The Role of Edify in Promoting Christ-centred Education Through Low-fee Independent Schools

2018 ◽  
Vol 35 (3) ◽  
pp. 167-178
Author(s):  
Makonen Getu
Keyword(s):  
Low Income ◽  
Critical Role ◽  
Poor Quality ◽  
Quality Education ◽  
Historical Background ◽  
Full Potential ◽  
Government Schools ◽  
Technology Services ◽  
Low Income Families ◽  
Access And Quality

Free universal primary education has been promoted globally since the declaration of Education for All in 1990. As a result, the number of school-going children in the developing world has increased at an unprecedented scale and governments have run short of educational facilities and qualified teachers. Millions of children have been left without access to school and those who enrolled received poor quality education. Low-fee independent (private) schools (LFISs), which charge small fees, have mushroomed everywhere in response to parental demand for access and quality education. Low-income families began to send their children to LFISs rather than government schools. Despite the critical role they play in providing access and quality education, LFISs were faced with challenges that hindered them from unleashing their full potential. Edify was founded in 2009 with the vision of flourishing Godly nations to stand alongside Christian LFISs through the provision of loan capital, training and education technology services to enable them to improve and expand sustainable Christ-centred education globally. During its eight years of operation, Edify has cumulatively partnered with around 3500 schools, having an impact on 1 million children. Over 20,000 school leaders and teachers have been trained in conjunction with local training partners. With the recycling of repayment through local lending partners, Edify has dispersed US$21.9 million in total loans to schools. With a brief historical background of LFISs, this article presents the rationale, content and modus operandi of Edify’s programme.

Location Determines Health Outcomes for Families With Children With Special Needs

2016 ◽  
Vol 18 (3) ◽  
pp. 218-228
Author(s):  
Christina Bellino
Keyword(s):  
Health Outcome ◽  
Special Needs ◽  
Low Income ◽  
Poor Quality ◽  
Children With Special Needs ◽  
Supportive Services ◽  
Developmental Opportunities ◽  
Low Income Families ◽  
Families With Children ◽  
Ineffective Schools

Families living in poverty often do not have a choice but to live in impoverished neighborhoods. Low-income neighborhoods are typically characterized by poor-quality housing; ineffective schools; and a higher prevalence of crimes, drugs, and violence. For low-income families with children with special needs, living in areas of concentrated poverty is especially challenging. Owing to the isolation of such neighborhoods, residents often do not have access to quality supportive services and developmental opportunities for children with special needs. This lack of support predetermines the health outcome of a vulnerable child.

scholarly journals Incorporating local foods into low-income families' home-cooking practices: The critical role of sustained economic subsidies

2020 ◽  
pp. 1-16
Author(s):  
Jennifer Gaddis ◽  
Amy Coplen ◽  
Molly Clark-Barol ◽  
Allea Martin ◽  
Claire Barrett ◽  
...  
Keyword(s):  
Food Insecurity ◽  
Low Income ◽  
Social Practice ◽  
Local Food ◽  
Vegetable Consumption ◽  
Critical Role ◽  
Farmers Markets ◽  
Fruit And Vegetable ◽  
Social Practice Theory ◽  
Low Income Families

Alternative food practices, including farmers markets and CSAs, are often inaccessible to low-income families. Subsidized CSAs and fruit and vegetable prescription programs have the potential to decrease food insecurity, increase fresh fruit and vegetable consumption, and generate better health outcomes. However, several challenges can limit the success of such programs, including the logis¬tics of distribution and an inability to cook from scratch due to a lack of kitchen infrastructure, time, or skills. In this paper, we investigate two diet-related health programs conducted with commu¬nity partners in Madison, Wisconsin, and Portland, Oregon. We used photovoice to evaluate and enhance these programs, which supplied low-income participants with free or subsidized weekly shares of local food, addressed transportation bar¬riers associated with access, and offered recipes and cooking education. Drawing on social practice theory, we demonstrate how these programs altered food provisioning practices for low-income individuals and families by building their competence in the kitchen, fostering meaningful social relationships, and cultivating new meanings related to fresh, local food. The short-term gains were positive, and such community-based nutrition pro¬grams warrant continued support as part of a broader strategy to address poverty and food insecurity.

scholarly journals What is Parent Engagement in Early Learning? Depends Who You Ask

2019 ◽  
Vol 29 (3) ◽  
pp. 747-760
Author(s):  
Deborah Gross ◽  
Amie F. Bettencourt ◽  
Kathryn Taylor ◽  
Lucine Francis ◽  
Kelly Bower ◽  
...  
Keyword(s):  
Low Income ◽  
Parent Engagement ◽  
Urban School ◽  
Early Learning ◽  
Poor Quality ◽  
District Leaders ◽  
School Partnerships ◽  
Qualitative Descriptive ◽  
Low Income Families

Abstract Objectives Parent engagement in early learning has historically been defined quite broadly and it is unclear whether those designing, implementing, evaluating, or participating in parent engagement initiatives conceptualize parent engagement in the same way. Lack of consensus could contribute to poor quality of parent-school partnerships and reliance on parent engagement measures and strategies that lack meaning and utility. We explored and compared definitions and characteristics of parent engagement in early learning across multiple stakeholders in one urban school district serving predominantly low-income, African American, and Latinx families. Methods Using a qualitative descriptive design, we individually interviewed 63 parents (n = 23), teachers (n = 8), early childhood staff (n = 8), district leaders (n = 7), and community leaders (n = 8) to understand how each defined parent engagement in early learning and the characteristics they believed were indicative of an engaged parent. Results Nine different definitions were described; the majority centering on parents’ responsibilities for ensuring engagement. We found wide differences within and across stakeholder groups in how parent engagement is defined and operationalized. Conclusions There was little consensus in how parent engagement was conceptualized, suggesting there may be different working models for how stakeholders believe parent engagement supports early learning. Three potential parent engagement models are discussed in relation to the qualitative findings. This is the first study to directly compare different stakeholders’ perspectives about parent engagement in early learning in an urban school system serving a large number of low income families and families of color.

Demonstrating Nutrient Cost Gradients: A Brooklyn Case Study

2014 ◽  
Vol 84 (5-6) ◽  
pp. 244-251 ◽  
Author(s):  
Robert J. Karp ◽  
Gary Wong ◽  
Marguerite Orsi
Keyword(s):  
Low Income ◽  
Energy Content ◽  
Food Selection ◽  
The United States ◽  
United States Department ◽  
Micronutrient Deficiencies ◽  
Caloric Density ◽  
Low Income Families ◽  
The Cost ◽  
The Impact

Abstract. Introduction: Foods dense in micronutrients are generally more expensive than those with higher energy content. These cost-differentials may put low-income families at risk of diminished micronutrient intake. Objectives: We sought to determine differences in the cost for iron, folate, and choline in foods available for purchase in a low-income community when assessed for energy content and serving size. Methods: Sixty-nine foods listed in the menu plans provided by the United States Department of Agriculture (USDA) for low-income families were considered, in 10 domains. The cost and micronutrient content for-energy and per-serving of these foods were determined for the three micronutrients. Exact Kruskal-Wallis tests were used for comparisons of energy costs; Spearman rho tests for comparisons of micronutrient content. Ninety families were interviewed in a pediatric clinic to assess the impact of food cost on food selection. Results: Significant differences between domains were shown for energy density with both cost-for-energy (p < 0.001) and cost-per-serving (p < 0.05) comparisons. All three micronutrient contents were significantly correlated with cost-for-energy (p < 0.01). Both iron and choline contents were significantly correlated with cost-per-serving (p < 0.05). Of the 90 families, 38 (42 %) worried about food costs; 40 (44 %) had chosen foods of high caloric density in response to that fear, and 29 of 40 families experiencing both worry and making such food selection. Conclusion: Adjustments to USDA meal plans using cost-for-energy analysis showed differentials for both energy and micronutrients. These differentials were reduced using cost-per-serving analysis, but were not eliminated. A substantial proportion of low-income families are vulnerable to micronutrient deficiencies.

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