Universal Secondary Education Research Articles

Can public private partnerships help deliver universal secondary education? The case of Uganda

ABSTRACT Governments worldwide are facing pressure to increase access to secondary school. In Uganda, the government introduced a fee-free policy in 2007 to address this issue. In an effort to make it more affordable, the government partnered with non-state schools to form public-private partnerships (PPPs). PPPs are seen as a cost-effective way to increase school supply, but they have also been associated with negative equity implications. This paper uses a theory of change approach to examine how paying tuition fees for eligible students in PPP and state schools has helped extend access to secondary school in Uganda. Analysis of the Ark Secondary Schools Survey and Focus Group data reveals that the policy did not remove the financial and structural barriers for many students. Key informant interviews shed further light on the ways in which the policy has in fact reinforced existing patterns of exclusion.

Impact of School Policies on Student Discipline in Fort Portal Municipality, Kabalore District

This cross-sectional survey investigates the attitudes, opinions, and experiences of teachers, students, and head teachers regarding school policies' influence on student discipline in Fort Portal Municipality's secondary schools, Kabalore District. The study's objective is to identify the effects of school policies, causes of student indiscipline, and the role of school administration in shaping discipline. A sample size of 210 respondents was selected using purposive and random sampling techniques. Data collection involved structured questionnaires and face-to-face interviews, employing both primary and secondary data sources. Statistical analysis using SPSS and qualitative descriptive analysis revealed intriguing insights. A comprehensive survey encompassing the distribution of respondents by sex, marital status, and age bracket was conducted, revealing intriguing demographic trends. A robust exploration was undertaken to discern the influence of school policies on student discipline, eliciting responses from diverse stakeholders including teachers, head teachers, students, PTA members, and Board of Governors. The findings underscore the significant influence of school policies, with identified factors including Universal secondary education, Compulsory Science subjects, trained teachers, games and sports, vocational subjects, and specific registration criteria for academic progression. Moreover, the research delved into the underlying causes of student indiscipline, highlighting pivotal issues such as domestic violence, heredity, peer influence, lenient disciplinary measures, dearth of positive role models, and cultural influences. These insights underline the complex interplay of societal factors impacting student conduct. Additionally, the study expounded on the effects of school administration strategies on student discipline, emphasizing the critical role played by rule-setting, guidance and counseling, supervision, parental involvement, sensitization programs, and robust administrative structures in fostering a disciplined academic environment. The comprehensive analysis of these diverse dimensions unveils the intricate landscape influencing student behavior in secondary schools, suggesting the need for nuanced policy interventions and administrative strategies to cultivate a conducive environment for positive student conduct and academic excellence. Keywords: School policies, student discipline, secondary schools, cross-sectional survey, attitudes, causes of indiscipline, school administration

Feasibility first: Expanding access before fixing learning

The first SDG4 target is to both expand access to universal secondary school and to ensure that all children achieve minimum learning outcomes in primary school. To the extent that action must be prioritized, this article argues that achieving universal secondary education is both more feasible at scale and has clearer benefits than improving learning outcomes in primary schools in developing countries. Removing barriers to access such as fees and exam requirements has been demonstrated to have consistent impacts at scale, even in contexts of weak state capacity. By contrast, efforts to improve school quality have been much less consistent. Wage gains from secondary schooling have been demonstrated repeatedly, even in contexts of low quality education. Wage gains from improving primary school quality have not. Governments should thus focus on reforms that reliably expand access, rather than complex interventions to improve learning that often fail at scale.

Universal Secondary Education, Schooling and Women’s Empowerment: Evidence from Uganda

Universal Secondary Education, Schooling and Women’s Empowerment: Evidence from Uganda

"It's the poverty"-Stakeholder perspectives on barriers to secondary education in rural Burkina Faso.

Universal primary and secondary education is a key target of the Sustainable Development Goals. While substantial gains have been made at the primary school level, progress towards universal secondary education has slowed, particularly in sub-Saharan Africa. In this study, we aimed to determine perceived barriers of secondary schooling in rural Burkina Faso, where secondary school completion is among the lowest globally (<10%). We conducted a two-stage qualitative study using semi-structured interviews (N = 49). In the first stage, we sampled enrolled students (n = 10), out-of-school adolescents (n = 9), parents of enrolled students (n = 5), parents of out-of-school adolescents (n = 5) and teachers (n = 10) from a random sample of five secondary schools. In a second stage, we interviewed key informants knowledgeable of the school context using snowball sampling (n = 10). Systematic analysis of the pooled sample was based on a reading of interview transcripts and coding of the narratives in NVivo12 using the diathesis-stress model. Recurring themes were classified using a priori developed categories of hypothesized barriers to secondary schooling. Major reported barriers included school-related expenses and the lack of school infrastructure and resources. Insufficient and heterogeneous French language skills (the official language of instruction in Burkina Faso) were seen as a major barrier to secondary schooling. Forced marriages, adolescent pregnancies, and the low perceived economic benefits of investing in secondary schooling were reported as key barriers among young women. Our results guide future interventions and policy aimed at achieving universal secondary education and gender equity in the region.

Skills and educational aspirations as predictors of secondary school dropout in Vietnam: A dynamic approach

Despite the national target of universal lower secondary education, a significant number of students leave secondary school every year in Vietnam. Nothing is known about socioemotional or psychological factors in secondary school dropout. Few studies have investigated dropping out as a dynamic process. Therefore, this study examines the relationship between cognitive and non-cognitive skills, educational aspirations, and school dropout at the lower and upper secondary level, and the transition between these two levels, using Cox models based on the panel data from the Young Lives Vietnam survey. The analysis finds that cognitive skills are more protective against lower secondary school dropout than non-cognitive skills, but less protective against dropout at the transition than non-cognitive skills. The role of skills faded away at the upper secondary level. Instead, adolescents' educational aspirations emerge as the most significant predictor. Other factors such as family background, parents' aspirations for their child's education, and time allocation also play a considerable role. The study suggests developing both cognitive and non-cognitive skills during children’s education to promote secondary graduation.

The Artificial Neural Network Predicts The Number Of Smart Indonesian Card Recipients Using The Backpropagation Algorithm

The Smart Indonesia Card is a form of implementing the Smart Indonesia Program which is the flagship program of President Joko Widodo. The Smart Indonesia Card program supports the realization of the 9-year compulsory education program for basic education and universal secondary education or 12-year compulsory education. However, in essence, in processing the Smart Indonesia Card, errors still occur in predicting the needs of students who really need the assistance. Unpredictable gifts include students per department. In dealing with the provision of Indonesia Smart Card assistance, predictions are needed in the distribution of funds so that the distribution can be carried out evenly according to students who need the Indonesia Smart Card funds.

Examining the Successes of Universal Primary Education and Universal Secondary Education Policies in Uganda

Purpose: The mission statement of the Ministry of Education and Sports (MoES) in Uganda is to provide for, support, guide and co-ordinate, regulate, and promote quality education and sports to all persons in Uganda for national integration, individual and national development. It is in these lenses that the Ugandan government adopted the UPE and USE programs to educate her children.&#x0D; Methodology: This paper uses document review methodology to assess successes achieved by both the Universal Primary Education and Universal Secondary Education programs adopted by the Uganda government in 1997 and 2006 respectively.&#x0D; Findings: Assessment results show that both programs have had a positive impact on access and equity of previously vulnerable children who could not afford self-educational sponsorship. However, the issue of quality education provision is yet to be achieved.&#x0D; Recommendations: The study therefore recommends further research into examination of the relationship between UPE pupils’ low performance levels in literacy and numeracy and their somewhat good performance at Primary Leaving Examinations. All stakeholders should desist from politicizing educational issues and instead concentrate on formulating evidence-based policies based on developmental needs for joint ownership and implementation of the respective Free Education Policies.

Эрнст Шайгарданович Хазиахметов: ученый-исследователь, преподаватель, человек. 1936–2007 гг.

The interest in the formation and development of historical science in the region led to the need to create a socio-political history of the Siberian region. This goal is achieved in the second half of the 20th century thanks to the efforts of a number of researchers. Many of the researchers do history and social studies teachers trained as part of the transition to universal secondary education. One of them was E. Sh. Khaziakhmetov. Based on the memoirs of colleagues, reference materials and archival funds, personal impressions, the author comes to the conclusion that Doctor of Historical Sciences, Professor E. Sh. Khaziakhmetov is one of the founders of the scientific school for the study of pre-revolutionary political exile in Siberia. A man of his time: a child who lost his father and survived the war, a student during the «thaw», a witness to the development of the region in the post-war years and a university teacher. In what he saw the usefulness of his work, how his political views changed over the years, changes in the socio-economic system and political system, the presented material will tell.

Application of the AHP Method for KIP Recommendation Applications -College Students

The Smart Indonesia Card (KIP) is an assistance in the form of cash from the government given to students whose parents are less able to finance their education, as a continuation and expansion of the targets of the Poor Student Assistance (BSM) program. KIP has a goal, namely to increase access for children aged 6 (six) to 21 (twenty-one years) to obtain educational services until they graduate from high school to support the implementation of Universal Secondary Education / Pilot Compulsory Education 12 (twelve) years, prevent students from the possibility of dropping out of school or not continuing their education due to economic difficulties. The KIP-Kuliah, formerly known as Bidikmisi, is presently in service. They may find it difficult to determine who is a qualified candidate to become a recommendation for KIP-Kuliah recipients who will be presented to the system since many variables and assessments will be passed in determining the prospective KIP-Kuliah recipients. Therefore, from this problem, a system is needed that can quickly and accurately assess the eligibility of KIP-Lecture recipients without having to sort out the files that have been collected one by one. As a result, it is deemed necessary to develop a decision-making system to address the existing issues. The steps of research that will be carried out to create a decision support system will collect criteria and sub-criteria from the assessment and then enter them into the calculation formula or method employed, namely the AHP method.

Socioeconomic status (SES) and the benefits of the “continuous assessment and progression system (CAPS)” in lower secondary education in Myanmar

PurposeThis study investigated the trends of repetition and dropout rates in Myanmar's lower secondary education before and after the introduction of the “Continuous Assessment and Progression System (CAPS)” and probed the dependence of these tendencies on high-, middle- and low- socioeconomic status (SES). The obtained results were then examined to extract effective policy implications for the achievement of universal secondary education as specified in the Sustainable Development Goals.Design/methodology/approachBefore and after the CAPS introduction at four government secondary schools, grade repetition and dropout rate trends were examined with respect to differences in students' SES. The analysis utilised a sample of 7,272 students from target secondary schools in urban Yangon Region, Myanmar.FindingsIt was found that since the introduction of CAPS, the grade repetition rates had fallen significantly in all SES groups, so was effective regardless of students' SES. The results also demonstrated the influence of unequal CAPS on dropout rates: in the middle-SES group, significant falls to nearly zero post-CAPS implementation. The high-SES group was at ceiling pre- and post-CAPS, so was unaffected. However, in the low-SES group, high dropout rates persisted, indicating that the poor socioeconomic backgrounds of these students significantly reduced the benefits of CAPS.Originality/valueRather than using cross-sectional data such as education statistics, this study used longitudinal data based on academic enrollment registries that included information on individual enrollment statuses, which allowed for the relationships between grade repetition, school dropout, education policies and socioeconomic circumstances to be elucidated.

Who accesses secondary schooling in Uganda; Was the universal secondary education policy ubiquitously effective?

This paper explores predictors of accessing secondary education for children in Uganda given the universal secondary education policy of 2007. This is done for; rural Uganda, Kampala and other urban areas given increasing urbanization of rural areas that assumes urban homogeneity in heterogeneous situations. We apply the logit model onto Uganda census data to predict access given individual, household and community variables. We discover that only 22% of children aged 13–18 were enrolled at secondary and that demand and supply related predictors are moderated by the socio-economic status of households to influence schooling outcomes all along the education ladder.

Вениамин Михайлович Самосудов — человек и ученый на перепутье времен (1926–2010 г.)

In the 1960’s–1970’s, the development of regional historical science took place, which reflected the General trend for the country. During this period, changes were made to the concept of the development of socialist society, which caused the transition to universal secondary education. This transition required the training of teachers of history and social Sciences, which was entrusted to pedagogical institutes. The result was changes in the content of training of scientific and pedagogical personnel in the region. During these years, Samosudov's scientific and managerial career developed. Based on the memoirs of colleagues, materials of archival collections, personal impressions, the author comes to the conclusion that the doctor of historical Sciences, Professor, member of the CPSU, rector of the OSPI named after M. Gorky was a major historian — the Creator of the scientific school. He was a man of his time: a witness to the socialist transformation of the village, a participant in the war, an organizer of education in the region. About how his attitude to society changed during the transformations in the state, reports the test of the presented article

English

There is a dearth of phenomenological interpretive studies in public-private partnership (PPP) policy in education service delivery. The limited extant literature on PPPs in education hardly explores insights into how stakeholders understand them, and what they perceive as critical success factors (CSFs) for their implementation in the context of developing countries. The overarching purpose of this study is to explore the stakeholders&rsquo; perceptions of PPP policy in universal secondary education (USE) and its CSFs in Uganda. It employed the interpretive paradigm and the participants were purposively selected from government bodies, partnership private schools and local communities. Document review and interviews were used as the data collection methods while the resultant data were analyzed using content and thematic techniques. The findings reveal that most stakeholders&rsquo; understandings of the PPP in USE were diverse and context-specific; and that most school-based stakeholders implemented this policy without clearly understanding its origin, goals and guidelines. While most government-based stakeholders perceived the policy as successful, the majority of school-based stakeholders deemed it unsuccessful. The majority of stakeholders perceived regular policy reviews, commitment to partnership roles, sufficient funding, the selection of partners with adequate capacity, effective policy communication, regular policy monitoring and strong enforcement mechanisms as its CSFs. In view of the findings, it can be inferred that unless appropriate policy reforms and best practices informed by these findings are undertaken, the success and sustainability of PPP policy in USE would remain uncertain. &nbsp; Key words: Public-private partnership, policy, education, reforms, critical success factors. &nbsp

Girls and women in the educational system: The curricular challenge.

This Viewpoint argues that, while efforts must continue to achieve universal primary and secondary education at the global level for both boys and girls, the concern with access and thus enrollment and completion parity has blinded many governments from seeing the crucial need to examine what is actually learned in school. Stronger concern with curriculum would bring a stronger focus on the formal knowledge conveyed in schools and on the ways in which this knowledge might (or might not) facilitate a substantial change in the social relations of gender.

Multy Actors’s Role in Implementation Policy ProcessMulty Actors’s Role in Implementation Policy Process (Case Study in Policy of Compulsory Basic Education 12 Years at Kudus Regency, Central Java, Indonesia)

Kudus Regency is one area that successfully implemented Policy of Compulsory Basic Education 12 years since 2010 even before the central government issued a Policy of Compulsory Basic Education 12 years. In implemented this policy, Kudus Regency Government based on the Kudus Regency Regulation Number 2/ 2010 about Basic Education 12 Years and Regulation of Minister Education and Culture Republic Indonesia Number 80/2013 about Universal Secondary Education (Basic Education 12 Years). The success of Kudus Regency in implementing compulsory basic education 12 years policy is depending on the role of actors that depending in the implementation process. This research is using descriptive qualitative approach. The results of this research is the successful implementation of compulsory basic education 12 years policy in Kudus Regency can not be sparated from the synergy of multyactors’s role. The role of Central Government and Kudus Regency Government that is by issuing compulsory basic education 12 years policy, i. e Regulation Minister of Education and Culture Number 80/2013 and Kudus Regency Regulation Number 2/2010 about compulsory basic education 12 years, and their programs support. The private sector’s roles, is by providing scholarships and grants to infrastructure development of schools in Kudus Regency. The role of Kudus Regency society is provide full support and enthusiasm in implementing compulsory basic education in Kudus Regency.

Head Teachers’ Administrative Skills and Curriculum Management in Universal Secondary Education Schools in Kiruhura District, Uganda

The study investigated head teachers’ administrative skills and curriculum management in Universal Secondary Education (USE) Schools in Kiruhura District of Uganda. The objectives were to identify the head teachers’ administrative skills in managing curriculum, to establish the challenges faced by USE school head teachers in curriculum management, and to find the relationship between head teachers’ administrative skills and curriculum management. The study employed a cross sectional survey research design. Data was collected using a questionnaire and interview guides administered to head teachers of USE schools and respondents from the Kiruhura district education officer’s office. Microsoft office excel and word were used to generate frequencies and tables for easy interpretation and presentation of the data. The research findings revealed that the highest administrative skills used by head teachers in USE schools was involving teachers in curriculum activities which was rated at 90% by the respondents, whereas absenteeism at 26.8% for both teachers and students was the biggest challenge faced by secondary schools head teachers. Finally, the respondents indicated that there was a relationship between administrative skills and curriculum, rated at 91% yes response. The study recommends that stake holders establish monthly workshops aimed at improving head teachers administrative skills in order to attain an improved curriculum management in USE schools.

Komsomol and the School in Mordovia in 1953–1964

Introduction. The issue of youth education has always attracted general attention. In this regard, the experience of the Soviet era is curious. Under the prevailing criteria of this period, as the time of totalitarian domination and ideology, it attracts attention and is interesting for research. The subject of this study was the period of the Khrushchev thaw, when significant changes to the Stalin reform were carried out, including the work of the Komsomol at school. This article discusses the process of educating communist youth in the republican schools during the transition from universal seven-year education to the creation of conditions for the transition to universal secondary education through involvement in labor and socially active activities. Materials and Methods. For solving the set of the research tasks, archival materials, statistical data, and also scientific literature were used. The study was conducted on the principle of historicism, objectivity and systematic. The statistical method was used in data processing. Results. Based on a study of archival sources, as well as available scientific literature, the main problems were identified, and the activities of the Komsomol in schools during the Khrushchev thaw were also considered. Against the backdrop of increased participation of the Komsomol in the educational environment, the processes of self-organization and effective activity of the Komsomol organization in schools are shown. Discussion and Conclusion. The Komsomol was ideologically and organizationally formed in the conditions of revolutionary upheavals caused by the Great Russian Revolution of 1917, the Civil War and the beginning of socialist construction. In a harsh atmosphere of mobilizing forces and resources for the implementation of Soviet modernization, the youth union was formed not only as a socio-political organization, but also as a state institution with a multifaceted structure for implementing youth policy and socializing the younger generation on communist ideas. The meanings inherent in the activities of the Komsomol were historically unique: universality, unitarity, ideologization, extreme centralism and hierarchical organizational structure. Not a single youth structure in the world, according to researchers dealing with this problem, has reached such a state, position and all-consuming orientation towards the implementation of its tasks.

Enrolment status disparity: evidence from secondary education in Myanmar

PurposeThe purpose of this paper is to explore individual enrolment trajectories to fully understand the actual disparity in secondary education enrolment statuses among the different socio-economic status (SES) groups in a newly emerged nation, Myanmar.Design/methodology/approachThe differences in enrolment statuses among various SES groups (high, middle and low) were examined based on enrolment trajectory diagrams and individual enrolment patterns using longitudinal data. The analyses utilised a sample of 932 students from government schools in the urban Yangon Region.FindingsThe results revealed that the ideal enrolment trajectory cases (i.e. entering secondary education at Myanmar’s official age and completing all grades without repetition) increased for the highest-SES level, whilst the cases with diverse and complex enrolment trajectories increased for the lower-SES levels. Additionally, over-aged students in the lowest-SES level (boys in particular) were more likely to demonstrate worse enrolment patterns.Originality/valueBy analysing disparities with enrolment trajectories rather than with the cross-sectional parity index, the findings offer clearer and more detailed evidence for the current enrolment status inequalities by SES level in Myanmar. This more complete evidence could allow for an effective accomplishment of worldwide equitable and universal secondary education.

Future impacts of environmental factors on achieving the SDG target on child mortality—A synergistic assessment

An estimated 26% of current global child deaths can be attributed to various and modifiable environmental factors, which are addressed under multiple Sustainable Development Goals (SDGs). This study assesses future reductions in child mortality in relation to the achievement of environment-related SDG targets. It uses projections of health risk factors from the IMAGE 3.0 Integrated Assessment Model, based on the Shared Socioeconomic Pathways (SSPs), linked to a standard multi-state health model (GISMO), distinguishing risk factors, disease occurrence and cause-specific death. The study concludes that, on a global level, the SDG target on child mortality will not be achieved in any of the three SSP scenarios analysed, mainly due to persistent high mortality rates in Sub-Saharan Africa and South Asia. By 2030, environmental health risk factors – including childhood undernutrition, no access to improved drinking water and sanitation, no access to modern fuels and exposure to malaria – will still be responsible for 14% to 16% of total global child deaths (8% to 10% when excluding nutrition-related mortality). Under the middle-of-the-road SSP2 baseline scenario, achievement of the SDG targets on hunger, drinking water and sanitation and modern energy services, would avoid 433 thousand child deaths by 2030. If, in addition, also higher standards would be achieved for access to water and energy, as well as universal secondary female education and advanced malaria control, a total of 733 thousand child deaths is projected to be avoided by 2030 (444 thousand child deaths, when excluding nutrition-related mortality), which would reduce projected global child mortality by 13%. Overall, more than 25% of the child mortality reduction that is needed to achieve the SDG target in Sub-Saharan Africa can be achieved through SDG-related policies on food, water and energy. This requires integrated and intersectoral approaches to environmental health.