Wealth Inequality,Educational Environment and School Enrolment: Evidence from Mexico

Using data from the extended section of the 2010 Mexican census (2.9 million households), we study how school enrolment is associated with wealth inequality and with the educational environment the child is exposed to at the household and municipal levels. We provide robust evidence of wealth inequality as a negative predictor of school enrolment for children in primary, secondary and high school age ranges while a positive role is played by the educational environment. Through the introduction of interaction terms, we account for how economic and educational variables are intertwined at both the household and the municipal level, and we are able to illustrate the considerable heterogeneity in the role of adult education for households at different standards of living.     

Education,Employment and Earnings of Secondary School and University Leavers in Tanzania: Evidence from a Tracer Study

This study uses a tracer survey of secondary school completers in Tanzania to analyse the impact of educational qualifications on labour market earnings. We show that the rates of return to the highest educational qualifications for wage employees are not negligible and, at the margin, provide an investment incentive. However, we find little evidence of human capital effects in the earnings determination process for the self-employment sector. Introducing controls for father's educational background and a set of school fixed effects designed to proxy for school quality and potential labour market network effects reduces the estimated rates of return to educational qualifications. A comparison of our results with the available evidence from other countries in the region suggest that, despite an extremely small secondary and university education system, the private rates of return to education in the Tanzanian wage employment sector are comparatively low.     

Fertility,development, and family planning, 1970–1980: An analysis of cases weighted by population

A series of related studies (Freedman and Berelson, 1976; Mauldin and Berelson, 1978; and Tsui and Bogue, 1978) have presented empirical findings based on multiple regression analysis which indicated that family planning program effort (FP), as measured by an index developed by Lapham and Mauldin (1972), was the single most important predictor of (or influence on) fertility reduction in less-developed countries (LDCs). The basic results have been confirmed repeatedly. A more extensive data set was used to extend the analysis to a comparison of results of corss-sectional models circa 1970 and 1980. The study builds upon the results of past studies yet differs from them in several ways. All the variables in the present study were measured at 2 points in time: circa 1970 and circa 1980, allowing a comparison between cross-sectional models for 1970 and 1980. Among the cases included in this multivariate analysis was China, a country usually excluded for lack of data. The analysis was extend to 85 countries. Cases were weighted by population, having the effect of increasing the impact of larger countries such as India and China on the outcome of the analysis. Total fertility rate (TFR) was used as an indicator of fertility. For 1970, family planning program effort had the strongest direct influence on fertility (a result consistent with previous studies). Life expectancy at birth was the other direct influence. The direct influence of life expectancy at birth was less than that of family planning, but the total influence was greater. After life expectancy and family planning, school enrollment and relative educational status of women had the strongest indirect and total influences. The other variables all had a positive influence on fertility. When the total variance attributable was considered, directly and indirectly to each of the independent variables, urbanization, carlorie supply, and per capita gross national product all accounted for less than 5% of the variance in fertility, all of it indirect. Life expectancy, family planning, and school enrollment each explained (directly plus indirectly) more than 10% of the variance in fertility. The pattern differed somewhat for 1980. Calorie supply, per capita gross national product, and relative educational status of women had no influence, direct or indirect on fertility. Also for 1980, life expectancy had a stronger direct influence on fertility than family planning. Overall, life expectancy at birth, family planning program effort, and total school enrollment emerged as the principal influences on fertility.     

Fertility,family planning,and development: Indirect influences

This paper focuses on the indirect influences on changing fertility and on the direct and indirect influences on family planning effort. Complete data on the variables under consideration were gathered from a variety of sources for 65 developing countries. The results here should be generalized only to high fertility, high mortality, low education, and low per capita gross national product nations. 1) Some social variables, like education, are more important than others for explaining fertility and family planning effort. The treatment of social setting as a single variable obscures the importance of lower level education (literacy, primary, and secondary school enrollment) for fertility and family planning. 2) Ignoring the indirect influences on fertility may lead us to understimate the importance of some variables on fertility, and perhaps to overestimate the importance of others. When both direct and indirect effects (the latter through family planning effort) are examined, the impact of education increases to nearly equal that of family planning effort in 3 of the 4 models developed here. 3) Program effort can be explained at least as well with a single variable (literacy or female school enrollment) as with the composite variable "social setting." 4) In addition to its importance in explaining fertility, education may also be important in explaining mortality. 5) It appears that the absolute and relative status of women may be an important variable which has not yet been adequately measured. Overall, the results of this study lend additional support to the position that, in addition to family planning effort, education may play a more crucial role than is obvious in fertility reduction in developing countries.     

DEMOCRATIC ACCOUNTABILITY IN PUBLIC–PRIVATE PARTNERSHIPS: THE CURIOUS CASE OF FLEMISH SCHOOL INFRASTRUCTURE

This article questions the negative outlook on the democratic accountability in public–private partnerships (PPPs). It challenges this widely held perception in the literature with the empirical findings of a case study of Flemish school infrastructure (Belgium). A large design, build, finance, and maintenance (DBFM) programme is compared with the regular subsidizing system through the public agency AGIOn (Agency for School Infrastructure). This case study demonstrates that more accountability forums and actors can be active in the PPP, that they can behave more actively in the PPP, and that they get results in terms of accountability. It provides a critical example of having more accountability in the PPP variant of school infrastructure than in direct public provision, and there are reasons to argue that this also means improved accountability, because internal and latent processes of accountability become external and actual ones.     

Does Health Insurance Reduce Child Labour and Education Gaps? Evidence from Rwanda

A common practice of poor households to informally deal with risk is to allocate children’s time away from school towards income-generating activities or household production. Focussing on Rwanda, this study investigates whether the provision of formal health insurance helps to prevent this undesired risk coping strategy. We find that children of households enrolled in health insurance work significantly less compared to those of not enrolled families, and also have better educational achievements. The results suggest that policy interventions which reduce household risk exposure may have additional benefits in terms of lower child labour supply and higher schooling levels.     

Local Government and Local Governance: 1944–2011

Abstract

Since the establishment of the tri-partite system of state education after the Second World War, the once simple relationships between central government and local government and the individual school have become increasingly complex. This article considers the key governance issues for schools and colleges in England and how they have been affected by the redistribution of power between central government and local government. The principal foci are the main legislative changes and the impact they have had on the respective powers and responsibilities of central government, local government and schools and colleges. The radical developments since the formation of the coalition government in May 2010 have accelerated the shift of power to central government from local government and by the end of the first term of the coalition the local authority will have little more than a vestigial role in the provision of secondary education and a diminishing role in primary and special education. As academy status becomes the norm (as it already is for secondary schools in some authorities) central government will be dealing directly with autonomous schools and academy chains. With more schools directly employing staff and with funding levels set nationally, the pattern and nature of public education will have been irrevocably changed.     

Gender Parity and Schooling Choices

Abstract

We examine the determinants of gender differences in schooling choices using data on 290,000 secondary school applicants in Ghana. Over a quarter of female students choose home economics as their preferred field of study compared to two per cent of males. We find that schooling choices vary significantly with academic performance and educational norms. Higher performing female students and those from districts with a history of gender parity in educational attainment are less likely to choose home economics. Differences across geographic areas account for more of the variation in schooling choices than observable individual, family, and school-level characteristics can explain.     

THE ‘SOCIALLY EXCLUDED’ AND LOCAL TRANSPORT DECISION MAKING: VOICE AND RESPONSIVENESS IN A MARKETIZED ENVIRONMENT

This article examines the relationship between social exclusion and bus provision in England in a marketized environment, and outlines the complexities of involving the socially excluded in local transport decision making. An analysis of five case studies, including histories of where requests were made for changes to bus provision, reveals the challenges for voice and responsiveness within a deregulated environment. Local government has limited ability to respond effectively to the socially excluded; bus providers are able to cut or revise services as they wish, and the discourse employed by them emphasizes costs and efficiency rather than social needs. The paper concludes by advocating a more proactive approach toward tackling departmentalism and social exclusion, with more rigorous and focused engagement of those who have difficulty in making their voices heard. At the same time, it recommends the revision of accounting procedures and incentive structures in order to constrain the ability of bus operators to ‘play the system’.     

Teachers’ perspectives on educating for peace in Bosnia and Herzegovina

What does it mean to educate for peace after witnessing one’s community being devastated by war? And what impact, if any, does educating for peace have amidst the complexity of post-war reconstruction? To explore these questions, a phenomenological study was conducted in Bosnia and Herzegovina in 2012 with eight ethnically diverse educators who participated in a programme of Education for Peace (EFP) which began a decade earlier in the cities of Sarajevo, Mostar, Banja Luka and Zenica. Through semi-structured interviews, the study (1) explores meanings and experiences associated by participants with their role as post-conflict peace educators, (2) examines the extent and limits of their sense of peacebuilding agency and (3) elicits evaluations of the longer term impacts of educating for peace in the Bosnian context. The study finds that meanings associated with educating for peace are nuanced by educators’ personal histories of conflict, professional identities and the country’s wider socio-political dynamics. Benefits, risks and challenges stemming from peace education engagement are found in four domains (personal, social, educational and political). Conclusions recommend greater focus to the subjectivities of teachers in conflict-affected contexts as a key site for evaluating peacebuilding impact, for revising theories of change and improving planning and provision.     

Inequality and fertility

This article focuses on the relationship between inequality and fertility, with empirical analysis only of direct influences. Whereas much of the literature seems to be based on 0-order correlations, the present study uses multiple regression analysis to test the strength of the evidence for a relationship between inequality and fertility when competing hypotheses are also considered. In addition, this study attempts to clarify some of the issues surrounding the measurement of inequality and to show how these may affect empirical results. It appears from the results presented here that research into the relative status of women as an influence on fertility holds considerable promise. In particular, it is interesting that a measure of the relative status of women (ratio of female school enrollment to male school enrollment) that is highly correlated with absolute educational status of people in the nation in general, and even more highly correlated with absolute educational status of women, emerges as one of 3 important predictors of fertility. The other measure of the relative educational status of women (female school enrollment ratio minus male school enrollment ratio), which has lower correlations with absolute educational status both of women and people in general, does not appear important, although it should be an equally valid indicator of women's status. It also has lower correlations with total fertility rates. 1 focus of further research should be an attempt to disentangle the effects of the relative status of women from absolute status of women and absolute status of people in the nation as a whole. Less promising is the prospect of future work on the relationship between income inequaltiy and fertility. The results are unencouraging with respect to both sampling problems and the actual magnitude of the effect of inequality on fertility. Overall, it appears that the importance of income inequality as an influence on fertility may have been overstated in the past.     

Teachers’ nascent praxes of care: potentially decolonizing approaches to school violence in Trinidad

Zero tolerance, punitive, and more negative peace-oriented approaches dominate school violence interventions, despite research indicating that comprehensive approaches are more sustainable. In this article, I use data from a longitudinal case study at a Trinidadian secondary school to focus on the role of teachers and their impact on school violence; I show that institutional constraints are not fully deterministic, as teachers sometimes deploy their agency to efficacious ends. In combining Noddings’ postulations on care and Freire’s notions of praxis as a symbiosis of reflection and action, I explicate the nascent praxes of care of six teachers at this school, as they strive for more positive peace-oriented approaches to school violence. I characterize these praxes as nascent because they are not fully interrogative of the structural violence of the entire system. However, I do argue that these nascent praxes possess decolonizing and transgressive potentiality in the face of a logic of coloniality that reinforces hierarchy, exclusion, and marginalization in the Trinidadian educational system. I conclude by contending that these nascent praxes must be scaled-up to more mature, radical praxes, including the cultivation of a systemic praxis of care; in other words, a deeper and broader postcolonial peace education.     

SIMILAR PROBLEMS,DIFFERENT SOLUTIONS: COMPARING REFUSE COLLECTION IN THE NETHERLANDS AND SPAIN

Because of differences in institutional arrangements, public service markets, and national traditions regarding government intervention, local public service provision can vary greatly. In this paper we compare the procedures adopted by the local governments of The Netherlands and Spain in arranging for the provision of solid waste collection. We find that Spain faces a problem of consolidation, opting more frequently to implement policies of privatization and cooperation, at the expense of competition. By contrast, The Netherlands, which has larger municipalities on average, resorts somewhat less to privatization and cooperation, and more to competition. Both options—cooperation and competition—have their merits when striving to strike a balance between transaction costs and scale economies. The choices made in organizational reform seem to be related to several factors, among which the nature of the political system and the size of municipalities appear to be relevant.     

A Reply to Professor Kushner

Based on field research in Lebanon and Sri Lanka, this article discusses the ways in which Hizballah and the LTTE use nonprofit service provision as a tool for increasing community support. The article compares the organizations’ goals for service provision and specific structures of service provision. The difference in resources and capacity between the two organizations has shaped the structure of service provision used by each organization. Whereas Hizballah autonomously operates a sophisticated group of nongovernmental organization (NGO) service providers, the LTTE has developed an elaborate system for controlling and channeling the resources of existing local and international NGO service providers.     

Potentials for federation of East African educational programmes

Educational planning, in the modern sense of the term, goes back in Thailand no further than 1962, when the Second Economic and Social Development Plan (1962/66) was launched. The Second Plan included a plan for the educational system as did the Third Plan (1967/71) which is now drawing to a close. These two educational plans were based on a variety of methods, including those of making long‐term forecasts of manpower requirements. Between 1963 and 1967, five different groups prepared manpower forecasts for Thailand, some of which looked no further than 1970, while others projected manpower requirements up to 1968. In this paper we will try to assess the quality of these forecasts and, so far as it is possible, to cmmpare prediction with outcome.

The paper consists of four parts. We begin with a brief review of background data in order to highlight the problems of manpower forecasting in an economy such as that of Thailand. The second section is devoted to a detailed discussion of the first and most ambitious of the five forecasts that have been made in Thailand. This is followed by brief evaluations of the remaining four forecasts. In the fast section, we will consider the influence that these forecasts actually exerted on educational planning in Thailand.     

NATIONAL HEALTH INSURANCE: A CASE STUDY IN THE USE OF PRIVATE NON-PROFIT MAKING ORGANIZATIONS IN THE PROVISION OF WELFARE BENEFITS

Some of the key features of co-operation between the State and other sectors (private, voluntary and informal) in providing welfare benefits are illustrated in the experience of the National Health Insurance scheme which operated in this country between 1911 and 1948. This is the only example in the UK of a major welfare scheme operating over a considerable period which utilized private, if non-profit making, organizations as responsible agents for administration. Under the scheme certain categories of working people were compelled to insure themselves against sickness. The scheme was administered and benefits paid through a multiplicity of independent 'approved societies', with insured people free to choose which society they belonged to. Contributions were paid by employers as well as employees, with a state subsidy on top. This study indicates that any future development of joint welfare provision with the private sector must overcome certain inherent divergencies in values between the public and private sectors.     

School Meals and Educational Outcomes in Rural Ethiopia

We investigate the relationship between providing school meals programmes and educational outcomes in Ethiopia. Using data from school catchment areas across rural Ethiopia, the paper examines the role played by programme modalities and their implementation. The results indicate that supplementing on-site school meals with take-home rations can be beneficial for concentration, reading, writing and arithmetic skills. The timing of the distribution of school meals is also found to play an important role.     

Access to education in six Eastern European countries between 1940 and 1985. Results of a cross-national survey

This paper presents an analysis of patterns of access to education in six Eastern European countries (Bulgaria, Czech Republic, Hungary, Poland, Russia, and Slovakia) between 1940 and 1985. As in other industrial countries, average educational attainment (measured by duration, i.e. years in school) has increased greatly since 1940. But the expansion was most rapid until 1970. In all six countries, women increased their educational attainment more than men. By 1975, the difference between men and women in regard to years of schooling had virtually disappeared in all countries studied. Parents' educational attainment (measured as average years of schooling of father and mother) proves to be a main determinant of their children's attainment. However, the effect of parents' education decreased by about half from 1940 to 1985. Cultural resources (measured by parents' cultural behavior while the respondent was growing up) turns out to be a strong predictor of educational attainment, and equally so for men and women. It accounts for about one-third of the educational reproduction effect. However, the effect of cultural background declined considerably under communism. Finally, parents' political resources (measured as parents membership of the Communist Party) is shown to have a weak but consistent effect on educational attainment in the six countries. Although this effect was relatively strong in the early communist period, it was negligible for the younger cohorts.     

Educational human capital and levels of income: Evidence from states in India, 1965 – 92

Abstract

This paper examines the long-run (steady-state) relationship between levels of educational human capital and levels of income for the 15 major states of India between 1965 and 1992. The relationship is estimated using the Pooled Mean Groups (PMG) technique; which produces common long-run coefficients but allows heterogeneity of the short-run adjustment parameters. The results suggest that levels of educational human capital, proxied by high school enrollment rates, have a robust positive impact on steady-state levels of income. This is true for male and female education, and the regressions also suggest that states which have larger gender-gaps in education have lower steady-state incomes. The estimated relationship is robust to the inclusion of alternative measures, added controls, and variation in the degree of state coverage.