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This study evaluated the perplexing trend of Grade 7 students at Lampari National High School increasingly opting for schools at a considerable distance rather than attending the local institution. Despite extensive research in student enrollment, a significant gap remains in understanding the specific preferences and motivations of these students. This research aims to uncover the factors influencing their decision to choose distant schools over local options and to develop targeted intervention programs to enhance the school's competitiveness. The study employed purposive sampling, ensuring a complete enumeration of all incoming Grade 7 learners from Lampari Elementary School. A structured survey was administered, consisting of four parts: respondent profiles (age and gender), specific factors influencing school choice, preferences and motivations, and strategies for improving the local school's appeal. Data collection involved securing permission from the cluster head and personally administering questionnaires to all respondents. The results indicate several key factors contributing to students' preference for distant schools, including the perceived quality of education, availability of facilities, and extracurricular opportunities. Based on these findings, the study recommends that Lampari National High School organize regular parent meetings and seminars to address enrollment issues, collaborate with stakeholders to establish school-based programs such as a food program and recreational facilities and encourage parents to actively support their children's education. Additionally, it is suggested that future studies expand to include other secondary schools in the Division of South Cotabato to gain a broader understanding of the factors influencing student enrollment decisions. These findings highlight the need for targeted interventions that align with the unique preferences and motivations of Grade 7 students to enhance the attractiveness of local educational institutions. [ABSTRACT FROM AUTHOR]

Over the past two decades, Turkey’s higher education system has undergone a massive and globally unprecedented transformation. Enrollment rates increased more than fivefold, driven by the government’s comprehensive policy of establishing ‘one university in every city.’ As a result, new universities were instituted in 41 small cities that previously lacked independent higher education infrastructure. The Justice and Development Party (AKP) governments framed this initiative as a key ideological distinction from their predecessors, emphasizing it as a cornerstone of their educational and social policy, particularly targeting small cities across the country as well as the country’s youth. While the ideological divergence between the AKP and prior governments played a critical role in justifying this expansion, the establishment of universities in small cities had both intended and unintended consequences. These institutions became place-making anchors in otherwise economically and demographically stagnant regions, fostering a new social life centered around the youth. [ABSTRACT FROM AUTHOR]

The paper examines preconceptions and assumptions behind common understandings of 'scholarship awards' in international higher education research, and analyses how these influence the production of knowledge on scholarship programs and their effects. The paper aims to make a major theoretical contribution by proposing an alternative approach to studying these programs. First, drawing on a comprehensive review of the scholarships literature, the paper posits that prevalent theoretical approaches – often drawn from the logic of the scholarship programs themselves – limit our view of what scholarship programs do and can do. Such research constrains understandings of program design and its effects on and implications for sponsored students. Examples of underexplored ethical aspects of sponsorship arrangements are highlighted through examples and vignettes. Then, turning to contemporary discussions related to ethical internationalisation and student mobility, the paper asks which theoretical approaches could aid a focus upon and analysis of these programs in relation to ethics-related themes. Conventions theory (and specifically the orders of worth approach) is proposed as a useful theoretical lens. The paper then synthesises a novel framework using this approach to examine explicit and implicit aspects of sponsorship arrangements, explaining its suitability and potential to produce deeper insights into and more nuanced understanding of the consequences of modern scholarship program design for actors involved in sponsored international student mobility. In conclusion, the promise and significance of this framework utilizing the orders of worth approach for studying questions related to valuation processes and ethical internationalisation is recapitulated and future research is discussed. [ABSTRACT FROM AUTHOR]

The United States has widely experimented with merit-based financial aid to make college more accessible and affordable for its youth. Varying in design and benefits, these state-run programs subsidize college costs for academically meritorious high-school graduates. While broadly linked to higher college attendance the distribution of aid benefits depends critically on the eligibility criteria. States often make post-adoption changes to merit requirements to lower program costs, but little is known about their impact on youth's college decisions. This paper evaluates the effects of such eligibility revisions using West Virginia's PROMISE scholarship, which, unlike its peers, frequently hardened merit rules post-inception. We leverage the discontinuities in the timing of the scholarship's adoption and its successive modifications to estimate the policy-induced changes in students' college choice. We use two robust inference models – difference-in-difference and synthetic control, on institution-level enrollment data from the Integrated Postsecondary Education Data Systems (IPEDS). We estimate a 6.5% growth in college enrollments immediately following PROMISE that fades rapidly once aid eligibility narrows. We find that this initial enrollment jump is attributable to an aid-induced improvement in the average youth's college readiness which is confined to the high achievers after the program scope narrows. Additionally, enrollments shift from 4-year to 2-year colleges post eligibility revisions. Our results show that the stiffer criteria redirect the aid benefits toward youth with already better access to college. [ABSTRACT FROM AUTHOR]

Debate about the defining features of 'doctorateness' or what examiners look for in a PhD thesis is on-going, but hardly any attention has been paid in related literature to Postgraduate Researchers' (PGRs) perceptions of the key attributes that make a PhD thesis excellent. In this study we examine the state of play of the former to then go on to investigate the latter. We begin by developing a synthesis of the conventional wisdom on the key attributes of an excellent PhD thesis, leading to what we call here the 'Seven Attributes Framework' (SAF). We then conduct focus groups and interviews with PGRs enrolled in PhD programmes in Business & Management and related disciplines, to gauge their perceptions of key attributes, benchmarked against the SAF hereby developed. We find considerable misalignment particularly in terms of a merely superficial understanding of 'significant contribution' and 'theory', with a non-trivial degree of confusion as to how PGRs think these attributes could be evidenced in thesis writing. PGRs in the first two years of their PhD also show limited, at best unidimensional conceptions of 'originality', 'criticality' and 'rigour'. Taken jointly, the SAF alongside the overall methodological process outlined in this study to benchmark PGR perceptions of key attributes, not only contribute to increasing the transparency of doctoral assessment, they also provide a valuable blueprint to complement Training Needs Analyses (TNAs) increasingly seen as a necessary tool in the provision of targeted doctoral training by awarding institutions, Doctoral Training Partnerships and Centres for Doctoral Training. [ABSTRACT FROM AUTHOR]

Between the sixteenth and nineteenth centuries, various charitable, endowed or "free" schools were established in Ireland with a view to providing schooling, initially for children of primary and later secondary school age, the latter being the subject of this article. Sometimes these schools were state initiatives, such as the parish and diocesan schools, established by Henry VIII and Elizabeth I respectively, but mostly they were voluntary undertakings, Protestant in ethos, such as the schools of the Erasmus Smith Trust, the Kildare Place Society and the Society for Discountenancing Vice. Catholics tended to eschew such schools as sites of proselytism and, throughout the period under consideration, represented a small minority of enrolments. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic caused widespread closures of early care and education (ECE) facilities that negatively impacted children's socioemotional, behavioral, and academic development. Policies permitting child care centers to remain open by obtaining waivers from closure directives involved varying levels of administrative burden. This study examined administrative burden within waiver policies and its association with ECE stability, as measured by children's enrollment in waiver-obtaining child care centers. I found Black children were significantly less likely than White children to be enrolled in a waiver-obtaining center, and also far less likely to have a center that obtained a waiver very early on in the pandemic. Analyses showed rates of enrollment in waiver-obtaining centers were far lower among children whose centers experienced more administrative burden, and suggested racial disparities in ECE stability were driven by Black children's concentrated residence in communities where the waiver application process was more burdensome. [ABSTRACT FROM AUTHOR]

Due to the model minority myth, scant attention has been given to the college preparation of Asian American (AA) students. Using the national sample of High School Longitudinal Study of 2009–2013, this study examined associations among student–counselor interactions, school connectedness, and college enrollment of AA students. The results of the structural equation modeling indicated that school connectedness fully mediated the association between student–counselor interactions and college enrollment. The findings from the current study suggest that when AA students interact with school counselors in the 9th grade, they tend to feel more connected to their school, which, in turn, leads to increased college enrollment decisions in the 12th grade. Implications for helping professionals in schools are discussed. Practitioner Points: Contrary to the model minority myth, our findings from the national data set revealed that a substantial number of Asian American (AA) students had college enrollment rates below the national average.AA students' connectedness to school in 9th grade can contribute to enhancing college enrollment decisions in 12th grade.School connectedness explains how AA students' interactions with school counselors could facilitate their college enrollment. [ABSTRACT FROM AUTHOR]

Student enrolment in higher education is increasing, as are enrolments in non-traditional pathways, such as degree completion programs, particularly those that are offered online. These changes have shifted the nature of student learning needs and perceptions. Therefore, stakeholders in higher education need a greater understanding of the drivers and obstacles to degree completion from the student point of view, especially in online degree completion programs. Beyond overall and subgroup insights into online degree seeking motivations and other factors, our findings revealed that (1) there is a mismatch between student goals and perceived employer needs, (2) many students expected modest financial gains upon completion, and (3) the primary barrier of continuing higher education was balancing education and life responsibilities. The findings are useful for administrators, faculty, and other stakeholders involved in the recruitment of online degree completion program students and the design of online courses and curricula for this audience. [ABSTRACT FROM AUTHOR]

We use administrative data ($N = 61,553$ N = 61 , 553) on Finnish individuals who started university studies between 1991 and 2015 to explore whether mathematics and Finnish scores in upper secondary school matriculation examinations are related to university performance. We find that mathematical and verbal skills are complementary in predicting university course completions and grades. [ABSTRACT FROM AUTHOR]

Based on interviews of 20 accounting chairs, we examine chairs' perceptions of current challenges facing accounting academia and the chairs individually. Overall, the most significant issue facing accounting programs today is declining enrollments and students' negative perceptions of accounting, with low pay in accounting as a major element. Key challenges facing chairs individually relate to enrollment declines and students' negative perceptions of accounting, heavy workload, faculty hiring, department culture, and motivating faculty. We further examine enrollment and research issues, including how programs are attempting to address enrollment declines, emerging impacts of enrollment declines, often somewhat nebulous research standards (including recognition of practitioner publications), and a growing collection of research impact measures. We hope that the discussion of how to address key challenges will be useful to chairs and that our findings will spur additional research. [ABSTRACT FROM AUTHOR]

This paper estimates the effect of charter schools on the diversity of nearby traditional public schools (TPSs) and neighborhoods in New York City. We employ a difference-in-differences approach that exploits the variation in the expansion of the charter sector between grades in the same school. This approach allows us to isolate the effect of charter schools from other neighborhood demographic changes. Our results show small positive effects of charter school expansion on TPS diversity as measured by the entropy score. This change is explained by small increases in the number of White students attending nearby TPSs and larger reductions in the number of Black and Hispanic students in these schools. We also find descriptive evidence that while both neighborhoods and TPSs are slightly more diverse following charter school expansion, schools are changing faster than their surrounding neighborhoods. [ABSTRACT FROM AUTHOR]

The paper explores whether international migration is linked to currently decreasing levels of fertility in high birth rates countries, thereby to the advent of a stage of population degrowth at the world's level. Methodology is in two steps. First, a global dataset is assembled comprising 13 variables for each country. For the country itself: emigrant stock, total fertility rate, girls' enrolment rate, women's labour force participation, global gender gap, and income per capita; for a fictitious average region of destination of migrants originating from this specific country, the last six variables. In the second step, links between origin and destination countries in terms of fertility levels and determinants are analysed using bivariate correlations. A remarkable fact emerges, namely national levels of fertility and their determinants vary quasi perfectly parallel at both ends of international migration corridors. Fertility at origin is not correlated to any phenomenon as much as to fertility, girls' school enrolment and gender equity at destination. Three complementary hypotheses explaining this apparently puzzling fact are discussed: transmission of norms by migrants; cultural similarities at both ends of migrant corridors; and congruency between the global diffusion of norms and the global migration of people. The conclusion highlights the original contribution of the paper, both to the demographic discipline (migration should also be dealt with as a remote determinant of fertility) and political debates on migration (erecting barriers to migration works against the preservation of earth). [ABSTRACT FROM AUTHOR]

In Bangladesh, many disabled children are not attending school. Despite the country's special policies, laws, and services, most disabled children face a barrier to enrollment in school. To increase the school attendance of children, particularly disabled children, research on barriers to school attendance is essential. It will help to ensure that all children, including those with disabilities, receive an education. This paper will investigate the factors associated with children with disabilities missing school. This study will utilize data from a large sample based on Nationally representative multiple indicator cluster survey 2019 in Bangladesh. The study group included 5024 disabled children ranging in age from 6 to 17 years. To determine the significant covariates for the multivariate analysis, a bivariate analysis was performed. The findings indicate that age of the child, gender, household head sex, education of the household head, area (urban/rural), husband age, whether the husband has more wives, and disability types are all associated with disabled children being absent from school. Using these findings, the government of Bangladesh and other stakeholders should advocate for policies and programs that reduce barriers to education and ensure that all disabled children attend school. [ABSTRACT FROM AUTHOR]

Background: Chronic anterior uveitis (CAU) carries a significant risk for eye complications and vision loss. The Childhood Arthritis and Rheumatology Research Alliance (CARRA) introduced consensus treatment plans (CTPs) to standardize treatment for CAU and facilitate future comparative effectiveness studies. Two CTPs were developed to address: 1) initiation of methotrexate (MTX) in patients with CAU naïve to steroid-sparing therapy, and 2) initiation of a TNF inhibitor (TNFi) in patients with severe uveitis or uveitis refractory to MTX. We evaluated implementation of the uveitis CTPs using existing CARRA Registry infrastructure and assessed feasibility of the CTPs for comparative effectiveness research. Methods: This prospective observational cohort study was conducted at nine pilot sites between February 2020 and August 2022. Patients with JIA-associated CAU (JIA-U) were treated according to either the MTX or TNFi CTP. Uveitis activity and medication use were recorded at 0, 3, and 6 months. We assessed patient enrollment rates, CTP arm selection, uveitis control, and quality of data collection. We also evaluated CTP arm selection in a retrospective cohort of similar JIA-U patients enrolled in the CARRA Registry during the same study period. Results: Seventeen patients were included in the pilot cohort. Eight were treated with the MTX CTP (4 oral MTX, 4 subcutaneous MTX), and 9 with the TNFi CTP (9 received standard-dose adalimumab, none selected high-dose adalimumab or infliximab). Uveitis was controlled in 13 of 17 patients by 6 months. Query of the CARRA-wide Registry identified 42 patients with JIA-U who were treated according to the MTX or TNFi CTPs. Among these, 26 were treated with MTX (8 oral, 18 subcutaneous) and 16 with TNFi (12 standard dose adalimumab, 2 high dose adalimumab, and 2 infliximab). Conclusion: Both the MTX and TNFi uveitis CTPs can practically be implemented in clinical settings and are currently being utilized across Registry sites. However, in patients starting TNFi therapy, all pilot study participants and most patients across the CARRA Registry were treated with a standard dose of adalimumab. This consensus on the treatment approach underscores its broad acceptance but also limits the applicability of the uveitis TNFi CTP for comparative effectiveness research. [ABSTRACT FROM AUTHOR]

Children in Liberia receive 2.2 learning-adjusted years of schooling, one of the lowest levels of educational attainment in the world. We study one approach to address low enrollment and low rates of learning: a 10-month accelerated learning program run by the Luminos Fund to help out-of-school children catch up to grade level. We conducted a randomized evaluation of the program across 100 communities in Liberia. We find that the program had large effects on reading and numeracy skills for out-of-school children, and that children in the program catch up to the learning levels of children in government schools. [ABSTRACT FROM AUTHOR]

Community language schools provide language and cultural education to young people. Forming a key education sector worldwide with an estimated two million enrolments, these community-run, out-of-hours schools nonetheless tend to be marginalised by 'mainstream' education and 'mainstream' educational research. There has been a dramatic increase in research into community language schools in the past two decades, but there is still no systematic review that analyses the education role and contribution of this sector. This study aims to provide a clear picture of the extent, nature and gaps in the existing research into community language schools from 2001 to 2023. The study tracks how the research focus has shifted and grown in the past decades, but also highlights that the marginalisation of community language schools and research remains. The study directs researchers to relevant publications and suggests issues and topics in need of further research. [ABSTRACT FROM AUTHOR]

In this research, we explore the effect of college instructors' use of formal versus casual titles on student perceptions as a function of the instructors' academic ranks. We conducted two studies: the first surveying students to study their expectations and preferences of formality and rank, and the second using experimental manipulations of title formality and instructor rank to examine the effects on student perceptions of instructors and their classes. Our data indicate that a full professor is perceived more favourably than a graduate assistant when using a casual title (their first name). Conversely, the pattern goes the opposite when they use a formal title. These insights were assessed through course favourability and enrolment intention and were rooted in two fundamental individual traits: competence and approachableness. In addition, the effects are less pronounced for students with previous exposure to the course content, suggesting course experience as a moderator. This study offers guidance on student–instructor interactions and provides insights for educators in presenting themselves through different titles. [ABSTRACT FROM AUTHOR]

Background Monitoring the incidence of chronic health conditions (CHCs) in childhood in England, using administrative data to derive numerators and denominators, is challenged by unmeasured migration. We used open and closed birth cohort designs to estimate the cumulative incidence of CHCs to age 16 years. Methods In closed cohorts, we identified all births in Hospital Episode Statistics (HES) from 2002/3 to 2011/12, followed to 2018/19 (maximum age 8 to 16 years), censoring on death, first non-England residence record or 16th birthday. Children must have linked to later HES records and/or the National Pupil Database, which provides information on all state school enrolments, to address unmeasured emigration. The cumulative incidence of CHCs was estimated to age 16 using diagnostic codes in HES inpatient records. We also explored temporal variation. Sensitivity analyses varied eligibility criteria. In open cohorts, we used HES data on all children from 2002/3 to 2018/19 and national statistics population denominators. Results In open and closed approaches, the cumulative incidence of ever having a CHC recorded before age 16 among children born in 2003/4 was 25% (21% to 32% in closed cohort sensitivity analyses). There was little temporal variation. At least 28% of children with any CHC had more than one body system affected by age 16. Multimorbidity rates rose with later cohorts. Conclusions Approximately one-quarter of children are affected by CHCs, but estimates vary depending on how the denominator is defined. More accurate estimation of the incidence of CHCs requires a dynamic population estimate. [ABSTRACT FROM AUTHOR]

The focus of this study was on the current enrollment status of the government-funded health insurance (HI) program in Nepal, which is necessary to achieve universal health coverage by 2030. Despite the government's commitment, the program faces challenges of low enrollment and high dropout rates, hindering progress towards this goal. With a purpose to find out the associated factors for enrollment in HI, the cross-sectional study employs secondary data obtained from the Nepal Demographic and Health Survey 2022. A multi-stage sampling method yielded a representative sample of 14,280 households, and an interview was conducted with 14,845 females and 4,913 males aged 15–49. A weighted sample was employed and subsequently analyzed through the use of R. The analysis reveals a concerningly low enrollment rate, with only 10% of the surveyed population possessing government HI. Furthermore, significant geographical disparities were found to exist—Koshi Province had the highest coverage (21.8% men and 20.4% women), while Madhesh Province lagging far behind (3.1% men and 2.7% women). Additionally, the enrollment rates correlated positively with urban residence, higher socioeconomic statuses, and employment, with no subgroup surpassing 30% coverage, though. The study demonstrates a positive association between HI and healthcare utilization, with insured individuals exhibiting a higher likelihood of visiting health facilities and reporting fewer access-related issues. Respondents with higher levels of education and greater wealth were significantly more likely to enroll in HI than those with basic education and middle-level wealth, respectively. This pattern holds consistently for both males and females. These findings suggest that the program, aiming for 60% coverage by 2023/24, is currently off-track. Policymakers should interpret these data as a call for action, prompting the development and implementation of the targeted interventions to address enrollment disparities across Nepal. By focusing on the low-coverage areas and the vulnerable populations, the program can be strengthened and contribute meaningfully to achieving universal health coverage by 2030. [ABSTRACT FROM AUTHOR]

This paper examines the demographic factors of the subjects enroled and completed by an hyperflexible online MBA Leadership (L) programme for 1034 students at Central Queensland University using the deductive research methodology and statistical analysis. Australian-born students are influenced by their industry experience when enroling in subjects, whilst overseas-born students are influenced by where they are located, suggests more focus on their career. The time students are enroled in the online MBA programme have the most significant influence on the number of subjects enroled and completed. However, age and gender do not influence subjects' enrolment or completion rate. [ABSTRACT FROM AUTHOR]

Objective: To understand Veterans Health Administration (VA) leaders' information and resource needs for managing post‐9/11 Veterans' VA enrollment and retention. Data Sources and Study Setting: Interviews conducted from March–May 2022 of VA Medical Center (VAMC) leaders (N = 27) across 15 sites, using stratified sampling based on VAMC characteristics: enrollment rates, number of recently separated Veterans in catchment area, and state Medicaid expansion status. Study Design: Interview questions were developed using Petersen et al.'s Factors Influencing Choice of Healthcare System framework as a guide. Interviews were transcribed verbatim, and two coders analyzed the interviews using Atlas.ti, a qualitative software program. Coders followed the qualitative coding philosophy developed by Crabtree and Miller, a process of developing codes for salient concepts as they are identified during the analysis process. Data Collection/Extraction Methods: Two coders analyzed 22% (N = 6) of the interviews and discussed and adjudicated any discrepancies. One coder independently coded the remainder of the interviews. Principal Findings: Several key themes were identified regarding facilitators and barriers for VA enrollment including reputation for high‐quality VA care, convenience of VA services, awareness of VA services and benefits, and VA mental health services. Nearly every VA leader actively used tools and data to understand enrollment and retention rates and sought to enroll and retain more Veterans. To improve the management of enrollment and retention, VA leaders would like data shared in an easily understandable format and the capability to share data between the VA and community healthcare systems. Conclusions: Enrollment and retention information is important for healthcare leaders to guide their health system decisions. Various tools are currently being used to try to understand the data. However, a multifunctional tool is needed to better aggregate the data to provide VA leadership with key information on Veterans' enrollment and retention. [ABSTRACT FROM AUTHOR]

This study aims to examine the influence of Digital Marketing and Facilities on the Decision to enroll children at SD Playfield Jakarta, with Brand Image as the mediating variable. Data were collected from 33 respondents who are parents of students at SD Playfield Jakarta using the purposive sampling technique. The results of the multiple regression analysis indicated that Digital Marketing (t = 0.188, p = 0.852) and Facilities (t = -0.630, p = 0.534) did not have a significant influence on Brand Image. However, Brand Image demonstrated a significant positive impact on the Decision to enroll children (t = 3.498, p = 0.002). The coefficient of determination showed that 37.2% of the variability in enrolment decisions can be explained by Digital Marketing, Facilities, and Brand Image. The F-test indicated that the overall regression model is significant (F = 5.718, p = 0.003). In conclusion, while Digital Marketing and Facilities may not directly affect Brand Image, enhancing Brand Image can positively influence parents' decisions to enroll their children at SD Playfield Jakarta. It is recommended that the school strengthen its marketing strategies and improve facilities to enhance its Brand Image, thereby supporting increased parental enrolment decisions. [ABSTRACT FROM AUTHOR]

This study estimates the direct and spillover effects of a free education programme on educational outcomes in rural China. We find that, although the programme encourages more eligible children to attend secondary school, it also leads to a decrease in high school enrolment among ineligible girls with eligible siblings, as they are more likely to choose work instead. In the long run, males exposed to free education have more years of schooling than their non-exposed counterparts. However, such effect is not found among females. This disparity suggests that a gender-neutral policy may have an asymmetric effect between males and females because of spillover effects through intra-household resource allocation. [ABSTRACT FROM AUTHOR]

Education is a pillar of the socio-economic development of a nation. Higher education (HE) is an engine for national development through producing the required skilled manpower, technology, innovations, research, and training services. The purpose of this study is to highlight the functioning, challenges, and emerging initiatives in public universities in Ethiopia. It employs a narrative review method for the synthesis of the findings. A total of 2004 published articles were searched using Boolean syntax from Scopus, ProQuest, ScienceDirect, and Web of Sciences databases, and 40 articles were maintained for analysis. Thus, the Ministry of Education (MoE) oversees the overall system of higher education. Public universities have shown relatively rapid expansion in the last three decades compared to the 1950s, followed by an increase in gross enrollment rate (GER). However, concerns were raised about the sustainability of these changes due to low investment in the educational sector. Various reforms have been introduced into the higher education system like differentiation, curriculum changes, national comprehensive exit exams for undergraduates, and admission tests for postgraduate programs. The higher education system is struggling with persistent challenges such as quality concerns, inadequate educational inputs, rigid structure, poor working environments, unemployment, and professional skill gaps. Due emphasis should be given to strengthening leadership, supplying adequate educational resources, sustainable financing, staff development, improving service delivery, and quality education. [ABSTRACT FROM AUTHOR]

This study explores the effects of war on human resource development in Afghanistan using non-linear autoregressive distributed lags (NARDL) and asymmetric causality analysis. The results of the NARDL bound test support an asymmetric long-run relationship between predictors. It reveals that positive and negative shocks from the per capita cost of war, child mortality rate, and population growth rate asymmetrically affect the school enrollment rate in both the short and long runs. Furthermore, it shows that positive shocks from per capita GDP and per capita government expenditures on education increase the school enrollment rate, while their negative shocks have adverse effects, in both the short and long runs. This implies that school enrollment is highly sensitive to changes in the per capita cost of war and reacts swiftly. Moreover, the results reveal significant causality from both the positive and negative components of the per capita cost of war, per capita GDP, per capita government expenditures on education, and population growth to both the positive and negative components of the school enrollment rate. However, there is only a causal nexus from the negative component of the child mortality rate to the school enrollment rate. Based on these findings, relevant policy implications are discussed. [ABSTRACT FROM AUTHOR]

This groundbreaking study addresses a significant research gap in modern pedagogy by examining the revolutionary effects of hybrid project-based learning (HPBL) on high-order thinking skills (HOTS) in English as a foreign language (EFL) writing instruction. By employing a quasi-experimental design and incorporating the participation of 85 students as a population, this study addresses two crucial inquiries: i) the degree to which HPBL impacts the overall writing abilities of EFL students enrolled in an academic writing course and ii) how HPBL enhances the analytical capabilities of the students. The argumentative writing test was employed as a research instrument. The research demonstrates a significant writing and analytical mastery enhancement through rigorous paired sample testing and validation. This research not only makes substantial contributions to the ongoing scholarly discourse but also underscores the critical significance of further exploring the dynamic attributes of HPBL, thus further establishing its position as an indispensable element of modern language instructions. [ABSTRACT FROM AUTHOR]

The question of precollege physics access and performance has been a persistent concern when considering the goal of diversifying participation in post-secondary STEM study and careers. This observational study examined school-level academic and demographic predictors of high school physics enrollment and performance in the USA. Due to the sequential and hierarchical nature of high school science and mathematics coursework, related predictors were included in multivariable regression and structural equation models to understand whether selectivity constrains the STEM pipeline. Descriptive and inferential analyses of state-level data were conducted (N = 663 high schools enrolling 559,044 students) to define the scope of physics enrollment and performance, and the predictive value of ethnicity, socioeconomic status, and science and mathematics course enrollments and performance. Physics was taken by fewer students when compared to biology, earth science, and chemistry. Correlations, multiple regression, and structural equation modeling indicated that although socioeconomic status was the main predictor of student enrollment in physics, this was mediated by schoolwide enrollment in chemistry and algebra II as well as schoolwide performance in chemistry and geometry. School-level performance in physics was negatively predicted by the percentage of students traditionally underrepresented in STEM, yet the predictive value was mediated by chemistry and algebra II performance. Results suggest that the prevalent science and mathematics sequence correlates to diminished physics enrollment, particularly with regard to students traditionally marginalized in STEM. US school leaders and policy makers should implement more proactive interventions earlier in the STEM pipeline to promote diverse physics participation and more equitable performance outcomes. [ABSTRACT FROM AUTHOR]

ABSTRACT In the late 1990s, an extensive consolidation of schools in rural China led to the amalgamation of numerous primary and secondary schools into urban schools or their discontinuation. The study aimed to investigate whether China's school consolidation movement has influenced the educational attainment of rural students. The data are sourced from the China Household Income Project (CHIP) and regional statistical yearbooks, and the cross‐section difference‐in‐differences (DID) method is used to analyse the differences in high school enrolment of rural students between regions with different degrees of school consolidation. Empirical analysis results indicate that school consolidation substantially enhances the probability of rural students receiving high school education, as well as having a positive impact on rural students taking the college entrance examination and receiving a longer formal education. Moreover, the findings of the empirical analysis remain significant even after controlling for variations in government educational expenditures, substituting the explained variables, as well as eliminating the influence of school‐entering age. The adjustment of rural schools, as an inevitable historical trend, is beneficial to improving rural educational attainment. [ABSTRACT FROM AUTHOR]

The underperformance of agricultural education systems in Africa is evident through various indicators such as increased unemployment among recent agricultural graduates, inefficiencies in agricultural product value chains, and a decline in enrollment in agricultural schools. The AgriENGAGE project, which included eight African universities, was supported through the Erasmus+ Capacity Building in Higher Education program funded by the European Commission to address these challenges. The project aimed to contribute toward revitalizing agricultural education systems to stimulate agricultural transformation and enhance the sector's competitiveness while meeting the labor market's demands. This article draws on lessons learned at eight universities to provide a perspective on agri-entrepreneurship education integration in African universities. We provide descriptions, experiences, and insights on agrientrepreneurship education integration in partner universities in Kenya, Benin, Morocco, and Uganda. Based on these experiences, we provide perspectives on reducing youth unemployment and improving the effectiveness of agricultural education in contributing to the development of sustainable food systems. [ABSTRACT FROM AUTHOR]

Acquiring technological literacy and acceptance has a significant influence on academic emotion regulation (AER), academic resilience (AR), willingness to communicate (WTC), and academic enjoyment (AE), which are crucial for the success of university students. However, this area has not been adequately explored in research, particularly in the context of Intelligent Computer-Assisted Language Assessment (ICALA). This study aimed to bridge the existing information gap by examining the impact of technology literacies and acceptance on the AER, AR, WTC, and AE levels among Uzbek university students enrolled in virtual English as a foreign language (EFL) programs with online evaluation. Quasi-experimental research was carried out with 67 university students pursuing a degree in Applied linguistics to assess the potential underlying connections. Throughout the semester, students in the experimental group were provided with instructional feedback to foster technology literacies and acceptance through a private group on Telegram. This feedback assisted them in acquiring pertinent information to improve the application of technology in language learning and assessment. Based on the results, students in EG fared better than their counterparts in the control group in terms of AER, AR, WTC, and AE in ICALA. The data indicates that in the ICALA setting, EFL learners experience unpleasant emotions, a lack of resilience, unenjoyment, and an unwillingness to communicate due to a lack of knowledge in the application of technology. The implications of the study are examined in further detail. [ABSTRACT FROM AUTHOR]

Since the 1980s, policymakers have implemented dispersal policies to prevent ethnic spatial concentration. However, the effectiveness of these policies is questionable. For this reason, and to enforce the dispersal policy, the Danish government introduced the Danish Integration Act in 1999, which required newly arrived refugees to remain in the placement municipality for three years to remain eligible for social assistance. Leveraging Danish register data, we provide quasi-experimental evidence by evaluating the effects of the 1999 Danish Integration Act on the mobility of refugee households and ethnic concentration. Our results suggest that this policy had a retaining effect for up to 5 years. However, we find that the estimates are no longer significant after 6–7 years, suggesting that resettlement decisions were mainly delayed by the enforcement policy. In addition, ties (in terms of employment, education, and school enrolment) play an important role, as the constraining effect of the policy is greater for households with stronger ties to the placement municipality. Once sanctions were lifted, households that moved opted for neighbourhoods with lower ethnic concentration. [ABSTRACT FROM AUTHOR]

Colleges and universities in the United States spend over $2 billion annually on marketing and advertising. Increasingly, higher education institutions are turning to social media platforms, such as YouTube, to showcase their recruitment videos; however, to date, this body of persuasive messages has not been systematically surveyed. This study content analyzed a random sample of 251 videos promoting four-year institutions across the US that are accessible on YouTube, focusing on key persuasive factors, including the primary persuasive appeal used in the video, whether the persuasive message was stated directly or conveyed implicitly, and whether the presentation style was exposition- or narrative-based. Taking an integrative approach to content analysis, viewer responses (i.e. number of views, number of ‘likes’ and comments) were also captured and used as outcome variables in the current study. Our analysis revealed that college promotional videos tend to be brief, expository messages that explicitly encourage enrollment at the advertised schools. Additionally, institutions often promote their brands by foregrounding user imagery. [ABSTRACT FROM AUTHOR]

Copyright of International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Students in technology majors such as Computer Science and Information Technology need to take a series of computer programming courses to graduate. Yet, not all students will persist in taking programming courses as required, and little is known about the factors influencing their enrollment intentions. Research is needed to better understand which factors predict students' enrollment intentions for programming courses. Based on Expectancy-Value Theory, we surveyed three hundred university students in China to measure their intentions of enrolling in future programming courses and factors influencing their enrollment intentions. Mediated Multiple Indicators Multiple Causes models were run to identify the relationships between these factors and enrollment intentions. Expectancies, intrinsic value, attainment value, and utility value of the courses directly predict enrollment intentions. Peer comparison, quality of teaching, and programming experiences were found to influence enrollment intentions through expectancies and values indirectly. No gender difference was found in expectancies and enrollment intentions. Qualitative data analysis confirmed the findings from the quantitative data analysis and further revealed that course difficulty is another major factor influencing enrollment intentions. These findings have implications for supporting students' expectancies and values in computer programming and curriculum design. [ABSTRACT FROM AUTHOR]

South Asian universities play a crucial role in driving economic development through research and innovation. However, these institutions often face challenges that hinder their productivity in these areas. To address these challenges, this study aims to understand and examine the factors enhancing research and innovation productivity in universities across South Asian countries, specifically Bangladesh, India, Nepal, Pakistan, and Sri Lanka. Using panel data from 2009 to 2021, the study employs the newly developed dynamic common correlated effects (DCCE) approach by Chudik and Pesaran (2015a). The results revealed that the factors found to be enriching research productivity, though the impact is negligible, are patent rights, funding for tertiary education, information technology, and publications. However, tertiary school enrollment is not a significant factor. On the other hand, for innovation productivity, the influencing factors with a negligible impact are patent rights, funding for tertiary education, and information technology. In this case, neither tertiary school enrollment nor publications play a significant role. Furthermore, the research productivity of the universities in South Asian countries is negligibly stimulating the countries' GDP per capita, while the innovation productivity of the universities is not. Moreover, examining these relations using models such as mean group (MG), pooled mean group (PMG), and augmented mean group (AMG) can produce misleading results due to cross-sectional dependence among the units. Nonetheless, PMG outperformed AMG, followed by MG. Policy recommendations were suggested based on the findings. [ABSTRACT FROM AUTHOR]

Academically talented students with autism spectrum disorder (ASD) have the potential to be successful both in high school and later in college, but their rate of post-secondary enrollment and completion lags behind their peers. Currently, limited information exists on strategies to help these students, often known as twice exceptional or 2e, to be academically successful in high school and prepare for competitive college experiences. This article includes a range of specific and practical educational strategies and practices reported in recent research. These strength-based practices, experiences, and learning strategies can be incorporated into educational planning for current 2eASD secondary students to prepare them for academic success and transition, if they desire, to competitive colleges. [ABSTRACT FROM AUTHOR]

Has in-person learning and virtual learning produced equivalent results when it comes to student achievement? How can a district be flexible with learning options but also strategic with how to best achieve student learning gains? This case-study examines how one district leveraged virtual learning and flexible learning options during COVID-19 and suggests the continuation of virtual learning as a means to provide a flexible learning option for students and families. COVID-19 provided many challenges for district leaders to effectively educate students during the 2020-2021 school year. Consequently, the pandemic provided those same district leaders with a variety of virtual learning strategies from which to study and adapt to maximize student achievement. As virtual school enrollment trends continue to increase nationally and chronic absenteeism continues to rise, flexible learning environment options become more appealing to districts focused on addressing students' needs in a post-pandemic environment. [ABSTRACT FROM AUTHOR]

Guided by the STEM pathway model, our study hypothesizes that dual enrollment can serve as an effective strategy to improve and equalize college students' access to STEM programs. We analyzed a nationally representative dataset to disaggregate the influence of dual enrollment course-taking (i.e. participation, dual credits in Math/Science, number of dual credits) on students' STEM major selection, with a focus on traditionally underrepresented students in STEM. We found that taking dual enrollment courses in general is positively associated with the probability of majoring in STEM, especially at the baccalaureate level. However, taking dual enrollment courses in Math/Science is not associated with the probability of majoring in STEM when compared with students with no dual enrollment courses in Math/Science. The relationship between dual enrollment course-taking and STEM outcomes varies across different student background groups: It is consistently positive for students of higher household income to major in STEM but not statistically significant for low-income students. We discussed practical implications and future research with a focus on the role dual enrollment plays in advancing postsecondary STEM access. [ABSTRACT FROM AUTHOR]

The main purpose of this study is to examine the school experiences of incarcerated Turkish young delinquents and reveal how these negative experiences affected their descent into delinquency. In order to carry out the study, official permission to meet with 10 young delinquents, currently being held in the Youth Detention Centre in Ankara (capital of Türkiye) and convicted of various crimes, has been obtained from the Turkish Ministry of Justice. Interviews have been conducted in three separate sessions. Study findings have revealed that the school experiences of young delinquents have been overwhelmingly negative and that they have started committing crimes while still being enrolled in school. Additionally, it has been found that they defied school rules and maintained social connections with individuals engaged in unlawful activities. [ABSTRACT FROM AUTHOR]

This study examines the extent to which school choice in the Toronto Catholic District School Board impacts equity and segregation. This examination is important because full public funding for the Board should adhere to the goals of public education, namely, equity and inclusion of all students. A critical policy geography perspective is applied to illuminate the dynamics of school choice as a neoliberal reform in the context of a global city where residential polarization and occupational bifurcation along racialized social class lines have intensified. Guided by critical space analysis, this research uses student enrollment data (Grades 9–12), Canadian Census data, school website information, and secondary literature. The findings suggest that school choice increases spatial inequity by giving those who are already socially and racially advantaged easier access to prestigious academic programs of choice. School segregation according to students' economic backgrounds thereby increases. This study calls for implementing sociospatially conscious education policies that can undo rather than reinforce global city inequality. [ABSTRACT FROM AUTHOR]

Scholarship on nonresident enrollment by public research universities has developed in isolation from scholarship on linkages between private high schools and selective private universities. We argue that these literatures are part of a broader story about the competition for students from affluent schools and communities. This manuscript analyzes off-campus recruiting visits to private high schools made by a convenience sample of 15 public research universities and 14 selective private universities. An off-campus recruiting visit indicates a social relationship between a school and a university. Therefore, we utilize social network methods to examine the recruiting networks of public and private universities. With respect to scale (research question 1), universities in our sample made a disproportionate number of visits to private high schools. With respect to overlap (RQ2), simple network analyses and community detection methods reveal substantial overlap in the recruiting networks of public and private universities. RQ3 assesses the characteristics of visited schools. Both public and private universities tended to visit private schools in their home geographic region and also in the South, where private school enrollment growth has been strongest. Visited private schools enroll a much larger share of white students than visited public schools. Surprisingly, several public research universities visited sectarian private high schools at a rate similar to sectarian private universities. [ABSTRACT FROM AUTHOR]

We propose a novel blockchain-based academic degree verification system. The system relies on a smart contract deployed on the Ethereum blockchain platform. The system protects the privacy of the students who have been verified without the need of encryption, and hence, avoid the complexity of security key management and the potential disaster if the keys are stolen or revealed. The amount of degree data is also designed to be minimum for proper verification. All operations on the critical path of the system are automated without any human intervention. However, the system does assume that the organization would stand behind the proposed system to ensure the system's integrity. The system is open to anyone who wishes to verify the degree of a student. To prevent spamming and to support the long-term sustainability of the system, a small fee is charged for each verification request. A portion of the fees collected is immediately credited to the participating schools. To facilitate automated school enrollment into the system, any school may request to enroll by placing a significant amount of stake in ETH. The stake can be refunded when the school decides to leave the system. However, if the school is blacklisted due to misbehavior, the stake is confiscated. This design strongly discourages adversaries from abusing the system. The performance of the system is fully characterized with regard to the gas consumption of key operations in various use cases. We demonstrate that the system is conducive for long-term sustainability. [ABSTRACT FROM AUTHOR]

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Student enrollment is a vital aspect of educational institutions, encompassing active, registered and graduate students. All the same, some students fail to engage with their studies after admission and drop out along the line; this is known as attrition. The student attrition rate is acknowledged as the most complicated and significant problem facing educational systems and is caused by institutional and non-institutional challenges. In this study, the researchers utilized a dataset obtained from the National Open University of Nigeria (NOUN) from 2012 to 2022, which included comprehensive information about students enrolled in various programs at the university who were inactive and had dropped out. The researchers used deep learning techniques, such as the Long Short-Term Memory (LSTM) model and compared their performance with the One-Dimensional Convolutional Neural Network (1DCNN) model. The results of this study revealed that the LSTM model achieved overall accuracy of 57.29% on the training data, while the 1DCNN model exhibited lower accuracy of 49.91% on the training data. The LSTM indicated a superior correct classification rate compared to the 1DCNN model. [ABSTRACT FROM AUTHOR]

The purpose of the study was to explore challenges experienced by school mangers in their role to implement the national school nutrition programme in schools of the Harry Gwala District, in KwaZulu-Natal. This article is extracted from a Ph.D. thesis in which a qualitative research design was used with sample of school managers who participate in the school nutrition programme. Data was gathered through individual interviews and document analysis. The findings indicated that school managers experienced challenges in the implementation of the programme such as compliance of Service Providers with delivery regulation, delayed payments of Service Providers, insufficient and poor food stuff supplied by Service Providers. However, on the other hand, nutrition programme benefited learners from poor background, reduced learner absenteeism and increased school enrolment. This posed a challenge to school managers as indicated in Maslow's theory in the hierarchy of needs that provision should be made for meals at schools if they do not receive an adequate nutrition at home. On the basis of the findings, the following challenges were faced by school management: poor infrastructural development, insufficient time allocated to feeding, communication breakdown between NSNP educators and Service Providers, none payment of Service Providers on time. [ABSTRACT FROM AUTHOR]

Rural education is a strategic sector for rural revival projects. The presence and state of rural schools is an indicator on the sustainability of rural communities in its economic, social, and ecosystemic interactions. This study explores the Chilean case as it shows a movement in student mobility towards rural schools. Based on new data from the Ministry of Education, the study shows that primary school students indicate a shift in tutors and families' preferences for rural schools, as rural schools' enrolment has increased by 1% in the 2015–2020 period. In the context of a market-based education system, the data indicate a process in which rural systems are seen as viable alternatives for families. There is a clear landmark in rural mobility during the pandemic years; however, the study concludes that there is no indication of a catalyst for migration different from previous years or signs of rural revival yet. We suggest that further studies should be conducted to map how this trend may be replicating in different countries and geographies, as well as to ponder its implications for rural communities and its capacity to harbor urban out-migration. [ABSTRACT FROM AUTHOR]

Music therapy interventions target biopsychosocial outcomes and are a non-pharmacological option for integrated pain management. To date, most music and pain studies have focused on acute pain, passive music experiences, and in-person delivery. The purpose of this study was to examine feasibility and acceptability and determine proof-of-concept for a newly developed telehealth music imagery (MI) intervention for Veterans with chronic pain. A single-group proof-of-concept pilot study was conducted with Veterans with chronic pain (n  = 8). Feasibility was assessed through examination of recruitment, retention, and session/measure completion rates; acceptability through participant interviews; and whether the intervention resulted in clinically meaningful change scores (pre- to post-intervention) on measures of pain, anxiety, and depression at the individual level. For Veterans who passed eligibility screening, we had an enrollment rate of 89%, with good retention (75%). Overall, participating Veterans found the intervention acceptable, identified specific challenges with technology, and recommended an increased number of sessions. Preliminary outcome data for pain, anxiety, and depression were mixed, with some Veterans reporting clinically meaningful improvements and others reporting no change or worsening symptoms. Findings informed modifications to the telehealth MI intervention and the design of a larger pilot randomized controlled trial to assess feasibility and acceptability of the modified intervention in a larger population of Veterans with chronic pain using additional measures and a control condition. [ABSTRACT FROM AUTHOR]