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1. Why Are There Proportionately More Poor Pupils Enrolled in Non-State Schools in Urban Kenya in Spite of FPE Policy? (EJ857537)
Author(s):
Oketch, Moses; Mutisya, Maurice; Ngware, Moses; Ezeh, Alex C.
Source:
International Journal of Educational Development, v30 n1 p23-32 Jan 2010
Pub Date:
2010-01-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Educational Needs; Private Schools; Elementary Education; Economically Disadvantaged; Slums; Foreign Countries; Public Schools; Developing Nations; Low Income Groups; Program Implementation; Role of Education; Educational History; Educational Finance; Educational Change; Educational Environment; Educational Development; Educational Policy; Public Policy; Policy Analysis; Economics; Supply and Demand; Educational Supply; Access to Education; Educational Demand
Abstract: One of the conundrums of free primary education (FPE) policy in several countries in Sub-Saharan Africa is the "mushrooming" of fee-paying private schools. Several researchers have become interested in studying this phenomenon and have raised the question--does free primary education meet the needs of the poor? Emerging voices among this group of researchers suggest that the impact of FPE, particularly in meeting the educational needs of the poor may be over-stated in situations where the poor still utilize what is referred to as "private schools for the poor". The concerns expressed by those voicing this point of view point to the question of why the poor choose fee-paying [low quality] private schools when there is, presumably a free state school? To respond to this question and to contribute to this debate, this paper adopts the excess demand and differentiated demand frameworks to analyse how slum (poor) and non-slum (non-poor) parents utilize education in Nairobi, Kenya following the implementation of free primary education policy in 2003. We conclude that the answer to the "mushrooming" of private schools for the poor is "excess demand". As to whether free primary education meets the needs of the poor, we argue that where supply does not match demand excess demand is likely to arise in the initial stages. We recommend that what is required is greater and possibly differentiated and better targeted investment in education whereby unequals are treated unequally in order for the Kenyan government not to under-invest in the education of the poor. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Formula Funding and Decentralized Management of Schools--Has It Improved Resource Allocation in Schools in Sri Lanka? (EJ857532)
Arunatilake, Nisha; Jayawardena, Priyanka
International Journal of Educational Development, v30 n1 p44-53 Jan 2010
Descriptors: Funding Formulas; Educational Quality; Foreign Countries; Resource Allocation; Program Effectiveness; Equal Education; Developing Nations; Educational Development; Educational Policy; Policy Analysis; Educational Finance; Economics; Administrative Organization; School Organization
Abstract: Using the experience of the Educational Quality Inputs (EQI) Scheme in Sri Lanka the paper examines the distributional aspects of formula-based funding and efficiency of decentralized management of education funds in a developing country setting. The study finds that the EQI fund distribution is largely pro-poor. However, results show that to reduce disparities allocated funds need to be fully utilized. The findings of the study supports the hypothesis that qualified principals, adequate levels of human and physical resources and state level monitoring and support are needed for the success of education management at the school level. (Contains 5 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Financing Universal Primary Education: An Analysis of Official Development Assistance in Fragile States (EJ838243)
Turrent, Victoria; Oketch, Moses
International Journal of Educational Development, v29 n4 p357-365 Jul 2009
2009-07-00
Descriptors: Primary Education; Educational Finance; Developing Nations; Conflict; Poverty; Resource Allocation; Educational Development
Abstract: At existing rates of progress, fragile states represent those countries most at-risk of failing to achieve universal primary education. It is estimated that around a third of the world's out of school children live in countries where the state faces severe development challenges instigated and perpetuated by weak institutional capacity, poor governance, political instability, or the legacy effects of past conflict. Typically, fragile states have the most difficulty in mobilising domestic resources to finance national education strategies and, consequently, rely heavily on other sources of educational investment. This paper examines the provision of development aid within a group of 52 low-income countries, and concludes that despite the international commitment to universal primary education, the prevailing attitude of selectively allocating aid to "good performers" has led to education in fragile states being sidelined by the development community. (Contains 7 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Non-Formal Basic Education as a Development Priority: Evidence from Nicaragua (EJ842063)
Handa, Sudhanshu; Pineda, Heiling; Esquivel, Yannete; Lopez, Blancadilia; Gurdian, Nidia Veronica; Regalia, Ferdinando
Economics of Education Review, v28 n4 p512-522 Aug 2009
2009-08-00
Descriptors: Foreign Countries; Adolescents; Adults; Illiteracy; Nonformal Education; Program Effectiveness; Academic Achievement; Individual Development; Economic Development; Human Capital; Developing Nations
Abstract: Almost 900m adolescents and adults are illiterate in the developing world, yet most policy discussions focus on the educational circumstances of primary aged children. As a result non-formal educational programs for adolescents and adults are given very little support, and this group is virtually ignored in international agreements such as the millennium declaration. This article presents the first serious attempt at evaluating the impact of a non-formal education program. Results show significant learning achievement over the academic year, as well as strong development impacts of the program in non-learning dimensions of participants' lives. These positive impacts, plus the significantly lower unit costs and self-targeted nature of the program provide strong evidence that this type of program can be an important part of the poverty reduction and human capital enhancement strategy of developing countries with large illiterate adult populations. (Contains 1 figure and 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. How Effective Is Peer Education in Addressing Young People's Sexual and Reproductive Health Needs in Developing Countries? (EJ842588)
Price, Neil; Knibbs, Sarah
Children & Society, v23 n4 p291-302 Jul 2009
Journal Articles; Reports - Research
Descriptors: Health Needs; Health Promotion; Youth; Sexually Transmitted Diseases; Peer Teaching; Peer Influence; Developing Nations; Foreign Countries; Acquired Immunodeficiency Syndrome (AIDS); Social Influences; Teaching Methods; Intervention; Power Structure; Poverty; Gender Bias
Abstract: This review article questions the assumptions at the core of peer education interventions adopted in young people's sexual and reproductive health programmes in developing countries. Peer education is a more complex and problematic approach than its popularity with development agencies and practitioners implies. Its rise to prominence is more indicative of the desire to find effective tools to address the HIV/AIDS pandemic, than of peer education's proven effectiveness. The often simplistic model of social relations that underlies peer education interventions leads to the reinforcement of gendered power relations, and a failure to take account of the social dynamics of poverty. The dominant rationales for peer education are examined and contested. In spite of the mismatch between rhetoric and experience, the appeal of the approach remains powerful, stemming largely from the objective of engaging young people in health interventions in a way that increases their autonomy and capacity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. A Basic Engineering English Word List for Less Proficient Foundation Engineering Undergraduates (EJ845732)
Ward, Jeremy
English for Specific Purposes, v28 n3 p170-182 Jul 2009
Descriptors: Textbooks; Word Lists; Engineering; College Students; Developing Nations; Language Proficiency; Teaching Methods; Educational Strategies; Engineering Education; English for Academic Purposes; Second Language Learning; Second Language Instruction; Academic Discourse; English for Science and Technology
Abstract: This paper concerns the teaching of English to learners who are studying, or will soon study, engineering and who are expected to do at least part of their studying through textbooks written in English. Such students, especially in universities in developing countries, often find themselves very poorly equipped by their secondary education for reading engineering material in English. This paper presents an original solution to the basic lexical problem: a word list for foundation engineers that (1) presupposes little lexical or grammatical knowledge, (2) can be used by learners with a low level of English, and (3) applies to all engineering disciplines. (Contains 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Factors Influencing Enrolment: A Case Study from Birth to Twenty, the 1990 Birth Cohort in Soweto-Johannesburg (EJ845904)
Richter, Linda M.; Panday, Saadhna; Norris, Shane A.
Evaluation and Program Planning, v32 n3 p197-203 Aug 2009
Descriptors: Foreign Countries; Enrollment Influences; Case Studies; Cohort Analysis; Longitudinal Studies; Migration; Urban to Rural Migration; Urban Areas; Developing Nations; Social Environment; Economic Climate
Abstract: Longitudinal studies offer significant advantages in rendering data commensurate with the complexity of human development. However, incomplete enrolment and attrition over time can introduce bias. Furthermore, there is a scarcity of evaluative information on cohorts in developing countries. This paper documents various strategies adopted to minimize loss to follow up and describes a retrospective analysis of a small group of families who were missed during initial enrolment and through several subsequent rounds of data collection of the Birth to Twenty (BT20) birth cohort in Soweto-Johannesburg, South Africa that began in 1990. A purposive case study approach was used, and 10 of the 119 families missed at enrolment were interviewed to investigate why these families were not enrolled into the study. The findings demonstrate that high mobility, both within urban areas and between urban and rural areas, are a major challenge for longitudinal studies in densely populated urban areas. In addition, enrolment was also affected by individuals changing their names, largely motivated to facilitate access to employment under "Apartheid", as well as varying motivations for participating in research. Longitudinal studies in the developing country context must be mindful of the political, social and economic climate that influences enrolment and ongoing cohort maintenance. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Use of Computers in Brazilian Primary and Secondary Schools (EJ848796)
Fidalgo-Neto, A. A.; Tornaghi, A. J. C.; Meirelles, R. M. S.; Bercot, F. F.; Xavier, L. L.; Castro, M. F. A.; Alves, L. A.
Computers & Education, v53 n3 p677-685 Nov 2009
2009-11-00
Descriptors: Secondary Schools; Elementary Schools; Foreign Countries; Educational Policy; Government Role; Technological Literacy; Developing Nations; Educational Technology; Technology Integration; Computer Uses in Education; Computer Literacy; Information Technology
Abstract: Brazil is a developing country that has undergone important changes at the social, economic, scientific and educational levels. A main policy challenge at present is related to the unequal distribution of vital resources, including technology. In the educational context, many changes have been observed, such as a decrease in analphabetism and an increase in the number of physicians, lawyers, and scientists. In this paper we will describe the educational experience involving the use of information technology, especially computers, at Brazilian primary and secondary schools. We live in a technological era in which it is important to educate our children to be aware of the impact of technology on society and the environment in general, as well as how to personally deal with them. From home to workplace, digital technological tools have become a part of day-to-day life. Digital technology has become essential in everyday life, and demands have been placed on schools to educate students so as to make them "technologically literate". Millions of Reals (R$) have been invested by the Brazilian government to equip schools with computers and communication tools, but low technological literacy remains a serious challenge. To address this problem, it is crucial to elucidate the real advantages and disadvantages of the use of computers in the educational system. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Skills Development for Poverty Reduction (SDPR): The Case of Tajikistan (EJ852451)
Wallenborn, Manfred
International Journal of Educational Development, v29 n6 p550-557 Nov 2009
Journal Articles; Reports - Descriptive
Descriptors: Poverty; Rural Economics; International Cooperation; Vocational Education; Educational Development; Economic Development; Developing Nations; Program Implementation; Program Effectiveness; International Education; International Organizations; Skill Development; Rural Areas; Foreign Countries
Abstract: Vocational education and training (VET) can contribute to the attainment of the United Nations Millennium Development Goals. A key to economic and social progress is the training of better-qualified individuals and skilled enterprise staff who will be more productive, improving goods, increasing incomes and adapting to changing markets. Experts from international cooperation agencies see VET projects as suitable instruments for poverty alleviation in target groups working in the informal sector and rural economy. The recent shortages and high prices of rural products in many developing countries support this position. For the past two years a skills development for poverty reduction (SDPR) project has been running in rural areas of Central Asia to address rural poverty. The approach and findings of the project are discussed against the background of the international debate on VET in the context of poverty alleviation. It is hoped that the conclusions will contribute to optimising the design, implementation, monitoring and evaluation of similar VET projects. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Towards Reclaiming the High Ground in the Discourse on Vocationalism in Developing Countries (EJ852453)
Lewis, Theodore
International Journal of Educational Development, v29 n6 p558-564 Nov 2009
Journal Articles; Opinion Papers
Descriptors: Developed Nations; Epistemology; Educational Philosophy; Holistic Approach; Discourse Analysis; Educational Development; Economic Development; Developing Nations; Program Effectiveness; International Education; Foreign Countries; Vocational Education; Educational Policy; Economic Impact
Abstract: The literature on vocational education in developing countries has for decades been one of gloom, as commentators from the developed countries have offered arguments leading to the same conclusion, namely, that investment in the subject is futile. I contend that the reason why the discourse has been so predictable is epistemological rigidity--manifested in an unwillingness to accept work as a valid basis of knowledge. I offer a way to think about vocationalism that transcends familiar economic arguments and that instead point to more holistic attributes of the subject. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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