Pupil Enrolment Research Articles

Impact of school feeding programme on access to basic education: the case of South Tongu district of the Volta region, Ghana

The study examined the influence of the school feeding programme on access to basic education in the South Tongu District in the Volta Region, Ghana. Mixed method research approach was employed to conduct the study. Stratified random sampling and purposive sampling procedures were used to select 213 respondents for the study. Questionnaires and interviews were used to collect the data for the study. Data gathered through questionnaires were analysed using descriptive statistics such as percentages and frequencies while interview data analysis was done using the thematic approach. The results of the study showed that the school feeding programme has a significant influence on increased enrolment, attendance and retention of pupils in the South Tongu District. However, the implementation of the programme has put pressure on teaching and learning resources as well as increased teacher-pupil ratio. The study therefore, recommended that the government, implementation ministries and agencies should increase the existing human, physical and financial resources for the school feeding programme to be sustained.

SELECTED FACTORS INFLUENCING THE IMPLEMENTATION OF SUBSIDISED PUBLIC SECONDARY SCHOOL EDUCATION IN BURETI SUB- COUNTY, KERICHO COUNTY, KENYA

In the last decade, the government of Kenya has emphasized the provision of education as a leading policy initiative. As a result, the government instituted the Free Primary Education (FPE) in the year 2003, which resulted in high enrolment of the pupils at the Primary level. However, costly school fees were found to be a major reason that the vast majority of primary graduates could not attend Secondary schools because their families could not afford the cost. The provision of Subsidized Secondary Education (SSE) is very important in Kenya given that the country is a low income one. SSE policy was launched in 2008 with an aim of ensuring that all primary pupils from class eight are able to continue well with secondary education. There are limited studies on the SSE programme currently and it is against this background that this study sought to shed more light on the programme. The purpose of this study was to establish factors influencing implementation of SSE policy on access and retention of education in public secondary schools in Bureti Sub-County . The study aimed at establishing the factors that influence effective implementation of free secondary education in public schools in Buret Sub-County, in Kericho County, Kenya. The study adopted a descriptive survey research design. The target population was the school Principals/Deputy Principals, Teachers, Sub-County Director of Education, District Quality Assurance and Standard Officer. Simple random, systematic and stratified sampling procedures were used. Both qualitative and quantitative data was collected from the study. Data analysis was done using descriptive statistics after data cleaning and coding. Quantitative data was analyzed using frequency counts, means and percentages while qualitative data was analyzed thematically. Results of data analysis were presented using frequency distribution tables, bar graphs and pie charts. SPSS program was used in the analysis. The findings show that the major challenges facing implementation of FSE includes; Delay in disbursing the SSE funds, over enrolment of students leading to strained physical facilities, inadequate facilities, lack of funds from the government for expansion, acute teacher shortage, poor cost sharing strategies. Key intervention measures for mitigating the identified challenges includes; Government to release funds in good time to avoid straining relations between suppliers and schools management, increasing bursaries support from M.O.E, NGOS, CDF for continuing students, providing clear policy on fund disbursement and increasing FSE allocation per student among others. Article visualizations:

Assessing the effects of World Vision Ghana education project interventions on beneficiaries in the Saboba district of Ghana

Enrolment, Performance and Retention are the key elements in providing quality education and building the skills and technical expertise of its human resource. The roll out of quality education is however thwarted by some challenges and therefore there is the need for concerted efforts on the part of Private Sector, Public Sector and Non-Governmental Organizations (NGOs) to collaborate and contribute to achieving this excellence. The study sought to examine the effects of World Vision Intervention education component on the project beneficiaries at the basic school level in the Saboba district of northern Ghana. The investigation sought to give answers to various inquiries like : perception of stakeholders on the effectiveness of the project, effect of the project on academic performance, school enrolment as well as the challenges associated with the implementation of the intervention Program. The approach to the study was eclectic. Results revealed that more than two-thirds of the stakeholders identified Water and Sanitation, and Education as the priority areas of World Vision. It also attributed the appreciation of enrolment to sponsorship packages enjoyed by beneficiaries and the aggressive mount of enrolment campaign drives. However, increase in enrolment did not translate into performance, as percentage of pupils graduating from the basic school level to higher levels of academic was not impressive. The situation worsened as the performance of the girl child continues to lag compared to their boys counterparts. The study suggests that development actors should incorporate pupil enrolment campaign Programs into their mainstreamed local Programs, with much emphasis on quality instructional delivery as this will enable pupil to climb higher educational ladder. Also, consultation strategy should be incorporated into donors’ agencies Programs to encourage stakeholders to fully participate at each stage (design to implementation) of the Program since that will allow optimal achievement of the intended goals.

School Choice to Lower Secondary Schools and Mechanisms of Segregation in Urban Finland

We explore the interconnections of pupil admission and school choice with the socioeconomic composition of schools in the city of Espoo, Finland. We analyze pupil enrollment from residential areas, and compare the schools’ expected and actual socioeconomic profiles using GIS software (MapInfo). Social-diversification mechanisms within urban comprehensive schooling emerged: Distinctive choices of language and selective classes are made predominantly by pupils from residential blocks with higher socioeconomic profiles. The role of urban segregation in school choice seems to be stronger than predicted. As mechanisms of educational distinction accompanied with grouping policies, choice leads to socioeconomic segregation across and within schools.

Can public policies lower religiosity? Evidence from school choice in France, 1878–1902

This study analyses the effects of public policies on religiosity by focusing on the enrolment of pupils in French Catholic primary schools between 1878 and 1902. During this period, the government increased public spending and made school attendance free and mandatory until the age of 13. The empirical analysis presented here suggests that greater public spending had no substantial effect on the enrolment in Catholic schools. By contrast, mandatory schooling laws had a negative, but quantitatively limited, impact. The overall resilience of Catholic schooling is traced to the political divide created by the 1789 French Revolution.

ENROLMENT PROJECTION AND COST IMPLICATION OF UNIVERSAL BASIC EDUCATION IN NIGERIA

The paper evaluated implementation of the Universal Basic Education (UBE) scheme for the first ten years of implementation, 2002-2012. Pupil enrolment for the period was projected and the cost implication of implementing the scheme estimated to guide government assess its ability to continue the implementation of the scheme, review its strategies of implementation or even abandon the scheme like the previous experiment with UBE scheme. The two research questions raised for the study were answered using documentary analysis, models and descriptive statistics. The result of analysis showed that over 46 million children would have been enrolled in schools and N52.9 billion spent annually if the scheme had been effectively implemented. The sight of basic school-going aged children at motor parks, markets and hawking along major streets during school hours suggests that the implementation of the scheme has not effective. It was therefore recommended among others that government should concentrate only on the supply and management of basic education in order to garner adequate funds to sustain its implementation and, allow private individuals and non-governmental organizations to supply and manage other levels of education.

Examining activity-based learning (ABL) practices in public basic schools in the northern region of Ghana

Background: Ghana has been the testing ground for many teaching and learning initiatives over the past 15–20 years. These initiatives, largely funded by donors, have sought to improve learning by introducing and reinforcing valuable teaching skills, materials and approaches, most of them child-friendly, learner-centred and involving activity-based learning (ABL). However, a problem in Ghana, also true of other countries in sub-Saharan Africa, is that whereas efforts over the past few decades have improved access to basic education in both pupil enrolment rates and teacher numbers, educational quality as measured by standardised test scores in key subject areas remains rather low.Purpose: This article reports on an aspect of a DfID (Ghana) – sponsored research project which examined how the quality of teaching and learning in Ghanaian basic schools could be improved through the utilisation of ABL pedagogy. The current article examines three overarching themes relative to ABL pedagogy, namely how participants conceptualise ABL; ways in which ABL practices reveal themselves in classrooms; and challenges of ABL practices in Ghanaian schools.Sample: Participants (comprising representatives of Colleges of Education, District Directors and frontline Deputy Directors of Education, headteachers and teachers) were drawn using purposive sampling technique from eight schools from within four districts of the northern region of Ghana.Design and Methods: A case study approach was adopted for the study. Data collection took the form of semi-structured interviews, focused group discussions and observation of ABL practices and lessons in selected schools. Data analysis was undertaken using a ‘processual analytical approach’ with the view to catching realities of ABL practices in the Ghanaian educational setting.Results: Our analysis reveals that whereas the literature on ABL emphasises multi-tasking and group work as essential ingredients of ABL pedagogy, the respondents conceptualised this as meaning pupils working on the same activity-related tasks at the same time in groups. Similarly, we found that, ideally, ABL practices reveal themselves through classroom practices such as display of pupils’ work in classrooms, organisation of the seating arrangements of pupils in groups, use of teaching and learning materials, formative assessment and activity-oriented lessons among others. However, in almost all the schools and classrooms we visited, these essential ingredients were missing owing to congestion and lack of furniture and logistics.Conclusions: We conclude against the backdrop of our findings that ABL techniques can be utilised more effectively in Ghanaian schools if its practices are initially promoted in model schools, for lessons to be learned, and then scaled-up as expertise is established in these model schools.

The Right to Education in Minority Languages in Bosnia And Herzegovina: The Case of Roma Minority

The Roma right to education is guaranteed in the constitution of BiH with the same right to have education in the Romani language as well. Although evidence from research and studies conducted by state and non state institution provides data that firstly Roma enrolement in the educational system is very low and secondly Romani language is almost not learned in any school of the country. This situation fells the domestic provisions of the right of education in the language of different citizens of the country and the international standards that the BiH have ratified and incorporated in its domestic legal provisions. This problem has been a concern for almost 10 years, handled from state institutional mechanisms prespective and non governmental organizations. Policy strategy have been proposed and mechanisms have been deployed in order to foreseen the situation but evidence provides that positive shift toward this issue is very low and with less projection for the future. This policy paper provides a policy solution on short to medium term perspective proposing “Encouraging greater Roma participation in primary, lower secondary and post-compulsory education”. In order to deal with policy proposal I argue for this following recomendations: 1).Supporting enrolement of Roma children, creating more facilitative process of enrolment of pupils. 2).Creation of special classes within the school rather special school –3).Budgetary Fund for Roma Education .4) Romani classes goal –. Creating tertiary education curricula in order to have specialists to teach Romai in primary or secondary schools. DOI: 10.5901/ajis.2015.v4n2p441

Factors Affecting Primary School Enrolment and Retention of Pupils in Kotido District, Uganda

This study investigated factors that affect enrolment and retention of pupils from Primary one until Primary seven and the study was inclined towards an interpretive paradigm. A total of 177 respondents participated in the study and 108(61%) were male while 69(39%) were female. Face to face interviews and focus group discussions were used to collect data. The study elicited an understanding of the multifaceted nature of the factors affecting enrolment and retention of pupils in schools in Kotido district, Uganda. Results show that the majority of factors are culture related: pastoral lifestyle, strong cultural values, negative attitude towards education and engagement in domestic work. Other factors included social economic characteristics and environmental factors among others. Future strategies to improve enrolment and retention in schools should be broad based to address Karimojong people’s culture as well as socio-economic characteristics. DOI: 10.5901/mjss.2014.v5n8p423

Effect of Government Interventions on Primary School Pupils’ Enrolment and Retention in Kotido District, Uganda

Attainment of basic education is one of the most effective processes towards improving human capital for social and economic development. In order to ensure educational attainment, numerous interventions have been designed globally and at national levels. This study investigated the effect of selected government interventions (GI) on enrolment and retention of pupils in primary schools in Kotido district in Uganda. The study employed a quantitative approach and a correlational design. Data were collected from 78 participants using a semi-structured questionnaire. In addition, document analysis was used to collect enrolment data from schools and the District Education Office. Data were analysed using descriptive and inferential statistics. The results show that district gross enrolment increased by 55.4% but gross enrolment accounted for less than half of the number of school-age children and the retention ratio was less than 10%. There was no significant correlation between government interventions and enrolment as well as retention. These findings suggest that the effective participation of Karimojong children in the development process will remain low unless the government strengthens the existing interventions and designs new strategies to improve education attainment. DOI: 10.5901/mjss.2014.v5n8p354

A Mathematical Modeling of School Feeding Programme in the Asem – Kumasi Cluster of Schools in Ashanti Region of Ghana

This paper sought to study and examine the need to investigate with quantitative data whether the objectives of higher enrolment has been met with the introduction of School Feeding Programme in the Ashanti region of Ghana. Time series analysis was used to analyze the data obtained. A best fit model was found by using the Box Jenkin’s approach to time series analysis. Time series and forecasting has been used to model and forecast the enrolment of pupils of schools which were currently enrolled on the Ghana School Feeding Programme with Asem Cluster of Schools as a case study. The forecasted number of pupils who will be enrolled were obtained by using ARIMA (3, 1, 3) model. The AIC for the best selected model was calculated as 1236.17. The study concluded that the school feeding in the region should be continued to attract more pupils.

A cluster-randomized trial assessing the impact of school water, sanitation and hygiene improvements on pupil enrolment and gender parity in enrolment

We employed a cluster randomized trial design to measure the impact of a school based water, sanitation, and hygiene (WASH) improvement on pupil enrollment and on gender parity in enrollment, in primary schools in Nyanza Province, Kenya (2007-2009). Among schools with poor water access during the dry season, those that received a water supply, hygiene promotion and water treatment (HP&WT) and sanitation improvement, demonstrated increased enrollment (β=0.091 [0.009, 0.173] p=0.03), which translates to 26 additional pupils per school on average. The proportion of girls enrolled in school also increased by 4% (prevalence ratio (PR)=1.04 [1.00, 1.07] p=0.02). Among schools with better baseline water access during the dry season (schools that didn't receive a water source), we found no evidence of increased enrollment in schools that received a HP&WT intervention (β=0.016 [-0.039, 0.072] p=0.56) or the HP&WT and sanitation intervention (β=0.027 [-0.028, 0.082]p=0.34), and there was no evidence of improved gender parity (PR=0.99 [0.96, 1.02] p=0.59, PR=1.00 [0.97, 1.02] p=0.75, respectively). Our findings suggest that increased school enrollment and improved gender parity may be influenced by a comprehensive WASH program that includes an improved water source; schools with poor water access during the dry season may benefit most from these interventions.

Factors Inhibiting Effective Management of Primary Schools in Nigeria: The Case of Ebonyi State

This study aimed at identifying some of the problems militating against effective management of primary schools in Afikpo South local government area in Ebonyi State of Nigeria. A self-administered questionnaire containing eight research questions with twenty-four (24) questionnaire items was utilised for this study. The study found, among others that, high numbers of enrolment put pressure on meagre school facilities, while heads of schools, teachers and pupils are affected by a general lack of facilities. This is exemplified by some schools where classes took place outside the normal classrooms and in some cases, outside the school compound. The authors insist that provision of adequate and qualified teachers must be a conscious programme of both government and heads of schools because the successful administration of primary schools is possible with qualified and dedicated teachers, well equipped primary schools, expansion of schools to accommodate the increasing enrolment of pupils and a co-operative community incorporating parents of pupils.

Has the "Ambition Success Networks" Educational Program Achieved its Ambition?

This paper evaluates the French RAR program (Reseaux Ambition Reussite or Ambition Success Networks), a junior high school program started in 2006 which intended to concentrate means and funds on well-chosen disadvantaged junior high schools. We use the criteria of eligibility to estimate a regression discontinuity model. For evaluated junior high schools, the increase in per-pupil teaching hours, and the decrease in class size are disappointing. Our results also suggest that the program may have had a negative effect on teacher and pupil enrollment. Both the proportion of older teachers and the proportion of poorly qualified teachers have increased and the pupils' achievement has decreased in Grade 9, the final year of junior high school. The RAR program has increased the disparity of teachers' characteristics and of pupils' ability between schools.

THE INFLUENCE OF FREE PRIMARY EDUCATION ON KENYA CERTIFICATE OF PRIMARY EDUCATION PERFORMANCE IN KENYA

The origin of Free Primary Education (FPE) can be traced back to the 1948 Declaration of Human Rights where basic education was recognized as a human right. The current FPE programme was launched in 2003 and it led to an overwhelming enrolment of pupils at the primary level of education. Such a soaring enrolment is feared to have compromised the Kenya Certificate Primary Education (KCPE) performance, which is a key indicator of quality education. The study therefore aimed at determining the influence of high enrolment on; the ability of teachers to offer quality instruction; learning resources; management of pupils’ discipline and suggestion on how to improve FPE in light of KCPE performance. The paper assessed FPE on KCPE performance in Kaptama Division, Mt. Elgon District, Kenya. The researcher used descriptive survey design. A sample of 310 respondents consisting of 253 standard eight pupils, 40 teachers, 13 head teachers and 4 education officers was used. The main tools of data collection were a questionnaire and interview schedule. Document analysis was also used in the study. Data analysis involved the use of frequencies, percentages, tables, chart, graphs and description. The findings of the study established that implementation of FPE led to high enrolment which witnessed high pupil - teacher ratio and ill-discipline among pupils. It has also led to inadequate learning facilities (classrooms, desks and chairs), fewer tests for pupils which lack in content and depth and increased work load among teachers. This has in turn compromised KCPE performance. Constant inspection should be carried out by the Ministry of Education for the success of the programme. Key words: free primary education, assessment, Kenya Certificate of Primary Education.

A primary-school-based study to reduce prevalence of childhood obesity in Catalunya (Spain) - EDAL-Educació en alimentació: study protocol for a randomised controlled trial

BackgroundThe EdAL (Educació en Alimentació) study is a long-term, nutrition educational, primary-school-based program designed to prevent obesity by promoting a healthy lifestyle that includes dietary recommendations and physical activity.The aims are: 1) to evaluate the effects of a 3-year school-based life-style improvement program on the prevalence of obesity in an area of north-west Mediterranean 2) To design a health-promotion program to be implemented by health-promoter agents (university students) in primary schools.Methods/Design1) The intervention study is a randomised, controlled, school-based program performed by university-student health-promoter agents. Initial pupil enrolment was in 2006 and continued for 3 years. We considered two clusters (designated as cluster A and cluster B) as the units for randomisation. The first cluster involved 24 schools from Reus and the second involved 14 schools from surrounding towns Cambrils, Salou and Vilaseca combined in order to obtain comparable groups. There are very good communications between schools in each town, and to avoid cross influence of the programs resulting from inter-school dialogue, the towns themselves were the unit for randomisation. Data collected included name, gender, date and place of birth at the start of the program and, subsequently, weight, height, body mass index (BMI) and waist circumference every year for 3 years. Questionnaires on eating and physical activity habits are filled-in by the parents at the start and end of the study and, providing that informed consent is given, the data are analysed on the intention-to-treat basis.The interventions are based on 8 nutritional and physical activity objectives. They are implemented by university students as part of the university curriculum in training health-promoter agents. These 8 objectives are developed in 4 educational activities/year for 3 years (a total of 12 activities; 1 h/activity) performed by the health-promoter agents in primary schools. Control pupils follow their usual activities.2) Courses on education and promotion of health, within in the curriculum of medicine and health sciences for university students, are designed to train health-promoter agents to administer these activities in primary schools.DiscussionThis controlled school-based intervention will test the possibility of preventing childhood obesity.Trial registration numberISRCTN: ISRCTN29247645

The Role of Multi-Grade Teaching in Enhancing the Participation of Rural Children in Basic Education

Schools in rural communities are characterised by poor pupil enrolment, inadequate teacher supply and a general lack of teaching facilities and materials, because of which many children are left out of school and the few in attendance experience little or no learning. This paper situated these problems within the general pattern of exclusion suffered by rural dwellers arising from the associated factors of poverty, demographic constraints, and official neglect. This situation is not only contrary to the tenets of Education for All (EFA) but also poses a threat to the realisation of the goals of Nigeria’s Universal Basic Education (UBE) programme. The paper, therefore, examined how Multi-Grade teaching with its inherent features of efficiency, low cost, flexibility, and strong linkages with communities can help in addressing the basic learning needs of rural children. The paper also examined the challenges of using Multi-Grade teaching in basic education delivery and made appropriate recommendations.

Problems and issues in the financing and management of basic education in Akwa Ibom State

Determines and analyses the constraints on the financing and management of basic education in Akwa Ibom State, Nigeria. A survey design, developed into 17 modules and administered as interview schedules, was used to collect the data from respondents. At all levels of basic education, there was inadequate funding for the provision of physical and instructional facilities. This affected the management of basic education because of poor morale of teaching personnel, declining enrolment of pupils and students, except women in adult education classes. Financial support was very disappointing. Recommends that local government areas, state government, NGOs and communities should complement the efforts of the Federal Government by contributing towards the development of basic education, especially at primary and adult levels.

The paradox of black pupil enrolment growth rates in South African schools: A rejoinder

The paradox of black pupil enrolment growth rates in South African schools: A rejoinder

The paradox of black pupil enrolment growth rates in South African schools: Reply

In this paper, an outline is presented of a paradoxical feature of past trends in the demand for and supply of schooling to the Black population of South Africa. The paradox is that demand for Black schooling increased despite disincentives to do so under the apartheid policy. As background, a brief historical review of the provision of schooling to Blacks is also presented.