrollment rates and finds that a well‐developed financial sector enhances the positive effects of FDI on schooling. In contrast to almost the entire literature, the paper uses data on stocks rather than inflows of FDI. FDI stocks are more likely to affect schooling decisions because they are much larger and less volatile than FDI inflows. Indeed, the paper finds that FDI inflows do not affect enrollment rates. Throughout, it accounts for endogeneity of FDI and controls for all major determinants of schooling.

Risk factors for unintentional injury hospitalisation among Aboriginal and non-Aboriginal children in Australia's Northern Territory: A data linkage study.

Unintentional injuries are a leading cause of hospitalisation for children. This study investigated the incidence and associated risk factors for unintentional injury hospitalisation (UIH) among Aboriginal and non-Aboriginal children aged under 5 years in Australia's Northern Territory. This was a retrospective cohort study using linked data from a perinatal register, hospital admissions, school enrolment and child protection services. The outcome variable was a first UIH. Potential risk factors included gender, pregnancy and birth outcomes, maternal education level, child protection service contact and geographic remoteness. Modified Poisson regression was used for multivariate modelling. A cohort of 21,189 children (54.0% Aboriginal) born between 2000 and 2010 were followed to the age of 5 years. The overall incidence of first UIH was 25.8 per 1,000 person-years, which was 28.6% higher among Aboriginal than non-Aboriginal children (28.8 and 22.4 per 1000 person-years, respectively). Risk factors identified in the full model included: being male (incidence rate ratio (IRR) 1.26, 95%CI: 1.17-1.36); living in a remote (IRR 1.26, 95%CI: 1.14-1.40) or very remote area (IRR 1.44, 95%CI: 1.29-1.59); having a notification or substantiated notification for abuse (IRR 1.42, 95%CI: 1.27-1.58 and IRR 1.60, 95%CI: 1.41-1.82, respectively); or neglect (IRR 1.32, 95%CI: 1.17-1.48 and IRR 1.28, 95%CI: 1.11-1.47, respectively). After adjustment, there was no difference in UIH rates between Aboriginal and non-Aboriginal children. In both stratified models, being male, living in remote or very remote areas and having a notification or substantiated notification for child maltreatment were identified as risk factors. Our study found high UIH incidence rates and evidence for an association between UIH and child maltreatment. This suggests child maltreatment and UIH have shared determinants and points to the need for clinicians to be aware of the overlap between these conditions and the importance of cross-agency collaboration in prevention and management.

Impact of Government Health Expenditure on Maternal and Child Mortality Rates in a CLMV Country

The health of the citizens is a concern for all levels of government, as well as for CLMV countries, which first prioritized a portion of health expenditure in the health sector to reduce maternal and child mortality rates, particularly in rural areas. In order to analyze the data using fixed effect regression and random effect regression, we used balanced panel data to examine the impact of government health expenditure on maternal and child under-five mortality rates in a CLMV country. As a result of this study, increased government health expenditure had a significant impact on reducing the maternal mortality rate while having no effect on the child mortality rate. Furthermore, there are additional independent variables that affect the maternal and child under-5 mortality rates in a CLMV country, such as GDP per capita, which has a significant impact on reducing the child mortality rate but no impact on reducing the maternal mortality rate. Nevertheless, women's primary school enrollment and use of basic water service rates were statistically significant in CLMV countries.

A meta-analysis of corporate social responsibility effects: The role of stakeholder type and country factors

Although research indicates that corporate social responsibility (CSR) can yield positive consumer responses, the challenge remains for companies, especially multinational ones, to effectively tailor CSR activities across different countries to achieve favorable outcomes. To address this, we classify CSR activities based on stakeholder theory into core and extended CSR types. We then introduce a meta-analytic framework that incorporates five country factors to examine how they affect the differential effects of these CSR types. Using a dataset comprising 940 effect sizes from 202 papers across 43 countries on six continents, we find that core CSR generally elicits more positive consumer responses than extended CSR, and that this effect is moderated by country factors. The positive differential effect of core over extended CSR is greater in societies that prioritize secular-rational values over traditional values, and survival values over self-expression values. Additionally, this positive differential effect increases with greater internet penetration but decreases with higher national economic growth rates and tertiary school enrollment. These findings advance the understanding of cross-country differences in CSR effects and types, offering valuable insights for international marketing managers.

Findings from the Mighty Girls Efficacy Trial: Changes in Acceptance of Dating Violence

Background/Objectives: Test efficacy of the social emotional learning (SEL)-based Mighty Girls program, a program culturally tailored for English-speaking Hispanic/Latino girls in seventh grade comprised of classroom sessions and a virtual reality computer game. We hypothesized that the curriculum would decrease risky sexual behaviors in a program that can be used as part of a comprehensive sex education curriculum or as a stand-alone program. Methods: A randomized group trial was conducted in which 22 low-income, predominately Hispanic schools within the Miami-Dade County Public School System were randomly assigned to intervention (consented n = 335) and control (consented n = 217) conditions. All study activities occurred after school. Primary outcome measures were resistance self-efficacy, acceptance of dating violence, sexual intentions, and sexual behavior. Assessments occurred at baseline, immediately post-intervention, 3-, 12-, and 24-months post-intervention. Changes in outcomes from baseline to 24 months were modeled using multi-level models to account for nesting of students within schools with full information maximum likelihood to account for missing data and baseline school attendance and enrollment in free and reduced lunch as covariates. Analyses are also controlled for multiple testing. Results: The program had a significant effect on reducing acceptance of dating violence at 24 months post-intervention (estimate = −0.083, p ≤ 0.05), but no effect on resistance self-efficacy, sexual intentions, or sexual behavior (p ≥ 0.58). Conclusion: Study findings demonstrate that a social emotional learning (SEL) curriculum can impact sexual behaviors such as susceptibility to dating violence. Low baseline levels for sexual intentions and behaviors as well as a high baseline of efficacy may have impacted findings for the other outcomes.

Accessing the Impact of Policy Reforms on the Rights to Education: A Comparative Study of Emerging and Developed Economies (Nigeria and the U.S. )

This study examined the impact of education policy reforms on the right to education in emerging and developed economies, focusing on Nigeria and the United States. It analyzed how policy interventions shaped access to education, the quality of educational outcomes, and equity in both countries. The key research questions investigated the effectiveness of education reforms in improving access, addressing regional and socioeconomic disparities, and ensuring quality education. The study adopted a comparative case study methodology, analyzing secondary data, policy documents, and education statistics from both nations. Theoretical frameworks such as Human Capital Theory and a rights-based approach to education were used to evaluate the policies' impact. Findings revealed that while Nigeria made significant strides in increasing school enrollment through policies like the Universal Basic Education (UBE) program, it struggled with quality, funding, and regional disparities. In contrast, the U.S. achieved widespread access to education but faced persistent challenges related to racial and socioeconomic inequities, influenced by the shortcomings of standardized testing and uneven funding allocation. The study’s implications suggested that addressing policy implementation, funding, and equity issues is essential for advancing the right to education. Recommendations were provided to strengthen reforms, improve funding mechanisms, and promote equitable access to quality education in both contexts.

Exploring Education-Induced Bargaining Power of Women on Household Welfare in Sub-Saharan Africa

Women’s education and empowerment have engaged the interest of policymakers and academics for many years. We employ individual-level data from Ghana and Uganda in this paper to offer a comparative analysis of the impact of women’s education and empowerment on six household welfare indicators: child labor, child school enrollment, female labor force participation, fertility rate, household food expenditure, and nutrition intake. Comparing the two countries is insightful due to their distinct socio-economic structures and cultural contexts, which might influence the dynamics of women’s empowerment differently. The study utilizes the Ordinary Least Squares (OLS) and Instrumental Variables (IV) regressions and provides a battery of robustness tests. The empirical results show that in a household, the woman’s and man’s education levels are significant determinants of household welfare. However, contrary to common assumptions, the woman’s education does not have a stronger effect than the man’s, and her relative bargaining position has negligible effects on the welfare indicators studied, at least for the cases of Ghana and Uganda. Further sensitivity checks support these findings, suggesting that female education can improve household welfare, but its impact may not necessarily operate through enhanced bargaining power within the household.

International migration and the advent of a new demographic era

AbstractThe paper explores whether international migration is linked to currently decreasing levels of fertility in high birth rates countries, thereby to the advent of a stage of population degrowth at the world's level. Methodology is in two steps. First, a global dataset is assembled comprising 13 variables for each country. For the country itself: emigrant stock, total fertility rate, girls' enrolment rate, women's labour force participation, global gender gap, and income per capita; for a fictitious average region of destination of migrants originating from this specific country, the last six variables. In the second step, links between origin and destination countries in terms of fertility levels and determinants are analysed using bivariate correlations. A remarkable fact emerges, namely national levels of fertility and their determinants vary quasi perfectly parallel at both ends of international migration corridors. Fertility at origin is not correlated to any phenomenon as much as to fertility, girls' school enrolment and gender equity at destination. Three complementary hypotheses explaining this apparently puzzling fact are discussed: transmission of norms by migrants; cultural similarities at both ends of migrant corridors; and congruency between the global diffusion of norms and the global migration of people. The conclusion highlights the original contribution of the paper, both to the demographic discipline (migration should also be dealt with as a remote determinant of fertility) and political debates on migration (erecting barriers to migration works against the preservation of earth).

Overcoming Educational Barriers: Analyzing Root Causes and Solutions for Gender Disparity in Adivasi Education

This paper examines the current state of the gender gap in literacy rates and school education among Adivasi populations in India. Despite significant progress in overall literacy rates in recent decades, Adivasi communities, particularly Adivasi girls, continue to lag behind. We analyze the latest data from the Census of India, National Family Health Surveys, and other government reports to quantify the extent of the gender gap in literacy and school enrollment, attendance, and dropout rates among major Adivasi groups across different states. Root causes including poverty, lack of access to schools, cultural norms, early marriage, and lack of female teachers are explored. The paper also reviews recent government initiatives and welfare schemes aimed at promoting education of Adivasi girls and reducing gender disparity. Based on the analysis, targeted policy recommendations are made to accelerate progress in closing the gender gap and ensuring basic school education for all Adivasi girls in India.

Medical students attitudes towards patients with disability: a scale validation study

BackgroundDisparities in health outcomes among persons with disabilities (PWD) are influenced by preventable factors including negative attitudes and discriminatory practices of healthcare professionals and the limited training of medical students in working with PWD.ObjectiveThe purpose of this study was to validate the “Medical Students’ Attitudes Towards Patients with Disabilities” (MSA-PWD) scale among Lebanese medical students and identify associated factors.MethodA scale validation study was conducted as part of the standard internal evaluation process at the medical school, using a cross-sectional design based on a qualitative content validity process, involving students from years 1 to 4. The study included questions from previous tools, and others encouraging students to reflect on their encounters with PWD and share their insights. Statistical procedures were applied to assess the reliability and validity of the tool, including construct validity, convergent validity, known-group validity, and trend analysis.ResultsAfter a careful selection of the related items, the MSA-PWD scale demonstrated high construct validity and internal consistency, along with good convergent validity and known-group validity. Factor 1 of the scale was able to differentiate between different enrollment years of medical students, correlating with the self-assessment tool for confidence in dealing with PWD and clinical experience scenarios.ConclusionThe “Medical Students’ Attitudes Towards Patients with Disabilities” scale validated in this study is a comprehensive instrument that can distinguish between different medical school enrollment classes. The newly developed scale was valid, and reliable.

Nexus between Foreign Remittance and Secondary Level Private School Enrollment in Nepal: A Comprehensive Analysis

Nexus between Foreign Remittance and Secondary Level Private School Enrollment in Nepal: A Comprehensive Analysis

The Longlasting Program Keluarga Harapan as Conditional Cash Transfer in Indonesia: The Existing Problems and the Policy Recommendations

Program Keluarga Harapan (PKH) is a conditional cash transfer program in Indonesia that requires beneficiaries to meet certain requirements such as school attendance and health checks. Adopted from similar models in Latin America, PKH aims to reduce short-term poverty and invest in the health and education of future generations. Since its launch in 2007, PKH has operated in various regions with different poverty and infrastructure issues. PKH faces several challenges, including mistargeting of beneficiaries and burdensome bureaucracy for the poor. To address this, improvements to the targeting system and simplification of document procedures are recommended. The program has also contributed to reducing stunting through improved nutrition and health education, although health facilities need to be improved. In the education sector, PKH has succeeded in increasing school enrollment and attendance, but has not significantly reduced child labor. In terms of livelihoods, PKH encourages beneficiaries to shift to non-agricultural jobs, although often only casual labor. This study uses descriptive and explanatory designs to describe and explain the evolution of the PKH policy from 2007. Descriptive design is used to describe policy changes that occurred during the period, while explanatory design is used to explain the factors that influence policy changes and their impact on program effectiveness. The results found that there were problems with PKH facilitators including insufficient numbers, high workloads, and low salaries, which affected their effectiveness. To improve the performance of facilitators, new recruitment, regular training, and increased salaries and working conditions are recommended.

Models of the Impact of Socio-Economic Shocks on Higher Education Development

This article is devoted to the analysis of the impact of socio-economic shocks on the dynamics of higher education development. It is substantiated that, on the one hand, higher education influences the development of society and the economy, on the other hand, the development trends of a country provide both opportunities and limitations for its development. An algorithmic model for studying the impact of social and economic shocks on the development of the higher education system (HES) has been developed. To diagnose the relationship between higher education and the socio-economic development of Ukraine and Slovakia, the following indicators were used: GDP per capita, the Human Development Index, school enrollment, tertiary, and net migration. The presence of nonlinear trends in the change in indicators has been shown and portraits of the socio-economic development of the countries have been constructed. To assess the impact of socio-economic shocks on the HES, the time-series decomposition method and cross-spectral analysis were used. The time-series decomposition allowed us to identify cyclical components of indicators, based on applying cross-spectral analysis, and the most significant local harmonics and the lag of their influence on the occurrence of shocks in the HES were determined. The use of the developed models allows us to predict periods of shock points in the HES depending on shocks in the tendencies of GDP per capita and net migration.

Changes and Solutions in the Education Market -- Economic Research Based on Era of Negative Population Growth in China

Abstract: Faced with the current negative population growth in China, the education market will face new challenges and changes. The top priority of the economic downturn in the education market is, first and foremost, to solve the problem of a decrease in the number of students. Based on the reduction of student sources, the supply-demand imbalance in the education market can be analyzed first, followed by several direct reasons, such as social pressure and government fiscal deficits. After identifying the problem, the root cause of the school's student population can be solved based on the problem, or corresponding measures can be taken to alleviate the surplus of teaching staff caused by negative population growth, such as providing no age-limitation or establishing international enrollment, adjusting regional development imbalance in the education field, adjusting teacher resources and the nature of work, and reallocating learning resources. These measures can promote the reform of the Chinese education market, alleviate the financial crisis caused by the decrease in enrollment in Chinese schools, and make the Chinese education market constantly full of vitality and vigor.

Factors affecting school enrolment and attendance for children with disabilities in Bangladesh: Evidence from a cross-sectional survey

In Bangladesh, many disabled children are not attending school. Despite the country’s special policies, laws, and services, most disabled children face a barrier to enrollment in school. To increase the school attendance of children, particularly disabled children, research on barriers to school attendance is essential. It will help to ensure that all children, including those with disabilities, receive an education. This paper will investigate the factors associated with children with disabilities missing school. This study will utilize data from a large sample based on Nationally representative multiple indicator cluster survey 2019 in Bangladesh. The study group included 5024 disabled children ranging in age from 6 to 17 years. To determine the significant covariates for the multivariate analysis, a bivariate analysis was performed. The findings indicate that age of the child, gender, household head sex, education of the household head, area (urban/rural), husband age, whether the husband has more wives, and disability types are all associated with disabled children being absent from school. Using these findings, the government of Bangladesh and other stakeholders should advocate for policies and programs that reduce barriers to education and ensure that all disabled children attend school.

The causal effect of economic freedom on female employment & education

AbstractWhile there are decades of evidence that economically free economies grow faster and are more productive than less free ones, there is less knowledge about the effect of economic freedom on groups that have traditionally been disadvantaged. I study the causal effects of large and sustained jumps in economic freedom on women's labor force participation and primary school enrollment. I find that these jumps have a positive and statistically significant effect in both cases–economic freedom is good for women's labor force opportunities and female education.

Revisiting resistance: student diaries and educational aspirations in Colonial Korea (1920–1945)

ABSTRACT This article examines the intricate interplay of educational enthusiasm, conformity, and resistance amongst Korean students during the Japanese colonial period (1920–1945). It explores how Japan’s governance shift in the 1920s, which extended schooling years and introduced co-education, elicited mixed responses from Korean students, ranging from compliance to various forms of resistance. By examining student diaries, this study unravels the complexities of educational aspirations and resistance and challenges traditional binary views of colonial educational history. The research highlights the heightened educational zeal in the 1920s and 1930s, characterised by increased school enrolment and fierce competition for admissions. The diaries provide insight into students’ reactions to colonial policies, blending aspirations for advancement with subtle forms of resistance. In analysing diary entries, this paper uncovers how increases in student enrolment and rising educational aspirations reflect both conformity with and resistance to colonial policies. Explicit resistance, more prominent in the 1920s, was replaced by implicit forms as militarism intensified in the 1930s. This study categorises resistance into organised (overt) and disorganised (covert) forms, with the latter including subtler forms of opposition, such as disquieting, indirect, and silent resistances. The diaries examined in this study reflect the dual life experiences of students, who adhered to public norms while nurturing private dissent. Manifestations of resistance ranged from disquieting actions to metaphorical defiance and strategic silence, which illustrates students’ complex navigation between external conformity and internal rebellion. This understanding of compliance and resistance, encompassing overt acts and subtle unspoken forms, underscores the need for a comprehensive view of educational aspirations during this historical period.