scholarly journals Role of Private School for Income and Employment Generation in Nepal

Patan Pragya ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 1-9
Author(s):  
Dipak Bahadur Adhikari ◽  
Gita Nath Aryal
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
Primary Source ◽  
Primary Data ◽  
Unskilled Labor ◽  
Public Provision ◽  
Female Workers ◽  
Skilled And Unskilled Labor

This paper briefly discusses about the income and generation of employment contributed by the Private Schools in Nepal. The educational system of Nepal includes school education and higher education. In both levels, the role of private education has grown up, promoted and explored by some educational actors as a solution to the lack of sufficient public provision of education or underperforming public schools. Primary source has been used for collection of data. The main purpose of collecting primary data and information at micro level is to understand academic environment, income and employment situation, perception of teachers, and academic facilities with the school of sample schools. There are significant numbers of semi-skilled and unskilled labor force in private schools. Hence school is also providing employment not only to the skilled and educated mass but also to the unskilled and semi-skilled both male and female workers.

Revisiting the Role of Private Schooling on Children Learning Outcomes: Evidence from Rural India

2019 ◽  
Vol 20 (2) ◽  
pp. 274-302
Author(s):  
Karan Singhal ◽  
Upasak Das
Keyword(s):  
Public Schools ◽  
Learning Outcomes ◽  
Private Schools ◽  
Private School ◽  
Rural India ◽  
Rural Children ◽  
Private Schooling ◽  
Selection Of ◽  
Better Than

In the view of increasing preference of private schooling in India, this article assesses its impact on learning outcomes for rural children from 8 to 11 years. Despite earlier attempts to study the issue, this article stands out in two ways. Firstly, it addresses the problems arising because of non-random selection of children attending private schools. Secondly, it also presents an all-India estimate unlike most studies which have dealt largely with few states. Our results show the performance of children attending private school to be significantly better than those from public schools. This difference is evident among ‘low-fee’ private schools as well. However the private schooling premium differ across regions and groups, and there are several other concerns regarding affordability, access and segregation which require further deliberation and debate. JEL: I2, I21, I28

scholarly journals Can girls wear shorts and trousers too? A review of South Australian school uniform policy following mandated requirement for choice.

2019 ◽  
Author(s):  
Sarah Cohen-Woods ◽  
Rachel Laattoe
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
South Australia ◽  
Dress Code ◽  
School Policies ◽  
Public And Private ◽  
School Uniform ◽  
Uniform Policy ◽  
Gender Specific

Background: School uniform options such as skirts and dresses can impact physical activity and psychological wellbeing of girls. Restrictions that exclude trousers/pants or shorts as uniform options for girls can promote inequality in comfort and engagement in school activities. The South Australian Department of Education and Child Development (DECD) School Dress Code Procedure mandates school dress codes provide flexible uniform options with the right to choice, regardless of gender. This review examines public school adherence to DECD guidelines, and compares girls’ uniform options between public and private school sectors.Method: The proportion of girls shorts and pants/trouser options provided in school uniform policies collated in 2018 were compared across 486 public and 193 private primary, secondary, and combined schools within South Australia. Policies were grouped based on the choice they provided girls for shorts, and separately for trousers/pants. The groups were gender specific choice/open choice, unisex choice, restricted choice, or no option.Results: Overall, 98.6% of public and 26.4% of private school policies included shorts as a uniform option for girls. Of these schools, about nine in ten public, and just over half private, policies listed gender-specific or open choice shorts options. All public primary and high schools, and a majority of combined schools (98.8%) provided girls pants/trouser options, with 93.4% providing gender specific or open choices. This compared to 34.2% of private school policies including girls’ pants options. In total less than 1.0% of public, and 45.5% to 66.7% of private schools provide no opportunity for girls to wear shorts every day. Similarly, 56.0% of private schools do not provide any trouser/pant option.Conclusion: The results highlight a small proportion of public schools fail to follow mandated uniform policy procedures set by the DECD, specifically in context of shorts. Moreover, this report clearly demonstrates the discrepancy in girls’ uniform options between the public and private school sectors. We present suggestions and recommendations with the aim to improve current policy, as well as a need to advance adherence to policy and South Australian anti-discrimination legislation in public and particularly private schools.

Measuring the performance of educational institute by using standard of total quality (compare study between private and public schools)

2021 ◽  
Author(s):  
Yazen Mahmood ◽  
◽  
Saif Younis ◽  
Tala Saeed ◽  
◽  
...  
Keyword(s):  
Public Schools ◽  
Quality Management ◽  
Total Quality Management ◽  
Private Schools ◽  
Private School ◽  
Total Quality ◽  
Public And Private ◽  
Management Standards ◽  
Private And Public ◽  
Compare Study

This research aims to Identify the Total Quality Management standards and the ability to implementation theses standards in educational institutes of Kurdistan region (KRG) in Public and Private schools by ask a question : what is the reality of implementation the standards of Total Quality Management (TQM) in educational institutes of (KRG). The study take 100 sample (Sava private school and AL-Khouwa public school) and use the excel program for analysis the data and the result showed there are difference in implementation the standards between the Public schools and Private schools. The study recommended the need of sharing and disseminating concepts of implementation the standards of (TQM) between the workers in the educational sector.

scholarly journals CONSUMPTION OF MINIMALLY PROCESSED AND ULTRA-PROCESSED FOODS AMONG STUDENTS FROM PUBLIC AND PRIVATE SCHOOLS

2019 ◽  
Vol 37 (2) ◽  
pp. 173-180 ◽  
Author(s):  
Camila Silva Ferreira ◽  
Dyene Aparecida Silva ◽  
Cristiana Araújo Gontijo ◽  
Ana Elisa Madalena Rinaldi
Keyword(s):  
Public Schools ◽  
Total Energy ◽  
Energy Intake ◽  
Private Schools ◽  
Private School ◽  
Total Energy Intake ◽  
Processed Foods ◽  
School Students ◽  
Minimally Processed ◽  
Public And Private

ABSTRACT Objective: To compare and analyze the consumption of minimally processed and ultra-processed foods among students from public and private schools. Methods: Study conducted in Uberlândia, MG, with fifth-grade students from three private and six public schools, selected by stratified cluster sampling. We collected data on food consumption using the 24-hour recall. Foods were classified into four groups (G) according to extent and purpose of processing: fresh/minimally processed foods (G1) culinary ingredients (G2), processed foods (G3), and ultra-processed foods (G4). Total energy intake (kcal) of each group, amount of sugar (g), sodium (mg), and fiber (g) were quantified and compared according to administrative affiliation (private or public). Results: Percentage of total energy intake was: G1 - 52%; G2 - 12%; G3 - 5%; e G4 - 31%. Energy intake from G1 (53 vs. 47%), G2 (12 vs. 9%), and G3 (6.0 vs. 0.1%), and amount of sodium (3,293 vs. 2,724 mg) and fiber (23 vs. 18 g) were higher among students from public schools. Energy intake from G4 (36 vs. 28%) and amount of sugar (20 vs. 14%) were higher among students from private schools. The consumption of foods from G1 in the school environment was higher among students from public schools (40 vs. 9%). Conclusions: Foods from G1 represent the highest percentage of total energy intake, while those from G4 constitute a third of calories consumed. Processed juice, sandwich cookie, processed cake, and breakfast cereals are more frequent among private school students; snacks and juice powder are more common for students from public schools.

scholarly journals Do Value-Added Estimates Add Value? Accounting for Learning Dynamics

2011 ◽  
Vol 3 (3) ◽  
pp. 29-54 ◽  
Author(s):  
Tahir Andrabi ◽  
Jishnu Das ◽  
Asim Ijaz Khwaja ◽  
Tristan Zajonc
Keyword(s):  
Measurement Error ◽  
Private Schools ◽  
Private School ◽  
Unobserved Heterogeneity ◽  
Value Added ◽  
Public And Private ◽  
Value Added Models ◽  
Using Data ◽  
Biased Estimates

This paper illustrates the central role of persistence in estimating and interpreting value-added models of learning. Using data from Pakistani public and private schools, we apply dynamic panel methods that address three key empirical challenges: imperfect persistence, unobserved heterogeneity, and measurement error. Our estimates suggest that only one-fifth to one-half of learning persists between grades and that private schools increase average achievement by 0.25 standard deviations each year. In contrast, value-added models that assume perfect persistence yield severely downward estimates of the private school effect. Models that ignore unobserved heterogeneity or measurement error produce biased estimates of persistence. (JEL I21, J13, O15)

scholarly journals The Physical Activity Climate in Minnesota Middle and High Schools

2010 ◽  
Vol 7 (6) ◽  
pp. 811-817 ◽  
Author(s):  
Anne Samuelson ◽  
Leslie Lytle ◽  
Keryn Pasch ◽  
Kian Farbakhsh ◽  
Stacey Moe ◽  
...  
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
High Schools ◽  
Physical Education ◽  
Private Schools ◽  
Private School ◽  
National Level ◽  
School Enrollment ◽  
School Characteristics ◽  
Regular School

Background:This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level.Methods:Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study.Results:While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity.Conclusions:Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.

scholarly journals A PORTRAIT OF A PRINCES IN SOCIETY IN MORTON’S DIANA: HER TRUE STORY – IN HER OWN WORDS (A BIOGRAPHICAL ANALYSIS)

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Sagita K. Mangolo
Keyword(s):  
Homeless People ◽  
Primary Source ◽  
Primary Data ◽  
Secondary Source ◽  
Human Welfare ◽  
True Story ◽  
Biographical Approach ◽  
Data Source ◽  
The One

The purpose of this research is to reveal about Princess Diana’s role in society in Andrew Morton Diana: Her True Story – In Her Own Words. This research is classified as a qualitative research. The data gathered are in the form of words as well as quotation. The writer collects the data from two kinds of sources namely primary source and secondary. The primary data source was taken from the Biography book Diana: Her True Story – In Her Own Words by Andrew Morton. And the secondary source is other material that supports the analysis, such as website. The result of this study shows the role of Princess Diana in society. Diana as a Princess actives in humanitarian activities, she was always seen visit and entertain AIDS sufferers, leprosy and other diseases, she also actively visited homeless people in shelters, she was active in supporting human welfare, and actively raised funds and formed charities to help people who need help. The one thing that Diana had done that shocked the world at the time was when she broke the stigma about Aids, that touching or shaking hands with people with Aids would get infected, but Diana shook their hands and even sat close and comforted them.Humanitarian, Princess, Lady Diana, Biographical Approach.

scholarly journals Personnel Management and School Productivity: Evidence from India

2021 ◽  
Author(s):  
Renata Lemos ◽  
Karthik Muralidharan ◽  
Daniela Scur
Keyword(s):  
Public Schools ◽  
Teacher Effectiveness ◽  
Private Schools ◽  
Private School ◽  
Effective Teachers ◽  
Teaching Practice ◽  
School Teacher ◽  
Value Added ◽  
Teacher Pay ◽  
Management Quality

This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.

scholarly journals Teenagers Lifestyles at Public and Private Schools: Screen Time and Physical Activity (Estilos de vida de los adolescentes en las escuelas públicas y privadas: tiempo de pantalla y actividad física)

Retos ◽  
2016 ◽  
pp. 275-281
Author(s):  
Miguel Fialho Pombeiro ◽  
Margarida Gaspar de Matos ◽  
José Alves Diniz
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
Screen Time ◽  
International Health ◽  
World Health ◽  
Public And Private ◽  
School Aged Children ◽  
Health Organization

This study aims to compare lifestyles (LS) of students at private and public schools. All schools are from Lisbon´s region (Lisbon). Five lifestyles profiles (LSP) were recognized and interpreted based on physical activity (PA) and screen time (ST). The methodology and the instruments used were adapted from the International Health Behaviour in School-aged Children (HBSC) study conducted under the auspices of the World Health Organization (WHO). Overall, the sample consists of N=2906 students of both genders averagely aged 13.6 years (SD=1.8). The results showed that in both public and private school the access and use of technological equipment’s is being democratized, but that is not true with PA practice; students of private schools are more disciplined in PA and in ST consume.Rsumen: Este estudio tiene como objetivo comparar el estilo de vida de los estudiantes de las escuelas públicas y privadas de la región de Lisboa. Cinco perfiles de estilo de vida fueron reconocidos e interpretados teniendo en cuenta la actividad física y el tiempo de pantalla. La metodología y los instrumentos utilizados en este estudio son el resultado de una adaptación del Internacional Health Beaviour in School-aged Children en niños en edad escolar realizado bajo los auspicios de la Organización Mundial de la Salud. El estudio incluye N = 2906 estudiantes de ambos sexos, con una media de 13,6 años (SD = 1,8). Los resultados mostraron que en las escuelas públicas y privadas, hay una democratización del acceso y uso de la tecnología, pero no en la actividad física; estudiantes de colegios privados son más disciplinados en la práctica de la actividad física y el tiempo de pantalla.Resumo. O presente estudo pretende comparar o estilo de vida dos alunos de escolas privadas e públicas da Região de Lisboa. Cinco perfis de estilo de vida, foram reconhecidos e interpretados em função da prática de atividade física e do tempo de ecrã. A metodologia e instrumentos utilizados neste estudo resultam de uma adaptação do estudo Internacional Health Beaviour in School-aged Children realizado sob a égide da Organização Mundial de Saúde. O estudo inclui N=2906 alunos de ambos os géneros, com uma média de idades de 13.6 anos (DP=1.8). Os resultados mostraram que em ambas as escolas públicas e privadas, existe uma democratização no acesso e na utilização tecnológica, mas não na prática de atividade física; os alunos das escolas privadas são mais disciplinados na prática de atividade física e no tempo de ecrã.  

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