Analysis of the Impact of the Economic Crisis of 2008 on the Primary Level of Public Education in Guatemala, in the Period From 2002 to 2015

2018 ◽  
pp. 94-108
Author(s):  
Sofía Jimena Roca
Keyword(s):  
Economic Growth ◽  
Public Education ◽  
Primary School ◽  
Economic Crisis ◽  
Primary Education ◽  
Drop Out ◽  
Ministry Of Education ◽  
Number Of Children ◽  
School Year ◽  
The Impact

The objective of this chapter is the analysis of the primary education in Guatemala and if the amount of investment during the period 2002–2015 is significant for the number of children promoted by school year, and if these investments were impacted by the economic crisis of 2008. The results of the investigation demonstrate that the variables with significance where the number of teachers and the budget per year, without relation to economic growth and no impact by the economic crisis on 2008 and with no significant relation with the rate of drop out, which was an important result, especially in primary school. The data analyzed also show that the budget per year for the Ministry of Education doesn't suffer an impact after the economic crisis in 2008, where the author expected to find some problem after the crisis, but that the number of teachers hired in 2009 almost doubles the amount of teachers who were hired in 2008.

Access, Sorting, and Achievement: The Short-Run Effects of Free Primary Education in Kenya

2012 ◽  
Vol 4 (4) ◽  
pp. 226-253 ◽  
Author(s):  
Adrienne M Lucas ◽  
Isaac M Mbiti
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Education Program ◽  
Private School ◽  
Test Scores ◽  
School Entry ◽  
Exit Examination ◽  
Free Primary Education ◽  
Short Run ◽  
The Impact

We examine the impact of the Kenyan Free Primary Education program on student participation, sorting, and achievement on the primary school exit examination. Exploiting variation in pre-program dropout rates between districts, we find that the program increased the number of students who completed primary school, spurred private school entry, and increased access for students from disadvantaged backgrounds. We argue that the program was welfare enhancing as it promoted educational access without substantially reducing the test scores of students who would have been in school in the absence of the program. (JEL H52, I21, I28, O15)

scholarly journals The impact of the economic crisis on the mental health of Portuguese primary-school children

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
D Costa ◽  
M Cunha ◽  
C Ferreira ◽  
A Gama ◽  
A M N Rodrigues ◽  
...  
Keyword(s):  
Mental Health ◽  
Financial Crisis ◽  
Primary School ◽  
Economic Crisis ◽  
Negative Impact ◽  
Public Health Programs ◽  
School Aged Children ◽  
Related Quality ◽  
Health Related ◽  
The Impact

Abstract Objective To measure the impact of the economic crisis on the mental health correlates of Portuguese children attending primary school during 2016. Methods Cross-sectional analysis of primary school-aged children and their parents (n = 1157), conducted in public and private schools of three Portuguese districts. Parent reports of children mental health symptoms (Strengths and Difficulties Questionnaire - SDQ) and children self-reports of health-related quality of life (KIDSCREEN-27) and depressive, anxiety and stress symptoms (Depression, Anxiety and Stress Scales, Children version - DASS-C), were compared according to a set of yes/no questions on how the economic crisis changed the normal aspects of routine life (e.g. During the financial crisis did you had to use savings? Started buying cheaper food?). Linear regression models were fitted for the SDQ, the KIDSCREEN-27 and the DASS-C as dependent variables adjusted for children sex, socioeconomic status and district of residence. Results Affirmative answers to the crisis impact questions were associated with more frequent psychosocial functioning problems in children, with poorer self-reported health-related quality of life and with more frequent symptoms of depression, anxiety and stress. Conclusions Portuguese children mental health correlates show significant worse scores for those whose parents declared having to change daily routine habits as a result of the recent macroeconomic financial crisis, compared to those who did not change habits. Public Health programs should be developed to mitigate the potential negative impact of the financial crisis to the mental health of children. Key messages A negative impact on children mental health was observed as a result of the economic crisis. Public health programs designed to mitigate the impact of the economic crisis should include primary-school aged children.

scholarly journals Examining the Long-Haul Relationship between Primary Education and Economic Growth: Evidence from Three Populous Nations

2015 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Rachna Tewari ◽  
Joey Mehlhorn ◽  
Scott D. Parrott
Keyword(s):  
Economic Growth ◽  
Primary School ◽  
Primary Education ◽  
Statistical Significance ◽  
Social Systems ◽  
School Enrollment ◽  
Least Square ◽  
Female Population ◽  
The World ◽  
The U.S

<p>The prominence of early education as a significant source of economic growth has long been an intriguing topic among economists. The purpose of this study was to examine the relationship between primary education and GDP as a measure of economic growth in China, India, and the U.S, the top three populous nations in the world, and to investigate for plausible reasons leading to the differences observed among the mentioned countries of study. Data derived from the Education Statistics of the World Bank from 1970-2012 were subject to the ordinary least square (OLS) estimation procedure, to obtain regression coefficients as a measure of influence of the study variables on economic growth. Results revealed that for all the three study countries characterized by high populations, an increase in the number of students enrolled in primary education positively impacted economic growth. Mortality rate, primary school graduation age population (female), population aged 0 to 14 as percentage of total population, and primary school enrollment ratio showed significant negative impacts on GDP. Marked differences were revealed for individual country regressions regarding the influence of the study variables on economic growth. Gender related differences in primary education graduating population can be attributed to varied differences in the cultural and social systems among the study countries. Both male and female primary education graduation age population showed no statistical significance on economic growth in the U.S, while for China and India the effects on economic growth were significant with clearly outlined gender related differences in primary education graduation age population. This study builds ground for further research on how the accumulation of human capital through education in these countries will impact the geographical concentration of global economic power in the future.</p>

scholarly journals Critical Exploration of Indian Economic Reforms of 1991: a lesson for Developing Economies

2019 ◽  
Vol 8 (5S3) ◽  
pp. 490-500 ◽  
Keyword(s):  
Economic Growth ◽  
Developing Countries ◽  
Economic Crisis ◽  
Developing Economies ◽  
Economic Reforms ◽  
Indian Economy ◽  
International Pressure ◽  
Critical Exploration ◽  
The Impact

The purpose of this research is to examine the impact of reforms that took place in Indian economy in 1991. Balance of payment difficulty resulted in acute economic crisis and therefore economic reforms were inevitable. Post this incident; there have been three more phases of economic reforms. Economic reforms were compelled due to international pressure of the situation post balance of payment crisis of 1991. The significance of this study lies in the derivation of various ways in which these reforms played a major role in the transformation of Indian economy in the form of its impact on poverty, education, socio-cultural mixture, economic growth etc. We have tried to revisit situation of payments crisis and tried to understand if these reforms were enough and were they concrete measures to tackle long-term problem or if they were only sufficient to handle the crisis. Finally we have tried to find out, as to what was left out of reforms or what other measures could have been taken. Balance of payment difficulties are difficulties faced by most of the underdeveloped or developing countries

scholarly journals The Evaluation of the Performed Activities According to ELVES Method

2018 ◽  
Vol 6 (3a) ◽  
pp. 54
Author(s):  
Aliye Erdem
Keyword(s):  
Primary School ◽  
Lesson Plan ◽  
Structured Interview ◽  
Ministry Of Education ◽  
New Horizons ◽  
School Year ◽  
Listening Skill ◽  
Content Analysis Method ◽  
The Social ◽  
The Individual

Listening habit has an important share in the individual perceiving his/her environment and the world properly and complying with the social environment he/she lives. Because listening is an important skill which enables the individual to use the communication skills he/she learned both at school and out of school properly and to understand correctly what he/she listened. Listening which is one of the comprehension skills is the key to success besides expanding new horizons to humans. Listening which is the basic way of communication and learning is the first comprehension activity in the individual’s life. Thus the skills and habits related to listening activity which is seen in every field of life are acquired naturally. Nevertheless these skills and habits which are acquired naturally are not adequate for the individual to get prepared for life. Even though the listening is an inborn skill, the gaining and improving of listening skill requires an education process. One of the methods which is aimed at improving of listening skill which is the most used language skill in daily life is ELVES (Excite-Listen-Visualize-Extend-Savor) method. In this research, a lesson plan according to ELVES method was prepared and applied aimed at improving of listening skill in primary school 4. grade Turkish lesson. Applied lesson plan was evaluated based on the opinions of the students. In this direction, the purpose of this study is the evaluation of the activities in primary school 4. grade Turkish lesson according to ELVES method based on the opinions of the students. In this research, semi-structured interview which is among the qualitative research method was used. A total of 19 primary school 4. grade students consisting of 10 male and 9 female in a public school affiliated to Ministry of Education in Çankaya sub-province of Ankara province participated in the research conducted in the spring term of 2016-2017 school year. In the research, convenience sampling which is among purposive sampling methods was used. The data acquired in the study was analysed according to content analysis method and the data was analysed as tables. In the consequence of the study; it was determined that primary school 4. grade students liked the activities which were conducted according to ELVES method in Turkish lesson, comprehended what they listened, participated in lessons actively and enjoyed the lesson.

scholarly journals BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam

2021 ◽  
Vol 18 (3) ◽  
pp. 1290
Author(s):  
Van Han Pham ◽  
Sara Wawrzyniak ◽  
Ireneusz Cichy ◽  
Michał Bronikowski ◽  
Andrzej Rokita
Keyword(s):  
Primary School ◽  
Motor Skills ◽  
Motor Development ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
School Year ◽  
And Control ◽  
The Impact

The purpose of this study was to evaluate the impact of the BRAINballs program on second graders’ gross motor skills in a primary school in Vietnam. A total of 55 students (23 boys and 32 girls) aged seven years participated in the study. The research used the method of a pedagogical experiment and parallel group technique (experimental and control group) with pre- and post-testing. The study was conducted in the school year 2019/2020. The gross motor skills performance was assessed by the Test of Gross Motor Development—2nd Edition. The BRAINballs program was conducted twice a week and combined physical activity with subject-related contents by means of a set of 100 balls with painted letters, numbers, and signs. The results showed that the experimental and control groups improved their motor skills after one school year (p < 0.001). However, the analysis of covariance demonstrated that students from the experimental group, compared to students from the control group, showed significantly better scores in both subtests: locomotor (p = 0.0000) and object control skills (p = 0.0000). The findings of this study show that the BRAINballs program had a positive effect on children’s motor performances and may help to better understand the development of basic motor skills of seven-year-old students in Vietnam.

scholarly journals Oświata żydowska w powojennej Legnicy (1945–1968)

2019 ◽  
pp. 101-116
Author(s):  
Andrzej Szczepański
Keyword(s):  
High School ◽  
Soviet Union ◽  
Primary School ◽  
Public Institution ◽  
Number Of Children ◽  
School Year ◽  
Teachers And Students ◽  
The Status ◽  
Post War ◽  
Jewish School

 Education in post-war Legnica (1945–1968)When the war activities came to a close, first Jews started to come into town, mainly the former prisoners from Gross-Rosen concentration camp, and then the displaced rescued in the territory of the Soviet Union. The newcomers soon opened their own educational facilities and in the school year 1946/1947 in Legnica there were: a kindergarten, a foster house, a heder, a primary school with Hebrew as the language of lecture, a kibbutz and a Hebrew primary school. The educational pluralism did not last long because from the school year 1950/1951 there remained just one state-controlled Jewish school (the other facilities had been closed). The kindergarten was the only exception and although it received the status of a public institution it preserved Jewish character until mid-50s. The subsequent years brought significant fluctuation of teachers and students as many of them left Poland in the first half of the 1950s, whereas from 1956 more newcomers arrived from the USSR. On September 1, 1959 a high-school class was launched in the local primary school. In the 1960s the emigration of Jews from Legnica increased significantly, which resulted in smaller number of students. A breakthrough year was 1968, when, because of too small number of children (38 in total), on August 31 the Jewish high-school and primary school ceased to exist

scholarly journals Data collection report: the Impact of the Coronacrisis on primary education staff in the Netherlands

2020 ◽  
Author(s):  
Sara Geven
Keyword(s):  
Data Collection ◽  
The Netherlands ◽  
Primary School ◽  
Primary Education ◽  
School Staff ◽  
Parents And Children ◽  
The Impact

We ask primary school staff about the impact of the coronacrisis on education and teaching in the Netherlands. How do they teach from a distance? How do they stay in touch with parents and children? Which digital means do they use? How does the crisis affect their teaching, and education more generally?

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