Participation In Basic Education Research Articles

Turkana Schools in Kenya: An Analysis of the Hygiene and Sanitation Management Approach and the Completion Rates for Girls

The Kenyan government has started implementing measures to improve gender equality in the availability of basic education. Low girls' participation in basic education has been connected to factors originating from the home environment. The majority of females do not finish their eight years of elementary school, as intended by Kenyan curriculum developers. This study looked into the impact of school hygiene and sanitation practices on girls' completion rates in Turkana County. A descriptive survey research design was employed in the study. The study was carried out in a primary public school. There were 14 head teachers, 110 instructors, and 112 girls in the study's sample. The girls, teachers, and head teachers were chosen by a straightforward random sample technique. Head teachers were interviewed in order to gather data.Data was gathered via focus groups with eight girls in each group (a total of 14 discussion groups), questionnaires given to teachers, and interviews with head teachers. According to Bronfenbrenner's Ecological Systems Theory (1989), the study was conducted. The results of the study indicated that improving sanitation and hygiene will raise the percentage of females who graduate from public elementary schools in Turkana County.

Digital literacy and teacher participation in Basic Education: a discussion about the relationships with university extension

Resumo Ao compreender a participação enquanto processo de envolvimento e engajamento das pessoas em projetos com a comunidade, de maneira situada, compartilhando objetivos e ao entender a extensão universitária como troca de saberes, propomos neste artigo uma análise acerca do letramento digital docente. Para tanto, discutimos a participação de professoras em um projeto de extensão por meio dos marcadores extensão universitária e participação docente, provenientes de uma codificação temática, observando o pano de fundo, as interações entre as pessoas, as estratégias utilizadas e as consequências e resultados no projeto. O que foi constatado após a análise foi que a extensão universitária é um dos caminhos que promovem o letramento digital docente, por meio de projetos; que práticas participativas em projetos de extensão permitem que as pessoas sejam parte dos processos de desenvolvimento; e que nem sempre os projetos de extensão envolvem os professores e professoras no projeto como um todo.

Effect of cost of schooling on the participation of children in basic education in Samburu County, Kenya

This study aimed to determine the effect of the cost of schooling on children’s participation in basic education in Samburu County, Kenya. Data were gathered and analysed using Excel and SPSS computer packages and presented using descriptive and inferential statistics. The specific tools used were frequencies, cross-tabulations, contingency tables, chi-square, multiple regression, correlation, and qualitative presentation in quotations. The study findings reveal that a facility-specific factor, such as cost, is the main factor affecting access to basic formal education in Samburu district and, by implication, other nomadic pastoral areas. From the study findings, it emerges that the cost of education has a significant influence on access to basic formal education. As a result, the study recommends that more schools be available in nomadic pastoral areas, promoting other alternative forms of education, developing the nomadic people’s economic resource- livestock- and subsidising the cost of schooling. Accordingly, for the nomadic pastoralists to be able to meet the cost of basic formal education in the era of cost-sharing, there is a dire need to strengthen their economic base- livestock. The latter can be done by opening up markets where they can sell their livestock.

Access to and participation in basic education in Tanzania: a decade of key achievements and challenges

Access to and participation in basic education in Tanzania: a decade of key achievements and challenges

Privatization of School Education: Problems and Prospects

Privatization has grown tremendously in the field of education in India to meet the growing demands for education in society. Privatization of education refers to the transfer of provision of education from the state to private providers with the overall policy goals- (i) Increasing access to and participation in basic education, (ii) Improving learning outcomes and overall efficiency and (iii) Improving equity in educational opportunities (Pedró, et al., 2015). School Education plays an important role in shaping the future of the nation by facilitating all-round development of the student. Keeping in view the increasing popularity and rapid growth of a number of private schools and contributions it made to society also comes with its problems. It is equally important on pragmatic grounds to examine the move towards privatization and its problems. In light of this, the present paper attempts to analyse the problems and prospects of privatization of school education as perceived by parents, teachers and students with special reference to Churachandpur District, Manipur.

The Role of Non-Governmental Organisations (NGOS) in Expanding Access to and Participation in Basic Education in the Bongo District

The study explores the role of Non Governmental Organisations (NGOs) in expanding access to and participation in basic education in the Bongo District of the Upper East Region of Ghana. The research design used for the study is based on descriptive survey. Basic school teachers, officials of NGOs and District Education Office Staff constituted the population for the study. The final sample size stood at one hundred and fifty nine (159). Data was gathered using a questionnaire in the form of a likert scale and interview guides. Major findings of the study among others are that NGOs in their quest to promote access and participation provide means of transport to pupils, school uniform and footwear to pupils. They also engage in monitoring and supervision of instructions in schools. They are also beset with some challenges in terms of funding and other related matters.

Voices of School-Age Street-Children Denied Basic Education in Tanzania

Abstract This paper reports the findings of a study that was conducted to explore issues related to the continued denial of school-age street-children access to and, hence, lack of participation in basic education. Such children from socially and economically marginalised backgrounds still go without basic education the efforts to arrest the trend dating back to the 1960s notwithstanding. Specifically, it revisits reasons and activities behind their exclusion from accessing, and participating in basic education amid concerted national, regional and international efforts to advocate and foster universal basic education. The qualitative study was conducted on the streets of Dar es Salaam and Iringa regions of Tanzania. The qualitative inquiry informed data generation and analysis procedures. The study found that destitution was the primary reason that made school-age children forgo basic education. Moreover, the activities street-children engaged in at the expense of primary schooling were mainly labour-intensive, which threatened their health. On the whole, despite official pronouncements, some children still remain excluded from accessing and participating in primary education, thus undermining the sustainable development goal four.

Factors Influencing Academic Performance in Urban Informal Settlements in Kenya

In spite of the government’s commitment to provision of Universal Free Primary Education (FPE) to all children that have attained school going age, there are segments of the society which continue to face myriad of hurdles in access of and participation in basic education which affect their academic performance. Key among these are children in the slums. The purpose of this study was to investigate factors that influence academic performance in urban informal settlements.The study was carried out in public primary schools located in kibera slums of Nairobi county.The objectives of the study were;to establish social economic factors influencing academic performance,to examine the extent to which environmental factors influence academic performance and to find out pupils psychological factors that influence academic performance. The research employed descriptive survey design as the method for data analysis.Public primary schools located in Kibera,headteachers,teachers and class eight pupils were used as the target population. Purposive sampling was used to sample the schools and the headteachers. Simple random sampling was used to sample the teachers and the pupils. The sample size for the school and headteachers done at 100% hence four schools and four headteachers were used for the study. According to (Kasomo, 2006) Ten (10%) of all accessible population is enough for a descriptive survey study, therefore 10% of the total population for both the teachers and pupils was obtained. The sample size for teachers was 9 and for the pupils was 82. The study used questionnaires as the sole research tool to collect data from headteachers,teachers and pupils. Data collected was analyzed quantitatively and qualitatively using tables and percentages.

Primary schooling in a tribal district of Maharashtra: Some policy relevance

The situation of primary schooling is indeed appalling in backward districts because education planning in India does not take into account the educational needs and aspirations of the poor people. The study focuses the situation of primary education in some tribal villages of a backward district of Maharashtra, India with the help of qualitative and quantitative data. Besides infrastructural improvements, the study strongly favors introduction of tribal languages for basic education, provision of personnel for clerical works and proper maintenance of records that reflects the reality of primary schooling. Economic uncertainty and financial hardship are the contributing factors for the age-old disinterest in education among the tribes. Thus increasing the sources of income is the only way to encourage willing participation in basic education. Key words: India, primary schooling, Maharashtra

Book Reviews

British Journal of Educational PsychologyVolume 70, Issue 3 p. 457-468 Book Reviews First published: 16 December 2010 https://doi.org/10.1348/000709900158137AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Abstract Book reviewed in this article: Enabling technology for inclusion. Edited by M. Blamires Pupils with problems ± Rational fears ± Radical solutions. By Philip Garner. Parenting matters ± What works in parent education. Edited by Eva Lloyd. Supporting the families of children with autism. By Peter Randall & Jonathan Parker. Chichester: John Wiley & Sons. Cognitive perspectives on peer learning. By Angela M. Rutgers & Alison King. Mahwah, NJ: Lawrence Erlbaum. Increasing girls’ and women's participation in basic education. By Nelly P. Stromquist, Paris: Making sense of social development. Edited by Martin Woodhead, Dorothy Faulkner, & Karen Littleton. Volume70, Issue3September 2000Pages 457-468 RelatedInformation

Effects of Mandatory Basic Education for Adult AFDC Recipients

Only small education effects were found for a large-scale program requiring participation in basic education by adult welfare recipients without a high school diploma or with low reading or math pretest scores. Positive results found in some of the research sites suggest that, with a focused program effort, GED certificates and improved achievement test scores may be obtained for individuals with pretest scores that are relatively high for this population. Raising achievement levels and increasing GED receipt appreciably among the many welfare recipients with lower pretest scores will require substantially improved program effectiveness.

Girls' Participation in Basic Education in Southern Malawi

Previous articleNext article No AccessFocus on GenderGirls' Participation in Basic Education in Southern MalawiJean Davison, and Martin KanyukaJean Davison Search for more articles by this author , and Martin Kanyuka Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 36, Number 4Nov., 1992 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447145 Views: 127Total views on this site Citations: 24Citations are reported from Crossref Copyright 1992 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Holger Strulik SCHOOL ATTENDANCE AND CHILD LABOR-A MODEL OF COLLECTIVE BEHAVIOR, Journal of the European Economic Association 11, no.22 (Apr 2013): 246–277.https://doi.org/10.1111/jeea.12008Grace Chisamya, Joan DeJaeghere, Nancy Kendall, Marufa Aziz Khan Gender and Education for All: Progress and problems in achieving gender equity, International Journal of Educational Development 32, no.66 (Nov 2012): 743–755.https://doi.org/10.1016/j.ijedudev.2011.10.004Marni Sommer An Overlooked Priority: Puberty in Sub-Saharan Africa, American Journal of Public Health 101, no.66 (Jun 2011): 979–981.https://doi.org/10.2105/AJPH.2010.300092Holger Strulik School Attendance and Child Labor - A Model of Collective Behavior, SSRN Electronic Journal (Jan 2011).https://doi.org/10.2139/ssrn.1773779Cath Conn, Natasha Lovell Life experiences and expectations of young women in Uganda, Journal of Health Organization and Management 24, no.55 (Sep 2010): 505–511.https://doi.org/10.1108/14777261011070529Aramidé Kazeem, Leif Jensen, and C. Shannon Stokes School Attendance in Nigeria: Understanding the Impact and Intersection of Gender, Urban‐Rural Residence, and Socioeconomic Status Kazeem, Jensen, and Stokes, Comparative Education Review 54, no.22 (Jul 2015): 295–319.https://doi.org/10.1086/652139Peter Moyi Household characteristics and delayed school enrollment in Malawi, International Journal of Educational Development 30, no.33 (May 2010): 236–242.https://doi.org/10.1016/j.ijedudev.2009.11.008Sonya Anderson The pedagogy of difference: Understanding Teachers’ Beliefs and Practice of Gender Equity in Benin, (May 2009): 39–88.https://doi.org/10.1108/S1479-3679(2009)0000010005Nkobi Owen Pansiri Improving commitment to basic education for the minorities in Botswana: A challenge for policy and practice, International Journal of Educational Development 28, no.44 (Jul 2008): 446–459.https://doi.org/10.1016/j.ijedudev.2007.08.003H.D. Subashini ., S. Sekar ., V.R. Sreelekha Devi ., A. Rajam ., S. Malarvannan . Biodegradation of Pesticidal Residue Using Traditional Plants with Medicinal Properties and Trichoderma, Research Journal of Environmental Toxicology 1, no.33 (Mar 2007): 124–130.https://doi.org/10.3923/rjet.2007.124.130Elena L. Grigorenko Hitting, missing, and in between: a typology of the impact of western education on the non‐western world, Comparative Education 43, no.11 (Feb 2007): 165–186.https://doi.org/10.1080/03050060601162719Mark J. Schafer Household Change and Rural School Enrollment in Malawi and Kenya, The Sociological Quarterly 47, no.44 (Dec 2016): 665–691.https://doi.org/10.1111/j.1533-8525.2006.00062.xJohn R. Minnis Nonformal Education and Informal Economies in Sub-Saharan Africa: Finding the Right Match, Adult Education Quarterly 56, no.22 (Jul 2016): 119–133.https://doi.org/10.1177/0741713605283432Henry V. Doctor Women's schooling and religious affiliation in Malawi at the end of the twentieth century, International Journal of Educational Development 25, no.55 (Sep 2005): 481–492.https://doi.org/10.1016/j.ijedudev.2005.01.001Mark J. Schafer Family Contributions to Self Help Schooling in Malawi and Kenya*, Rural Sociology 70, no.11 (Oct 2009): 70–93.https://doi.org/10.1526/0036011053294646Fiona Leach Gender implications of development agency policies on education and training, International Journal of Educational Development 20, no.44 (Jul 2000): 333–347.https://doi.org/10.1016/S0738-0593(99)00082-6Changu Mannathoko Theoretical Perspectives on Gender in Education: The Case of Eastern and Southern Africa, (Jan 1999): 445–460.https://doi.org/10.1007/978-94-011-4076-8_5Fiona Leach Gender, education and training: An international perspective, Gender & Development 6, no.22 (Jul 2010): 9–18.https://doi.org/10.1080/741922727Rosemary Gordon 'Girls cannot think as boys do': Socialising children through the Zimbabwean school system, Gender & Development 6, no.22 (Jul 2010): 53–58.https://doi.org/10.1080/741922729Ray Chesterfield, Kjell Enge Gender, Cognitive Categorization, and Classroom Interaction Patterns of Guatemalan Teachers, Human Organization 57, no.11 (Mar 1998): 108–116.https://doi.org/10.17730/humo.57.1.h784u01kv8u75011John R. Minnis Moderating the Demand for Primary Education in Malawi, International Journal of Educational Reform 6, no.33 (Jan 2019): 284–296.https://doi.org/10.1177/105678799700600303Ezekiel Kalipeni GENDER AND REGIONAL DIFFERENCES IN SCHOOLING BETWEEN BOYS AND GIRLS IN MALAWI, East African Geographical Review 19, no.11 (Mar 1997): 14–32.https://doi.org/10.1080/00707961.1997.9756234Caroline Hodges Persell, Carrie James, Trivina Kang, Karrie Snyder Gender and Education in Global Perspective, (): 407–440.https://doi.org/10.1007/0-387-36218-5_19Jennifer Rothchild Processes of Gendering and the Institutionalization of Gender in the Family and School: A Case Study from Nepal, (): 265–296.https://doi.org/10.1016/S1529-2126(05)09010-7

Municipalização do ensino -uma exigência da realidade?

The constant crisis of Brazilian education requires new positions to help resolve (hem. In this article we attempt to solve this question with solutions based on the political education that best fits Brazilian reality. The conclusion comes from an extensive analysis and research of opinions concerning this subject. We a/so analyze the participation of the Municipal system in its participation in basic education in Brazil .

Participation in Basic Education: Deterrents for Low-Literate Adults

Participation in Basic Education: Deterrents for Low-Literate Adults