Access to Reliable Public Records as Evidence for Freedom of Information in Commonwealth Africa

Abstract

International attention to the benefits of openness for empowering citizens, strengthening economic performance and ending poverty has emphasised the importance of achieving accountability and transparency through freedom of information and open data. The ability to achieve openness depends upon the quality, completeness and accessibility of government records and data. However, chronic problems in managing this information in many Commonwealth countries, particularly in the digital environment, undermine the ability to achieve these goals. There is a critical need to develop and share solutions for managing this essential resource as a basis for digital governance across the Commonwealth, especially in relation to the post-2015 Sustainable Development Goals.     

Hearing silenced voices: developing community with an advisory committee

This article focuses on the challenges and effects of adhering to community participation as a principle of community development and the related issue of reflecting diverse representation in prevention and health promotion planning. As a requirement of funding agencies, the consequences of upholding these principles in light of the resources made available are explored. Information is drawn from a case study of an advisory committee with diverse membership. A participatory evaluation of this committee illustrates the difficulties encountered when a community agency initiated a health promotion project to address the needs of women who are non‐verbal and at risk of sexual assault. Suggestions are made as to how these difficulties may be overcome. The advisory committee is a common means for community development but also has the potential to be a model for increased communication and understanding.     

Direct and Indirect Services for Children in Domestic Violence Shelters

The majority of women entering battered women’s shelters bring children with them and those children often require specialized programs that address the ways in which witnessing domestic violence has affected them. Several programs have been developed and implemented; however, few have been empirically evaluated. The current article critically examines several intervention strategies and their effectiveness. Barriers to service are also identified. Although there is a paucity of research in this area, the present review suggests that intervening with children may show promise for breaking the cycle of violence.     

Training Child Welfare Professionals to Support Healthy Couple Relationships: Examining the Link to Training Transfer

Integrating healthy relationship and marriage education (RME) into child welfare services is a relatively recent initiative. Guided by the theoretical work in child welfare training evaluation, the current study describes the development and testing of a new RME training for child welfare professionals. Based on data collected from 272 trainees, results from structural equation modeling indicate a linear association between learner attitudes and newly acquired knowledge and skills to perceptions of training usefulness, which, in turn, influenced implementation of RME skills with clients. Implications for the delivery and evaluation of programming, in general and specific to RME, are shared.     

Heterogeneous Effects of Early Algebra across California Middle Schools

How should schools assign students to more rigorous math courses so as best to help their academic outcomes? We identify several hundred California middle schools that used 7th-grade test scores to place students into 8th-grade algebra courses and use a regression discontinuity design to estimate average impacts and heterogeneity across schools. Enrolling in 8th-grade algebra boosts students’ enrollment in advanced math in ninth grade by 30 percentage points and eleventh grade by 16 percentage points. Math scores in tenth grade rise by 0.05 standard deviations. Women, students of color, and English-language learners benefit disproportionately from placement into early algebra. Importantly, the benefits of 8th-grade algebra are substantially larger in schools that set their eligibility threshold higher in the baseline achievement distribution. This suggests a potential tradeoff between increased access and rates of subsequent math success.