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Interrupted education of adolescent mothers remains a major concern, but limited evidence-based programming exists to support postpartum schooling of this group. This study aimed to better understand the factors that render some adolescent mothers vulnerable to school non-enrollment, and how to reduce these risks. Data from 1,046 adolescent and young mothers (10–24 years) from rural and urban communities in South Africa’s Eastern Cape was obtained through a questionnaire containing validated and study-specific measures relating to sociodemographic characteristics, schooling, relationships, violence exposure, and health. Using latent class analysis, we explored emerging latent groups and their relationship to mothers’ enrollment in school, college, or tertiary education. The analyses revealed three distinct groups of mothers: The ‘most disadvantaged’ subgroup (39%) experienced multiple risks, including food insecurity, living in informal housing, lacking positive relationships with their caregiver, and the highest distance to school; The ‘disadvantaged’ subgroup (44%) did not experience food insecurity whilst reporting better caregiver relationships and lower distance to school. However, this group still showed high probabilities of residing in informal housing and in communities that expose them to violence; A ‘least disadvantaged’ subgroup (17%) was largely unaffected by economic and community risks and experienced good caregiver relationships. Compared to the most disadvantaged mothers, the least disadvantaged mothers showed the highest probability of being enrolled in education (65% versus 45%). Adolescent motherhood can impede continued enrollment in education and individual-centered interventions alone might not be sufficient to mitigate the risks for non-enrollment. Services and provisions that address severe poverty and improve family relationships might provide an opportunity to positively influence schooling among adolescent mothers.

The study's goal is to discover how remittances affect Pakistani children's access to a quality education. To answer the issue, the paper analyzes data latest (2018-2019) version of the Pakistan Social Living Standard Measurement Survey (PSLM). The results of the logit and probit models show that remittance-receiving families are more likely than non-receiving families to have educated children. Furthermore, remittances show that changing the pattern of monthly transfer amount increases the chance of children enrolling in school by 0.15 percent. Furthermore, urban families have greater marginal impacts than rural families. Thus, there should be a balance where job possibilities for educated individuals are created within the nation. Low-skilled workers, on the other hand, are prepared to work abroad and support their home economies through remittances.

Leseprobe ----- Bibliographie: von Fichtel, Laureen/Muller, Ulrike Beate: Die Schuleingangsstufe – soziales Lernen und kooperative Prozesse an Schulen mit und ohne Jahrgangsmischung, Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research, 4-2020, S. 453-460. https://doi.org/10.3224/diskurs.v15i4.09

The authors of the paper consider the problem of social formation of senior preschool children with moderate intellectual development disorders as a precondition of studying at school. The problem is solved in the aspect of general favoring social development of this category of children, namely formation of soft-skills in preschool children with intellectual development disorders. The theoretical-analytical work of studying the problem of formation of the social readiness of senior preschool children with moderate intellectual development disorders was based on the diagnostics of the social readiness to studying at school of this category of children and two components in its structure (communicative and social competences), which content includes criteria (cognitive-motivational; behavioral; cognitive; operational), indicators and their levels were determined. The formation of the social readiness of children with moderate intellectual development disorders to studying at school was investigated competence by competence (social and communicative competences), taking into account the comparative principle by juxtaposing their results with ones of children with light intellectual development disorders. There was empirically revealed the low formation level of the social readiness of senior preschool children with moderate intellectual development disorders that is conditioned by an insufficient formation level of its structural components: social – at the expanse of low indicators of understanding him/herself as a member of a social group by a child, non-formation of the ability to perceive and produce information about him/herself, own inclinations, significant adults, inability to observe social norms and values in behavior and interaction with others, rigidity of behavioral strategies at interaction with others, non-conformity of reaction to their words and actions, non-formation of the ability to listen, not to interrupt; communicative – because of difficulties to understand addressed speaking, inability to enter the communication process, non-formation of knowledge about communication culture rules in relation with coevals and adults, absence of self-control/mutual control in communication situations, non-formation of the ability to correlate verbal communication means with nonverbal ones.

The measure of the universality of education are the enrollment rates. Over the past years, enrollment rates in higher education have more than quadrupled. The gross enrollment rate increased from 12.9% in the academic year 1990/1991 to 53.8% in the academic year 2010/2011, and net - from 9.8% to 40.8%, respectively. The gross enrollment rate is the ratio, expressed as a percentage, of all people studying at a given level to the total population of people who are nominally assigned to this level of education (19-24 years). On the other hand, the net enrollment rate is the ratio, expressed as a percentage, of the number of students at the nominal age of education at a given level to the entire population of people at the nominal age assigned to this level of education (19-24 years).

This paper provides an overview of school education in India. Firstly, it places India`s educational achievements in international perspective, especially against countries with which it is now increasingly compared such as BRIC economies in general and China in particular. India does well relative to Pakistan and Bangladesh but lags seriously behind China and the other BRIC countries, especially in secondary school participation and youth literacy rates. Secondly, the paper examines schooling access in terms of enrolment and school attendance rates, and schooling quality in terms of literacy rates, learning achievement levels, school resources and teacher inputs. The substantial silver lining in the cloud of Indian Education is that its primary enrolment rates are now close to universal. However, despite progress, attendance and retention rates are not close to universal, secondary enrolment rates are low, learning achievement levels are seriously low and teacher absenteeism is high, signalling poor quality of schooling. Thirdly, the paper examines the role of private schooling in India. While more modest in rural areas, the recent growth of private schooling in urban areas has been nothing short of massive, raising questions about growing inequality in educational opportunity. Evidence suggests that private schools are both more effective in imparting learning and do so at a fraction of the unit cost of government schools, their cost advantage being because they can pay market wages while government school teachers` bureaucratically set minimum wages have large rents in them which teacher unions have fought hard to secure. Lastly, the paper discusses some major public education initiatives such as Sarva Shiksha Abhiyan, mid-day meal and para-teacher schemes. The impacts of these massive interventions (and their sub-components) on children`s schooling outcomes need to be rigorously evaluated to learn about the cost-effectiveness of alternative interventions for better future policy making. However, the existence of some of these initiatives and the introduction of the 2% education cess to fund them suggests increased public commitment to school education and, together with increased NGO education activity, gives grounds for optimism about the future, even though many challenges remain.

BackgroundAccess to washroom facilities and a place to dispose of menstrual waste are prerequisites for optimal menstrual hygiene management in schools. Like other low- and middle-income countries, Bangladeshi schools lack facilities for girls to change and dispose of their menstrual absorbents. We explored existing systems for disposing of menstrual absorbent wastes in urban and rural schools of Bangladesh and assessed the feasibility and acceptability of alternative disposal options.MethodsWe explored how girls dispose of their menstrual products, identified girls’ preferences and choices for a disposal system and piloted four disposal options in four different schools. We then implemented one preferred option in four additional schools. We explored girls’, teachers’, and janitors’ perspectives and evaluated the acceptability, feasibility, and potential for sustainability of the piloted disposal system.ResultsBarriers to optimal menstrual hygiene management included lack of functional toilets and private locations for changing menstrual products, and limited options for disposal. Girls, teachers, and janitors preferred and ranked the chute disposal system as their first choice, because it has large capacity (765 L), is relatively durable, requires less maintenance, and will take longer time to fill. During implementation of the chute disposal system in four schools, girls, teachers, and janitors reported positive changes in toilet cleanliness and menstrual products disposal resulting from the intervention.ConclusionsThe chute disposal system for menstrual products is a durable option that does not require frequent emptying or regular maintenance, and is accepted by schoolgirls and janitors alike, and can improve conditions for menstrual hygiene management in schools. However, regular supervision, motivation of girls to correctly dispose of their products, and a long-term maintenance and management plan for the system are necessary.

This dissertation assesses the effectiveness of the Ugandan Universal Secondary Education policy. It seeks to ascertain whether and to what extent offering free-tuition education at eligible public and private secondary schools has affected gross enrollment rates at the lower secondary school level in Uganda between 2007 and 2015. Using a synthetic control method as well as a linear probability model, I explore the impact of the USE policy on lower secondary school enrollment both at the country and household levels since the policy implementation in 2007 up to 2015. To carry out the analysis, I merge several sources of administrative data, including World Bank education indicators, UNESCO Institute of Statistics data on school participation, Uganda National Bureau of Statistics' annual statistical abstracts and Uganda’s Ministry of Education and Sports’ annual reports into a country-panel dataset for the period of 1992-2015 and use the latter for the synthetic control approach. The linear probability model exploits the data from the 2013 Uganda National Household Survey (UNHS). The synthetic control analysis shows no effect of the USE policy at the country level. Instead, the results indicate that during my study period, lower secondary school enrollment rates growth in Uganda was reduced by a yearly average of 8 percentage points compared to its synthetic version. The micro-analysis, however, shows that the receipt of a government subsidy to enroll in lower secondary school had a positive and statistically significant effect ranging from .5 to 9.4 percentage points.

International audience; This chapter assesses what economists and other social scientists have learned regarding the effectiveness of various education policies that have been implemented to increase enrollment and promote learning in developing countries. The education production function, which economists often use to portray the education process, is first introduced, along with several other relationships of interest. Estimation issues are also discussed. The chapter then reviews recent research on school enrollment and learning in developing countries; several policies have been shown to raise enrollment, but less is known about how to increase learning. The final section provides recommendations for further research.

Background: There are two explanations for the inverse relationship between consanguinity and women's education. The female empowerment hypothesis posits that better-educated women will demand more freedom in choosing a marriage partner, whereas the role incompatibility hypothesis posits that school enrollment may prevent women from fulfilling spousal obligations. Objective: This article presents estimates of the relative contributions of school enrolment and educational attainment to the decline in consanguineous marriage. Methods: Our data comes from three rounds of the Palestinians in Israel Socio-Economic Survey. Using multinomial logistic regression analysis, we estimated discrete-time event history models to assess the effects of education on the probability of a consanguineous marriage. To test the two hypotheses we constructed two distinct education vectors for each woman from information on the number of years of schooling. The first charts yearly enrolment in education, whereas the second vector reflects actual attainment in each year. Results: Between 1975‒1979 and 2005‒2010, consanguineous marriage declined by almost 60Š. The rise in the age of leaving school explains about a third of the decline. Educational attainment did not contribute to the decline. Contribution: To the best of our knowledge, this is the first study to present estimates of the relative contributions of school enrolment and educational attainment to the decline in consanguineous marriage.

Education as the ladder of human progress is an essential part of human civilization. Education affects every aspect of human society and is also influenced by it. As a beneficiary of education, I am very fortunate to be able to delve into what can affect education in this class. I hope we can see the direction of what can make education better. In this project, I'm going to show you an overview of primary school enrollment worldwide; GDP and enrollment rates interact; Gender differences in enrollment and the relationship between education spending and enrollment., {"references":["The World Bank: https://data.worldbank.org/indicator/SE.PRM.ENRR"]}

Das Pilotprojekt Bildungsmonitoring in Berlin-Mitte befasst sich mit der Bildung im frühkindlichen Bereich und im Bereich der allgemeinbildenden Schule. Das Projekt hat das Ziel, regional aussagekräftige Indikatoren zu entwickeln, die frühzeitig Hinweise auf potenzielle Risikolagen der Kinder und Jugendlichen geben, um so gezielter als bisher Unterstützungsmaßnahmen anbieten zu können. Des Weiteren werden Verwaltungsvorgänge zwischen den verantwortlichen Stellen im Hinblick auf ihre Effektivität betrachtet. Der Fokus dieses Beitrags liegt auf der Situation von nicht in Deutschland geborenen Kindern zum Zeitpunkt der Einschulungsuntersuchung. Betrachtet werden die Einschulungskohorten der Schuljahre 2010/11 bis 2018/19 aus Berlin-Mitte und deren Familien.

Ziel der Schuleingangsuntersuchung ist die Erfassung des Gesundheits- und Entwicklungsstands eines jeden Vorschulkinds, um einerseits Förderbedarfe und Entwicklungsstörungen frühzeitig zu erkennen und geeignete Maßnahmen noch vor der Einschulung einleiten zu können. Anhand einer systematischen Auswertung der Ergebnisse der Schuleingangsuntersuchung kann für die Kinder des Jahrganges 2016, die in Darmstadt eingeschult werden, eine genaue Bestandsaufnahme sowohl des Gesundheitszustandes als auch der Sprachkompetenz festgestellt werden. Daten zum soziokulturellen Hintergrund der Kinder werden während der Schuleingangsuntersuchung ebenfalls kleinräumig erfasst, und immerhin 47,4% der einzuschulenden Kinder haben einen Migrationshintergrund. Für die kommenden Jahre wird es wichtig sein, die Daten zur Gesundheit noch stärker aus sozialräumlicher und Bildungssicht zu betrachten, um vorhandene Defizite bei der Situation der Darmstädter Grundschulkinder zu erkennen und geeignete Maßnahmen zu ergreifen.

Using a panel survey, this paper investigates how food price increases in Pakistan in 2008–2010 affect children’s school enrollment and labor. The causal identification relies on the geographical variations in food (wheat) price. The results show that the negative impacts of food price increase on school enrollment differ by gender, economic status and the presence of siblings. The negative effects on school do not directly correspond to the increase in child labor because the transition from being idle to labor activity or from school to being idle is significant, particularly among poor girls. The results also show that children in households with access to agricultural lands are not affected by higher food prices. The analyses reveal a more dynamic picture of the impact of food price increase on child status and contribute to broader policy discussion to mitigate the impact of crises on child education.

Conditional Cash Transfers (CCTs) have been shown to increase human capital investments, but their standard features make them expensive. We use a large randomized experiment in Morocco to estimate an alternative government-run program, a “labeled cash transfer” (LCT): a small cash transfer made to fathers of school-aged children in poor rural communities, not conditional on school attendance but explicitly labeled as an education support program. We document large gains in school participation. Adding conditionality and targeting mothers made almost no difference in our context. The program increased parents’ belief that education was a worthwhile investment, a likely pathway for the results. (JEL H23, I24, 128, I38, J24, O15, O18) This paper evaluates the impact of a “labeled cash transfer” (LCT). The program we evaluate features small transfers, targeted to poor communities (with all households eligible in those communities), and paid out to fathers. The program is unconditional but retains an implicit endorsement of education through its school-based enrollment procedure. This program was designed and implemented on a (randomized) pilot basis by Morocco’s Ministry of Education. Within the same experiment, conducted over 600 communities, we compared it to three variants: (i) making the transfer explicitly conditional on regular attendance, (ii) making payments to mothers instead of fathers, and (iii) doing both at the same time.

© 2017, © The Author(s) 2017. The “5-to-7-year shift” refers to the remarkable improvements observed in children’s cognitive abilities during this age range, particularly in their ability to exert control over their attention and behavior—that is, their executive functioning. As this shift coincides with school entry, the extent to which it is driven by brain maturation or by exposure to formal schooling is unclear. In this longitudinal study, we followed 5-year-olds born close to the official cutoff date for entry into first grade and compared those who subsequently entered first grade that year with those who remained in kindergarten, which is more play oriented. The first graders made larger improvements in accuracy on an executive-function test over the year than did the kindergartners. In an independent functional MRI task, we found that the first graders, compared with the kindergartners, exhibited a greater increase in activation of right posterior parietal cortex, a region previously implicated in sustained attention; increased activation in this region was correlated with the improvement in accuracy. These results reveal how the environmental context of formal schooling shapes brain mechanisms underlying improved focus on cognitively demanding tasks.

This article engages in the debate on the effects of early childhood health and children’s cognition at preschool and school ages in low- and middle-income countries. On the basis of three rounds of the ‘Young Lives’ panel, it endorses a multidimensional approach to health. A ‘suite of indicators’ of malnutrition and morbidity, and a composite Multidimensional Health Poverty Index (MHPI) are used to measure health. Expanding the informational basis for measuring health helped to capture variations in children’s medium-term cognitive outcomes more effectively. Beyond stunting, our empirical analysis shows that acute malnutrition is an important predictor of children’s lifecourse learning in India, while it has minor or no effects in the other countries. The composite MHPI is also significantly associated with later cognition; however, it is substantially less informative than the suite of indicators. Finally, the article explores some potential channels through which the relationship between early health and mid-term cognitive abilities operates.

Frühkindliche Verhaltensstörungen, wie ADHS, Störungen des Sozialverhaltens und emotionale Störungen, können die Einschulung eines Kindes und damit den ersten Schritt in Richtung einer erfolgreichen schulischen Laufbahn erheblich beeinträchtigen. Dies verdeutlicht die Notwendigkeit einer frühzeitigen Identifizierung von Risikokindern, um diese noch vor der Einschulung den benötigten Interventionsmaßnahmen zuführen zu können. Es werden Daten aus verschiedenen Studien zur Prävalenz von Verhaltensstörungen bei Kindergarten- und Grundschulkindern dargestellt und der Einfluss dieser Störungen auf die Lebensqualität betroffener Kinder erörtert. Die Notwendigkeit einer frühen Diagnostik wird diskutiert und Limitationen etablierter Früherkennungsprogramme im Vorschulalter bezüglich der Identifizierung von Verhaltensstörungen werden besprochen.

Is improved school accessibility an effective policy tool for reducing child labor in developing countries? We address this question using micro data from rural Tanzania and a regression strategy that attempts to control for non-random location of households around schools as well as classical and nonclassical measurement error in self-reported distance to school. Consistent with a simple model of child labor supply, but contrary to what appears to be a widespread perception, our analysis shows that school proximity leads to a rise in school attendance but no fall in child labor.

Experts have been in charge of the formal business of development for 50-odd years. But despite good intentions, they cannot boast an impressive track record, particularly in Sub-Saharan Africa. Sure, there has been progress on several fronts. But too many people still live in abject poverty, lack decent basic services, and suffer daily indignities at the hands of the very authorities meant to serve them.

Submitted by João Paulo Mantini Veras (joao.veras@fjp.mg.gov.br) on 2021-05-21T13:21:21Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) O efeito da condicionalidade educação do Bolsa Família em Minas Gerais.pdf: 1342153 bytes, checksum: bf5f2666c07698d406c308c2abaed3f5 (MD5) Creative Commons Attribution License.pdf: 58074 bytes, checksum: b6e5fc6e0ef68c586e6bf865d21c85ba (MD5) Approved for entry into archive by João Paulo Mantini Veras (joao.veras@fjp.mg.gov.br) on 2021-06-10T14:00:37Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) O efeito da condicionalidade educação do Bolsa Família em Minas Gerais.pdf: 1342153 bytes, checksum: bf5f2666c07698d406c308c2abaed3f5 (MD5) Creative Commons Attribution License.pdf: 58074 bytes, checksum: b6e5fc6e0ef68c586e6bf865d21c85ba (MD5) Made available in DSpace on 2021-06-10T14:00:37Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) O efeito da condicionalidade educação do Bolsa Família em Minas Gerais.pdf: 1342153 bytes, checksum: bf5f2666c07698d406c308c2abaed3f5 (MD5) Creative Commons Attribution License.pdf: 58074 bytes, checksum: b6e5fc6e0ef68c586e6bf865d21c85ba (MD5) Previous issue date: 2011 Fundação João Pinheiro Fundação João Pinheiro Ministério do Desenvolvimento Social e Combate à Fome O presente artigo discute os impactos do Programa Bolsa Família (PBF) sobre a matrícula escolar dos beneficiários entre 6 e 17 anos no estado de Minas Gerais. O método utilizado na investigação foi o “Propensity Score Matching”, que consiste na seleção e comparação de um grupo de controle e um grupo de tratamento que se diferenciam em relação às variáveis observáveis apenas no fato de receberem ou não o benefício. A pesquisa observou que o PBF de fato aumenta a matrícula escolar dos beneficiários, principalmente dos adolescentes entre 15 e 17 anos, dos negros, dos moradores da área rural e das crianças e jovens do sexo masculino - grupos tradicionalmente com maiores taxas de reprovação e abandono. This article discusses the impacts of Bolsa Família Program (PBF) on school enrollment of beneficiaries between 6 and 17 years old in the state of Minas Gerais. The method used in the investigation was Propensity Score Matching that consists of selecting and comparing a control group and a treatment group that differ with respect to observable variables only in the fact of receiving the benefit or not. The survey noted that the PBF actually increases the enrollment of beneficiaries, especially of adolescents between 15 and 17 years, blacks, residents of rural areas, boys and young men - groups with traditionally higher rates of repetition and dropout. Governo e Política

Using original survey data collected at the county (commune) level, we examine the relationship between insecurity and welfare in Madagascar. Correcting for unobserved heterogeneity at the commune level, we find that insecurity is associated with lower incomes and health status in all our analysis, and it is associated with lower school enrolment and higher infant mortality in some regressions. Results are robust to the inclusion of shocks potentially affecting both welfare and insecurity. We further find a significant association between insecurity and the provision of certain public services, notably schooling and health care. A similar relationship is found with the placement of development projects. Taken together, the evidence suggests that insecurity is an important determinant of welfare.

In Kenya, educational enrollment rates increased significantly for both girls and boys after 2003, when primary education became free of charge. Unfortunately, approximately one million school-aged children are still not enrolled in school. Earlier literature provides empirical evidence that educational opportunities differ among children, due to poverty, gender, rural area of residence and disability. Our paper con-tributes to the literature by providing empirical evidence of the importance of children’s ethnolinguistic background for their probability of being in school. Estimates from a three-level random intercept probit model using data from the Kenya Integrated Household Budget Survey 2005/06 reveal that Somali and Maasai children are least likely to be in school. A separate analysis by child’s gender shows that compared to Kikuyu children both girls and boys from the Somali and Maasai groups, but also Mijikenda and Swahili girls, have a lower probability to be in school. This might be an indication that gender norms are stronger in these groups.

This paper studies whether the increase in government transfers, induced by an old-age pension program for individuals age 70 and older in Mexico, affects co-residing children's school enrollment, using a regression discontinuity analysis. Results suggest that while household composition and other household-level characteristics do not change significantly at the cutoff age for program eligibility, co-residing children's school enrollment increases significantly. This suggests that public resources for older adults might generate benefits for other age groups. An additional finding is that the increase in school enrollment takes places mostly at the program eligibility cutoff and not before. Given that the program transfer is known and potentially anticipated by individuals who are only a few years away from being eligible, this suggests that households might have credit constraints.

Zusammenfassung Sowohl national als auch international ist der gemeinsame Schuleintritt von Kindern mit ihnen aus dem Kindergarten vertrauten anderen Kindern ein wenig untersuchtes Forschungsthema. Forschungsbefunde liegen aus Deutschland, der Schweiz, Australien und den USA vor. Eine eigene deutsche Studie hat den Zusammenhang von gemeinsamem Schuleintritt und der Ubergangsbewaltigung der Kinder anhand einer Stichprobe von 203 Kindern an vier Schulen in zwei Bundeslandern vorwiegend quantitativ untersucht. Der gemeinsame Schuleintritt zeigte sich dabei in einem positiven Zusammenhang zu der Einbindung der Kinder in ihre Kindergruppe und zu ihrer Lerneinstellung in der ersten Klasse. Schlagworte: Gemeinsamer Schuleintritt, Transition, Einbindung in die Kindergruppe, Lerneinstellung ----- Starting school with someone you know. How children manage transition to class 1 Abstract It is not an intensely investigated topic whether children start school alone or with children they already know from preschool. There are some results from studies in Germany, Switzerland, Australia and the USA. A German study recently focused on the relation between an accompanied school entry and children’s transition management by examining 203 children quantitatively at four schools. Results show a positive relation between an accompanied school entry and children’s social integration and attitudes towards learning in class 1. In addition, qualitative interviews reveal that children themselves set great store by the company of other children in the transition process. Keywords: Transition management, accompanied school start, social integration, attitudes towards learning ----- Bibliographie: Muller, Ulrike Beate: Gemeinsamer Schuleintritt und Ubergangsbewaltigung, Diskurs Kindheits- und Jugendforschung, 4-2015, S. 69-81. https://doi.org/10.3224/diskurs.v10i4.21168

Purpose: The present paper seeks to examine the enrolment and dropout percentage of children in India, supported with empirical findings up to secondary level. Although, the study is general in nature, but the emphasis has been laid on the girl child education, which is one of the greatest concerns in the Indian school education sector. Some of the aspects studied include, enrolment and dropout of children during the period of study, under both boys and girls category, their corresponding growth rate in enrolment, their corresponding decline rate in dropout and many other allied aspects.Scope: The study is confined to secondary level education and the findings have direct bearing on the Indian school education system. Given the population size of India and the socioeconomic conditions of the country, there is a need to observe caution, while generalizing the findings for other countries.Methodology/Approach: The present study is purely based on the analysis of secondary data retrieved from the official website of the Ministry of Human Resource and Development, Govt., of India. The data lasts for the decade 2001-02 to 2010-11 and was retrieved on October 02, 2014. Since the data on the website stands up-dated up to the year 2010-11, as such the findings simply reflect a trend in the enrolment and dropout percentage in India and may show variation by the time figures are updated.Findings: The study reveals that during the period of study, the enrolment percentage of girls has improved over two fold to that of boys. As, compared to 18.17% increase in the overall enrolment of boys, the enrolment percentage of girls increased by 40.52% during the decade. The corresponding growth surely reflects the changed mindset of male dominated Indian social setup towards the girl child. Even, the average annual dropout percentage of girls remained better to that of boys, as the girls recorded a corresponding decline in their dropout percentage by 3.53%, while as in case of boys the dropout percentage declined by 2.54% annually. Despite all these positives, the discouraging part is that compared to 57.39% boys, 60.39% girls’ dropout by or before reaching the upper primary level and against 78.40% boys, 81.72% girls’ dropout by or before reaching the secondary level.Social Implications: Given the new and changed world order, no country can afford to remain elusive of basic formal education, what is commonly known as elementary education and so holds true of India. The study is a positive indicator of the growing awareness among Indian masses towards the promotion of girl child education, but still there is lot yet to be done to reduce the dropout percentage between upper primary and secondary level for both boys in general and girls in particular.

Zusammenfassung Der Ubergang in die Schule wird im Kontext des Transitionsansatzes oft als Problemstelle bezeichnet. In diesem Zusammenhang werden Kooperationsmasnahmen zwischen Kindergarten und Grundschule zur Erleichterung des Ubergangs vorgeschlagen. Der Beitrag analysiert anhand der Daten des KiDZProjekts, fur welche Kinder der Ubergang in die Grundschule aus Sicht der Eltern problembehaftet ist bzw. wovon eine positive Bewaltigung abhangt. Zudem wird gepruft, ob Kooperationsmasnahmen zwischen Kindergarten und Grundschule sowie die Teilnahme am Modellprojekt KiDZ den Ubergang erleichtern. Die Befunde weisen insgesamt nicht auf bedeutsame Ubergangsprobleme hin. Kindbezogene Merkmale stellen sich fur die Ubergangsbewaltigung als relevant heraus, wohingegen Kooperationsmerkmale untergeordnet sind. Schlagworte: Ubergang Kindergarten-Grundschule, Kooperation Kindergarten-Grundschule, Transitionsansatz, „Paradoxe Theorie“ ----- Abstract The transition to primary school is widely considered as a critical phase in a child’s live, in particular by the transition approach. In this regard, cooperation activities between preschool and primary school are seen as the key factors for a successful school entry. Based on data of the KiDZ-project, this paper analyses from parents’ point of view, which children have problems with the transition to primary school and which factors contribute to a successful school entry. Moreover, it will be examined whether cooperation between preschool and primary school as well as the participation in KiDZ could ease the transition. The results show only very few transition problems. Child-related predictors are considered as relevant factors, whereas cooperation plays a minor role. Keywords: Transition preschool-elementary school, cooperation between preschool and elementary school, transition approach, “paradoxical” theory ----- Bibliographie: Kluczniok, Katharina/Anders, Yvonne/Rosbach, Hans-Gunther: Der Ubergang vom Kindergarten in die Grundschule aus Sicht der Eltern: Wovon hangt eine positive Bewaltigung ab?, Diskurs Kindheits- und Jugendforschung, 2-2015, S. 129-148. https://doi.org/10.3224/diskurs.v10i2.19415

Several developing economies have recently introduced conditional cash transfer programs, which provide money to poor families contingent on certain behavior, usually investments in human capital, such as sending children to school or bringing them to health centers. The approach is both an alternative to more traditional social assistance programs and a demand-side complement to the supply of health and education services. Unlike most development initiatives, conditional cash transfer programs have been subject to rigorous evaluations of their effectiveness using experimental or quasi-experimental methods. Evaluation results for programs launched in Colombia, Honduras, Jamaica, Mexico, Nicaragua, and Turkey reveal successes in addressing many of the failures in delivering social assistance, such as weak poverty targeting, disincentive effects, and limited welfare impacts. There is clear evidence of success from the first generation of programs in Colombia, Mexico, and Nicaragua in increasing enrollment rates, improving preventive health care, and raising household consumption. Many questions remain unanswered, however, including the potential of conditional cash transfer programs to function well under different conditions, to address a broader range of challenges among poor and vulnerable populations, and to prevent the intergenerational transmission of poverty.

Advocates argue that voucher programs can correct the incentive problems of education systems in developing economies. An accountability perspective, based on a principal-agent framework, was developed to clarify the arguments for and against education vouchers. An assessment of findings on voucher programs in industrial countries and a review of voucher or quasi-voucher experiences in Bangladesh, Chile, Colombia, Côte d'Ivoire, and the Czech Republic support the usefulness of the analytic framework. The assessment concludes that the policy relevance of voucher programs for developing economies remains uncertain. Major voucher initiatives have been attempted only in countries with a well-developed institutional infrastructure. Some studies find favorable benefits for at least some population groups, but others find limited effects and evidence of increasing social stratification in schools. Whether vouchers lead to better outcomes or greater stratification appears related to specific contexts, institutional variables, and program designs.

This paper summarizes findings from a large study on the implementation and impacts of performance funding in three states that are regarded as leaders in that movement: Indiana, Ohio, and Tennessee. Based on interviews with state officials and with staff at 18 colleges and universities, the authors describe the policy instruments used to implement performance funding, the impact of performance funding on institutional policies and programs, the obstacles institutions encountered in responding to performance funding demands, and the unintended impacts that ensued. While performance funding spurred institutions to make changes designed to improve student outcomes, it is difficult to gauge the impact of performance funding because it was one of several concurrent initiatives aimed at improving outcomes at the colleges. Interviewees reported several obstacles that hindered institutions’ efforts to respond to performance funding demands, including the composition of their student bodies, inappropriate metrics, and insufficient institutional capacity. Interviewees also frequently reported observed and potential impacts that were not intended by the policy designers, such as restrictions in college admissions and the weakening of academic standards.

Wie kommen individualisierte Förderarrangements für Kinder mit besonderem Bildungsbedarf im integrativen/inklusiven Unterricht zustande? Der Autor stellt dar, wie unterschiedliche Kooperationsverständnisse zwischen Berufsgruppen mit entsprechenden Individualisierungskonzepten einhergehen und in spezifischen institutionellen Erfahrungen verankert sind: eine differenzierte Rekonstruktion von Handlungsorientierungen im Reformprozess der Schuleingangsstufe.

In 2003 Kenya abolished user fees in all government primary schools. Analysis of household survey data shows this policy contributed to a shift in demand away from free schools, where net enrollment stagnated after 2003, toward fee-charging private schools, where both enrollment and fee levels grew rapidly after 2003. These shifts had mixed distributional consequences. Enrollment by poorer households increased, but segregation between socio-economic groups also increased. The shift in demand toward private schooling was driven by more affluent households who (i) paid higher ex ante fees and thus experienced a larger reduction in school funding, and (ii) appear to have exited public schools partially in reaction to increased enrollment by poorer children.

The extension of the Child Support Grant in South Africa to all children aged 17 or under gives the opportunity to evaluate this type of social transfer and its effect on school enrolment. Using exogenous variation in the fraction of life exposed to the grant, we find the grant is associated with a higher probability of enrolment, especially for older children. Other methods of identification presented provide supporting evidence for these conclusions.

In this paper we study the causal effect of a large expansion of publicly provided health insurance on school enrollment rates and on children’s academic performance using the case of Mexico. Access to free health insurance could improve education outcomes directly by making household members healthier or indirectly by raising the amount of resources available for education expenses. Using a panel of municipalities from 2007 to 2010, we find that the expansion of the Mexican public health insurance program, Seguro Popular, had a large positive, statistically significant effect on school enrollment rates and on standardized test scores.

This paper uses Demographic and Health Surveys data from about 30 sub-Saharan African countries to investigate the link between the birth of an ?unintended child? and schooling decisions of children (dropout and entry). After controlling for local unobserved heterogeneity, we show that, the birth of an ?unintended child? hinders child schooling. It reduces the probability of current school enrolment. As for school dynamics, it increases the probability that a child aged 6 to 18 years drops out of school and it decreases the probability that a child aged 6 to 9 years starts schooling. This result suggests that, the unexpected birth of a child strengthens household?s resources constraints and reduces human capital investments. The results also highlight the importance of the timing of the unexpected birth and the heterogeneity of the effect according to child characteristics.

A major focus of charter school research has been the potential impact of increased school choice on student sorting by race/ethnicity and socio-economic status. Researchers have argued that charter schools may increase segregation by allowing families to separate into more homogeneous school communities. Yet surprisingly, little attention has been paid to the role charter schools themselves may play in determining student enrollments. Emerging evidence suggests that charter schools may frequently take into account nearby educational and demographic characteristics when choosing school locations and avoid neighborhoods with high-proportions of at-risk students who are more costly and challenging to educate. While this behavior is not incompatible with traditional notions of how education marketplaces function, such "positioning strategies" serve as important reminders that charter schools benefit most by locating in areas where they hold clear competitive advantages, not necessarily areas of greatest demand or educational need. In this dissertation, I examined the potential for New Jersey charter schools to effectively distribute educational opportunities to all students, particularly those most frequently targeted by previous approaches to school reform, across varied and often segregated landscapes. Drawing on rational choice theory and previous research into the profit maximizing behavior of firms, I argued that charter schools have strong incentives to locate in areas that allow them to effectively balance consumer demand with the potential negative effects of increased competition in high needs areas. I used geographic information systems (GIS) and logistic regression to map the location of charter schools in New Jersey and examine potential associations with supply side factors. New Jersey's charter school supply showed two distinct clustering patterns. First, charter schools tended to circle Abbott districts or low-performing school districts in a narrow five mile band characterized by greater educational need and, presumably, consumer demand. Second, charter schools in Abbott districts tended to circle, but not locate within, neighborhoods with higher levels of educational and economic disadvantage, and particularly neighborhoods with higher proportions of African American residents. Logistic regression confirmed statistically significant associations among charter school clusters and proxies for market demand, educational need, and neighborhood diversity, although estimates for race/ethnicity were less conclusive. Further analysis indicated that observed clustering patterns were primarily driven by more market savvy or entrepreneurial schools partnered with charter management organizations (CMOs).

"In dem Artikel werden Ergebnisse eines DFG-Projekts zu Schuleingangsuntersuchungen (SEUen) vorgestellt. Die SEUen sind in den Schulgesetzen der Bundesländer als verpflichtend geregelt, werden durch Mediziner der unteren Gesundheitsbehörden durchgeführt und sollen sowohl individualdiagnostische als auch epidemiologische Funktionen erfüllen. Der Artikel stellt die Frage, ob und wie beide Funktionen in der Durchführung der SEUen praktisch kompatibel gemacht werden. Er diskutiert am Beispiel der diagnostischen Überprüfungen von motorischer und sprachlicher Entwicklung in einem Sample von 132 beobachteten SEUen die These, dass die praktischen Formen der Professionellen, individualdiagnostische und epidemiologische Funktionen zu vereinbaren, problematische Effekte auf die Produktion von gesundheitsstatistischen Daten zeitigen (können)." (Autorenrefrat) "This article presents results of a practice analytical research project (funded by the German Research Association, DFG) on school entry medical checkups in Germany. The checkups are compulsory by law, conducted by public health authorities and are aimed at fulfilling individual diagnostic as well as epidemiological functions. The article asks if and how both functions are made compatible in the conduct of the checkups. Using examples from motor and language development diagnostics in a sample of 132 observed school entry checkups it discusses the hypothesis that the professionals' practical forms of arranging individual diagnostic and epidemiological functions can yield problematic effects on the production of health statistical data." (author's abstract)

"Anhand quantitativer Daten aus Eltern-, Erzieher/innen- und Lehrerbefragungen sowie offener Leitfadeninterviews mit Eltern der interdisziplinären Längsschnittstudie BiKS-3-8 werden die Schulfähigkeitskriterien dieser Personengruppen untersucht und verglichen. Für die Eltern zeigen sich Unterschiede nach Bildungsniveau und bevorzugtem Einschulungstermin. Außerdem wird gefragt, zu welchem Zeitpunkt über die Schulfähigkeit entschieden werden sollte und wer dafür zuständig ist. In den Schulfähigkeitskriterien unterscheiden sich alle drei Gruppen nur wenig und nennen in erster Linie lernmethodische und soziale Kompetenzen. Schulnahe ('proximale') Lernvoraussetzungen, die die grundschulpädagogische Diskussion und die Diagnostik verstärkt herausstellen, halten alle Beteiligten für wenig bedeutsam." (Autorenreferat) "Parents, kindergarten teachers and school teachers were asked, embedded in the interdisciplinary BiKS-3-8-study, about their school readiness criteria and their attitudes concerning who should decide on a child's school readiness and when. ata from standardized questionnaires and guided interviews showed that parents’ views differ in relation to their educational level and preferred school entry (i.e. as early or as late as possible or according to the official regulations). With respect to the school readiness criteria, however, differences between the groups - parents, kindergarten teachers and school teachers - are rather small. All groups name mainly children's social competences and their ability to learn. Pre-academic knowledge and skills, predictors of success in reading and mathematics during the first grades, are hardly considered." (author's abstract)

Schweizerische Zeitschrift für Bildungswissenschaften 33 (2011) 2, S. 191-210, In der Schweiz besteht schon beim Schuleintritt ein starker Zusammenhang zwischen der sozialen Herkunft der Kinder und ihren sprachlichen Leistungen. Über familiäre Bildungserfahrungen und sprachliche Förderung in vorschulischen Einrichtungen ist aber noch sehr wenig bekannt. Der Beitrag befasst sich deshalb mit methodischen und theoretischen Grundlagen für die Erforschung sprachlicher Praktiken. Im ersten Teil werden methodologische Prämissen und Implikationen behandelt. Im zweiten Teil stellen wir unser theoretisches Verständnis von Sprache als sozialer Praxis dar und veranschaulichen es anhand von exemplarischen Daten aus dem Projekt «Lernwelten - literacies». Abschließend werden Perspektiven für die sprachdidaktische Unterrichtsforschung und die Professionalisierung von Lehrpersonen skizziert. (DIPF/Orig.), In Switzerland, there is a strong correlation between the social backgrounds and language outcomes of children already at school entry. At the same time, very little is known about their home learning experiences and language education in preschool institutions. This article deals with methodological and theoretical foundations pertinent to investigate language practices. In the first section, methodological premises and implications are discussed. In the second section, we present the notion of language as social practice and illustrate our understanding by means of selected data from our research project "Worlds of learning - literacies". Finally, some perspectives for future classroom research on language education and for teacher qualification are outlined. (DIPF/Orig.)

This article presents and reviews two teaching models, the Teaching Games for Understanding (TGfU) and the Sport Education (SE). Both models offer instructional ideas in an innovative way and give several opportunities to all students to develop themselves. The potential and prospects that open up with the implementation of these models are based on international bibliography. In addition, representative research studies from 1995 till today are reviewed and analyzed. These studies are presented in tables with an emphasis in the purpose of the study, the participants, the settings, the way of collecting data and the main results. Finally, the findings are grouped in the six categories: (a) Development of Motor Skills, (b) Enhancement Tactical Knowledge, (c) Decision-Making, (d) Development of the Social and Personal Responsibility, (e) Students' Attitudes and (f) Student Enrollment. The results suggested that both models provide alternative ways of how to provide more quality teaching experiences in physical education settings. ABSTRACT FROM AUTHOR 8 1 43 69

This paper analyses educational expenditures in Kenya over the past two decades, comparing these with changes in enrolments and outputs from the education system. While there is a direct relationship between public financing policy and participation in education, the positive outcomes in the sector cannot be directly attributed to external aid. Though aid has played its part, the major stimulus to sector improvement has been internal. But the Kenyan experience shows that aid has had an impact on national policy and, at times, Kenya has seemed to change its policy objectives in order to access aid. Though a strong economy by African standards, Kenya's continued reliance on external support is inevitable if its ambitious objectives in the education sector are to be upheld.

This paper analyzes the effect of PROGRESA education grants on school enrollment. It looks at its effect on total school enrollment and in particular on school enrollment of drop-outs, i.e. those children who face a re-enrollment decision since they were not enrolled in school the year prior to the implementation of the PROGRESA program. Estimates of the impact of PROGRESA education grants on drop-outs and non-drop-outs are obtained applying difference estimation and maximum likelihood estimation of a reduced form equation for schooling decision. Differences in results between both groups of children are discussed looking at the distribution of marginal effects. PROGRESA did send drop-outs back to school. It had a larger effect on drop-outs than on non-drop-outs. However, for the particular group of girls who dropped out of school just before attending secondary school PROGRESA grants only had a minor effect. This last finding highlights the fact that determinants of the schooling decision are different for young girls and that PROGRESA grants do not provide a strong enough incentive to send them back to school.

This paper presents evidence about the impact on school enrollment of a program in Ecuador that gives cash transfers to the 40 percent poorest families. The evaluation design consists of a randomized experiment for families around the first quintile of the poverty index and of a regression discontinuity design for families around the second quintile of this index, which is the program's eligibility threshold. This allows us to compare results from two different credible identification methods, and to investigate whether the impact varies with families' poverty level. Around the first quintile of the poverty index the impact is positive while it is equal to zero around the second quintile. This suggests that for the poorest families the program lifts a credit constraint while this is not the case for families close to the eligibility threshold.

Questions focused on understanding Africa's lack of growth are not new in economics research. Ethnic fragmentation is one of the many reasons suggested for lack of growth of many developing countries especially in Africa. This is because many countries that are ethnically fragmentized find it difficult agreeing on societal goals and instead, focus on achieving dominance in the political arena of the country. These actions usually lead to: ethnic conflict, corruption, instability and other factors that hamper growth in the long-run. Nigeria is no stranger to the scenario described above. The basis of most ethnic and regional conflicts is claims of the marginalization of particular groups. Documented and anecdotal evidence of marked differences in basic economic and social indicators are usually the starting point for these assertions. However, general perception and beliefs play a role in solidifying these claims. In this paper, evidence of labor market disparities in Nigeria is sought first using descriptive analysis of the data. Subsequently, I test the null hypothesis that there are no significant differences in labor market outcomes across geopolitical regions using econometric techniques. By means of an instrument first suggested by Osilli and Long (2003) but constructed similarly to Uwaifo (2006), I estimate the returns to education using two stage least squares. This instrument is based on the exogenous implementation and withdrawal of free education across regions and states in Nigeria over time. I derive estimates for both Northern and Southern Nigeria.

In 1987, the Government of Ghana embarked on a set of educational reforms which culminated in the reduction of pre-tertiary education from 17 to 12 years and the introduction of measures to improve access, equity and quality at all levels of the educational system. The reforms focused primarily on basic education, which had undergone a decade of decline in quality, but higher levels of education were also given some attention. The reforms were launched at a time of a severe economic downturn – the economy had posted three successive years of negative growth – and a diminished capacity of government to finance development. In response, donors became increasingly involved in the provision of finance and technical assistance. As new modalities of aid began to be established, technical and financial assistance was provided to the government for both the preparation and implementation of the reforms. Over the course of the reforms, total donor assistance is estimated at between US$1.5 billion and US$2.0 billion. As the economy began to recover substantially from its malaise of the 1980s, the government's educationsector expenditure, as a share of GDP, increased from 1.4 per cent in 1987 to 5.7 per cent in 2006, albeit remaining lower than the 6.4 per cent recorded in 1976. This study documents a mixed record of implementation and outcomes of the reforms, with some indicators showing highly uneven improvements over two decades. As regards primary enrolments, for example, the Gross Enrolment Ratio (GER) increased from 76 in 1987 to 79 in 1991, but fell back again to 73 by 1997. By 2001, the ratio had recovered to 80 but then slid to 78 by the 2003/2004 academic year. Participation in basic education, which comprises both primary and junior secondary schooling, remained “free and compulsory” over the period. The introduction of capitation grants for schools in September 2005 reduced direct costs to households by replacing the various levies that schools imposed on parents for extra-curricular activities. This led to a 17 per cent increase in primary enrolments nationwide (with GER rising to 86) in 2005/6. This increase in school enrolments, while desirable in terms of moving the country towards meeting its objective of providing universal basic education for all Ghanaian children of school-going age, was followed, predictably, by a decline in education quality as the provision of additional teachers, facilities, and logistics lagged behind the capitation grant. A fresh set of educational reforms, scheduled to commence in September 2007, is intended to address these problems. Issues of funding adequacy, coordination and sustainability of donor financing for these reforms, however, remain largely unresolved – especially as donor disbursements in recent years have fallen short of commitments.

Rational choice models predict that political competition and political participation have opposite effects on the size of government. We investigate these theories using data from a panel of 18 Latin American countries during the 20th century. Our research builds evidence for the prediction that reforms enhancing political competition tend to limit the size of government, while reforms increasing political participation tend to increase the size of government. Furthermore, we find that reforms which remove literacy requirements from franchise laws are associated with governmental expansion, while changes in women.s su¤rage laws have no impact on the size of government. Our findings demonstrate the empirical relevance of the distinction between political competition and participation.

Este trabajo tiene el objetivo de conocer las principales causas de la desescolarización y su incidencia por sexo, edad en las comunas 5, 6, 8 y 9 del Distrito de Santa Marta para el año 2011. Para cumplir este objetivo se aplicó un censo en el área de estudio, se realizó una caracterización de los desescolarizados y se aplicó un modelo de regresión logística para identificar las variables que inciden en la probabilidad de ser desescolarizado. Entre los resultados encontrados las razones que más se presentan como causa de la desescolarización son los problemas en la casa, el embarazo, la maternidad o paternidad, la necesidad de trabajar, el cambio de casa de la familia, entre otros presentados en este trabajo. Finalmente, estos resultados permiten señalar la necesidad de desarrollar estrategias enfocadas a mitigar el impacto de la desescolarización en los distintos grupos de edad y de manera diferencial para cada uno de los sexos.