Expansion Of Primary Education Research Articles

Benefits of enhanced access to education in Tanzania

Motivation Expanding access to education is a desirable policy. Tanzania implemented Universal Primary Education (UPE) in 2001 and expanded secondary education in 2006. However, evidence that UPE delivers benefits in educational attainment or earnings is scarce. We investigate if the enhanced access to education (EAE) in the 2000s benefitted the youth able to complete more schooling, those aged 15–25 in 2018. Purpose There is evidence that expansion of primary education in Tanzania in the 1970s increased the incomes of the individuals who benefitted. We compare households headed by youth aged 15–25 and by adults (aged over 35) in 2001 and 2018 to identify benefits of EAE. Methods and approach Household welfare is measured as consumption per adult equivalent relative to the national poverty line using Household Budget Survey data for 2001 and 2018. We examine whether welfare differences comparing youth-headed and adult-headed households in 2001 and 2018 are attributable to differences in educational attainment of youth due to EAE using regression analysis and decomposition methods. Findings The increase in youth educational attainment by 2018 is a significant factor explaining the increase in welfare of youth-headed households between 2001 and 2018. If the youth in 2001 had the same education endowment as their 2018 counterparts, their relative welfare would have been about a quarter higher. If adults had the same level of educational attainment as the youth, their welfare would have been about a third higher in 2018. Policy implications Expanding access to education via EAE had a positive effect on the welfare of youth, represented by those who were heads of households, in Tanzania due to increased years of schooling, providing support for implementing policies that improve access to schooling. Benefits are greatest for younger youth, aged 19–24 in 2018. Returns to schooling declined, suggesting that growth in demand for skilled labour did not match the supply of educated entrants to the labour force.

Railroads and Reform: How Trains Strengthened the Nation State

AbstractThis paper examines the relationship between the coming of the railroads, the expansion of primary education, and the introduction of national school curricula. Using fine-grained data on local education outcomes in Sweden in the nineteenth century, the paper tests the idea that the development of the railroad network enabled national school inspectors to monitor remote schools more effectively. In localities to which school inspectors could travel by rail, a larger share of children attended permanent public schools and took classes in nation-building subjects such as geography and history. By contrast, the parochial interests of local and religious authorities continued to dominate in remote areas school inspectors could not reach by train. The paper argues for a causal interpretation of these findings, which are robust for the share of children in permanent schools and suggestive for the content of the curriculum. The paper therefore concludes that the railroad, the defining innovation of the First Industrial Revolution, mattered directly for the state's ability to implement public policies.

Gender wage gap in the agricultural labor market of India: An empirical analysis

Abstract. The gender wage gap in the agricultural labor market is observed in all the states of India. This paper will try to identify possible policies which can reduce this gender wise wage discrimination in agricultural labor market. We consider the period between 2010-11 to 2015-16 and 18 major states of India. The possible factors which can create an impact on gender wage gap are the expansion of MGNREGP, Self Help Group, primary education among rural women, expenditure on the social sector as a percentage of Net state domestic products and the cropping intensity. It initially assumes that Cropping Intensity of a state in a specific time is very much dependent on the net irrigated area of that state in that time. Our endogeneity test supports our claim. So, Instrumental variable method is applied in our Fixed Effect panel regression. The result shows that expansion of primary education among women, the number of self-help groups in the state and enhancement of cropping intensity through improving irrigation facility can play a significant role to reduce the male and female wage discrimination in the agricultural labor market in India. But participation of women in MGNREGP and social sector expenditure as a percentage of NSDP fails to create any impact on the gender wage gap. Keywords. Agricultural labor market, Gender wage gap, Panel data, Instrumental variable. JEL. C23, C26, J16, J43.

Mapping inequality in access to meaningful learning in secondary education in Ethiopia: implications for sustainable development

ABSTRACTThe rapid expansion of primary education in Ethiopia has enabled most children to attend primary education—or at least to start schooling. This expansion, however, is largely “symbolic” rather than “substantive” where “substantive” refers to access that generates meaningful learning. The article explores spatial inequality in access to meaningful learning in secondary education in Ethiopia with a particular focus on the Amhara region, and addresses the question: Is substantive learning equitably distributed? To operationalise this question, “access-to-learning” is conceptualised using a new method of constructing a learning-oriented measure of educational quality that combines grade survival (access) and test score (quality). Moreover, the “zones of exclusion” framework has been used to see the systematic loss of students from the education system at different points in time. Using GIS tools, the extent of spatial inequality in access-to-learning was determined by mapping the proportion of students who achieved the required level of performance, and geographical variation in the distribution of inequality factors. The paper concludes with implications for educational policy and planning and recommendations for further research.

Um marco no ensino secundário do estado da Paraíba: o Colégio Estadual de Campina Grande (1948-1953)

O presente artigo tem como objetivo discutir a criação e aspectos da implantação do Colégio Estadual de Campina Grande-PB, um marco na história do ensino secundário paraibana, durante a República. Quanto ao recorte temporal, focalizamos o período de 1948 a 1953. O ano de 1948 porque foi proposto oficialmente a construção desse colégio, e, o ano de 1953, por ser o momento que o estabelecimento de ensino foi inaugurado e passou a funcionar em prédio próprio. Metodologicamente, realizamos pesquisa bibliográfica e análise documental. O principais referenciais foram: Bourdieu (1996), Le Goff (1996), Saviani (2007), Sanfelice (2007) e outros. Quanto às fontes, trabalhamos com jornais, anuários, mensagens presidenciais; mensagens de governadores; livros de memorialistas. Em linhas gerais, destacamos que esse feito na cidade de Campina Grande se tratou de um acontecimento grandioso que principiou, no interior da Paraíba, o funcionamento de uma instituição pública de ensino secundário de qualidade. No que tange a sua implantação, ponderamos que foram, três indícios que motivaram essa instauração, a saber: a política educacional de expansão do ensino secundário público; a demanda populacional de Campina Grande; e a expansão do ensino primário na Paraíba e, de forma específica, em Campina Grande.

Outpatient Health Service Utilization in Pastoralist Communities of South Omo Zone, Southern Ethiopia

Background: Almost all pastoralist communities in Sub- Saharan Africa are living in arid and semi-arid areas and are mobile to search water, grass and suitable place for themselves as well as for their livestock. Their mobility is a strategy to manage efficiently the uncertainty in a fragile environment where settled life is risky. Studies show that mobility renders the utilization of health and other social services rather difficult. Outpatient service utilization pattern in pastoralist communities in Ethiopia has not been studied. Available data are very few and mostly institution based. Methods: A cross-sectional study was conducted on 771 people, from February to March 2012, in three pastoralist woredas (districts) of the South Omo Zone, which is located in the south western part of Ethiopia. The study employed both quantitative and qualitative data collection methods. The quantitative data was collected by the use of a pre-tested questionnaire by interviewers trained for this purpose. Focus group discussions were carried out for collecting the qualitative data. Systematic sampling technique was used for household selection. Data entry, editing and analysis were done using SPSS for window version 16.0 statistical programs. Ethical clearance was obtained from Jimma University Collage of Public Health and Medical Science Ethical Review Committee. Results: Out of the 771 study participants 21.5% were female and 78.5% were male. 86.9% were illiterate and 13.1% had elementary education. 94.2% were followers of traditional and cultural beliefs and 5.8% were protestant. The mean age was 35 years. A total of 536(69.5%) individuals (414 males and 122 females) reported to have at least one episode of illness within the one year recall period. With regard to response to illness episodes, 242(45.1%) reported that they were self-treated, 217(40.5%) went to traditional healers, and only 77(10%) used modern health facilities. The main factors affecting outpatient utilization were distance and level of household literacy. Conclusion: The findings show very low utilization of services among mobile pastoralists in South Omo Zone, Southwest of Ethiopia. The main factors affecting outpatient utilization was distance and level of household literacy. Reducing distance of health facilities and expansion of primary education are recommended.

Elite strategies and incremental policy change: The expansion of primary education in India

This article analyzes India's recent enactment of universal primary education. This programmatic policy change is puzzling given the clientelistic features of Indian democracy. Drawing on interviews and official documents, I demonstrate the catalytic role of committed state elites, who introduced incremental reforms over three decades. These officials operated beneath the political radar, layering small‐scale initiatives on top of the mainstream school system. Following India's globalization in the 1990s, support from the World Bank gave committed officials the political opportunity to experiment with new programs in underperforming regions, which they progressively extended across the country. These incremental reforms supplied the institutional blueprint for India's universal primary education program. Along with state initiative from above, civil society mobilized from below, using the judiciary to hold the state legally responsible for policy implementation. Reforms exposed acute gaps in service delivery, propelling new civic demands for state accountability.

Various Conflicts Emerging in the Process of Quality Improvement in Secondary Schools in Western Kenya: Decisions by Schools and Students

Schooling has been rapidly expanding even in sub-Saharan African countries, with many studies now paying more attention to the issue of the quality of education. In Kenya, the demand for secondary education has been increasing along with the expansion of primary education. The net enrollment rate in secondary education increased by more than 20% within ten years and the gross enrollment rate reached 68% in 2012. Public secondary schools are not equal and can be divided mainly into three categories: national, county and sub-county schools, based on their administrative levels and merits. Sub-county schools, which are at the bottom level, have been recently mushrooming and have significantly contributed to increasing access to secondary education. Although the school fees of those sub-county schools are generally lower than that of other middle- or top-level schools, the quality of education, which is understood in many ways, provided in sub-county schools is generally regarded as low. Therefore, leavers from these schools often confront difficulties in proceeding to higher education, taking up decent jobs and escaping poverty.

The Economic Geography of Human Capital in Twentieth-Century Latin America

In this paper we present results for educational achievement in the different economic regions of Latin America (Big countries: Mexico and Brazil; Southern Cone; Andean countries; Central America; and others) during the twentieth century. The variables we use to measure education are average years of education, literacy, average years in primary school, average years in secondary school, and average years in university. To attain a broader perspective on the relationship of education with human capital and with welfare and wellbeing we relate the educational measures to life expectancy and other human capital variables and GDP per capita. We then use regressions to examine the impact of race and ethnicity on education, and of education on economic growth and levels of GDP per capita.The most significant results we wish to emphasize are related to the importance of race and racial fractionalization in explaining regional differences in educational achievement. Southern Cone countries, with a higher density of white population, present the highest levels of education in average terms, while countries from Central America and Brazil, with a higher proportion of Indigenous Americans and/or blacks, have the lowest levels. In most countries the major improvements in educational achievement are: the expansion of primary education during the first half of the twentieth century, and the expansion of secondary education after 1950. In all cases, average years in university are low, despite improvements in university quality during the last decades of the century when professors exiled during dictatorships returned to their countries of origin. International comparisons (continental averages for years of education weighted by country population size) place twentieth-century Latin America in an intermediate position between the USA and Europe at the top, and countries from Asia and Africa at the bottom.

<b>A Educação nas Páginas da Imprensa Católica (Ribeirão Preto-SP, 1949-1959)

Este texto analisa as representações sobre educação veiculadas na imprensa católica entre 1949 e 1959, período de redemocratização da sociedade brasileira, no qual ocorreu uma grande expansão do ensino público, resultando na contenção da educação confessional e nos embates entre católicos e liberais em torno da discussão da Lei de Diretrizes e Bases. Para a análise, tomamos como referência o jornal Diário de Notícias que circulou na cidade de Ribeirão Preto, interior do estado de São Paulo, publicado pela Cúria Diocesana. O estudo assinala como a imprensa católica abordou a temática da infância, os objetivos e a expansão do ensino primário, a inserção das classes populares na escola, a Campanha de Alfabetização de Adultos e as finalidades do ensino secundário propedêutico ou profissionalizante, apresentando posições conservadoras, pautadas na valorização dos valores cívico-patrióticos e na formação religiosa como fundamento da família e da sociedade.

School Fees and Access to Primary Education: Assessing Four Decades of Policy in Sub-Saharan Africa

In this article, we examine the relationship between primary school fees and education quality and access over the past forty years in seven sub-Saharan African countries. School fees were introduced as a means for revenue-constrained governments to fund the improvement and expansion of primary education. Recently there has been a move towards their abolition. We find that the introduction of fees decreased primary school enrolment, without achieving significant quality improvements. We also discuss the impact on quality of the major increases in enrolment following the abolition of school fees and identify the government funding shortfall amplified by this policy change.

Play and Literacy: Six-year-old Children in Elementary Education

The investigation of play and literacy was based on monitoring data of five classes of six-year-old ch ild ren fro m 2006 to 2010, and an analysis of the teaching plan: performance records of children, interviews with parents; oral testimony of children, teacher records and reports from the toy library. The data indicates the relevance of the curriculu m with activity, med iation and use of imaginary p lay and games with the support of signs and artifacts. The research found that mediation is most appropriate when there are t wo teachers for imp lementing activ ities related to the pedagogy of games for literacy. The study addresses the use of play and games in literacy for child ren of six years in the elementary school i and the analysis of the concepts of activity, play and mediat ion, under the historical-cu ltural perspective. The changes in the education system that incorporated six-year-o ld ch ildren - who previously attended pre-school at that age - into elementary school justifies the need to prepare proposals for adapting the education of these children through play and the acquisition of new knowledge that is required for entering elementary school level . The experiment was conducted by means of the collaborative work of researchers and teachers of the School of Education at the University of Sao Paulo (FEUSP) and the Application Scholl (EA) . The intention to expand the elementary school period fro m eight to nine years had already been announced in the National Education Law of Gu idelines and Bases no. 9394/96. In 2001, the National Education Plan indicated the national education goal of bringing forward the compulsory, free education to the age of six. This public policy began to be planned in 2004, and was included in the texts published in subsequent years, and 2010 was established as the limit for its deployment throughout the country. The reasoning for the expansion of primary education to nine years is based on the urgency of building an inclusive, civic, supportive and quality school for all, and on greater time spent in school(1,2,3).

Hasan Fehmi Paşa’nın Aydın Valiliği Döneminde Eğitim-Öğretimde Düzenlemeler

The statesman Hasan Fehmi Pasha served as governor in the late 19th Century Ottoman Empire. The studies concerning his services in the provincial administration especially during his governorship in Aydin province are very brief and reproduced one the other. Futhermore we do not know much about his personal history. During his Aydin governorship almost for three years, he accomplished great success particulary in the expansion of primary education and the opening of apprentice traning schools. Hasan Fehmi Pasha established the arrangements related with primary education and apprentice training schools together with the rules, which would be implemented in these schools, and their syllabus. This article concerns his activities related with this subject.

Main and Interaction Effects of Women's Education and Status on Fertility: The Case of Tanzania

The analysis is based on individual 1996 TDHS data combined withaggregate data from the 1988 census and the 1991/1992 TDHS. When varioussources of spuriousness are taken into account, it is found that giving awoman more education reduces her fertility much less than suggested byunivariate tabulations of the total fertility rate. Expansion of primaryeducation contributes to only a slightly higher age at first birth, and theeffect on higher-order birth rates is not significant. Changes in post-partum insusceptibility outweigh those in fertility desires and use ofmodern contraception among women not wanting an additional child.Secondary school enrollment influences fertility more markedly, inparticular because of a later first birth. Effects of women's status areestimated in models for actual fertility as well as fertility desires, post-partum insusceptibility and contraceptive use, using up to six macro- ormicro-level indicators. All significant effects suggest that empowerment ofwomen will tend to push fertility down, net of education. The significantinteractions between women's status and education point in differentdirections, but a majority of them indicate that education has the mostpronounced effect on fertility in the more egalitarian regions and amongwomen with relatively high individual status.

Review Articles : Women Teachers in Control? Findings on Expansion of Primary Education in Nineteenth-Century France

Review Articles : Women Teachers in Control? Findings on Expansion of Primary Education in Nineteenth-Century France

Center-State Relations in Financing Education in India

Previous articleNext article No AccessFocus on Federal-State Relations in Educational FinanceCenter-State Relations in Financing Education in IndiaJandhyala B. G. TilakJandhyala B. G. Tilak Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 33, Number 4Nov., 1989 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446880 Views: 14Total views on this site Citations: 16Citations are reported from Crossref Copyright 1989 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Jandhyala B. G. Tilak Economics of Human Capital in India, (Sep 2018): 3–32.https://doi.org/10.1007/978-981-13-0250-3_1Jandhyala B. G. Tilak State, Households and Markets in Education: Government’s Unwillingness and Households’ Compulsion to Pay for Education vis-à-vis the Exploitative Markets, (Sep 2018): 357–387.https://doi.org/10.1007/978-981-13-0250-3_12Jandhyala B. G. Tilak Political Economy of External Aid for Education in India, (Sep 2018): 413–442.https://doi.org/10.1007/978-981-13-0250-3_14Jandhyala B. G. Tilak The Kothari Commission and Financing of Education, (Sep 2018): 255–282.https://doi.org/10.1007/978-981-13-0250-3_8Akshay Mangla Elite strategies and incremental policy change: The expansion of primary education in India, Governance 47 (Jun 2017).https://doi.org/10.1111/gove.12299Jandhyala BG Tilak Union-State Relations in India's Higher Education, SSRN Electronic Journal 23 (Jan 2017).https://doi.org/10.2139/ssrn.3881037Bilal Barakat Education Trends in India: Recent Census Results in Context, (Dec 2015): 177–193.https://doi.org/10.1007/978-3-319-24783-0_11Latika Chaudhary, Manuj Garg Does history matter? Colonial education investments in India, The Economic History Review 68, no.33 (Nov 2014): 937–961.https://doi.org/10.1111/ehr.12078S. Venkatanarayanan Economic Liberalization in 1991 and Its Impact on Elementary Education in India, SAGE Open 5, no.22 (Jun 2015): 215824401557951.https://doi.org/10.1177/2158244015579517Latika Chaudhary, Manuj Garg Does History Matter? Colonial Education Investments in India, SSRN Electronic Journal (Jan 2013).https://doi.org/10.2139/ssrn.2295600Anindya Chaudhuri Out of Sight, Out of Mind? - Proximity, Attainment and Inequities in Secondary Education, SSRN Electronic Journal (Jan 2012).https://doi.org/10.2139/ssrn.2154462Graham K. Brown The influence of education on violent conflict and peace: Inequality, opportunity and the management of diversity, PROSPECTS 41, no.22 (May 2011): 191–204.https://doi.org/10.1007/s11125-011-9186-6Jandhyala B.G. Tilak Political economy of external aid for education in India, Journal of Asian Public Policy 1, no.11 (Feb 2008): 32–51.https://doi.org/10.1080/17516230701835898Joseph Zajda Introduction, International Review of Education/ Internationale Zeitschrift fr Erziehungswissenschaft/ Revue inter 50, no.33 (Jul 2004): 199–222.https://doi.org/10.1007/s11159-004-2620-8Jeni Klugman Decentralisation: A Survey of Literature from a Human Development Perspective, SSRN Electronic Journal (Jan 1994).https://doi.org/10.2139/ssrn.2294658Cheng Kai Ming Commonality among diversity, Prospects 21, no.11 (Feb 1991): 69–82.https://doi.org/10.1007/BF02333641

The Expansion of Primary Education, 1870-1940: Trends and Issues

Research on the expansion of mass education has been limited to the post-World War II period and mainly to Western Europe and North America. The few studies of other regions and periods have tended to rely on the case-study approach. Thus, an accurate assessment of competing theoretical explanations is partially constrained by the limited scope of empirical evidence. This article seeks to overcome this weakness by analyzing new estimates of primary enrollment rates for 126 nations and colonies from 1870 to 1940. Overall, the authors found that the expansion of primary education was more uneven, tentative, and varied during this period than in the post-World War II period. The analyses suggest that social, economic, political, and religious conditions were more important in determining the extension of mass schooling in the 1870-1940 period than in later periods.

Education and Employment in the Informal Sector A Review of Some Recent African Research

problem of increasing concern in many African countries.' This concern is a reflection of the dual effects of rapid expansion of primary education during the 1970os and of massive rural-urban migration which still continues up to the present day. However, even while primary schooling has become commonly available, in all countries in sub-Saharan Africa only relatively small numbers of students are able to continue on to secondary school. Not only are places far fewer in number but also secondary schooling usually involves a double financial burden for families - school fees and loss of a potential economic contribution from the child's labour. In view of these considerations, the reality for most African children in the I980s is that primary schooling will be terminal. Recognizing this reality, African education policymakers have started to put greater emphasis on teaching productive, work-related skills in primary schools. Attention has been focused on the vocationalization of the curriculum and on the teaching of skills believed to have immediate applicability and relevance in the world outside school. The general concept of the vocationalization of the primary school curriculum is certainly not a new one in the African context. The history of African education is replete with examples of the attempts of the former colonial powers to introduce vocational slants into the education offered to African children - and with the resistence strategies adopted by African parents and intellectuals who rejected this type of education for their children, regarding it as a thinly disguised attempt to ensure that Africans remained permanently entrenched in subservient economic and social roles. (See, for