Relevant bibliographies by topics / Education In Urban Areas

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education In Urban Areas'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Education In Urban Areas"

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Cheung, Alan C. K. "How Should Education in Rural Areas be Reformed?" Science Insights Education Frontiers 9, no. 1 (June 30, 2021): 1113–17. http://dx.doi.org/10.15354/sief.21.co015.

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Rural areas are the product of the development of productivity to a certain stage. Generally, rural areas are geographical areas located outside of cities and towns. The Health Resources and Services Administration of the U.S. Department of Health and Human Services defines the term “rural” as “...not including all population, housing, and territory in urban areas. Anything that is not in a city is regarded as a rural area” (HRSA, 2021). From the perspective of production methods, rural areas refer to “a place where people mainly engaged in agricultural production live together” (The Dictionary Editing Office of the Institute of Languages, Chinese Academy of Social Sciences, 2005). When productivity has not yet reached a high level of development, there are still essential differences between urban and rural areas. Affected by economic transformation and geographical location, rural economic growth has been restricted. According to United Nations statistics, in 2018, the rural population accounted for more than half of the global population, and the rural poor accounted for 79% of the worldwide poverty population; the poverty rate in rural areas was more than three times that of urban areas. Of the 2 billion people in the world who do not have basic health services, 70% live in rural areas; the ratio of energy access in rural areas is about 75%, while that in urban areas is 96% (United Nations General Assembly, 2018).
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Mutiah, Sarah Ayu, and Istiqomah Istiqomah. "Determinants of Household Food Security in Urban Areas." JEJAK 10, no. 1 (March 10, 2017): 103–20. http://dx.doi.org/10.15294/jejak.v10i1.9130.

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Food security at household level is a very important precondition to foster the national and regional food security. Many people migrate to urban areas in the hope of improving their welfare. Generally people think that in the city there are more opportunities, but the opposite is true. The problem is more complex in the city especially for people who do not have adequate skills and education. This study aims to address whether age of household head, household size, education level of household head, income, and distribution of subsidized rice policy affect the food security of urban poor households in Purbalingga district. A hundred respondents were selected from four top villages in urban areas of Purbalingga with the highest level of poverty. Using binary logistic regression, this study finds significant positive effect of education of household head and household income and significant negative effect of household size and raskin on household food security, while age of household head has no significant effect on household food security. The results imply the need for increased awareness of family planning, education, improved skills, and increased control of the implementation of subsidized rice for the poor.
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Poikolainen, Jaana, and Kati Honkanen. "Urban residential areas as children’s learning places and spaces." Nordic Studies in Education 39, no. 02 (June 21, 2019): 89–103. http://dx.doi.org/10.18261/issn.1891-5949-2019-02-02.

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Ju, Fangyu, Shuqing Wang, and Wei Lin. "Nonlinear Effect of Urbanization on the Gap between Urban and Rural Elementary Education in China." Mathematical Problems in Engineering 2022 (October 11, 2022): 1–10. http://dx.doi.org/10.1155/2022/7025433.

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The urban-rural gap of elementary education seriously affects social fairness, so the study on the urban-rural gap of elementary education can help promote social fairness in China. China’s urbanization is an important variable affecting the social process, and its impact on the urban-rural gap of elementary education is worthy of further study. Based on China’s provincial panel data from 2006 to 2017, this paper uses the Theil index to measure the urban-rural gap in different aspects of elementary education and uses principal component analysis (PCA) to construct a comprehensive index to objectively measure the urban-rural gap of overall elementary education in China. Our results show that the gap between urban and rural areas in China’s elementary education showed an upward trend from 2006 to 2010, and the gap decreased year by year from 2010 to 2017. Then we used the panel smooth transition regression (PSTR) model to study the impact of urbanization on the urban-rural gap of elementary education in China and find evidence that urbanization has a nonlinear effect on the urban-rural gap of elementary education. That is, in economically underdeveloped areas, urbanization exacerbates the gap between urban and rural areas in elementary education, while in economically developed areas, urbanization narrows the gap between urban and rural areas in elementary education. Therefore, developing economy and continuing to promote urbanization are effective measures to narrow the gap between urban and rural areas in elementary education.
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Cibulka, James G. "Education in Urban Areas: Cross-National Dimensions. Nelly P. Stromquist." Comparative Education Review 39, no. 4 (November 1995): 532–34. http://dx.doi.org/10.1086/447348.

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Zhang, Dandan, Xin Li, and Jinjun Xue. "Education Inequality between Rural and Urban Areas of the People's Republic of China, Migrants’ Children Education, and Some Implications." Asian Development Review 32, no. 1 (March 2015): 196–224. http://dx.doi.org/10.1162/adev_a_00042.

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Education inequality between the rural and urban areas of the People's Republic of China (PRC)—a potential bottleneck for human capital accumulation—has long been of interest to researchers and policymakers. This paper uses data from the China Family Panel Survey (CFPS) and the Rural–Urban Migration in China (RUMiC) survey to compare the education performance of rural children, children of rural-to-urban migrants, and urban children over the period 2009–2010. Results show that education performance of rural children and migrants’ children is significantly lower than that of their urban counterparts even after accounting for differences in personal attributes such as nutrition and parenting style. This provides useful insights for policymaking to reduce rural–urban education inequality and assist human capital accumulation in the PRC.
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Koshy, Valsa, Carole Portman Smith, and Joanna Brown. "Parenting ‘gifted and talented’ children in urban areas." Gifted Education International 33, no. 1 (July 27, 2016): 3–17. http://dx.doi.org/10.1177/0261429414535426.

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International evidence demonstrates the importance of engaging parents in the education of their ‘high-potential’ children, yet limited research has focused on the involvement of parents from differing economic strata/backgrounds. The current study explored the dilemmas of parenting academically high-ability children from economically deprived urban areas in the UK. Data were gathered from a sample of parents whose children attended a university-based sustained intervention programme for designated ‘gifted’ pupils aged 12–16. Parental perceptions were sought in relation to (a) the usefulness/impact of the intervention programme, (b) parents’ aspirations for their children growing up in economically deprived urban areas and (c) parents’ views on the support provided by the extended family, peer groups and the wider community. The findings have significant implications for both policy and practice and, more specifically, for engaging parents in intervention programmes offered by universities and schools to children in order to increase their access to higher education and for enhancing their life chances.
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Rennhack, A. M. O., D. M. W. Zee, E. S. Cunha, and M. F. Portilho. "Topics of Environmental Education Program in Coastal Areas." Water Science and Technology 25, no. 9 (May 1, 1992): 253–59. http://dx.doi.org/10.2166/wst.1992.0227.

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Researches and Studies made by the Department of Oceanography of the Institute of Geoscience of the State University of Rio de Janeiro UERJ, evidenced the need for educational support where environment-related questions were concerned. A wide range of environment problems tend to concentrate in coastal areas, owing to disordinate urban growth combined with the lack of substructure to cope with it A large number of these problems can be minimized through the participation of the local community. Thus the goals of environmental education are to supply information, to promote a change in the population's attitude toward environmental problems, besides stimulating its participation by fostering its sense of responsibility. Preliminary results have demonstrated that the community has shown great interest in the work that has been proposed, and it has contributed with participation, promising response. Environmental education is fundamental when we consider possible solutions for environmental problems in coastal urban centers. Only by educating the main cause of environmental problems, man himself, will it be possible to consider the question starting from its very origin. This abstract presents two pioneer experiments in the Municipio of Rio de Janeiro, which are “Muito Prazer Marapendi” (“Glad to know you, Marapendi”) and “Troca de Areias da Praia de Copacabana” (“Exchange of Sands in Copacabana Beach”).
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Gadsden, Vivian L., and Ezekiel J. Dixon-Román. "“Urban” Schooling and “Urban” Families." Urban Education 52, no. 4 (August 3, 2016): 431–59. http://dx.doi.org/10.1177/0042085916652189.

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Conceptualizations of urban context and place in research, practice, and policy are relational, ranging from spatial dimensions to cultural practices of children, families, and communities in metropolitan areas. In this article, we focus on the inherent complexity of these conceptualizations and long-standing debates in education and social science research that label urban as a point of both identity and designation. We position urban context itself as a genre of thinking and imagining; challenges complicated in research, scholarship, and policy; practice and pedagogy; and public will and political rhetoric, influencing educational options and spanning issues from poverty to schooling.
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Fernandez, Joseph. "The Status of Public Education in Our Nation's Large Urban Areas." Public & Access Services Quarterly 1, no. 3 (November 6, 1995): 15–26. http://dx.doi.org/10.1300/j119v01n03_02.

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Dissertations / Theses on the topic "Education In Urban Areas"

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McElligott, James Anthony. "Community education in British urban priority areas with special reference to Hull." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10018943/.

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This thesis develops a model of community education for non traditional adult learners from the least socially and educationally advantaged groups living in the priority areas of urban Britain. The model is investigated through a case study of a community education project situated within North Hull. The thesis is organised into six chapters. Chapter One commences with a detailed analysis of urban priority areas and examines the cumulative effects of post war material conditions, social dislocation and educational underachievement. Educational proposals for ameliorating the situation are reviewed, including the idea of closer links with the home and neighbourhood as part of a community education solution. Chapter Two develops this emerging theme of community education by examining compensatory and reconstructionist models of British community education in which USA models of compensation and the idea of community problem solving became influential Following this early discussion, a model for community education in priority areas is proposed in Chapter Three. The model has the overall purpose of developing adult learners and achieving more open and accessible institutions through a two stage continuum of learning opportunities. Chapter Four describes the North Hull Community Outreach Project which investigates the model in practice. In Chapter Five an evaluation of the case study is carried out to analyse the potential value of the model. Chapter Six brings together the main findings of the thesis. These suggest that the educational problems of non traditional adult learners are the result of the cumulative interaction between situational, institutional and dispositional factors in the priority area situation which serve to diminish the importance of education. The proposed model hence should be regarded as developmental with the potential capacity of engaging adults in mainstream educational opportunities which may provide the skills and knowledge needed to challenge and possibly change the material inequalities in the situation.
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Bravo, Ismael. "Gestão educacional em areas em transição : uma contribuição a metropolização." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253549.

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Orientador: Sonia Giubilei
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-04T01:51:08Z (GMT). No. of bitstreams: 1 Bravo_Ismael_D.pdf: 995309 bytes, checksum: fad2910cc903837f2c1da472333111f2 (MD5) Previous issue date: 2004
Resumo: Este trabalho visa a desvelar, dentro dos diferentes níveis de ensino das unidades escolares localizadas em áreas de transição na região de Campinas (SP), o modo como os aspectos que integram os domínios socioeconômicos poderão beneficiar a formulação e a execução de políticas públicas para uma gestão educacional integrada em região metropolitana. A produção e a sistematização do conhecimento de áreas de transição são relevantes para a definição e implementação de políticas educacionais, com significativa importância social, ao serem adotadas por instituições e/ou organizações responsáveis por sua execução. Este estudo permitiu constatar que a consideração exclusiva dos aspectos socioeconômicos dos meios urbanos e rurais é insuficiente para caracterizar as experiências sociais, culturais e econômicas dos alunos de unidades escolares em áreas de transição, na medida em que elementos de periferia ou mesmo de conurbação são relevantes no caso. A fim de investigar os problemas levantados por este trabalho e responder a eles, bem como aos objetivos nele propostos, tornase necessário o auxílio de outra ciência para a explicação de fatos que informarão a problemática própria de uma área geográfica. O enfoque será posto num trabalho contextualizado com base em determinado referencial teórico, consubstanciado na bibliografia fundamental mediante abordagens descritivo-analíticas do objeto investigado. Assim, disponibilizam-se às políticas públicas da região fundamentos de novos elementos para a elaboração de uma gestão integrada com a finalidade de atender às premências educacionais
Abstract: This work seek to the unveil, within the different levels of instruction of scholastic unto localized in transition areas of the region Campinas (SP), the way how the aspects that integrate the socioeconomic dominions will be able to benefit the formularization and the application of public politics for a educational management integrated in the region metropolitan. The production and the systematization of the knowledge of transition areas are considerable for the definition and implementation of educational politics, with significant social importance, when being adopted by institutions and/or responsible organizations for its execution. This study allowed to evidence that the consideration exclusive socioeconomic aspects of the urban and rural is insufficient to characterize the social, cultural and economic experiences of the students in these scholastic units in transition areas, in the elements of the periphery or even the conurbation is it notable of the case. In order to investigate the problems raised from this research and answer them, as well as the objectives in proposed, the aid of another science for the explanation of facts becomes necessary that will inform the problematic in a geographic area. The emphasis will be placed in a work contextually on the basis of determined theoretical reference, to consubstantiate in the basic bibliography by means of description-analytical approach the investigated object. Thus, they are availableness to public politics of the region fundamentals new elements for the elaboration of an integrated management with the finality of attend the educational urgency
Doutorado
Educação
Doutor em Educação
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Sané, Mathy. "Environmental knowledge and attitudes: does it differ in urban and rural areas?" Master's thesis, Česká zemědělská univerzita v Praze, 2016. http://www.nusl.cz/ntk/nusl-257718.

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Environmental education plays an important role in the preservation and protection of biodiversity but also on the environment. It is for this purpose that the thesis aimed to assess the environmental knowledge and attitudes in school children in urban areas and those in rural areas in three regions of Senegal. This evaluation is focused on interviews with teachers and questionnaires administered to children. On the basis of 786 questionnaires collected in 19 schools including 7 in rural area (317 responding children) and 12 in urban areas (448 responding children), I found that children in rural area had higher environmental knowledge in comparison to those in urban areas, and it was also higher in boys than in girl with the same pattern in rural and urban areas. The level of environmental knowledge did not depend on the age of responding children. Concerning environmental attitudes, children expressed mostly similar attitudes in rural and urban areas and these were mostly negative towards environment. Regarding such results, it is recommendable to address the environmental issues through environmental education programs in order to get better knowledge and to build pro-environmental attitudes. The informal environmental education programs can provide opportunities for schools to improve their knowledge, interests, motivation and encouraged to adopt new attitudes towards the environment. The environmental education increases with theoretical and practical experience.
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Campbell, Stephen Patrick. "An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/95030.

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The purpose of this study was to provide a descriptive analysis comparing highly qualified and non-highly qualified special education teachers in the 2011-12 Schools and Staffing Survey. It examined how the qualifications of special education teachers varied among K-12 public schools according to the urbanicity of the school and the proportion of students in poverty within a school. Variables included those related to teacher qualifications, demographic characteristics, and school characteristics. The findings demonstrated that there were differences in the demographic characteristics of highly qualified and non-highly qualified special education teachers. There were no statistically significant differences found for urbanicity alone. There were statistically significant differences found for poverty levels. Statistically significant differences were also found for both highly qualified and non-highly qualified special education teachers when poverty quartiles were analyzed by urbanity locales. The findings emphasize the need to provide targeted interventions to promote, retain, and supply all schools with qualified special education teachers. The findings also indicate there is an unequal distribution of highly qualified special education teachers within identified poverty levels and urbanicity.
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鄧猛 and Meng Deng. "Implementation of policy on inclusive education in rural and urban areas in Hubei province of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31244142.

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Heymans, J. H. "The implementation of Technology Education in Secondary Schools in the urban areas of the Free State Province." Interim : Interdisciplinary Journal, Vol 6, Issue 1: Central University of Technology Free State Bloemfontein, 2007. http://hdl.handle.net/11462/398.

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Published Article
South Africa has had no formal subject known as Technology Education in its schools until the introduction of Curriculum 2005. The introduction of Curriculum 2005 meant that educators at schools were caught unprepared, as they had to teach a subject that most were not conversant with. The purpose of this study was to determine how successful the introduction of Technology Education (in Secondary Schools in the Free State Province urban areas) was, how the subject is being taught and what problems are experienced. Furthermore, the study aimed to investigate the perceptions of educators of Technology Education, their training to present the subject and whether schools are equipped and resourced to present the subject effectively. The approach was mainly qualitative and nonexperimental research was conducted. The population (schools) were selected by means of cluster sampling and the sample (Technology educators) by means of simple random sampling. Data were collected by means of questionnaires and structured interviews. From an international perspective the investigation revealed that the way in which Technology Education has been organised differs from country to country, but that they had similar experiences and problems when they introduced the subject for the first time. The investigation revealed that a low percentage of educators feel that the implementation of Technology Education was successful and that schools were ready for the implementation. Furthermore a need exists for specialised trained teachers, appropriate equipment and physical facilities to present Technology Education. The study further revealed that a high percentage of educators feel that the subject Technology Education does have a place in the Further Education and Training sector.
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Paredes, Orozco Guillermo Alberto. "Immigrant Selectivity from Rural and Urban Areas of Mexico to the United States: the Different Roles of Migrant Networks." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1416950351.

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Workman, Brandon. "Evaluation of a Program to Reduce Home Environment Risks for Children with Asthma Residing in Urban Areas." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1595247235546226.

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Norman, Therese, and Michaela Norrman. "Progresa and its Impact on School Attendance : Disparities between Mexican rural and urban areas." Thesis, Jönköping University, JIBS, Economics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-11997.

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The aim of this paper is to analyze the impact of a conditional cash transfer program, Progresa, on school attendance in Mexican rural and urban areas. Within recent years, conditional cash transfer programs have become one of the most accepted remedies for poverty alleviation in many countries. Progresa was developed as an economic experi-ment, with randomized selection process, treatment groups and control croups. For this reason, the impact of Progresa is ideal for economic analysis. There are clear evidence of disparities between urban and rural school attendance rates in Mexico, hence the pro-gram’s effect on school attendance rates have been studied in the two regions. There are several reasons why one would expect different outcomes of the program on school at-tendance in rural and urban areas. Expected returns to education and the opportunity cost of investment in schooling in different regions are thought to affect the household’s optimization problem differently. The impact of Progresa on school attendance rates is estimated by a logit regression model analyzing household data within the household optimization framework. Mainly, Progresa has a positive impact on children’s school at-tendance. However, it may be concluded that Progresa has no significant effect for older children in rural areas. This result is assumed to be explained by the different conditions poor families face in different regions. If rural households’ optimization problem indeed looks different; this might suggest that the design of conditional cash transfer programs such as Progresa is crucially important depending on the region of implementation.


Syftet med denna uppsats är att analysera det villkora välfärdsprogrammet Progresa och dess effekt på skolnärvaro i mexikanska rurala och urbana områden. Under senare år har villkora välfärdsprogram kommit att vara en av de mest accepterade formerna av bistånd för att minska fattigdom i de flesta länder. Progresa utvecklades utifrån ett ekonomiskt experiment, med en slumpmässig urvalsprocess samt en experiment- och kontrollgrupp. Med anledning av detta är Progresa ett utmärkt program att studera för ekonomisk analys. Skolnärvaron i mexikanska rurala och urbana områden varierar stort och av denna anledning har effekten av Progresa studerats i de båda regionerna. Det finns många anledningar till varför vi bör förvänta oss avvikande utfall. En förklaring kan vara att utbildningens förväntade avkastning och alternativkostnad påverkar hushållens optimeringsproblem olika. Effekten av Progresa på skolnärvaro är beräknad med en logit regressionsmodell där hushållsdata analyseras inom ramen för hushållets optimeringsproblem. Huvudsakligen har Progresa en positiv effekt på barns skolnärvaro. Dock, och vad som bör noteras, är det faktum att Progresa inte har en signifikant påverkan på äldre rurala barns skolnärvaro. Detta resultat antas förklaras av fattiga familjers olika förutsättningar i rurala och urbana områden. I det fall rurala familjers optimeringsproblem skiljer sig från urbana familjers optimeringsproblem, torde detta innebära att strukturen av ett villkorligt biståndsprogram, så som Progresa, är av största vikt och bör anpassas ändamålsenligt.

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Pillai, Aarati G. [Verfasser]. "Immediate influence of nutrition education on families with home gardens in the urban areas in Morogoro, Tanzania / Aarati G. Pillai." Gießen : Universitätsbibliothek, 2016. http://d-nb.info/1106014146/34.

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Books on the topic "Education In Urban Areas"

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Department of Education & Science. A survey of agricultural education in urban areas. Stanmore: Department of Education and Science, 1990.

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Clotfelter, Charles T. Public school segregation in metropolitan areas. Cambridge, MA: National Bureau of Economic Research, 1998.

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Siemund, Peter, Ingrid Gogolin, Monika Schulz, and Julia Davydova. Multilingualism and language diversity in urban areas: Acquisition, identities, space, education. Amsterdam: John Benjamins Publishing Company, 2013.

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G, Cibulka James, Reed Rodney J, Wong Kenneth K. 1955-, and Politics of Education Association, eds. The Politics of urban education in the United States. Washington, D.C: Falmer Press, 1992.

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Chilowa, Wycliffe. Promoting and protecting the access of children to basic services in urban areas, particularly education and health. [Zomba]: University of Malawi, Centre for Social Research, 1996.

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Encontro Nacional de Recreação e Lazer (18th 2006 Curitiba, Brazil). Lazer no espaço urbano: Transversalidade e novas tecnologias. Curitiba: Editora Champagnat, 2006.

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Office, General Accounting. Military capabilities: Focused attention needed to prepare U.S. forces for combat in urban areas : report to Congressional committees. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 2000.

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Soetjahja, I. The planning, implementation, and evaluation of health education activities: A combined administrative and behavioural model with an active behavioural change inducement approach in the primary health care context for health promotion and development in rural and urban areas. 2nd ed. Manila: Library of the World Health Organization, Western Pacific Regional Office, 1989.

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S, Bryk Anthony, ed. Charting Chicago school reform: Democratic localism as a lever for change. Boulder, Colo: Westview Press, 1998.

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New arenas for community social work practice with urban youth: Use of the arts, humanities, and sports. New York: Columbia University Press, 2000.

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Book chapters on the topic "Education In Urban Areas"

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Juneja, Nalini. "Education in urban areas." In The Routledge Handbook of Education in India, 26–41. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003030362-4.

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Nonnenmacher, Alexandra. "Urban Poverty Areas and Education." In Education, Space and Urban Planning, 119–26. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38999-8_11.

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Mohanty, Ajit. "Multilingual education in India." In Multilingualism and Language Diversity in Urban Areas, 305–26. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/hsld.1.16moh.

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Lindner, Markus, Sebastian Niedlich, Julia Klausing, and Thomas Brüsemeister. "Regulatory Areas of Municipal Education Management on the ‘Learning Locally’ Programme." In Education, Space and Urban Planning, 267–76. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38999-8_26.

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Jahnke, Holger, and Katharina Hoffmann. "Organised After-School Activities at the Intersection between Education and Municipalities in Rural Areas." In Education, Space and Urban Planning, 339–47. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38999-8_33.

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Meštrić, Klara Bilić. "Habitus of Multilingual Children and Youths in Urban Areas in Eastern Croatia." In Second International Handbook of Urban Education, 279–95. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_18.

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Xue, Eryong, and Jian Li. "Educational Equity Between Urban and Rural Areas in China." In Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, 1–30. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0231-3_1.

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Xue, Eryong, and Jian Li. "Balanced Allocation Policy of Teachers in Chinese Urban and Rural Areas: Problems and Suggestions." In Teacher Education Policy in China, 83–108. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2366-0_9.

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Xue, Eryong, and Jian Li. "Balanced Allocation Policy of Teachers in Chinese Urban and Rural Areas: Backgrounds and Overview." In Teacher Education Policy in China, 73–81. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2366-0_8.

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Madyun, Na’im, and Moosung Lee. "Multicultural Community Development, Social Capital and Social Disorganization: Exploring Urban Areas in the United States." In Multicultural Education in Glocal Perspectives, 121–34. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2222-7_9.

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Conference papers on the topic "Education In Urban Areas"

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Alpak, Elif Merve, Emine Tarakçı Eren, and Tuğba Düzenli. "Green Design in Urban Squares: Ecological Urban Consciousness in Landscape Architecture Education." In 4th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 20-21 May 2021. Alanya Hamdullah Emin Paşa University, 2021. http://dx.doi.org/10.38027/iccaua2021tr0042n14.

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Due to increase in population density in cities, unplanned urbanization, where built areas proliferate and concrete and impermeable surfaces are predominant, have started to capture cities. While this causes the natural environments and green areas in cities to decrease day by day, it also directly affects the formation of heat islands in the cities, air pollution and the decrease in the quality of life of people. Since landscape architecture is a discipline that deals with the planning, development, protection and design of rural and urban open spaces that can make the future better, teaching students the importance of the ecological city and the criteria of designs for this should be the primary goal in universities. The area, which was determined as an Urban Transformation area by Trabzon Municipality and planned to be designed as Karagöz Square, was studied within the scope of Karadeniz Technical University Landscape Architecture Environmental Design Project 4 in the fall semester of 2019-2020. The lecturer of the course aimed to teach the students the awareness of green design-oriented city square solution in line with ecological city criteria. Within the scope of this study, course data were examined with ecological city criteria.
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Sulistio, Moch Bambang. "Comparative Study of E-Learning Readiness and Socio-Economic Factors during Covid-19 Pandemic: Evidence from High School Students in Urban and Rural Areas of Indonesia." In 1st International Conference on Teaching, Education and Learning Conference. iConferences (Pvt) Ltd, 2021. http://dx.doi.org/10.32789/tel.2021.1002.

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As the global pandemic of COVID-19 spreads enormously, educational institutions were forced to close down in most countries, affecting 91% of pupils and causing massive disruption to the education sector. In Indonesia, 62, 5 million students from pre-primary to higher education are forced to shift from conventional learning to a complete move into e-Learning. This study sought to explore students' readiness to cope with online learning both in urban and rural areas of Indonesia and to find the relation whether socio-economic factors during pandemic affect their e-learning readiness. The theory underpinning the study was the e-Learning Readiness theory which measures eight dimensions: human resource, financial, technological, equipment, content, psychological, sociological, and environmental readiness. An online survey was conducted, and a total of 1.260 million students in urban and 846 students in rural areas participated in the study. The data were analyzed using multiple regression and confirmatory factor analysis (CFA). This study reveals that students in urban areas are categorized as ready, but they need improvements in several aspects with the readiness index 3, 47. In contrast, students are not ready in rural areas and need several improvements with index 3,01. The study also highlights that basic IT skills competencies are critical for the preparedness of e-learning and should be taught to students. Future studies could analyze whether ICT training will significantly impact their perceives and acceptance of students' e-learning readiness, especially in rural areas, after training has been conducted.
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Deng, Rui, Ruiyan Ma, and Xingwei Zhou. "Gender Inequality of Education in Rural and Urban Areas of China." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.251.

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Simons, Leonard, Sebastian Stiehm, Anja Richert, and Sabina Jeschke. "VALIDATING FACTORS FOR THE (RE-) INTEGRATION OF PRODUCTION IN URBAN AREAS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0223.

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Benitez, Jarel, Olga Quevedo, and Fernanda Calderon. "Notes on Sulfur Fluxes in Urban Areas with Industrial Activity." In 20th LACCEI International Multi-Conference for Engineering, Education and Technology: “Education, Research and Leadership in Post-pandemic Engineering: Resilient, Inclusive and Sustainable Actions”. Latin American and Caribbean Consortium of Engineering Institutions, 2022. http://dx.doi.org/10.18687/laccei2022.1.1.706.

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Anzani, Anna, Fiamma Invernizzi, Fabio Maroldi, and Riccardo Mura. "CULTURAL POTENTIAL OF GREEN SPACES IN URBAN AREAS. SETUP OF KNOWLEDGE TOOLS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1249.

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Wang, Shao-Hua, Chen-Xuan Lin, Chia-Heng Tu, Ching-Chun Jim Huang, and Jyh-Ching Juang. "Autonomous Vehicle Simulation for Asia Urban Areas with a Perspective from Education." In 2020 International Computer Symposium (ICS). IEEE, 2020. http://dx.doi.org/10.1109/ics51289.2020.00095.

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Huang, Qiqi, and Yiyong Chen. "Wuhan Lockdown: Reflections on the Public Health and Urban Space of COVID-19 Epidemic." In 2020 3rd International Conference on Education Technology and Social Science. Clausius Scientific Press, 2020. http://dx.doi.org/10.23977/etss2020022.

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During the outbreak of COVID-19, Wuhan had been first imposed lockdown measures from January 23 to April 8, 2020. After that, no new cases emerged from Hubei Province, and China achieved the first-staged victory in containing the epidemic. As the COVID-19 became a pandemic, Wuhan lockdown has inspired countries around the world. Under the framework of China’s public health system and urban space, this paper combines the data on responses in global affected areas, analyzes the global influence and inspirations of Wuhan lockdown, and compares and contrasts lockdowns and the compound systems in virus epicenter metropolitan areas in China with those in US, Italy and Japan. Finally, the paper proposes a new perspective of "Isolation of metropolitan areas" under the region-city-community networks, to discuss how to create a sustainable and healthy life for mankind by cooperation among the public health system, urban space and social value.
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Herselman, ME. "ICT in Rural Areas in South Africa: Various Case Studies." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2680.

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The primary aim of this study is to indicate what has been done about ICT implementation in rural areas in South Africa by investigating various case studies like the SchoolNet programme in Mpumalanga Province and a possible web portal for rural schools. Rural schools and some communities currently lack access to quality education and resources that their urban counterparts consider basic.
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Gurbanli, Elif Ünalan. "Challenges of a Bridge Design in Tight Urban Areas." In IABSE Symposium, Prague 2022: Challenges for Existing and Oncoming Structures. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2022. http://dx.doi.org/10.2749/prague.2022.1087.

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<p>Kuwait has one of the most prominent cars per square km ratio. Significant infrastructure upgrades continue. This paper mentions about multiple structural problems faced with a 3.2 km viaduct in one of the crowded main arterials of Kuwait City.</p><p>The structural design should meet public needs with stability, strength, serviceability, economically and aesthetically. Any design starts with new ideas and hopes. Unfortunately, designs always go through scope creep due to the nature of highway projects. At the time of despair, it is well understood that engineers are created by time, critical thinking, and creativity in addition to education. This paper aims on introducing and discussing every challenge faced, starting from the beginning of design in Kuwait City.</p>
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Reports on the topic "Education In Urban Areas"

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Mantilla, Maria Dolores, and Mariel Antezana. Evaluation of community education interventions in sexual and reproductive health services in urban-marginal areas of La Paz, Bolivia. Population Council, 2004. http://dx.doi.org/10.31899/rh4.1128.

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Busso, Matías, Juan Pablo Chauvin, and Nicolás Herrera L. Rural-Urban Migration at High Urbanization Levels. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002904.

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This study assesses the empirical relevance of the Harris-Todaro model at high levels of urbanization a feature that characterizes an increasing number of developing countries, which were largely rural when the model was created 50 years ago. Using data from Brazil, the paper compares observed and model-based predictions of the equilibrium urban employment rate of 449 cities and the rural regions that are the historic sources of their migrant populations. Little support is found in the data for the most basic version of the model. However, extensions that incorporate labor informality and housing markets have much better empirical traction. Harris-Todaro equilibrium relationships are relatively stronger among workers with primary but no high school education, and those relationships are more frequently found under certain conditions: when cities are relatively larger; and when associated rural areas are closer to the magnet city and populated to a greater degree by young adults, who are most likely to migrate.
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Eckert, Elizabeth, Eleanor Turner, and Jo Anne Yeager Sallah. Youth Rural-Urban Migration in Bungoma, Kenya: Implications for the Agricultural Workforce. RTI Press, August 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0062.1908.

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This study provides insights into a specific, hard-to-reach youth subpopulation—those born in agricultural areas in Western Kenya who migrate to large towns and cities—that is often missed by research and development activities. Using a mixed-methods approach, we find high variability in movement of youth between rural villages, towns, and large urban areas. Top reasons for youth migration align with existing literature, including pursuit of job opportunities and education. For youth from villages where crop farming is the primary economic activity for young adults, 77 percent responded that they are very interested in that work, in contrast to the common notion that youth are disinterested in agriculture. We also find many youth interested in settling permanently in their villages in the future. This research confirms that youth migration is dynamic, requiring that policymakers and development practitioners employ methods of engaging youth that recognize the diversity of profiles and mobility of this set of individuals.
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McCall, Jamie. Assessing the Evidence: Promoting Economic Development in Rural North Carolina with Education, Workforce Development, Infrastructure, Healthcare, and Leadership. Carolina Small Business Development Fund, March 2021. http://dx.doi.org/10.46712/rural.economic.development.

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Like many other states, North Carolina’s population dynamics have shown a definitive shift toward greater urbanization. Some of the population increase in urban areas is in-migration from outside the state. However, net population loss in many of North Carolina’s rural areas has been on the rise for years. Population outflows of this magnitude can bring an array of unique challenges for rural small firms. Chronic rural issues like unfavorable geography, endemic poverty, and poor infrastructure for business can pose serious economic development challenges. According to some scholars, level of rurality or geographical isolation is the primary variable in explaining why economic development outcomes vary across the United States. We assess the literature to determine what role small business development and complimentary strategies have in rural economic growth.
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Lenhardt, Amanda. The Social Economic Impacts of Covid-19 in Informal Urban Settlements. Institute of Development Studies, September 2021. http://dx.doi.org/10.19088/cc.2021.008.

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The social economic impacts of the Covid-19 crisis in informal urban settlements are widely discussed in the literature, as are the risk factors for particular social and economic groups in these areas. However, government responses and evidence of their impact do not appear to rise to the challenges posed by these studies. Pre-pandemic analyses of risk factors in informal urban settlements and newly collected evidence from different contexts are available to understand the unique and pressing challenges that the pandemic poses to wellbeing in informal urban settlements. In contrast, there is little evidence of effective policy and programme solutions to address these challenges, which is likely driven by the absence of targeted policies and programmes to support people living in informal urban settlements. As a result, many communities have had to rely on their own limited resources and support networks to respond to the crisis (Wilkinson, 2021). This report briefly summarises the range of available evidence on the social economic impacts of the Covid-19 crisis in informal urban settlements and the intersectional differences in how different identity groups living in them have experienced the pandemic. Following a short introduction to the context of the Covid-19 crisis in these areas, the report outlines three thematic areas that have received significant attention in the literature and policy discourses – livelihoods and poverty, food security, and education. While not an exhaustive list, this range of topics is indicative of the range of evidence available and outstanding gaps. The remaining section details evidence of how different identity groups living in informal urban settlements have experienced the pandemic based on gender, disability, age, and migration status. The review draws on a mixture of academic and grey literature, with some opinion pieces and blogs also included given the ongoing nature of the pandemic.
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Tafere, Yisak, Louise Yorke, Pauline Rose, and Alula Pankhurst. Understanding the Influences on Girls' Primary Education in Ethiopia from the Perspectives of Girls and Their Caregivers. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/097.

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Over the past two and a half decades, significant progress has been made in relation to girls’ education in Ethiopia. However, challenges remain, particularly in terms of girls’ progression, completion, and learning, with girls in more rural and remote areas facing the greatest difficulties. Drawing on data from the RISE Ethiopia qualitative study, we explore the factors at the individual, family, school, and community levels that impact girls’ education and learning from the perspectives of girls themselves. Specifically, we include the views of 15 female students enrolled in Grades 4 and 5 of primary school and of their parents/caregivers from five different regional states in Ethiopia, and across both rural and urban locations. We situate our analysis within the context of the government’s large-scale quality education reform programme (GEQIP-E) that has a specific focus on girls’ education. Our findings highlight the importance of taking account of the heterogeneity of girls’ experiences, including the varied challenges that diverse groups of girls face, and the different challenges they may encounter at distinct stages of their educational journeys. Our findings also highlight the importance of including the perspectives of girls and their families, within the context in which they are located.
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Muhoza, Cassilde, Wikman Anna, and Rocio Diaz-Chavez. Mainstreaming gender in urban public transport: lessons from Nairobi, Kampala and Dar es Salaam. Stockholm Environment Institute, May 2021. http://dx.doi.org/10.51414/sei2021.006.

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The urban population of Africa, the fastest urbanizing continent, has increased from 19% to 39% in the past 50 years, and the number of urban dwellers is projected to reach 770 million by 2030. However, while rapid urbanization has increased mobility and created a subsequent growth in demand for public transport in cities, this has not been met by the provision of adequate and sustainable infrastructure and services. The majority of low-income residents and the urban poor still lack access to adequate transport services and rely on non-motorized and public transport, which is often informal and characterized by poor service delivery. Lack of access to transport services limits access to opportunities that aren’t in the proximity of residential areas, such as education, healthcare, and employment. The urban public transport sector not only faces the challenge of poor service provision, but also of gender inequality. Research shows that, in the existing urban transport systems, there are significant differences in the travel patterns of and modes of transport used by women and men, and that these differences are associated with their roles and responsibilities in society. Moreover, the differences in travel patterns are characterized by unequal access to transport facilities and services. Women are generally underrepresented in the sector, in both its operation and decision-making. Women’s mobility needs and patterns are rarely integrated into transport infrastructure design and services and female users are often victims of harassment and assault. As cities rapidly expand, meeting the transport needs of their growing populations while paying attention to gender-differentiated mobility patterns is a prerequisite to achieving sustainability, livability and inclusivity. Gender mainstreaming in urban public transport is therefore a critical issue, but one which is under-researched in East Africa. This research explores gender issues in public transport in East Africa, focusing in particular on women’s inclusion in both public transport systems and transport policy decision-making processes and using case studies from three cities: Nairobi, Kampala and Dar es Salaam.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Islam, Asiya, and Preeti Manchanda. Gender Inequalities in Digital India: A survey on digital literacy, access, and use. Digital Futures at Work Research Centre (Digit), January 2023. http://dx.doi.org/10.20919/mcuu2363.

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This paper reports the main findings from a survey on gender inequalities in digital literacy, use, and access among youth (18-25 years) in three parts of India – Delhi, Uttar Pradesh, and Bihar. In addition to gender, the survey was attentive to other inequalities too in its enquiry about the location (urban/rural), caste, household income, and education level of the respondents. This paper largely presents inequalities of gender as they intersect with urban/rural location since other variables, while important, yielded smaller numbers that need further careful analysis. The survey was informed by various contemporary developments – global growth in the use of digital technology for education, employment, and everyday lives; Covid-19 pandemic that has accelerated this growth; and the Digital India programme that aims to empower citizens through digital skilling. The survey, then, set out to explore the nature and implications of social inequalities in a society moving towards digital empowerment. The survey findings reveal overwhelming dependence among young people on smartphones for internet access and that entertainment and social media are the top uses of the internet. The survey also finds that women, particularly in rural areas, are less likely than men to exclusively own smartphones. That is, the smartphones that women have access to tend to be ‘household phones’, shared with other members of the family. This has consequences for the time and purposes that women are able to use smartphones and internet for. Based on these findings, the paper proposes avenues for further research on intersectional inequalities in digital literacy, access, and use. It also suggests policy interventions to maximise the potential of digital technology for education and employment, with specific attention to gender inequalities.
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