8 results on '"Rose, Pauline"'
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2. Is equal access to higher education in South Asia and sub-Saharan Africa achievable by 2030?
- Author
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Ilie, Sonia and Rose, Pauline
- Published
- 2016
3. Targeted and Multidimensional Approaches to Overcome Inequalities in Secondary Education for Adolescent Girls: The Impact of the Campaign for Female Education (CAMFED) Program in Tanzania and Zimbabwe.
- Author
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Rose, Pauline, Sabates, Ricardo, Delprato, Marcos, and Alcott, Ben
- Subjects
- *
RIGHT to education , *EDUCATION of girls , *SECONDARY education , *SECONDARY schools , *EDUCATION research - Abstract
In many low- and lower-middle-income countries, key barriers to girls' secondary school access and learning include poverty, school inaccessibility, poor school quality, and lack of gender-sensitive practices in the classroom. The nongovernmental organization, Campaign for Female Education (CAMFED), provides a range of financial, pedagogical, and community-supported interventions aimed at removing these barriers in government secondary schools in Tanzania and Zimbabwe. Using longitudinal data, we adopt quasi-experimental methods to examine the impact of the CAMFED program on reducing secondary school dropout and improving test scores in English and mathematics. Results suggest that the CAMFED program has a significant effect on both improving access and learning for the most disadvantaged adolescent girls. However, low-performing learners remain particularly at risk of dropout, necessitating further consideration and support for these girls. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
4. Who benefits from public spending on higher education in South Asia and sub-Saharan Africa?
- Author
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Ilie, Sonia and Rose, Pauline
- Subjects
- *
HIGHER education , *MANAGEMENT of public spending , *ECONOMIC development , *PUBLIC education , *POVERTY reduction , *SCHOOL administration , *SECONDARY education , *EDUCATIONAL change , *METHODOLOGY - Abstract
Most countries are far from achieving the new sustainable development target of equal access to higher education by 2030, with those in South Asia and sub-Saharan Africa furthest behind. This raises questions about the allocation of public resources across the education system to promote equity. We use data from Demographic and Health Surveys and UNESCO Institute for Statistics in 31 countries in these regions to assess who benefits from public spending on education. Our results reveal an overall pattern of pro-rich education spending, increasing with education level. We find that this pattern can be traced to an allocation of resources to higher education that is disproportionate to the sub-sector’s size: even when higher education spending overall represents a small proportion of total educational expenditure, per-capita expenditure is extremely high. Given that the richest predominantly gain access to higher education, the current spending patterns are likely to reinforce wealth-driven education inequalities. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
5. Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa.
- Author
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Alcott, Benjamin and Rose, Pauline
- Subjects
- *
PRIVATE schools , *EDUCATIONAL quality , *ECONOMIC status , *LEARNING ability , *SECONDARY education - Abstract
In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
6. Introduction: Overcoming inequalities in teaching and learning.
- Author
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Rose, Pauline
- Subjects
EDUCATIONAL equalization ,QUALITATIVE research in education ,PRIMARY education ,SECONDARY education ,PROFESSIONAL education - Abstract
This Introduction highlights the main focus of the special issue on "Overcoming inequalities in teaching and learning". The 2013/4 Education for All Global Monitoring Report (GMR), Teaching and Learning: Achieving Quality Education for All, underlines the fact that a lack of attention to education quality and a failure to reach the marginalized have contributed to a learning crisis that needs urgent attention. Based on selected background papers for the 2013/4 GMR, this special issue draws attention to twin problems that restrain learning and result in wide inequalities: home background and teaching quality. To overcome the learning crisis, these factors must be tackled simultaneously. For education to be an equalizer, countries must develop contextually-relevant strategies, with particular attention to supporting teachers in their efforts to overcome inequalities in learning. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
7. The role of Public-Private Partnerships in Universal Secondary Education in Uganda : an expanded Theory of Change approach
- Author
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Ellison, Christine and Rose, Pauline
- Subjects
Public-Private Parnerships ,Political economy ,Uganda ,Secondary education - Abstract
The role of Public-Private Partnerships in delivering Universal Secondary Education in Uganda: an expanded Theory of Change approach The Sustainable Development Goals commit signatories to ensure that 'all girls and boys complete free, equitable and quality primary and secondary education' by 2030. The ambitious goal is much more comprehensive than the previous targets, emphasising the need to 'leave no one behind' not only at primary but also the secondary level. Low and middle-income countries have made important progress toward reaching the 2015 targets, which focused on access and completion. This has largely been attributed to the widespread removal of school fees at the primary level. Meeting the expanded goals of secondary completion will require building on the lessons learned from prior policies, especially the elimination of school fees not only at primary levels but also among earlier adopters at secondary level. Uganda's decision to eliminate school fees in secondary schools in 2007, the first country in sub-Saharan Africa to do so, presents an opportunity to learn from their approach to expanding access to secondary school. A key aspect of the Ugandan approach was the decision to partner with low-fee private schools in the provision of Universal Secondary Education. The number of these schools increased quickly and by 2018 provided education to nearly one third of all secondary students in Uganda. It was also in 2018 when President Museveni announced that funding to these public-private partnership (PPPs) schools was to stop. Given the recent nature of the policy and its reversal, there has been limited research into the impact of PPPs in reaching the central goal of USE to increase equitable access to secondary education. During the decade when PPPs in secondary education were promoted, Uganda only registered an increase in net enrolment rate of 6%, an increase from 18% in 2007 to 24% in 2018. As well as continued overall low enrolment, prior research also identifies gaps in provision for marginalised groups. However, to-date the literature has not examined the role of PPPs in contributing to these outcomes. Just as we do not know how the policy led to these outcomes, we also know very little about why. While the literature delineates the role of democratic processes in the adoption of Universal Primary Education in Uganda, the literature on Universal Secondary Education remains largely apolitical. There is thus a need to unpack the political and economic relationships that underpin and intersect with the policy and the decision to partner with non-state actors in its delivery. We also need to understand how these interests shaped the implementation and eventual reversal of the policy. This is an important contribution in a context where countries in Africa and beyond increasingly face similar internal and external pressures to extend fee free policies to the lower secondary level. The thesis uses a theory of change framework to understand the way in which the delivery of Universal Secondary Education through PPPs sought to increase access for all. The framework is useful, enabling us to drill into the mechanisms of the policy and the changes in supply and demand that the policy aimed to affect. Its limitation is a lack of guidance on how to analyse the role of the 'enabling environment', the way in which political and economic factors influenced both the uptake of the policy and the form it took. I therefore expand the theory of change approach, drawing on a 'domains of power' framework, situated in the wider political economic conditions, in order to understand both the policy's outcomes and the processes that shaped them. Guided by this framework, I adopted a mixed methods design in order to understand both the technical and political aspects of the issue. Using content analysis of policy documents, I identified a policy theory of change. This outlined 3 ways in which the policy sought to impact access to secondary education by: 1. Increasing the number of schools by partnering with non-state providers 2. Removing the financial barrier by paying tuition fees for eligible students. 3. Improving the quality of secondary education by fostering school choice I then tested these pathways using empirical data. This involved secondary analysis of quantitative and qualitative data to test the 'success' of these pathways, and what this meant for students experience of accessing secondary education. In examining the first pathway I undertook regression analysis to determine the extent to which PPP schools were located in relation to policy objectives. I further undertook spatial analysis using ArcGIS to explore the factors driving their location choices. In examining the following two pathways I used descriptive statistics of the Ark Secondary Schools Survey data to determine the extent to which the full costs of secondary education as well as the selection criteria needed to gain access differed across the two school types. Content analysis of Focus Group Discussions with parents of secondary school aged students allowed me to gain understanding of the way these factors impacted the inclusion and exclusion of students. A key finding from this analysis is that, in all three areas of focus, PPP and government schools were relatively similar. In examining their location, PPPs tended to follow existing patterns of supply. Likewise, the costs of attending a PPP school are similar to those charged by government schools. Further, schools of both types use academic selection and fee levels to influence the composition of the student body. While the quantitative analysis highlights the similarities between the schools, the qualitative data reveals that it is these similarities, and the failure to redress systemic inequity, that are reinforcing patterns of inclusion and exclusion. In order to understand the political and economic factors that influenced the policy design and implementation, I undertook key informant interviews with government officials and development partners directly involved in the policy. These discussions underscored the importance of financial considerations in driving the decision to partner with non-state organisations. Put simply, it was a practical solution to the desire to implement a mass secondary education programme, but an inability to afford it. These same financial constraints drove the policy to be implemented with certain restrictions including academic eligibility criteria, limiting the ability of the policy to reach those who needed it most. Furthermore, the decision to deliver the policy in such a way meant it failed to return political capital to President Museveni and the ruling party. Ultimately, the context of constrained resources meant the policy failed to deliver in terms of equitable outcomes and political returns. The findings of this thesis challenge the view that education PPPs are a neutral tool to assist countries to expand access to education in the context of stagnating public and donor funds. While previous studies have quantified the marginalisation of certain populations in accessing secondary education, this thesis provides an understanding of the role that PPPs played in creating these outcomes. It also makes an important contribution in redressing the apolitical approach to understanding the policy and its implementation. In advancing the theory of change framework to directly address the political and economic processes that shaped these outcomes, we gain a comprehensive understanding of both how PPPs contributed to Universal Secondary Education in Uganda and why.
- Published
- 2021
- Full Text
- View/download PDF
8. Thank God it's Friday.
- Author
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Rose, Pauline
- Subjects
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TEACHERS , *EXAMINATIONS , *SECONDARY education , *STUDENTS , *ANNOUNCEMENTS , *CALCULATORS - Abstract
The article presents a diary written by Pauline Rose, a teacher in a secondary school in Richmond. She describes her activities on different days of a week. Rose has been invigilating at the examination hall of the school. She wore high heeled shoes and a skirt that rustles. She wants to do minimum work at the examination hall during invigilation, and wants the papers to be distributed, and all necessary announcements made by someone else before she enters the hall. She prays to the Lord that the exam may finish at the earliest, so that she can have a free period. Friday is her fifth session of invigilation, and she asks students for a ruler, calculator, and other things.
- Published
- 2006
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