Provision Of Public Education Research Articles

Auspice and other policy-related variations in preschool practice in the United States: have public preschool programs been more academic?

We investigated the extent to which practices considered developmentally appropriate and inappropriate varied by preschool program auspice (private, public school, and Head Start). Survey data from a 2010 national sample of 2,664 teachers of 4-year-olds provided teacher reports on the frequency of seven practices (e.g., offering children choices of play activities, using flashcards and math worksheets), approach to teaching subject matter, and time spent in whole group activities. More than 90 percent of teachers in all auspices reported high frequencies of some developmentally appropriate practices (DAP). Yet, private program teachers reported less DAP, more use of flashcards and worksheets, and more whole group time per day than teachers in the two public sectors. Some but not all differences by auspice could be explained by differences in teacher and classroom characteristics by auspice. In the context of other studies indicating little change in practice since 2010, our results suggest that increased public provision of preschool education does not lead to “academization.” We identify several other issues related to curriculum and “instruction” in preschool education requiring increased attention from researchers and policymakers.

Improving children's foundational learning through community-school participation: Experimental evidence from rural India

Due to almost-universal enrolment in primary schools, policy focus has shifted towards improving learning outcomes. One important way of doing this is to enhance accountability, especially in the case of public provision of education. In this context, we examine the effectiveness of two different strategies of increasing accountability – one involving only the community, and the other which builds collaboration between the schools and the community. We implement a randomized controlled trial in 400 villages in India, and find: (i) both interventions led to a significant enhancement in children's foundational literacy and numeracy skills, (ii) we observed limited differences between the impacts of the two interventions, and (iii) the community-school intervention exhibited significantly greater effects when parents reported visiting the school, underscoring the vital role of parent-teacher interactions and their shared responsibility in shaping children's learning outcomes. In terms of mechanism, we find that direct learning inputs play a major role in mediating the observed effects of both interventions. Additionally, parent-teacher engagement and children's studying habits outside of the school are potential important channels through which the observed effects operate in the community-school intervention.

Corruption dynamics: a mathematical model and analysis

This study proposes and analyzes a deterministic mathematical model to describe the dynamics of corruption transmission. We began by proving that the solution to the model is bounded and positive. The next-generation matrix approach is used to compute the basic reproduction number (R0) in relation to corruption-free equilibrium. The Jacobian and Lyapunov functions are used to show that corruption-free equilibrium is asymptotically stable in both locally and globally when R0<1, and otherwise, an endemic corruption equilibrium develops. Furthermore, the sensitivity of the model's parameters was investigated. The findings demonstrate that religious precepts govern public education. The two sectors most susceptible to corruption control are education and corrections. The study recommends investing more in the provision of public education to citizens by creating awareness among all and including it in the education curriculum and religious leaders to teach their followers seriously about the impact of corruption as well as the use of jail as punishment. The numerical simulation results agreed with the analytical results.

Adam Smith on the public provision of education

ABSTRACT Although Adam Smith’s thoughts on education have attracted significant scholarly attention, his ideas on how the primary education of children should be funded has been relatively neglected. I re-examine Smith’s nuanced position and argue that Smith had a more flexible view of education funding than has hitherto been recognised. By extending the Scottish educational model, Smith proposed a direct contribution of government to the costs of educating poor children. In addition, his discussion of scholarships indicate that he favoured further indirect subsidies to education. These significant subsidies were designed to ensure that education was accessible and affordable to most people in society, who would only have to contribute a small sum. Furthermore, there is reason to believe that for pupils whose family were unable to support their education, Smith might have favoured a full payment of their fees. Situating Smith’s intervention on education funding within the context of the English and Scottish educational systems reveals a discussion of the role of government in society. The Smithian state that emerges from such a reading actively intervenes where necessary to prevent ‘a publick evil’ (WN V.i.f.60).

The challenges of distance learning in Italy: new inequalities and implications for inclusive education

ABSTRACT The lack of professional training, information and communication technology infrastructure, and digital assets meant that the provision of public education in Italy was profoundly challenged by the shift to distance learning prompted by lockdowns and school closures due to COVID-19. The substitution of in-presence attendance with virtual classes affected schools’ capacity to effectively provide instructional time and imposed high participation barriers on students. The subsequent loss of learning time was disproportionate for Italian students, penalising socioeconomically-disadvantaged students, who lacked resources to access distance learning, with greater educational losses. The education sector’s response to the first pandemic wave generated winners and losers, thus deepening educational inequalities and jeopardising the inclusiveness of public schooling. This study explores the effect of the public education’s response to the pandemic on instructional time, singling out group-specific losses linked to distance learning and infrastructural deficiencies, and its implications for educational losses.

Bridging gaps: how investment in public childcare affects women’s employment in Italy and Spain

ABSTRACT This paper aims to establish whether, and to what extent, an increase in the public provision of early childhood education and care services (ECEC) has had a positive effect on women’s participation in the labour market in Italy and Spain. It does so by compiling panel data using microdata from the European Labour Force Survey (2006–2018), together with secondary sources of information on public ECEC investment made in the two countries. After controlling for unit heterogeneity and reverse causality, the estimated results indicate a positive correlation with the employment rates of women with children and the number of hours worked, in particular for those without a degree, thus indicating the need to address unequal access to publicly-provided ECEC services.

Network Governance in Chinese Education: The Case Study of Schools in Civil Aviation Industry

Chinese state-owned enterprises (SOEs) established schools to reduce the burdens of the government to the provision of public education to its citizens since the 1950s. They spend billions of Chinese yuan each year to educate the children of their employees by creating and operating a variety of early years centers, schools, vocational institutes, and universities. However, the Chinese SOEs schools are required to transfer to local education bureaus under the modern enterprise system. This article utilizes network governance theory to explore the process of handover of Civil Aviation Guangzhou Children’s School from the Civil Aviation Department to the local education bureau. It traces the historical development of SOEs schools under the Civil Aviation industry. By drawing on policy document analysis and semi-constructed interviews of different stakeholders, this article reports the detailed process of transferring. By applying Asia as method lens of network governance, Mohe involves various stakeholders to work together to solve the problems and achieve win-win results. This article argues that education governance in the Chinese administrative system has entered a new phase, from a central hierarchical approach to the approach of central steering with local diversity. The central government drove its core policy objective, and the local governments were able to achieve the objective by their own means in ways that reflected local characteristics.

Intimate partner violence as a determinant of pregnancy termination among women in unions: evidence from the 2016-2018 Papua New Guinea Demographic and Health Survey.

There is a demonstrated link between intimate partner violence (IPV) and pregnancy termination, and this association has received much attention in developed settings. Despite the high prevalence of IPV in Papua New Guinea (PNG), little is known about the association between these experiences and pregnancy termination. This study examined the association between IPV and pregnancy termination in PNG. The present study used population-based data from the PNG's first Demographic and Health Survey (DHS) conducted in 2016-2018. The analysis involved women aged 15-49 years who were in intimate unions (married or co-habiting). We used binary logistic regression modelling to analyse the association between IPV and pregnancy termination. Results were reported as crude odds ratios (cOR) and adjusted odds ratios (aOR) with 95% confidence intervals (CIs). Overall, 6.3% of women involved in this study had ever terminated a pregnancy, and 6 in 10 women (61.5%) reported having experienced IPV in the last 12 months preceding the survey. Of those women who experienced IPV, 7.4% had ever terminated a pregnancy. Women who had experienced IPV had a 1.75 higher odds of reporting pregnancy termination (cOR: 1.75; 95% CI: 1.29-2.37) than women who did not experience IPV. After controlling for theoretically and empirically relevant socio-demographic and economic factors, IPV remained a strong and significant determinant of pregnancy termination (aOR: 1.67, 95% CI: 1.22-2.30). The strong association between IPV and pregnancy termination among women in intimate unions in PNG calls for targeted policies and interventions that address the high prevalence of IPV. The provision of comprehensive sexual reproductive health, public education, and awareness creation on the consequences of IPV, regular assessment, and referral to appropriate services for IPV may reduce the incidence of pregnancy termination in PNG.

Global increased cesarean section rates and public health implications: A call to action.

Over the years; global caesarian section (CS) rates have significantly increased from around 7% in 1990 to 21% today surpassing the ideal acceptable CS rate which is around 10%-15% according to the WHO. However, currently, not all CS are done for medical reasons with rapidly increasing rate of nonmedically indicated CS and the so-called "caesarian on maternal request." These trends are projected to continue increasing over this current decade where both unmet needs and overuse are expected to coexist with the projected global rate of 29% by 2030. CS reduces both maternal and neonatal morbidity and mortality significantly when it is done under proper indications while at the same time, it can be of harm to the mother and the child when performed contrary. The later exposes both the mother and the baby to a number of unnecessary short and long-term complications and increase the chances of developing different noncommunicable diseases and immune-related conditions among babies later in life. The implications of lowering SC rate will ultimately lower healthcare expenditures. This challenge can be addressed by several ways including provision of intensive public health education regarding public health implications of increased CS rate. Assisted vaginal delivery approaches like the use of vacuum and forceps and other methods should be considered and encouraged during delivery as long as their indications for implementation are met. Conducting frequent external review and audits to the health facilities and providing feedback regarding the rates of CS deliveries can help to keep in check the rising CS trends as well as identifying the settings with unmet surgical needs. Moreover, the public especially expectant mothers during clinic visits and clinicians should be educated and be informed on the WHO recommendations on nonclinical interventions towards reduction of unnecessary CS procedures.

ADAM SMITH ON PUBLIC PROVISION OF EDUCATION

Most Adam Smith scholars hold that Smith endorsed public provision of education to offset deleterious consequences arising from the division of labor. Smith’s putative endorsement of publicly funded education is taken by some scholars as evidence that he tends more toward progressive than classical liberalism, or that this is a departure from, perhaps an inconsistency with, Smith’s otherwise strong presumption against government intervention in markets. This paper argues that these interpretations are flawed because Smith ultimately does not advocate public provision of education. He raises the idea and explores its potential benefits, but he ultimately does not endorse it. Smith also provides reason to be skeptical of public provision of education, which suggests that his final position may have inclined against it.

Oil royalties and the provision of public education in Brazil

Oil royalties and the provision of public education in Brazil

Capitalism and Distributive Justice: Musings of a Mormon Economist

Capitalism and Distributive Justice: Musings of a Mormon Economist

Pediatric Chemical and Thermal Ocular Injuries Requiring Hospitalization in South China

ABSTRACT Purpose To study the clinical characteristics of children with severe ocular chemical or thermal injuries in South China and evaluate prognostic factors affecting final visual acuity (VA). Methods A five-year retrospective study was conducted on pediatric patients who were first admitted to Zhongshan Ophthalmic Center with severe chemical or thermal ocular injuries. Data collected and analyzed comprised socioeconomic and socio-demographic data, details regarding their injury, subsequent treatment, and visual outcomes. Results Of the 105 children (121 eyes), severe ocular chemical and thermal injuries in South China were prevalent in preschool children (n = 51, 58.1%), predominantly male (n = 82, 78.1%), and primarily children in rural areas (n = 98, 93.3%). Seventy-one eyes (78.9%) had a final VA <0.05, and multivariate logistic regression analysis revealed that initial VA after injury (OR = 0.47), the maternal education level (OR = 0.23), and monthly household income (OR = 0.31) were significantly associated with final VA. Conclusion Final VA was associated with the initial VA, the maternal level of education, and family income; necessitating an increased provision of public education to children from low-income families, especially in rural areas.

Modelling the Impacts of Immigrants on COVID 19 Transmission Dynamics with Control Measures

The COVID-19 pandemic began in Wuhan City in the Hubei province of China in December 2019. The disease spread quickly in many countries around the world due to mobility of people from one location to another. As a result, a COVID-19 mathematical model with the impacts on immigrants was proposed to study its transmission dynamics and possible control measures. The reproduction number was determined by using the next-generation technique and found to be 0.636, indicating that the transmission could be minimized in the community if all immigrants were effectively controlled. The Pontryagin's Maximum Principle was applied in analysing control strategies which are screening of immigrants, provision of public education to raise community awareness, and treatment of infected individuals. The simulated results revealed that a combination of public education, screening of all immigrants, and treatment of infected individuals plays a significant role in reducing COVID-19 transmission in the community.&#x0D; Keywords: COVID-19; Immigrants; Optimal control theory;

Starting high school? On the origins of secondary education in Spain, 1857–1901

The development of modern educational systems radically altered the way knowledge and skills were transmitted. Yet, while elementary schooling rapidly expanded in late 19th and early twentieth centuries, secondary education struggled to find its way. This was also the case in Spain where, despite a growing demand, the provision of public secondary education during the second half of the 19th century was rather limited. As a result, private education, and especially that promoted by the Church, rushed to fill in the gap. Using a new database with municipal-level data, we examine what drove the expansion of private schools. As expected, demand-pull factors were critical. Still, the interplay between local forces and private agents should not be overlooked, especially as the State lacked the financial muscle and political will to broaden access to secondary education, whereas the Church was searching for a niche from which to consolidate its position in the nascent liberal society.

Upaya Peningkatan Ketrampilan Kader dalam Deteksi Dini kanker Payudara dengan Pemeriksaan Payudara Sendiri (SADARI) di Posyandu Tanggul Asri RW 10 Kelurahan Kadipiro Kecamatan Banjarsari Surakarta

Data from Riskesdas in 2013 and 2018 showed an increase in cancer prevalence in Indonesia from 1.4% to 1.49%. Screening is a government effort or a simple and easy test carried out on a healthy population with the aim of distinguishing people who are sick or at risk of contracting the disease among healthy people. One form of increasing public awareness about the symptoms and signs of cancer, one of which is the provision of public education about breast self-examination (BSE). Based on the results of interviews with cadres at Posyandu Tanggul Asri RW 10, Kadipiro Village, Banjarsari District, Surakarta, cadres have never received counseling about early detection of breast cancer with BSE. The purpose of this community service is that it is hoped that the skills of cadres in carrying out BSE will increase. The methods used in this community service activity are lectures, demonstrations, discussions / questions and answers. From the results of the implementation of coaching and counseling for 1 day which was attended by 12 cadres, it turned out that the activity received a good response by the cadres. Cadres become more aware of early detection of breast cancer and can demonstrate how to do BSE. The conclusion of this Community Service Activity is that Cadres understand early detection of breast cancer with BSE.

Philanthropy, marketing disadvantage and the enterprising public school

Disadvantage in schooling is often constructed as a crisis in need of fixing. Global policy reforms tend to emphasise that solutions for disadvantage often lie beyond the capacity of the state, necessitating private/philanthropic intervention. This paper seeks to contribute to this line of analysis by investigating the rise of philanthropy in Australian public schooling. Our analysis focuses on the intermediary organisation, Schools Plus, which works to connect donors to disadvantaged public schools. Through qualitative content analysis and stakeholder interviews we demonstrate how philanthropy has come to be seen as a solution to the complex problem of disadvantage, or more specifically in this case, the perceived inadequacies of public education provision. The consequence of this, we suggest, is the changing of responsibility for addressing disadvantage from government to individual schools that have been able to establish an entrepreneurial culture to market their disadvantage.

Promoting education under distortionary taxation: equality of opportunity versus welfarism

A common claim in the policy discourse is that a government wishing to achieve equality of opportunity should use public provision of education for equalisation of opportunities rather than income taxation, which only equalizes incomes. We develop a framework in which the tax and education provision rules in the welfarist and non-welfarist/equality of opportunity cases can be transparently compared. We show that in addition to education policies, progressive taxation also plays a role in achieving equality of opportunity, and illustrate how its use may differ under the two objectives. We also show how the provision of public education depends on how private education choices respond, potentially differentially by higher- and lower-income families.

Re-imagining a synchronous linguistic landscape of public and school uses of Runyoro-Rutooro and Runyankore-Rukiga in early childhood education in Western Uganda

ABSTRACT Uganda’s ‘early exit’ language policy positions African languages ambiguously in public education provision. Runyoro-Rutooro and Runyankore-Rukiga are spoken in Western Uganda in public spaces where translanguaging happens as a matter of course. These languages are heard at pre-primary and lower primary levels but are superseded by English from primary grade 4. Teachers speak Rutooro, Rukiga and English to varying degrees but must negotiate the different priorities stipulated by the policy within this linguistic landscape as they teach reading to multilingual children. In so doing teachers create linguistic synergies and disjunctures between home, community and school. This exerts a toll both on teachers and on students’ capabilities to become proficient in spoken and written local language and English in both the dynamic present, and in the imagined future. This paper reports from a small-scale qualitative cross-sectional study of synergies and disjunctures in language use as children learn to read in local language and English across home, Early Childhood Education and primary school in two sites in Western Uganda. Findings suggest that mitigation of such cognitive wastage in young children by a ‘late-exit’ policy would support reading proficiency and encourage translanguaging practic es, creating synergies with the wider, public use of Ugandan languages.

The impact of OECD research on the education system of Kazakhstan

In education, reform and renewal are constant. Policies are continually changing to meet the needs of the times and the society. Political advisors, such as the Organization for Economic Cooperation and Development, play an important role among private consultants as policy actors. According to Gunter’s (in: Howlett and Mukerjee (eds), Handbook of policy formulation, Edward Elgar Publishers, 2017) classification of policy actors, the OECD can be classified as a supra-national organization. This paper examines the impact of OECD research on the education system of Kazakhstan. Based on the literature, the authors address two key issues—what role the OECD is performing in education policy reforms in Kazakhstan and whether this facilitates or undermines the provision of public education. The authors focus on the influence of Programme for International Student Assessment (PISA) as a global phenomenon, how Kazakhstan has embraced this international test, and how, even though PISA has made little or no difference to student outcomes, it is still credited for educational achievements.