scholarly journals Many Children Left Behind? Textbooks and Test Scores in Kenya

2009 ◽  
Vol 1 (1) ◽  
pp. 112-135 ◽  
Author(s):  
Paul Glewwe ◽  
Michael Kremer ◽  
Sylvie Moulin
Keyword(s):  
Developing Countries ◽  
Educational System ◽  
Test Scores ◽  
Educational Expansion ◽  
Student Preparation ◽  
Third Language ◽  
Left Behind ◽  
Randomized Evaluation ◽  
Rural Kenya ◽  
Children Left Behind

A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power. (JEL O15, I21, I28, J13)

scholarly journals Many Children Left Behind? Textbooks and Test Scores in Kenya

2007 ◽  
Author(s):  
Paul Glewwe ◽  
Michael Kremer ◽  
Sylvie Moulin
Keyword(s):  
Test Scores ◽  
Left Behind ◽  
Children Left Behind

The Fight against Idleness

2018 ◽  
Author(s):  
Anthony F. Heath ◽  
Elisabeth Garratt ◽  
Ridhi Kashyap ◽  
Yaojun Li ◽  
Lindsay Richards
Keyword(s):  
Young People ◽  
Labour Market ◽  
Ethnic Minorities ◽  
Unemployment Rate ◽  
Low Income ◽  
Young Men ◽  
Dark Side ◽  
Educational Expansion ◽  
Left Behind ◽  
Wide Range

Unemployment has a wide range of adverse consequences over and above the effects of the low income which people out of work receive. In the first decades after the war Britain tended to have a lower unemployment rate than most peer countries but this changed in the 1980s and 1990s, when Britain’s unemployment rate surged during the two recessions—possibly as a result of policies designed to tackle inflation. The young, those with less education, and ethnic minorities have higher risks of unemployment and these risks are cumulative. The evidence suggests that the problems facing young men with only low qualifications became relatively worse in the 1990s and 2000s. This perhaps reflects the dark side of educational expansion, young people with low qualifications being left behind and exposed in the labour market.

scholarly journals The social integration of barrel children in Canadian society

2021 ◽  
Author(s):  
Andrea Denise Lawrence
Keyword(s):  
Narrative Analysis ◽  
Black Feminism ◽  
Black Teachers ◽  
Canadian Society ◽  
Theoretical Frameworks ◽  
Left Behind ◽  
The Social ◽  
Children Left Behind ◽  
And Gender ◽  
And Migration

People migrate globally in search of better lives, and migration often produces political, sociocultural, and economic turbulence. This qualitative study explored the lived experiences of two Caribbean barrel children, whose mothers sought employment in Canada and abandoned or left their children in the care of family members. Data consisted of two daughters’ stories daughters, which illustrate the complexities of the barrel-children phenomena. A narrative approach was used to collect the data, and theoretical frameworks guiding the study included Bowlby’s attachment theory, Black feminism, and the intersectionality of race, class, and gender. Data analysis involved structural and narrative analysis. The study found that, in contrast to the literature, the two participants had positive experiences as barrel children and in reuniting with their parents in Toronto. The study highlights the importance of grandmothers in caring for children left behind and even after reunification with parents in Canada. The Black community, along with Black teachers, also play key roles in helping barrel children integrate into Canadian society and face challenges such as racism. Keywords: Barrel children, Canada, Caribbean immigrants, Children left behind, Parental separation.

scholarly journals The social integration of barrel children in Canadian society

2021 ◽  
Author(s):  
Andrea Denise Lawrence
Keyword(s):  
Narrative Analysis ◽  
Black Feminism ◽  
Black Teachers ◽  
Canadian Society ◽  
Theoretical Frameworks ◽  
Left Behind ◽  
The Social ◽  
Children Left Behind ◽  
And Gender ◽  
And Migration

People migrate globally in search of better lives, and migration often produces political, sociocultural, and economic turbulence. This qualitative study explored the lived experiences of two Caribbean barrel children, whose mothers sought employment in Canada and abandoned or left their children in the care of family members. Data consisted of two daughters’ stories daughters, which illustrate the complexities of the barrel-children phenomena. A narrative approach was used to collect the data, and theoretical frameworks guiding the study included Bowlby’s attachment theory, Black feminism, and the intersectionality of race, class, and gender. Data analysis involved structural and narrative analysis. The study found that, in contrast to the literature, the two participants had positive experiences as barrel children and in reuniting with their parents in Toronto. The study highlights the importance of grandmothers in caring for children left behind and even after reunification with parents in Canada. The Black community, along with Black teachers, also play key roles in helping barrel children integrate into Canadian society and face challenges such as racism. Keywords: Barrel children, Canada, Caribbean immigrants, Children left behind, Parental separation.

Children Left Behind

2013 ◽  
pp. 147-164 ◽  
Author(s):  
S. Uma Devi ◽  
Lise Isaksen
Keyword(s):  
Left Behind ◽  
Children Left Behind

An Overview of E-Government Technological Divide in Developing Countries

2015 ◽  
pp. 365-379
Author(s):  
Rafiat A. Oyekunle ◽  
H. B. Akanbi-Ademolake
Keyword(s):  
Developing Countries ◽  
Developed Countries ◽  
Ict Literacy ◽  
Communication Tools ◽  
Left Behind ◽  
Content Development ◽  
The Status ◽  
Workforce Capacity ◽  
Ict Infrastructure ◽  
And Training

This chapter presents an overview of e-Government technological divide in developing countries. Technological divide here does not consist simply of telecommunications and computer equipment (i.e. ICTs), but it is also e-Readiness (i.e. the available capacity as indicated by workforce capacity to build, deploy, and maintain ICT infrastructure), ICT literacy (using digital technology, communication tools, and/or networks appropriately to access, manage, integrate, evaluate, and create information), e-Inclusion and/or e-Exclusion (i.e. no one is left behind in enjoying the benefits of ICT), etc., which are factors also necessary in order for people to be able to use and benefit from e-Government applications. Most of the currently published works on e-Government strategies are based on successful experiences from developed countries, which may not be directly applicable to developing countries. Based on a literature review, this chapter reveals the status of e-Government technological divide in developing countries and also underscores the challenges associated with e-Government in developing countries, thus bringing to the limelight the factors that influence the growth of the technological divide and different approaches that have been put in place to overcome the divide. In conclusion, this chapter advocates education and training, local content development, enhancing network infrastructure, and capacity building, among others, as ways of bridging the divide.

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