Determinants of Primary Schooling in British India

2009 ◽  
Vol 69 (1) ◽  
pp. 269-302 ◽  
Author(s):  
Latika Chaudhary
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
Historical Data ◽  
Religious Diversity ◽  
British India ◽  
Data Set ◽  
Primary Schooling ◽  
Local Factors ◽  
Private Spending

Using a new historical data set on the availability of schools, I analyze why there was so little primary education in British India, where as late as 1911 there were fewer than three primary schools for every ten villages. The findings show that greater caste and religious diversity contributed to both low and misguided private spending. Indeed more diverse districts had fewer privately managed primary schools and a smaller ratio of primary to secondary schools. Given primary schools were correlated with subsequent literacy, local factors that disrupted primary school provision had important consequences for India's limited achievement in basic education.

Food education in Finnish primary education – defining themes and learning objectives using the Delphi technique

2021 ◽  
Vol 123 (13) ◽  
pp. 404-427
Author(s):  
Aija Liisa Laitinen ◽  
Tanja Tilles-Tirkkonen ◽  
Leila Karhunen ◽  
Sanna Talvia
Keyword(s):  
Primary Education ◽  
Delphi Study ◽  
Primary Schools ◽  
Food Systems ◽  
Basic Education ◽  
Qualitative Content Analysis ◽  
School Curriculum ◽  
Learning Objectives ◽  
Content Type ◽  
Food Education

PurposeThe importance of food education in primary schools has been globally recognised. However, more detailed definitions of its learning objectives are rarely found. The study aimed to define multisectoral themes and learning objectives for food education in primary education in Finland.Design/methodology/approachA descriptive three-round Delphi study was conducted with experts in food education in various organisations. In the first questionnaire, the participants were asked to define possible objectives for food education related to general objectives for basic education. Respondents of the first questionnaire formed a research panel (n = 22). These panellists were then invited to complete the second (n = 16) and third questionnaires (n = 12), where the objectives were further modified. Qualitative content analysis and Bloom's taxonomy were applied in the process of creating the learning objectives.FindingsIn the iterative process, 42 learning objectives for food education in primary schools were defined. Further, “Sustainability and ethics of food systems” was defined as the cross-cutting theme of food education. In addition, 13 subthemes were defined, which fell into three thematic categories: personal (e.g. feelings), practical (e.g. eating) and intangible (e.g. culture) issues.Originality/valueThe defined learning objectives for a holistic food education may be used in advancing primary school curriculum in Finland and perhaps other countries.

scholarly journals A Comparative Study of the Efficiency and the Effectiveness of Primary Education Management between the Provincial Administrative Organisation and the Office of the Basic Education Commission: A Service User Satisfaction Survey

2016 ◽  
Vol 10 (7) ◽  
pp. 58 ◽  
Author(s):  
Kittisak Jermsittiparsert ◽  
Thanaporn Sriyakul ◽  
Chayongkan Pamornmast ◽  
Sudarat Rodboonsong ◽  
Wanwichit Boonprong ◽  
...  
Keyword(s):  
Comparative Study ◽  
Primary Education ◽  
User Satisfaction ◽  
Primary Schools ◽  
Service User ◽  
Basic Education ◽  
Unit Cost ◽  
Education Management ◽  
Administrative Organization ◽  
Education Commission

This research aims to (i) examine the effectiveness and the efficiency of primary education management with regards to the service user satisfaction within 29 primary schools in Thailand, subject under provincial administrative organization (PAO), and their counterparts, which are under the authority of the Office of the Basic Education Commission (OBEC), (ii) to conduct a comparative study concerning the effectiveness and the efficiency generated from the selected schools by specifically handpicking, from each province, one school from the PAO and two from the OBEC, amounting to the total number of 3 schools representing each province. The selected samples can be categorized into those containing similar numbers of students and the ones with certain amounts of operating unit cost (OUC), which are essentially contributing to the sum of 87 schools. The data collection was carried out by drawing samples from the students, the parents, and the members of the concerned communities. Each group comprised 812 subjects, leading to the total number of 2,436 study subjects. The gathered data is analysed using average mean and t-test. The findings indicate that the level of user satisfaction, in general, towards the primary education management of the PAO schools, which is marked as  x= 4.34, is lower than those listed under the supervision of the OBEC. Such result is consistent for either cases where the sample schools contain similar students numbers ( x= 4.41) or the case where the amount of OUC is relatively equal ( x= 4.41). Upon considering and assessing each group, it was found that while the user satisfaction level, as produced from the students and the community members, did not have significant differences, on the other hand, the level of satisfaction that was generated by the parents reveals that the parents’ perception towards primary education management under the PAO authority ( x= 4.36) was placed lower than those of OBEC, which was also applicable to both cases where similar number of students were present ( x= 4.49) and where the OUC was somewhat equivalent ( x= 4.48).

Access, Quality, and the Global Learning Crisis

2021 ◽  
Author(s):  
Sarah Kabay
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
Sub Saharan Africa ◽  
Education Quality ◽  
Access To Education ◽  
Global Learning ◽  
The World ◽  
Access And Quality

Around the world, 250 million children cannot read, write, or perform basic mathematics. They represent almost 40 percent of all primary school-aged children. This situation has come to be called the “Global Learning Crisis,” and it is one of the most critical challenges facing the world today. Work to address this situation depends on how it is understood. Typically, the Global Learning Crisis and efforts to improve primary education are defined in relation to two terms: access and quality. This book is focused on the connection between them. In a mixed-methods case study, this book provides detailed, contextualized analysis of Ugandan primary education. As one of the first countries in sub-Saharan Africa to enact dramatic and far-reaching primary education policy, Uganda serves as a compelling case study. With both quantitative and qualitative data from over 400 Ugandan schools and communities, the book analyzes grade repetition, private primary schools, and school fees, viewing each issue as an illustration of the connection between access to education and education quality. This analysis finds evidence of a positive association, challenging a key assumption that there is a trade-off or disconnect between efforts to improve access to education and efforts to improve education quality. The book concludes that embracing the complexity of education systems and focusing on dynamics where improvements in access and quality can be mutually reinforcing can be a new approach for improving basic education in contexts around the world.

scholarly journals POLÍTICA DE FUNDOS E EDUCAÇÃO BÁSICA EM SANTA CATARINA

2012 ◽  
Vol 6 (10) ◽  
pp. 345
Author(s):  
Dr. Marcos E. Bassi (UFPR) ◽  
Ms. Phelipe P. Fermino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Due Process ◽  
Basic Education ◽  
Historical Data ◽  
National Level ◽  
Santa Catarina ◽  
Childhood Education ◽  
Municipal Networks

This paper examines the trend of matriculation in public basic education in the State of Santa Catarina between 1996 and 2010, a period when the policy of funds became effective in the financing of education at the national level. First Fundef in effect between 1998 and 2006, replaced by Fundeb, from 2007. We used the School Census microdata matriculation conducted annually by the National Institute of Educational Studies and Research Anísio Teixeira (INEP). The historical data show the growth of municipal networks due process of municipalization of primary education during the Fundef period and of early childhood education in Fundeb period, in contrast to the reduction in state care.

The Problems That School Administrators and Syrian Teachers Encounter During the Educational Process of Syrian Refugee Children

2019 ◽  
pp. 317-326
Author(s):  
Şefika Şule Erçetin ◽  
Nihan Potas ◽  
Şuay Nilhan Açıkalın
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
School Administrators ◽  
Educational Process ◽  
Refugee Children ◽  
Syrian Refugee ◽  
Qualitative Pattern ◽  
Voluntary Basis

The aim of the study is to determine the problems that school administrators and Syrian Teachers encounter during the educational process of Syrian Refugee Children continuing their education in basic education institutions Ankara-Altındağ province. So as to identify and diagnose in detail the views of the school administrators and Syrian teachers in basic education institutions regarding the problems they face while teaching Syrian refugee and asylum-seeking children, the research was designed using a qualitative pattern. Syrian teachers who migrated to Turkey from Syria and Turkish school administrators who work in four primary schools; Fatih Sultan Mehmet Primary School, Nazife Hatun Primary School, Şili Primary School and Taşça Primary School, affiliated to the General Directorate of Primary Education of Altındağ district of Ankara province, constituted the population of the research. The interviews were conducted on a voluntary basis with four school principals and 16 teachers from among the 86 Syrian teachers who are working in these schools.

scholarly journals Community Perception on Public Primary Schools: Implications for Sustainable Fee Free Basic Education in Rorya District, Tanzania

2020 ◽  
Vol 1 (1) ◽  
pp. 32-47
Author(s):  
Eliada Werungu Bina Tieng’o
Keyword(s):  
Community Participation ◽  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
School Management ◽  
Ministry Of Education ◽  
Community Perception ◽  
Management Committee ◽  
Economic Productivity ◽  
The Government

Despite the involvement of community participation in various development projects over the years in Tanzania, little is known of its implications on sustainability of fee free basic education in rural public primary schools. A mixed method exploratory approach, informed by ecological systems theory, employed questionnaires, FGD and interview schedules to selected parents and School Management Committee members of public primary schools in Rorya District, Tanzania. The study focused on the value of public primary school education, advantages of Fee Free primary education, perceptions of parents and School Management Committee members on community participation and relationship between parent’s perception on the value of public primary education and participation in project-based support to education. The respondents exhibited heterogeneous negative perceptions with a positive correlation between parent’s perception on the value of public primary education and participation in project-based support to education (r =.510, p=000<0.01). The larger majority 64.3% of parent respondents with grade 7 education was deemed a factor that influenced negative perception. The researcher recommends that the Government authorities need to impart community economic productivity skills; the District Authorities further need to conduct community awareness on the importance of participation. Finally, the Ministry of Education in collaboration with the other stakeholders should mobilize funds and sensitize communities on the value of primary education and the importance of their participation in community development programs to support education.

scholarly journals Length of maternal schooling and children’s risk of malaria infection: evidence from a natural experiment in Uganda

2020 ◽  
Vol 5 (2) ◽  
pp. e001729
Author(s):  
Kazuya Masuda
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Malaria Infection ◽  
Natural Experiment ◽  
Maternal Education ◽  
Cost Effective ◽  
Causal Effects ◽  
Effective Measure ◽  
Primary Schooling ◽  
Maternal Schooling

IntroductionAn estimated 216 million cases of malaria occurred worldwide every year. Cross-sectional studies have reported negative association between maternal education and child malaria risks; however, no randomised trial or quasi-experimental study using a natural experiment has confirmed a causal relationship between these two factors. I used the free primary education reform in Uganda to assess the causal effects of maternal schooling on children’s risk of malaria infection.MethodsMalaria biomarkers of children aged <5 years were collected from the 2009 and 2014 Uganda Malaria Indicator Surveys (n=5316). In 1997, the government eliminated tuition requirements in primary schools, which increased the educational attainment of the affected cohorts. Using exposure to the reform as an instrumental variable, I used a two-stage least squares approach to estimate the causal effects of maternal year of education on the probability that a child would contract malaria at the time of the survey. I also evaluated the cost-effectiveness of primary schooling as a malaria control intervention.ResultsOne extra year of maternal education reduced children’s risk of malaria infection by 7.5 percentage points (p=0.057) from baseline (34.9%). The length of maternal education was also positively associated with insecticide-treated bednet usage by their children. The results were robust to a variety of sensitivity tests. Primary schooling for women was a cost-effective intervention to reduce children’s malaria infection.ConclusionImproving access to primary education could be a cost-effective measure to reduce malaria prevalence among children of educated mothers aged <5 years in malaria-endemic countries.

scholarly journals The education sector in Mozambique: From access to epistemic quality in primary education

2020 ◽  
Author(s):  
Mouzinho Mário ◽  
Celso M. Monjane ◽  
Ricardo Santos
Keyword(s):  
Primary Education ◽  
Community Involvement ◽  
Primary Schools ◽  
Basic Education ◽  
School Attendance ◽  
Poor Quality ◽  
School Age Children ◽  
Major Influence ◽  
Starting Point

From the early days of national independence in 1975, the central aim of the educational policy in Mozambique has been to ensure that all school-age children have access to school and can remain there until they have completed their basic education. In the pursuit of this aim, the extension of access to primary education was achieved relatively successfully, given that it reached a net rate of school coverage of almost 100 per cent. However, the impressive increase in school attendance rates has not been accompanied by a corresponding improvement in the quality of learning, and there are worrying signs of a considerable setback in relation to this aspect. Using this observation as a starting point, the study identifies and analyses the variables in the institutional context behind ‘schooling without learning’. The results of the study point to (i) weak state capacity; (ii) excessive dependence on external aid; and (iii) poor community involvement and participation in school management, as being factors with a major influence on the poor quality of education in primary schools.

The Problems That School Administrators and Syrian Teachers Encounter During the Educational Process of Syrian Refugee Children

2018 ◽  
pp. 125-137
Author(s):  
Şefika Şule Erçetin ◽  
Nihan Potas ◽  
Şuay Nilhan Açıkalın
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
School Administrators ◽  
Educational Process ◽  
Refugee Children ◽  
Syrian Refugee ◽  
Qualitative Pattern ◽  
Voluntary Basis

The aim of the study is to determine the problems that school administrators and Syrian Teachers encounter during the educational process of Syrian Refugee Children continuing their education in basic education institutions Ankara-Altindag province. So as to identify and diagnose in detail the views of the school administrators and Syrian teachers in basic education institutions regarding the problems they face while teaching Syrian refugee and asylum-seeking children, the research was designed using a qualitative pattern. Syrian teachers who migrated to Turkey from Syria and Turkish school administrators who work in four primary schools; Fatih Sultan Mehmet Primary School, Nazife Hatun Primary School, Sili Primary School and Tasça Primary School, affiliated to the General Directorate of Primary Education of Altindag district of Ankara province, constituted the population of the research. The interviews were conducted on a voluntary basis with four school principals and 16 teachers from among the 86 Syrian teachers who are working in these schools.

scholarly journals Wastage in primary education: dropout and repetition at primary schools in Palpa District

2014 ◽  
pp. 43-50
Author(s):  
Shiba Prasad Rijal
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Basic Education ◽  
High Rate ◽  
Education For All ◽  
Grade Repetition ◽  
Primary Level ◽  
High Repetition ◽  
Low Efficiency ◽  
High Educational

The study aimed at analyzing wastage in primary education focusing on dropout and grade repetition in primary level and is limited to the case of Palpa district. The study is based on School Mapping Database of District Education Office, Palpa, 2009. Primary education in Palpa district is characterized by high rate of dropout (9.7 percent) and grade repetition (14.6 percent). This indicates the low efficiency and high educational wastage. The scenario of dropout and repetition is not uniform across the district and varies sharply by resource centers. The high wastage in primary education in Palpa district clearly indicates the great challenge in achieving the goal of universal primary education the ‘quality basic education for all’. Failure in examination, poverty and ignorance of the parents are the main reasons for a high repetition. In many instances, especially, poor and dalit children left the schools after the distribution of scholarships and get enrolled again next year hopping the same. Likewise, failure in examination, poverty and ignorance of parents and cultural factors are responsible for high dropout.DOI: http://dx.doi.org/10.3126/ttp.v8i0.11511 The Third Pole: Journal of Geography Vol.8-10, pp. 43-50: 2010

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