Urban/rural disparities in the wage effect of additional vocational education after formal education: the case of the Philippines

2021 ◽  
pp. 1-13
Author(s):  
Seonkyung Choi
Keyword(s):  
Vocational Education ◽  
Formal Education ◽  
The Philippines ◽  
Wage Effect ◽  
Urban Rural

ANALISIS TINGKAT PEMAHAMAN MAHASISWA AKUNTANSI TERHADAP KONSEP DASAR AKUNTANSI (Studi Empiris pada Mahasiswa Akuntansi di Universitas Bung Hatta Padang)

2013 ◽  
Author(s):  
Ethika Ethika ◽  
Ade Saputra
Keyword(s):  
High School ◽  
Social Studies ◽  
Hypothesis Testing ◽  
Vocational Education ◽  
Formal Education ◽  
Accounting Students ◽  
Sample Collection ◽  
Significant Difference ◽  
Basic Concepts ◽  
Education Of Students

This study has several objectives first prove a significant difference in understanding of the assets, liabilities and capital between the students from SMK Accounting Department, High School and Madrasah Aliyah Department of Public IPS IPS majors. Prior to hypothesis testing performed prior sample collection is 68 students who have graduated from vocational secondary education level majoring in Accountancy, SMA study of majoring of IPS science Madrasah Aliyah common in college majoring in social studies at the Bung Hatta University of Padang. Type of data used are obtained through deployment of primary questionnaire. Variable study is a basic understanding of accounting concepts consisting of cash, liabilities and capital, while the distinguishing dimension is the level of formal education of students in the past. The process of hypothesis testing is done by using a statistical test that is using the Kruskal Walls. Based on the results of testing the first hypothesis of no difference in the understanding of accounting students from vocational education majoring in accounting, SMA students and Madrasah Aliyah major of IPS science. in understanding the basic concepts of accounting view of the assets. The second hypothesis found differences in the understanding of accounting students from vocational education majoring in accounting, high school social studies department, and public Madrasah Aliyah Department the major of IPS science of the basic concepts of accounting in view of the obligation. The third hypothesis found no differences in accounting students' understanding of vocational education majoring in accounting, SMA student, and Madrasah Aliyah general social studies department of the basic concepts of accounting view of capital.

scholarly journals Socioeconomic, urban‐rural and sex‐based inequality in infant mortality rate: evidence from 2013 Yemen demographic and health survey

2021 ◽  
Vol 79 (1) ◽  
Author(s):  
Betregiorgis Zegeye ◽  
Gebretsadik Shibre ◽  
Jemal Haidar ◽  
Gorems Lemma
Keyword(s):  
Mortality Rate ◽  
Infant Mortality ◽  
Health Equity ◽  
Formal Education ◽  
Statistical Significance ◽  
Infant Mortality Rate ◽  
World Health ◽  
Rural Residents ◽  
Poor Households ◽  
Urban Rural

Abstract Background The occurrence of Infant Mortality Rate (IMR) varied globally with most of the cases coming from developing countries including Yemen. The disparity in IMR in Yemen however, has not been well dealt and therefore we examined the IMR inequality based on the most reliable methodology in order to generate evidence-based information for some program initiatives in Yemen. Methods Based on the World Health Organization (WHO) Health Equity Assessment Toolkit (HEAT) software, we analyzed the inequality across the different inequality dimensions in Yemen. The toolkit analyzes data stored in the WHO health equity monitor database. Simple and complex, and absolute and relative measures of inequality were calculated for the four dimensions of inequality (subpopulations) which included wealth, education, sex and residence. We computed a 95 % CI to assess statistical significance. Results The analysis included 31, 743 infants. Absolute and relative wealth-driven, education, urban-rural and sex-based inequalities were found in IMR. Higher concentration of IMR was observed among infants from the poorest/poor households (ACI=-4.68, 95 % CI; -6.57, -2.79, R = 1.61, 95 % CI; 1.18, 2.03), rural residents (D = 15.07, 95 % CI; 8.04, 22.09, PAF=-23.57, 95 % CI; -25.47, -21.68), mothers who had no formal education (ACI=-2.16, 95 % CI; -3.79, -0.54) and had male infants (PAF= -3.66, 95 % CI; -4.86, -2.45). Conclusions Higher concentration of IMR was observed among male infants from disadvantaged subpopulations such as poorest/poor, uneducated and rural residents. To eliminate the observed inequalities, interventions are needed to target the poorest/poor households, rural residents, mothers with no formal education and male infants.

An Example of Entrepreneurship in Women's Education

2021 ◽  
pp. 21-44
Author(s):  
Selda Şan ◽  
Ali Yılmaz ◽  
Selen Subaşı ◽  
Saif Mohammed
Keyword(s):  
Literature Review ◽  
Vocational Education ◽  
Women's Education ◽  
Formal Education ◽  
13Th Century ◽  
Economic Stability ◽  
Education Systems ◽  
Entrepreneurial Characteristics ◽  
Education Of Women

The organization of Akhism (Ahilik) is an example of non-formal education, established on Anatolian soil in the 13th century. With its women's branch—Bajiyan-ı Rum/Bacılık/sisterhood—it aims to educate women professionally and helps women contribute to society. It is expected from women and men to be good and moral individuals, tradesmen, craftsmen, or traders. By doing their jobs well, they managed to achieve economic stability in society. Women were given the opportunity to have entrepreneurial characteristics in the community and to do their best in line with their own abilities. Akhism/Bacılık system affected the Turkish states and education systems established on Anatolian lands. The effect also continues today. In this chapter, which is a literature review, what the Akhism/Bajiyan-ı Rum system is, its place in the vocational education of women, and its effect on today were discussed.

Social Structure and Party Support in the East Asian Democracies

2007 ◽  
Vol 7 (2) ◽  
pp. 225-249 ◽  
Author(s):  
Ian McAllister
Keyword(s):  
New Zealand ◽  
Social Structure ◽  
Party System ◽  
East Asian ◽  
The Philippines ◽  
Democratic Transitions ◽  
Urban Rural ◽  
Party Support ◽  
The Comparative Study ◽  
The Relationship

A stable and effective party system depends on consistent and enduring support from social groups. Using the Lipset-Rokkan paradigm as a point of departure, this article tests the relationship between social structure and party support in four East Asian democracies (Japan, South Korea, the Philippines, and Taiwan) and two Western democracies (Australia and New Zealand) using the Comparative Study of Electoral Systems. Using Australia and New Zealand as a reference point, the results show that the four Lipset-Rokkan social cleavages are only loosely related to party support in the four East Asian nations, mainly through center-periphery and urban-rural divisions. The absence of an owner-worker cleavage is explained by the suppression of labor-based parties in these countries. More generally, the results suggest the importance of the socializing experiences associated with the democratic transitions in each of the four newer democracies.

scholarly journals The Development of Non-Formal Technological and Vocational Education in Village Communities

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Lilis Widaningsih ◽  
Ade Gafar Abdullah
Keyword(s):  
Human Resources ◽  
Vocational Education ◽  
Formal Education ◽  
Practical Knowledge ◽  
Learning Needs ◽  
Life Long Learning ◽  
Low Education ◽  
Technological And Vocational Education ◽  
Village Communities

This article presents a preliminary study which was done through a literature review of various scientific references on the development of human resources through non-formal technological and vocational education. Current issues and problems in developing countries are related to the low quality of human resources in villages due to the low education and skills (technological and vocational skills). The development of non-formal technological and vocational education for village communities becomes an alternative solution, particularly when formal education does not provide solutions. With the concept of life-long learning, non-formal technological and vocational education is based on practical knowledge and skills. Non-formal education allows a learning model which addresses individuals’ learning needs. Thus, it becomes one of solutions to overcome unemployment.

scholarly journals Engaging the local government in research & extension: the ACIAR-landcare experience in integrated crop management project

2017 ◽  
pp. 208-220
Author(s):  
Evy Elago-Carusos ◽  
Wendy Galero ◽  
Edwin Sardido
Keyword(s):  
Local Government ◽  
Food Systems ◽  
Formal Education ◽  
Agricultural Research ◽  
Crop Management ◽  
The Philippines ◽  
Research Partnerships ◽  
Basic Premise ◽  
Government Organizations ◽  
Integrated Crop Management

Agricultural research and extension are important elements for improving agricultural production and food systems. It is said that the enhancement of traditional farming into science-based agriculture requires expeditious transfer of research results from laboratory to field. Agriculture extension was one of the services entrusted to local government from the national government during its decentralization in 1991. The basic premise was they can better design their extension services to best fit local needs because they know more of the local setting. It is a unique service that provides access to small rural poor farmers through non-formal education and information sources. That in turn helps these communities to increase productivity and income, alleviate poverty and improve food security. The strategic research partnerships between local government, non-government organizations and academic researchers as an innovative mechanism to further define and facilitate extension service delivery are now increasingly recognized. This article provides the narrative of the experiences and lessons in bridging agricultural research and community practices through strategic involvement of the local government in research and extension. The discussion is based on the experience of Landcare Foundation of the Philippines (LFPI), a non-government organization, while implementing the Australian Center for International Agricultural Research (ACIAR) Integrated Crop Management (ICM) Project in Bohol, Philippines.

scholarly journals ISLAM DAN PENDIDIKAN MADRASAH DI FILIPINA

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Muhamad Murtadlo
Keyword(s):  
Formal Education ◽  
The Philippines ◽  
Southeast Asian ◽  
Educational Institutions ◽  
Asian Countries ◽  
Literature Study ◽  
National Education ◽  
Study Approach ◽  
Philippine Government ◽  
Southeast Asian Countries

AbstractMadrasah in some Southeast Asian countries have a unique position, besides being as a place of teaching and educating Islam, it also performs the function of formal education. This study will examine the position of madrasah in one of the Southeast Asian countries, namely the Philippines. Madrasah in the Philippines was initially considered as part of the seeding the idea of separatist Moro people who want to separate from the Philippines. This research was conducted by literature study approach, with the aim of tracing the history and treatment of the Philippines government to this kind of educational institutions. The results showed that the Philippine government has started to accommodate madrasah in their national education system.AbstrakMadrasah di beberapa negara Asia Tenggara mempunyai posisi unik, di samping sebagai tempat pengajaran dan pendidikan agama Islam lembaga ini ternyata juga menjalankan fungsi pendidikan formal. Penelitian ini ingin mengkaji posisi madrasah di salah satu negara Asia Tenggara, yaitu Filipina. Madrasah di Filipina awalnya dianggap sebagai bagian dari penyemaian ide separatisme bangsa Moro yang ingin memisahkan dari Filipina. Penelitian ini dilakukan dengan pendekatan studi kepustakaan, dengan tujuan melacak sejarah dan perlakuan pemerintah Filipina terhadap lembaga pendidikan jenis ini. Hasil penelitian menunjukkan bahwa pemerintah Filipina mulai mengakomodasi lembaga pendidikan madrasah dalam sistem pendidikan nasional mereka.

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