The short- and long-run impacts of secondary school absences

Abstract In this study, we introduce what kind of role is played by psychological immunity and its sub-factors and its factor values in life of the students taking part in the professional training, in their performance at school, in the improvability of the students′ strengths and weaknesses. The target of the research is to renew the methodology of the professional training through becoming acquainted with the students of the new generations more exactly. Since, the new generation has changed and it is still changing even today. Their education - training is getting more and more difficult because we do not know them enough. Teachers say that the knowledge of the students, the level of their education, mainly in the specialised secondary schools, is very low because the series of their failures can be detected and the non-attendance is also typical. Much of the students do not have any relevant prospect for the future after the specialised secondary school; they do not have any targets in the long run. The teachers in the specialised secondary schools observe that students are disinterested, they miss persistence, their control ability is very low, the EQ is decreasing and their self-knowledge is imperfect. All of them can be the source of conflicts.

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Applying an Evolutionary Growth Theory for Sustainable Economic Development: The Effect of International Students as Tourists

Sustainability ◽

10.3390/su12010418 ◽

2020 ◽

Vol 12 (1) ◽

pp. 418 ◽

Cited By ~ 3

Author(s):

Kemal Soyer ◽

Hale Ozgit ◽

Husam Rjoub

Keyword(s):

Economic Growth ◽

Economic Development ◽

International Students ◽

Secondary School ◽

Growth Theory ◽

School Enrolment ◽

Sustainable Economic Development ◽

Long Run ◽

Secondary School Enrolment ◽

Evolutionary Growth

In this globalized era of strict competition, all actors in countries must focus on their strengths for continuous growth, which would presumably lead to sustainable economic development. Amongst the three components of sustainable development, this paper focuses on the economic and social aspects. Many countries are becoming service-oriented for economic growth. Education is a form of human capital investment which significantly contributes to countries’ national income via students, particularly international cross-border students in higher education institutions. While endogenous growth models dismiss the importance of governments in the growth process, in this paper, the Keynesian and new growth theories are combined to form an evolutionary growth theory. This research aims to analyze the short and long-term relationships between macroeconomic variables, international students, and their impact on the gross domestic product (GDP) of a small island with the intention of policy implications for stakeholders to reach or maintain sustainable economic development. Using an evolutionary growth theory with 34 years of time-series data on quarterly base, the vector autocorrection (VAR) model helps reveal the short and long-run relationships as well as impacts on the economy for sustainable economic growth. The results confirmed a long-run relationship via cointegration. Moreover, they approved bidirectional causality between student numbers, general secondary school enrolment, and GDP. Findings suggest significant implications for all stakeholders, particularly for higher education institutions, the government, and local citizens due to the importance of micro and macro-economic variables’ effect on GDP. The results prove that educated human capital contributes to economic growth. Governments should continue their existing strategy regarding secondary school enrolment rates as it is found to be the most effective variable in the long-run. As education, knowledge, and information transfer rises, it contributes to sustainable development through promoting social stability. Limitation of the unavailability of the total yearly population, GDP was opted instead of GDP per capita.

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Long-Run Returns to Field Study in Secondary School

SSRN Electronic Journal ◽

10.2139/ssrn.3671247 ◽

2020 ◽

Author(s):

Gordon B. Dahl ◽

Dan-Olof Rooth ◽

Anders Stenberg

Keyword(s):

Secondary School ◽

Field Study ◽

Long Run

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The Impact of Human Capital on Economic Growth in Ethiopia: Evidence from Time Series Analysis

Studies in Humanities and Education ◽

10.48185/she.v1i1.95 ◽

2020 ◽

Vol 1 (1) ◽

pp. 51-73

Author(s):

Mekoro Arega

Keyword(s):

Economic Growth ◽

Human Capital ◽

Secondary School ◽

Skilled Workers ◽

School Enrolment ◽

Long Run ◽

Causality Tests ◽

Secondary School Enrolment ◽

Short Run ◽

The Impact

The general objective of the study was to analyze the impact of human capital development on economic growth in Ethiopia over the period 1974/5 -2018/9. The econometric models of Johnesan cointegration, VECM and causality tests were applied to analysis short-run and long-run impact of Human capital on Economic growth. The result of the error correction model shows that the model is adjusting at a relatively stable rate of 74.3% towards the long-run equilibrium. Furthermore, the result shows that human capital proxied of (primary and secondary school enrolments) and active labour force have a positive statistical significant long run and short-run effect on economic growth in Ethiopia. Such findings are consistent with the endogenous growth theories which argue that an improvement in human capital (skilled workers) improves productivity. In addition, results reveal that education expenditure and life expectancy at birth have a positive and statistically significant long-run effect on economic growth. However, the expenditure on health, secondary school enrolment and official development assistance are statically significant and have an unexpected negative impact on long-run economic growth. Furthermore, the short-run causality tests results reveal that public expenditure on education, primary school enrolment, secondary school enrolment and RGDP have unidirectional causal effects. Hence policymakers and/or the government give prioritize to create institutional capacity that increase school enrolment and strengthening the infrastructure or investment of educational and health institutions that produce quality of manpower to increase productivity.

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An analysis of school absences in England during the COVID-19 pandemic

BMC Medicine ◽

10.1186/s12916-021-01990-x ◽

2021 ◽

Vol 19 (1) ◽

Author(s):

Emma Southall ◽

Alex Holmes ◽

Edward M. Hill ◽

Benjamin D. Atkins ◽

Trystan Leng ◽

...

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Primary Schools ◽

Disease Spread ◽

School Settings ◽

New Variant ◽

Tier System ◽

School Absences ◽

Analyse Data ◽

The Uk

Abstract Background The introduction of SARS-CoV-2, the virus that causes COVID-19 infection, in the UK in early 2020, resulted in the introduction of several control policies to reduce disease spread. As part of these restrictions, schools were closed to all pupils in March (except for vulnerable and key worker children), before re-opening to certain year groups in June. Finally, all school children returned to the classroom in September. Methods Here, we analyse data on school absences in late 2020 as a result of COVID-19 infection and how that varied through time as other measures in the community were introduced. We utilise data from the Department for Education Educational Settings database and examine how pupil and teacher absences change in both primary and secondary schools. Results Our results show that absences as a result of COVID-19 infection rose steadily following the re-opening of schools in September. Cases in teachers declined during the November lockdown, particularly in regions previously in tier 3, the highest level of control at the time. Cases in secondary school pupils increased for the first 2 weeks of the November lockdown, before decreasing. Since the introduction of the tier system, the number of absences with confirmed infection in primary schools was observed to be (markedly) lower than that in secondary schools. In December, we observed a large rise in the number of absences per school in secondary school settings in the South East and London, but such rises were not observed in other regions or in primary school settings. We conjecture that the increased transmissibility of the new variant in these regions may have contributed to this rise in secondary school cases. Finally, we observe a positive correlation between cases in the community and cases in schools in most regions, with weak evidence suggesting that cases in schools lag behind cases in the surrounding community. Conclusions We conclude that there is no significant evidence to suggest that schools are playing a substantial role in driving spread in the community and that careful monitoring may be required as schools re-open to determine the effect associated with open schools upon community incidence.

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Implementation of the Moodle System Into EFL Classes

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v19n_sup1.68571 ◽

2017 ◽

Vol 19 (_sup1) ◽

pp. 51-64 ◽

Cited By ~ 1

Author(s):

Nuket Gunduz ◽

Deniz Ozcan

Keyword(s):

Secondary School ◽

Foreign Language ◽

Quantitative Research ◽

English Language ◽

Qualitative Data ◽

Language Teachers ◽

Qualitative And Quantitative ◽

Long Run ◽

English Language Teachers ◽

Method Approach

This study aims to examine students’ perception on using the Moodle system in secondary school in English as a foreign language lessons. A mixed method approach was used in this study with qualitative and quantitative research models. The study group consisted of 333 students and 12 English language teachers. The quantitative data were collected by a survey and qualitative data were collected by five open-ended questions. The results showed that students in general perceive themselves as sufficient in terms of the Moodle system and teachers thought that the system was contemporary and beneficial in the long run but at the time of the study it was not functioning well.

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