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1.
This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4–15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home. 相似文献
2.
在我国义务教育入学率达到99.8％的背景下,农村残疾儿童的入学率仅为71.4％.这与到2020年,农村适龄残疾儿童少年和残疾人家庭子女受教育状况达到当地平均教育水平的目标仍有很大差距.特殊教育经费投入不足,特殊教育法律体系不完善,特殊教育管理体制不健全,残疾儿童家庭贫困、家长观念落后是主要原因.建议通过增加特殊教育投入、加快特殊教育立法、完善特殊教育体系、加强师资队伍建设、转变家长观念、构建社会支持体系等途径保障农村残疾儿童受教育权的实现. 相似文献
3.
4.
The introduction of universal primary education in sub-Sahara African countries in the 1990s increased enrolment rates and provided opportunities to children who were previously not in school. Research demonstrates that eliminating fees is not the magic bullet that delivers universal access. This study seeks to determine risk factors associated with dropout among primary school children in the low-income areas of Nairobi. Qualitative data is from the Education Research Program, collected between June and July 2008. The study found that: dumpsites in the two slum sites of Korogocho and Viwandani lure children out of school; school levies still charged in schools keep children out of school; and chronic poverty within families lure girls aged 14–16 into transactional sex. In conclusion, the declaration of free primary education is not sufficient to realize improved educational attainment as dropout after initial entry negates the purpose for which it was introduced. 相似文献
5.
EMMA OBASI 《Gender and education》1997,9(2):161-178
ABSTRACT The article reports on relative gender access to secondary (grammar) school education from 1977 to 1990 in Imo State, Nigeria. To this end, time series data on secondary (grammar) school enrolment in Imo State from 1977/78 to 1989/90 were analysed. The findings are: (i) the existence of a gender imbalance in access to grammar school education in which the participation rate for girls was less than 40% up to 1980/81. This is discussed with reference to the prevalence of a gender-biased tradition which restricts girls' access to education; (ii) the dramatic overturning of the gender enrolment imbalance, in favour of girls, from 1981/82 when girls' participation rate in secondary education reached a peak of 56%. This is attributed to the nationwide implementation of a 6-year programme of free and compulsory Universal Primary Education (UPE) in Nigeria from 1976. The free and compulsory UPE scheme (which removed the traditional constraints on female education)had the immediateeffect of causing a phenomenal growth in primary school enrolment that was paralleled in the secondary sector in 1981/82; and (iii) the decline in access to grammar school education, more marked for girls than for boys, since 1986 when free market reform structural adjustment policies (SAP) prescribed by the International Monetary Fund (IMF) and the World Bank were introduced in Nigeria. The SAP was accompanied by enormous financial and economic hardship which militate against access to education for the majority of poor Nigerians and for girls in particular. These findings are consistent with reported findings elsewhere in 'adjusting' countries. It is concluded that the financial rigours of the structural adjustments that havebeen imposed on such countries militate against the United Nations Children's Fund and United Nations Educational, Scientific and Cultural Organisation commitments to the elimination of all policies that hinder gender access to education in Africa and the global vision of education for all by the year 2000. 相似文献
6.
Jessica Blom‐Hoffman 《Psychology in the schools》2008,45(1):16-27
Rates of childhood overweight 1 1 The term childhood overweight as opposed to childhood obesity is used in this article. This term is consistent with the Centers for Disease Control and Prevention's (2007a) nomenclature for describing children's weight status. For children, weight status is determined by a BMI percentile using age‐ and gender‐specific normative data. Underweight is defined as a child being below the 5th percentile based on the age‐ and gender‐specific norms, Normal Weight is defined as being between the 5th and the 84th percentile, At Risk for Overweight is defined as being between the 85th and the 94th percentile, and Overweightis defined as at or above the 95th percentile. For more information, go to www.cdc.gov/nccdphp/dnpa/bmi/childrens_BMI/about_childrens_BMI.htm . have reached epidemic proportions (U.S. Department of Health and Human Services, 2001), and schools have been called on to play a role in the prevention of this medical condition. This article describes a multiyear health promotion effort—the Athletes in Service fruit and vegetable (F&V) promotion program—which is based on social learning theory for urban, elementary school children in kindergarten through third grade. Children participate in the program for a period of 3 years. The goals of the program are to increase opportunities for children to be more physically active during the school day and to help students increase their F&V consumption. This article describes the F&V promotion components of the program that were implemented in year 1, including implementation integrity and treatment acceptability data. Year 1 evaluation data demonstrated that the program is acceptable from the perspective of school staff and was implemented by school staff with high levels of integrity. Hallmarks of the program's successful implementation and high acceptability include (a) having a school‐based program champion; (b) designing the program to include low‐cost, attractive, interactive materials; (c) including many school staff members to facilitate a culture of healthy eating in the school; and (d) spreading out implementation responsibilities among the multiple staff members so that each individual's involvement is time efficient. © 2007 Wiley Periodicals, Inc. 相似文献
7.
Using the Education Watch household survey database, this paper explores children’s access to pre‐school education in Bangladesh. Participation in pre‐school education has been increasing in Bangladesh at the rate of 0.6% per year and the net enrolment rate was found to be 13.4% in 2005. Enrolment of over‐aged children in pre‐school education made the gross enrolment ratio as high as 30.5%. However, over half of the four to five year olds at school were actually enrolled in primary school and not in pre‐school. Moreover, 71% of the four‐ to five‐year group were out of school. Only a third of the four‐ to five‐year‐old children enrolled in schools had the opportunity to attend the English‐medium kindergartens or NGO‐run non‐formal schools, both of which provide better quality pre‐school education. Urban children, especially those with educated parents and from more privileged socio‐economic backgrounds, were more likely to have access to pre‐school education. The lack of a common pre‐school curriculum seems to have created further inequity among children at this very early age. An educational policy targeting poor and socially disadvantaged children with support from both the state and current pre‐school providers is urgently needed to provide four‐ to five‐year‐old children appropriate education for their needs. 相似文献
8.
Helen Proctor 《The Australian Educational Researcher》2008,35(2):123-137
This article uses data from the Australian Censuses of 1976 and 2001 to measure the extent to which the children of school teachers participated in the middle class shift from public to non-government secondary schooling of the closing decades of the last century. It builds on recent work by Craig Campbell and Geoffrey Sherington on the history of the New South Wales Public comprehensive high school, as well as recent analyses of the relationships between the middle classes and public institutions by sociologists such as Michael Pusey (for Australia) and Stephen Ball (for the United Kingdom). School teachers are of particular interest for a number of reasons including their historically uneasy status relative to other professional occupations and their complex roles as both providers and consumers of school education. The article finds that while school teachers collectively moved their children out of government high schools in common with other middle class parents over the period, there were differences within the category according to parent’s gender and sector of employment. 相似文献
9.
The paper analysed the trend and pattern ofgender enrolment in Nigerian Universitiesbetween 1989 and 1997. It critically examinedthe gender disparity in university enrolmentgenerally, as well as among some selecteddisciplines and the country's geo-politicalzones. The analysis revealed that gap existedbetween female and male in the universityenrolment with lower female enrolment in allaspects of the Universities. Specificallythere was a wide gap in the sciences andscience-based disciplines and also between theNorthern and Southern zones with higher femaleenrolment in the south than the north. Thepaper made useful suggestions to narrow thegender gap in the university enrolment in thenearest future, which included sustainedenlightenment programmes, fine-tuning labourlaws and accommodating female under the``educationally disadvantaged' admission policybeing enjoyed by some citizens of thecountry. 相似文献
10.
Kagendo Mutua Dimiter M. Dimitrov 《International Journal of Disability, Development & Education》2001,48(2):179-191
The purpose of this study was to develop a logistic regression model for the prediction of school enrolment of Kenyan children with intellectual disabilities. The initial set of predictors included three demographic variables (child's gender, child's level of intellectual disability, and parents' level of education) and six factors of parents' expectations and beliefs about future outcomes and education of children with intellectual disabilities. Previous research implicated some of these concepts in school enrolment of children with disabilities in African countries without providing a particular prediction model. The hypothesised factor structure of the instrument developed in this study was tested by using a confirmatory maximum likelihood factor analysis. A stepwise logistic regression was conducted with the initial model including all nine predictors of school enrolment of children with intellectual disabilities in Kenya. Significant predictors in the final logistic regression model were (a) parents' expectations about social acceptance of the child, (b) parents' bias against educating children with intellectual disabilities, (c) parents' beliefs about a segregated school option, (d) parents' beliefs about the appropriateness of the child's school education, and (e) parents' level of education. 相似文献
11.
The UN Millennium Project Task Force on Education and Gender Equality, an expert advisory group commissioned by the UN Secretary‐General, was asked to examine how dramatic improvements in education can be achieved in the developing world. The task force investigated the problems of low enrolment, early drop‐out and poor learning outcomes that so profoundly affect many children in the developing world. The experiences of both countries that have achieved important successes in rapidly scaling‐up access to primary education, and countries that have made only slow progress, shed light on the priorities for the leadership in both developing countries and donor agencies. The task force developed specific recommendations about overcoming demand‐ and supply‐side constraints to greater primary school completion; and about how international donors and technical agencies can stimulate and support country‐led progress, with financial resources that are linked to performance. 相似文献
12.
Even though most children in Bangladesh are enrolled in school, the country faces enormous challenges in ensuring that children
complete primary education, and learn an acceptable amount. Multiple providers—state, quasi-state, and non-state—have helped
to raise the initial enrolment rate and improve the gender balance. The critical question is how the multiplicity and diversity
of provision can contribute to achieving truly universal primary education with high completion rates and acceptable levels
of learning. A range of sub-questions relate to this critical question, including what is meant by multiple provision and
how a diversity of provisions can be shaped into a system that serves the goal of effective and equitable access. This article
addresses the above questions in the context of the history and educational development in Bangladesh. They are particularly
significant at present, as the government is about to implement a new national education policy and design a five-year national
development plan (2011–2015), which would have a decisive impact on progress towards achieving the EFA goal of universal primary
education by 2015. 相似文献
13.
The South Africa Schools Act requires every child to “attend school from the first school day of the year in which such learner reaches the age of seven years until the last day of the year in which such learner reaches the age of 15 years or the ninth grade, whichever comes first” (Republic of South Africa, 1996). This paper addresses three questions in relation to this. First, to what extent has this legal requirement been met? Second, what are the trends in relation to achieving universal access to compulsory education? And third, what are the factors related to and characteristics of those learners of compulsory school age who are not attending? To address these questions, we have made use of the Statistics South Africa dataset, Community Survey 2007. Our analysis suggests that the size of the compulsory age population who are not attending school may be slightly higher than some government sources have suggested. The trend associated with access remains consistent, with the only major change over the past 10 years being the improved levels of enrolment of six and seven year old children. With regard to the factors related to and the characteristics of children who are not attending school, our analysis reveals that certain sub-populations have higher non-attendance ratios: coloured boys; children whose parents, particularly mothers, have died; children born outside South Africa; children who have moved in the past five years; children with disabilities; and children living in some specific rural communities. A number of broad but interrelated factors may account for children not being in school: disability; family structure; children living in households that are eligible for social grants but are not receiving them; and geographic and racial characteristics. To be poor in South Africa may mean exclusion from the mainstream of the economy, but it does not necessarily mean exclusion from access to basic state services like enrolment in schooling or social grants. Children not attending are not only likely to be living in households that are excluded from participation in the mainstream economy, but are also on the fringes of state services; they may also be on the fringes of households. The paper concludes with recommendations for further research to identify reasons why children in these vulnerable sub-populations are less likely to be enrolled. 相似文献
14.
The question of unequal access to education among males and females appears to be universal in the developing world. However, females in Africa seem to suffer more discrimination in terms of access to education. This study revisits the question of gender disparities in educational access in Africa by analyzing data from recent comparative national surveys including the Demographic and Health Surveys, Living Standards Surveys, and World Bank data, focusing on Ghana, Zimbabwe and Kenya. It concludes that while substantial progress has been made in the last 40 years, female illiteracy rates are still high compared to males, and entrenched attitudes continue to keep females out of the educational system, thereby perpetuating the gender gap. Furthermore, while females are generally disadvantaged vis a vis their male counterparts, females living in the urban areas and some core regions tend to be better off than those living in the rural areas and peripheral regions. The paper suggests a number of policy recommendations that would enable African countries, especially the three countries used as case studies, to reap the full benefits that accrue from female education. These include the need for African governments to rededicate their efforts towards giving female education the highest priority, creating girl‐friendly school environments, helping resolve parental poverty issues that compel them to force girls into early marriages, legislating and enforcing laws that compel all children to stay in school for at least 12 years, and wiping out the long existing spatial inequities that enable people in certain locations to have better access to education than others. 相似文献
15.
The aim of the present study was to examine whether class climate and class moral disengagement each contribute to explain different levels of victimisation among classes. Eight-hundred-and-ninety-nine children from 43 Swedish elementary school classes participated in the current study. Class moral disengagement, class relational climate and peer victimisation were assessed by a self-report questionnaire. In order to account for the clustered nature of the data with students nested within school classes, a multilevel regression model was analysed. Consistent with our hypotheses, and after controlling for age, gender and ethnic background at the individual level and class size and the proportion of boys at the class level, both class relational climate and class moral disengagement uniquely contributed to explaining the between-class variance in victimisation. Thus, the findings suggested that victimisation is less likely to occur in classes characterised by a positive, warm, fair and supportive relational pattern between children and between teachers and children, and by lower levels of class moral disengagement. 相似文献
16.
The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn 总被引：1，自引：0，他引：1
Notwithstanding the constant debate in the scientific and policy literature on the precise meaning of school readiness, research consistently demonstrates a wide variation between groups of children resulting in a gap at school entry. Recently, the teacher-completed Early Development Instrument (EDI), a new measure of children's school readiness in 5 developmental areas, was developed, tested, and implemented in Canada. EDI results confirmed the existence of a school entry gap. In this article, we explore factors in 5 areas of risk: socioeconomic status, family structure, child health, parent health, and parent involvement in literacy development. In a series of logistic regressions, we demonstrate that variables in all 5 areas, as well as age and gender, contribute to the gap. Child's suboptimal health, male gender, and coming from a family with low income contribute most strongly to the vulnerability at school entry. As the purpose of a tool like the EDI is primarily to assist in population-level reporting on children's school readiness, the results of our study provide additional and much-needed evidence on the instrument's sensitivity at the individual level, thus paving the way for its use in interpreting children's school readiness in the context of their lives and the communities in which they live. 相似文献
17.
Anna Robinson‐Pant 《Gender and education》2004,16(4):473-489
This article looks at how far educational approaches to gender equity can be packaged and exported to developing countries. I analyze current discourses on women's education at international, national and local levels. Drawing on detailed ethnographic data from Nepal, I argue that issues around gender and education need to be addressed as ideological in nature, rather than a technical matter of tackling ‘drop out’ from women's literacy classes or getting more girls into school. From talking about ‘change’, ‘transformation’ and ‘access’, we need to think more about what is being changed to what and whose values underlie specific educational approaches. 相似文献
18.
Expansion,differentiation, and the persistence of social class inequalities in British higher education 总被引：1，自引：0，他引：1
Vikki Boliver 《Higher Education》2011,61(3):229-242
Conventional political wisdom has it that educational expansion helps to reduce socioeconomic inequalities of access to education
by increasing equality of educational opportunity. The counterarguments of Maximally Maintained Inequality (MMI) and Effectively
Maintained Inequality (EMI), in contrast, contend that educational inequalities tend to persist despite expansion because
those from more advantaged social class backgrounds are better placed to take up the new educational opportunities that expansion
affords (MMI) and to secure for themselves qualitatively better kinds of education at any given level (EMI). This paper sets
out to test the predictions of the MMI and EMI hypotheses against empirical data for the case of Britain where higher education
expanded dramatically during the 1960s and again during the early 1990s. The results show that quantitative inequalities between
social classes in the odds of higher education enrolment proved remarkably persistent for much of the period between 1960
and 1995, and began to decline only during the early 1990s, after the enrolment rate for the most advantaged social class
had reached saturation point. Throughout this same 35 year period, qualitative inequalities between social classes in the
odds of enrolment on more traditional and higher status degree programmes and at ‘Old’ universities remained fundamentally
unchanged. In short, social class inequalities in British higher education have been both maximally and effectively maintained. 相似文献
19.
Akemi Ashida 《Education 3-13》2013,41(5):579-594
Studies have investigated factors that impede enrolment in Honduras. However, they have not analysed individual factors as a whole or identified the relationships among them. This study used longitudinal data for 1971 children who entered primary schools from 1986 to 2000, and employed structural equation modelling to examine the factors themselves as well as the relationships between their components and educational attainment. Findings indicate that reduced educational attainment is not necessarily the result of repetition or dropout. Low educational attainment occurs due to impediments in access to school, absenteeism, or overage, as this leads to a child suddenly leaving school. 相似文献
20.
T. Bentley Edwards 《Journal of Experimental Education》2013,81(2):7-18
When large numbers of children are polled concerning their attitudes toward school and academic study, those from poor homes are, on the average, less likely to hold favorable attitudes than those from better homes. This fact is hardly surprising. But the relationship between favorable attitudes and socio-economic status is far less marked than is the relationship between IQ and socio-economic status. Hence, when children are selected for high-ability classes and eventually for college on the basis of IQ or related measures, a child who likes ideas is far more likely to be rejected by the school system if he comes from the lower socio-economic classes. The foregoing conclusion is based on a survey of thousands of children in elementary and high schools in this country and in England. 相似文献