Net Enrollment Ratio Research Articles

Massification of Higher Education in Türkiye and Its Challenges

In the last 20 years, the education system in Türkiye has witnessed massive growth and transformation from primary- and secondary education to higher education. Significant improvements have been made in enrollment rates at all levels of education, reaching a level comparable to OECD countries. In this context, this study focuses on the transformation and massification of higher education in Türkiye. The net enrollment ratio in higher education in Türkiye has increased from 10% to 46% during this period. Especially, the establishment of higher education institutions in all cities has contributed positively to women's access to higher education, and for the first time, the enrollment and graduation rates of women have surpassed those of men. The increase in the supply of higher education and easier access has raised the proportion of higher education graduates from under 20% to over 40% in the 25-34 age group during this period. At the same time, the average length of education for the population aged 15 and over is increasing every year. Additionally, this study identifies problem areas and proposes solutions to ensure the sustainability of the expansion in higher education during this period. The evaluation identifies insufficient face-to-face teaching capacity in the higher education system and attempts to compensate for this deficiency with distance education programs as the primary problem area. Especially since 2015, almost half of the students who have enrolled in higher education have been able to enroll in distance education programs. Therefore, increasing face-to-face teaching capacity in higher education and reducing the proportion of distance education in higher education stand out as challenging issues. The second problem area is highlighted as being related to the limitations in scientific knowledge production performance of higher education institutions and the number of doctoral graduates. Despite an increase in the number of doctoral graduates from all disciplines every year, sustaining the growth achieved during this period is highly inadequate. This problem not only negatively affects the capacity for scientific knowledge production but also creates significant challenges, especially in meeting the need for faculty members in newly established universities, thus adversely affecting the quality of higher education. The study also offers some recommendations for addressing these problems.

Analysis of Gross Enrollment Ratio, Net Enrollment Ratio, and School Enrollment Ratio Trends at the Elementary School Level

This investigates points to decide forecasts of the accomplishment of Net Enrollment Rates (APK), Immaculate Enrollment Rates (APM) and School Enrollment Rates (APS) for basic school instruction in Pati Rule, Central Java Territory. The quantitative information in this inquire about was gotten from the websites of the Pati Rule Instruction and Culture Office, the Central Java Central Insights Office, and the Service of Instruction, Culture, Inquire about and Innovation. Slant Examination employments the Direct relapse strategy. The inquire about comes about appear that the normal APK drift expectation for 2023 to 2032 is 103.44%, the normal APM slant forecast for 2023 to 2032 is 100% and the normal APS drift forecast for 2023 to 2032 is 99.53%. The anticipated patterns in APK, APM and APS in 2023 to 2032 have come to and surpassed the government's target of 99%. The anticipated APK slant in Pati Rule from 2022 to 2032 will decrease, from 2022 to 2032 the decrease will be 4.21%. The anticipated NER drift in Pati Rule from 2022 to 2032 will increment, it can be seen that the increment from 2022 to 2032 is 5.88%. The anticipated APS slant in Pati Rule from 2022 to 2032 will increment, this could be seen from 2022 to 2032 encountering an increment of 1.31%.

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

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

An Analysis of the Quality of Education based on Education Indicators in West Sumatra Province

This research aims to analyze the Net Enrollment Ratio (NER), the number of school educational facilities at different levels of education, and the student-teacher ratio in West Sumatera Province. This research method used a descriptive with a quantitative approach and secondary data from Central Agency on Statistics for the period 2019-2021. The analytical technique used in this research is descriptive quantitative data analysis. The results of the analysis show that the Net Enrollment Ratio of each age group experienced an increase of 0.09-0.044%. The number of elementary schools in West Sumatera Province has fluctuated while Madrasah Ibtidaiyah has increased. The number of junior high school has increased, while the number of Madrasah Tsanawiyah has decreased. The number of upper-level education is dominated by senior high school, followed by Madrasah Aliyah, then vocational high school. The trend of changes in the elementary school student-teacher ratio has decreased, meanwhile both junior and senior high school teachers have increased. In general, the student-teacher ratio in Sumatera Barat is fairly good because it does not exceed the standards set by the government.

Gender Differences in Demand for Schooling

The comparison of human development indicators in Table 1 shows that Pakistan’s performance is below the average for South Asian countries and below the average for the developing countries. Furthermore, gender differences in human development are also significant within country and across countries. For example, in 1999, differences in male and female literacy rate was 24 points in Pakistan, higher then the difference in less developed countries (equalling 15 points). [See HDC (2001)]. Similarly, within Pakistan, male literacy rate increased from 35 percent in 1980-81 to 56.6 percent in 1998-99 whereas female literacy rate increased from 16 percent in 1980-81 to 32.6 percent in 1998-99. This shows that despite doubling of female literacy rate, the gap between male and female literacy rate widened from 19 percent in 1980-81 to 24 percent in 1998-99. Similarly, another indicator of human capital, i.e., the net enrolment rates at primary level exhibited a declining trend in 1990s, particularly among males. An important reason for the decline could be rise in poverty. Table 2 shows a sustained increase in net enrolment ratio with income, and the positive income effect is higher in urban areas. In rural areas, the enrolment rate increases with income but there is slight decline in female enrolment rate at the highest income level. Thus, despite rapid rise in female enrolment the gender, differences persist and income is the main factor affecting demand for education.

Does the government expenditure on education and family income boost educational expansion? Lesson from panel FMOLS

One of the problems of education development in Indonesia is the slow distribution of education, especially in the regions. Understanding the relationship between government spending on education and family income helps improve education equity in the region and formulate appropriate education policies. The study examines the effects of government expenditure in education, family income, poverty, and control variables on the primary, junior, senior secondary of net enrollment ratio and means years of schooling. This study utilized secondary data from regencies/municipalities in Banten Province over the period from 2000 to 2019. The panel FMOLS model found that family income contributed significantly to increasing the education expansion as measured by net enrollment rate in primary, junior, senior high schools and mean years of schooling for all models. Poverty only affected the net enrollment rate for junior high school, senior high school, and mean years of schooling in the long term. However, the findings on the impact of education spending on educational expansion are ambiguous. Furthermore, it depended on the method utilized. This research contributes to providing local government policy input to improve education services through increasing family income, reducing poverty, and providing educational opportunities for the school-age population to obtain equal education services.

Does Government Expenditure Affect Poverty, Health, and Education? Evidence from Aceh, Indonesia

Economists have talked about government expenditure and its relation to poverty, health, and education for decades. Indeed, many theories and empirical evidence have been conducted since then. This study evaluates the relationship between Special Autonomy Fund (SAF) and poverty, health, and education indicators in Aceh province, Indonesia, using a panel dataset of 30 regions in the 2002-2018 period. Synthetic Control Method (SCM) is used as the model to accommodate the allocation of SAF to Aceh given by the central government since it is commonly applied to the cases of policy intervention in comparative case studies. This paper discovers that the SAF plays a vital role in lowering the poverty rate, escalating access to safe sanitation, and improving the net enrollment ratio of senior secondary schools. However, there is no prominent association between SAF allocation and access to safe water. This outcome variable shows positive and negative signs; therefore, a conclusion could not be provided.

A evolução dos sistemas locais de ensino de nível médio no Brasil entre 1991 e 2010.

Abstract In spite of the negative overall representation of Brazilian secondary schools, the educational system at this level has shown remarkable quantitative developments. This paper proposes evolutionary paths of development of local secondary educational systems and addresses their determinants. It uses four schooling indicators - age specific enrollment ratio, gross enrollment ratio, net enrollment ratio, and age-grade distortion - conjointly with the use of cluster analysis to determine development trajectories. Furthermore, it analyses the main determinants of the evolutionary paths with the use of logistic and multinomial logistic models. Regional aspects related to socioeconomic level, labor market returns to human capital, demographics, social stability, location and microenvironment were associated with educational evolution.

Status of Secondary Education in Bihar: An Overview

According to the Indian constitution, one of the fundamental rights is the right to education, and secondary education is an important sub-sector of the entire education system because it shapes and directs the child toward a bright future. Bihar has historically been a major centre of learning and is home to one of the oldest universities in the country, but the state's modern education system paints a different picture. Bihar has the lowest literacy rate in the country, at 61.80%, according to the latest census data. The purpose of this paper is to investigate the state of secondary education in Bihar. This research is based on content analysis, which includes newspaper articles, articles from reputable sites such as CENSUS, U-DISE, NUEPA, and NCERT, and reports from reputable sites such as CENSUS, U-DISE, NUEPA, and NCERT, among others. The data shows Bihar's vulnerability in achieving secondary education after analyzing several reports and articles. According to NUEPA statistics for 2014-15, Bihar's net enrolment ratio in secondary education fell to 42.08 percent, compared to 93.77 percent in primary education. Although the Bihar government has made significant efforts at the secondary level, such as making text books available to all secondary students at a low cost through BSTPC and introducing several schemes such as Bihar Shatabdi Mukhyamantri Balika Poshak Yojna, Mukhyamantri Bicycle Yojna, and Shaikshnik Paribhraman Yojna, the overall transition rate from elementary to secondary education remains at 84.64 percent. The study of secondary education in Bihar highlighted the major issues that require immediate attention and action in order to ensure that high-quality education is maintained.

COAL AND MINERAL AND ITS IMPACT ON HUMAN DEVELOPMENT INDEX: AN EMPIRICAL STUDY IN SOUTH AND EAST KALIMANTAN REGION, INDONESIA

This article aims to analyse the effects of coal and minerals on human development index in South and East Kalimantan Provinces of Indonesia. Historically, Kalimantan was famously known as the largest contributor of coal and mineral production in Indonesia. Under Indonesia's fiscal decentralization policy which effectively ran since 2004, we test: do revenues from coal and minerals negatively affect Human Development Index (HDI)? By focusing on nine coal giant areas within these two provinces that have longer mining histories, and linking it with the coal boom event since the 2000’s, and using panel data analysis with fixed effects controlled, we find that coal and mineral revenues have a positive effect on HDI, contrary with resource curse hypothesis. The results remain consistent regardless of inclusion of other important covariates such as the past level of institutional quality and net student enrolment ratio, or whether revenues in all non-renewable resources are used. However, the positive impact found is small in magnitude. For example, for every 10 percentage points increase in the share in coal and mineral revenues in local government budgets, HDI increases by 0.0085 points, ceteris paribus

Primary education completion in Egypt: Trends and determinants

Egypt has committed to providing “education for all”. Annual Global Monitoring Reports show a Net Enrollment Ratio of 97%. We use data from the 1988 through 2014 Egypt Demographic and Health Surveys to assess progress in the Net Attendance Ratio and the Primary School Completion Rate. Economic equity in educational attainment increased. However, only children from wealthy families have achieved Universal Primary Education: middle-class and poor children lag. Educational attainment of girls and rural boys has improved; gender parity has been achieved. The attainment of poor urban boys has been stagnant. They are now the most educationally disadvantaged children.

The long and short views of equity in education: Steady progress or “whack-a-mole”?

Arguably, the greatest flaw of Western culture is its individualism: the burning desire of each person to leave their indelible mark. Yet this same factor, probably more than any other, has also fuelled exploration, innovation and technological progress. It might best be described as a form of myopia, an over-identification with the achievements and failures of the present. Whereas the Native American Iroquois people famously sought to consider in all major decisions the impact their actions would have on seven future generations, the most powerful decision makers of today rarely look beyond the next election, or even the next quarterly report. There is a risk of allowing a similar myopia to obscure our vision for education and learning. Governments are notoriously fond of five-year plans, just as international organisations such as the United Nations are attached to their fifteen-year targets. We have just reached the end of one such cycle – the Millennium Development Goals (MDGs). What was launched with a bang was retired with a whimper, despite the fact that many of the results are rather impressive (albeit falling short of the highly ambitious targets). The progress made in relation to the first element of the educational target – universal primary enrolment – has been quite astonishing, especially in Africa, where need was (and remains) greatest. The most recent Education for All (EFA) Global Monitoring Report states that ‘‘primary adjusted net enrolment ratios improved significantly, rising at least 20 percentage points from 1999 to 2012 in 17 countries, 11 of which were from sub-Saharan Africa’’ (UNESCO 2015, p. 75). Even if we allow that much remains to be done, a 20 per cent increase in just 13 years in a region with so many political and economic challenges is quite remarkable. The authors of our first article in this issue – Benedicte Gastineau, Norbert Kpadonou, Valerie Delaunay, Eve Senan Assogba and Josette Gnele – acknowledge

The Effect of Number of Schools, Classes, Pupils and Teachers on Net Enrollment Ratio (NER) with the Education Budget as a moderating variable in Aceh Province

This study investigates the influence of number of schools, classes, pupils and teachers on net enrollment ratio (NER) with the education budget as a moderating variable in Aceh province. Using a quantitative analysis method, the data is collected for the period of 2010-2012. While, the population of this study are consists from 23 districts/cities in Aceh province with as many as 21 number of sample selected using purposive sampling method. The result of the study is simultaneously, the variables of number of schools, classes, pupils and teachers influence the net enrollment ratio (NER). While partially, only variables of number of pupils and teachers are having an influence to the net enrollment ratio (NER). Additionally, the education budget variable does not function as a moderating variable that connects the variables of number of schools, classes, pupils and teachers against net enrollment ratio (NER) in Aceh province.Classification-JEL:

Lymphatic filariasis transmission assessment survey in schools three years after stopping mass drug treatment with albendazole and ivermectin in the 7 endemic districts in Togo

The aim of this study is to verify the level of transmission of lymphatic filariasis three years after stopping mass drug treatment in the 7 endemic districts in Togo. The survey was conducted in 2012 in Togo's 7 endemic districts grouped into four evaluation units (EU) using the WHO-recommended transmission assessment survey (TAS) protocol. Children aged 6-7 years were screened for Wuchereria bancofti antigen using the immunochromatographic card (ICT) method. A cluster sampling method was used to select eligible children in schools as the net primary-school enrolment ratio is greater than or equal to 75% in each of the four EUs. The number of children and schools to be selected in each EU, the randomization list for the selection of these children and the critical cut-off number of positive cases not to exceed were automatically generated using the Survey Sample Builder (SSB) tool, (NTD Support Center, Atlanta, Ga, USA). For confirmation, positive cases were subsequently tested for microfilaremia using nocturnal thick blood smear and for filarial antigen using Og4C3 antigen ELISA (TropBio ELISA Kit®, Townsville, Queensland, Australia). An EU is considered to have passed the test successfully (it is assumed that transmission can no longer be sustained), when the number of positive cases is below the critical cut-off number set by the SSB, which is roughly equivalent to 2% prevalence. Of the 1 706 children surveyed in Kpendjal-Tone's EU, 1 549 in Binah-Doufelgou's EU, 1 550 in Kozah's EU and the 1 575 in Amou-Haho's EU, 8 (0.46%), 1 (0.08%), 0 (0.00%) and 4 (0.25%) ICT positive cases respectively were detected. The number of positive ICT tests was well below 18, the critical cut number for each of the 4 EUs. All 13 ICT positive cases tested negative for nocturnal microfilaremia and Og4C3 ELISA. We conclude that all four EU passed the TAS with success, and the transmission of Wuchereria bancrofti is no longer likely to be sustained in the 7 endemic districts in Togo 3 years after stopping the MDA. A new TAS will be carried out in 2015, after which, if the results are still good, the country will submit a dossier to WHO for verification of the elimination of lymphatic filariasis.

Measuring Progress toward Universal Primary Education: An Examination of Indicators

The Education Millennium Development Goal of universal primary education (UPE) states that “by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling.” The 2008 midterm Global Monitoring Report claims that “A country's distance from UPE appears most clearly in terms of the net enrollment ratio (NER), the share of children of official primary school age who are actually enrolled in primary schools.” This assumes that the share of those enrolled accurately reflects the share who will eventually complete a full course of primary schooling. For many countries, this assumption does not hold. I examine “on-track” sub-Saharan African countries, comparing progress toward UPE as measured by (1) the NER and (2) the primary school completion rate (PSCR). These measures can produce dramatically different indications of the amount and nature of progress achieved over time. I discuss why these differences occur. Finally, I argue that the PSCR, in the context of the ...

Agriculture, nutrition and education: On the status and determinants of primary schooling in rural Mali before the crises of 2012

This cross-sectional study examines the status and the determinants of primary education in food insecure areas of Mali. Net and gross enrolment ratios in primary school were between 0.3 and 0.4 for both girls and boys and well below national levels, highlighting a critical gap in terms of access to primary education. Schooling was found to respond to a broad range of determinants, including child's age and nutrition status, as well as on household consumption, on farm labour, teacher availability, and village level remoteness. Interestingly, no significant gender differences were found in terms of primary education. School meals were found to be associated with increased enrolment, attendance and attainment. The scale of the problem in Mali strongly suggests the need for investments in education and social protection to be prioritised and funded as part of national education policy and development strategies.

State of the Nigerian child – neglect of child and adolescent mental health: a review

Background:As most child health initiatives in Nigeria lack a child and adolescent mental health (CAMH) strategy, CAMH issues have remained obscure to the country’s policy-makers. The lack of current and representative epidemiological data on the mental health of Nigerian children continues to be a barrier to advocacy for CAMH policy initiatives. In view of the importance of CAMH to national development, there must be a continued search for ways of bringing the state of CAMH in Nigeria to the attention of policy-makers.Objectives:To use information from UNICEF’s State of the World’s Children as proxy data to speculate on the state of child mental health in Nigeria.Methods:With a view to discussing its CAMH implications, social and health indicators in the Nigerian child were extracted from UNICEF’s 2012 edition.Results:Most of the social and health indicators assessed reflect significant mental health risks. Up to 65% of households live on less than US$1·25 per day, child malnutrition is evident in up to 40% of children, and the primary and secondary school net enrolment ratios are only 63% and 25%, respectively. In addition, the rate of attendance for antenatal care was 45%, and only 39% of deliveries were supervised by skilled birth attendants. Child labour and under-age marriage is very common. A literature review demonstrates that children living in these circumstances are at significant risk of mental health problems.Conclusion:Current data on the state of Nigerian children contain indices that can serve as proxy information for the state of CAMH in the country. Policy-makers need to invest more in pre-emptive child health initiatives as a way of preserving the physical and mental health of children.

English

The Autonomous Region in Muslim Mindanao (ARMM) is a public organization in the Philippines located in between the national government and the local governments. It performs unique functions quite distinct from other public organizations in the coun-try, as it performs both political and administrative functions. Using unobtrusive research design, as it relies on mostly secondary data, this paper analyzes the educational system in the region and proposes strategies in attaining administrative efficiency, economy, effectiveness and responsiveness. The paper starts with the introduction which consist of the background and statement of the problem. It is followed by a review of theoretical perspective and then by the research methodology. The fourth part portrays the findings of the study which include: DepEd ARMM resources; the management of DepEd ARMM, and the management outputs such as: net enrollment ratio, achievement rate and literacy rate. The fifth part of the paper deals with the analyses and conclusion. The paper concludes that in addition to certain structural innovation, inculcation of appropriate work ethics in accordance with the Ethi-cal Standards Act, the Anti-Corruption Law, the Civil Service Rules and Regulations as well as the Islamic Practices on Employment must be enshrined in the reform agenda. Finally, among other things that could facilitate the attainment of 3Es and R in the delivery of educational services is a strategy that requires the joint collaboration and teamwork between the civil society, non-government organizations and government organizations in the region. KEYWORDS: Collaboration, Teamwork, Administrative and Behavioral Reform

Improving the Provision of Quality Education : Perspectives from Textbook Research

Two concurrent shifts are occurring in international education policy. One involves a policy shift away from issues of access, enrollment and completed schooling to one focusing on learning, skills acquisition and teacher quality. The second involves a narrowing of the conceptualization of quality education, with learning outcomes and skills acquisition becoming the core constructs. This article argues that both shifts are problematic as they disregard emergent insights about the contested nature of the intended and implemented curriculum—especially as viewed through textbooks and official guidelines. Context-specific knowledge about textbooks and the curriculum is crucial, if policy makers are to identify effective ways to improve the provision of quality education. The thematic articles in this issue are noteworthy since they: a) enhance our understanding of the development, revision and use of textbooks; b) examine the cultural and political dynamics of curricular processes; and c) address important research and policy concerns concerning textbooks and the curriculum. Shifting policy interest to quality education and learning outcomes The international policy community is agog over quality education. For more than two decades, policy attention has been shifting away from issues of access, enrollment and years of schooling completed to issues of learning, skills acquisition and teacher quality. This policy turn has gained steam in recent years for several reasons. First and foremost, most countries in the developing world are effectively attaining universal primary education (UPE), with net primary enrolment ratios greater than 95%, or are on track to do so in the coming years. Having reached, or about to reach, UPE, improving the ‘quality’ of primary education and reducing inequalities in post-primary education are emerging as new issues in national policy agenda. Indeed, many Latin American countries had already universalized access to primary education by the 1990s and, not surprisingly, quality issues became a centerpiece of regional policy discussions (UNESCO-OREALC 2007). Second, some studies have shown that mean learning levels on international assessments (a proxy for cognitive skill development) significantly influence national 1 This is not meant to minimize the importance of a significant number of developing countries, primarily in sub-Saharan Africa and South and West Africa, which have a high percentage of out of school children, and which are not expected to attain UPE by 2015 (see UIS 2011).

Child Education and Economic Crisis: Challenges for Sub-Saharan African Countries

This paper attempts to examine as to what extent the economic crisis could impact on the human capital development process, viz., education for the children and the youth of the Sub-Saharan African region on the basis of using data from 41 economies. For this, we specify a model to explain the net enrollment ratio in terms of the respective per capita GDP, public spending on education in the respective economies and per capita overseas development assistance for the recipient countries, and subsequently estimate by using a panel data framework. The results of this study provide some crucial insights on the primary and secondary education goals of the Sub-Saharan African economies.