Relevant bibliographies by topics / Education, Primary – Swaziland – Costs

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  3. Books
  4. Book chapters
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Academic literature on the topic 'Education, Primary – Swaziland – Costs'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education, Primary – Swaziland – Costs"

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Matsenjwa, Lindiwe Rose, and S’lungile Kindness Thwala. "PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND SKILLS OF MEASUREMENT AND ASSESSMENT: A CASE OF SWAZILAND." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 74–87. http://dx.doi.org/10.33225/pec/13.55.74.

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The study purposed to find primary school teachers’ knowledge and skills of measurement and assessment and to elicit their views of teacher role of measurement and assessment. Within a descriptive survey, a questionnaire was used to collect data. The sample consisted of 72 primary school teachers randomly selected from 40 Swaziland schools. The findings revealed that primary school teachers had some knowledge of measurement and assessment, however lacked skills in using a variety of assessment techniques. The study further found out that as much as primary teachers view assessment as important in improving teaching and learning, they do not use it in planning for their lessons. The study also revealed that oral assessment and practical assessment has frequently been used in primary schools even though such observation and project techniques are rarely exploited. In light of these findings, the study concluded that mainly primary teachers assess learners to monitor learners’ progress instead of providing instructional planning. The study recommends that the teacher training colleges and the University of Swaziland should extend the scope of measurement and evaluation course to adequately equip the primary school teachers. Key words: assessment, knowledge, measurement, primary teachers, Swaziland.
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Skelton, Ann, and Serges Djoyou Kamga. "Broken Promises: Constitutional Litigation for Free Primary Education in Swaziland." Journal of African Law 61, no. 3 (October 2017): 419–42. http://dx.doi.org/10.1017/s0021855317000274.

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AbstractSwaziland's Constitution of 2005 promised that every Swazi child would have the right to free primary school education, within three years of the constitution coming into operation. That date having passed, a civil society group took the matter to court. The case initially fared well, but in a subsequent application for performance on the original order, the court balked at making an immediately enforceable order, citing lack of resources as an obstacle. That approach was upheld by the Supreme Court. This article examines the courts’ pronouncements within the Swazi constitutional context. It discusses judicial deference, avoidance and pragmatism. Swaziland's free primary education judgments are compared with those of courts in South Africa. The remedial orders of those courts demonstrate that, although educational goods and services cannot be delivered overnight, creativity and oversight by the courts can ensure that an immediate start is made towards delivering on the constitutional promise.
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Mushoriwa, T. D., V. T. Mlangeni, and M. Kurebwa. "Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region." MIMBAR PENDIDIKAN 1, no. 2 (September 23, 2016): 143. http://dx.doi.org/10.17509/mimbardik.v1i2.3927.

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ABSTRACT: This study was designed to assess the attitudes of Primary School teachers towards FPE (Free Primary Education) recently introduced in Swaziland, with the ultimate aim of establishing how the teachers feel about the change given the increase in enrolments in the schools. The survey research design was employed. Data were sourced from 118 teachers (females = 50%) through a semi-structured questionnaire and follow-up interviews. While data were largely analysed through the Likert scale analysis procedures described in this study, Cramer’s V was the statistic used to test if gender significantly influenced attitudes towards FPE. The study found that the majority of the teachers (73%) had negative attitudes towards FPE mainly because of, among other things, large teacher-pupil ratios (1:70) which increased their workload; shortage of resources and infrastructure; being viewed as lowering educational standards; and the fact that the teachers were not consulted despite being the key implementers. Cramer’s V yielded an insignificant positive relationship (0.06) between gender and attitudes; and this meant that gender did not significantly influence the teachers’ attitudes towards the introduction of FPE. KEY WORD: Assessing; Teacher Attitudes; Free Primary Education; Increased Enrolments; Gender. ABSTRAKSI: “Menilai Sikap Guru-guru Sekolah Dasar terhadap Pendidikan Dasar Gratis di Swaziland: Kasus Daerah Shiselweni”. Penelitian dirancang untuk menilai sikap guru-guru Sekolah Dasar terhadap PDG (Pendidikan Dasar Gratis) yang baru-baru ini diperkenalkan di Swaziland, dengan tujuan akhir menentukan bagaimana perasaan para guru tentang perubahan tersebut mengingat meningkatnya pendaftaran murid di sekolah. Desain penelitian survei digunakan dalam penelitian ini. Data bersumber dari 118 guru (perempuan = 50%) yang diperoleh melalui kuesioner semi-terstruktur dan wawancara lanjutan. Data sebagian besar dianalisis melalui prosedur skala Likert, sedangkan V Cramer adalah statistik yang digunakan untuk menguji apakah jenis kelamin secara signifikan mempengaruhi sikap. Studi ini menemukan sebagian besar guru (73%) memiliki sikap negatif terhadap PDG terutama karena, antara lain, besarnya rasio guru-murid (1:70) yang meningkatkan beban kerja; kurangnya sumber daya dan infrastruktur; dipandang akan menurunkan standar pendidikan; dan fakta bahwa guru tidak diajak urun-rembug meskipun sebagai pelaksana kunci. V Cramer menghasilkan hubungan positif yang tidak signifikan (0.06) antara gender dan sikap; dan ini berarti bahwa gender tidak berpengaruh secara signifikan terhadap sikap guru. KATA KUNCI: Menilai; Sikap Guru; Pendidikan Dasar Gratis; Peningkatan Pendaftaran; Gender. About the Authors: T.D. Mushoriwa, Ph.D. is a Full Professor at the University of Fort Hare in South Africa; V.T. Mlangeni is a Teacher at the Nhlangano Central High School in Swaziland; and M. Kurebwa is a Lecturer at the Zimbabwe Open University, Midlands, in Zimbabwe. Corresponding author is: tmushoriwa@ufh.ac.zaHow to cite this article? Mushoriwa, T.D., V.T. Mlangeni & M. Kurebwa. (2016). “Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(2) September, pp.143-150. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (July 16, 2016); Revised (August 17, 2016); and Published (September 30, 2016).
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Tsikati, Alfred, Marietta Dlamini, and Musa Dube. "Gap Analysis for Future Agricultural Education Research in Eswatini, Swaziland." Journal of International Agricultural and Extension Education 26, no. 2 (August 19, 2019): 64–74. http://dx.doi.org/10.5191/jiaee.2019.26205.

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From the late 1970s to the early 1980s, agriculture educators began to use research as a way of verifying, creating, disseminating and applying new knowledge. However, existing literature is inconclusive on research themes covered and yet to be covered in Agricultural Education in Eswatini. Thus, this study sought to identify themes and gaps for future research in Agricultural Education in Eswatini. This was a qualitative study employing desk review in data collection. Trustworthiness of the content analysis guide was ensured through the use of experts from the Department of Agricultural Education and Extension (AEE) at the University of Eswatini (UNESWA). Data analysis was performed using frequencies and percentages. Findings of the study revealed that in Agricultural Education, gaps existed in the following thematic areas: primary themes - programme delivery methodologies and curriculum programme planning; and secondary themes- creative thinking and problem-solving; innovative instructional technologies; teaching basic and academic skills; professional staff development; educational methodologies for teaching and learning; professional preparation and competence; and needs of future agricultural workforce. The study concluded that research conducted in Agricultural Education in Eswatini is imbalanced in both primary and secondary research themes. Therefore, the Department of AEE at UNESWA must establish a research agenda to ensure that the research conducted is thematically balanced. Keywords: Agricultural Education, primary themes, research project, research thematic areas, secondary themes, University of Eswatini
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Motsa, Ncamsile Daphne, and Pholoho Justice Morojele. "High Aspirations Amidst Challenging Situations: Narratives of Six Vulnerable Primary School Children in Swaziland." Journal of Asian and African Studies 53, no. 5 (August 25, 2017): 797–811. http://dx.doi.org/10.1177/0021909617727555.

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Informed by social constructionism, this article explores the educational aspirations, fears and support mechanisms required to enhance the schooling experiences of vulnerable children in one rural school in Swaziland. It uses data from semi-structured interviews and photovoice based on a qualitative study of six vulnerable children, aged between 11 and 15 years. Vulnerable children viewed education as a vehicle for their aspired better adult life. These children held anxieties regarding anticipated lack of support to complete further education. Support mechanisms included the need for the community and teachers to assist with basic survival necessities like candles, clothing, and general parental guidance.
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Masuku, Micah Bheki, Raufu M. O., and Tijani A. A. "The Use of ICT for Tertiary Education in Agriculture and Research in Swaziland: The Case of University of Swaziland (UNISWA) Students." Journal of Agricultural Studies 4, no. 1 (September 19, 2015): 1. http://dx.doi.org/10.5296/jas.v4i1.8142.

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The primary goal of universities is to teach, provide community service, and conduct research. Empirical evidence has shown that innovative research can best be conducted with the aid of ICT. This study therefore, examines factors affecting the use of ICT for tertiary education and research for development among UNISWA students in the Faculty of Agriculture. Stratified random sampling technique was employed to select 113 UNISWA undergraduate and postgraduate students from whom data were obtained using structured questionnaires. Descriptive statistics and Tobit regression model were used to analyse the data.The results revealed that the radio and television, audio-graphic, email, computer file transfer and multimedia products were the main ICT facilities available. Accessing research and relevant materials online and the use of ICT in improving efficiency of communication among students and lecturers were ranked high by the respondents. Weak wireless services and unemployment were the greatest challenges to the use of ICT facilities by students. Estimated Tobit regression results revealed that availability, accessibility and necessity for ICT facilities significantly influenced their use for learning and research among the undergraduate students while family size, availability, necessity and proficiency were the main factors affecting the use of ICT facilities among the postgraduate students.In order to encourage the use of ICT among UNISWA students, the study is therefore recommending that (i) The university authorities should make ICT facilities available and accessible to all categories of students, (ii) Departments should incorporate the use of ICT facilities into their curriculum, and (iii) lecturers should give ICT based assignments and use ICT-based teaching methods.
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Nhlengethwa, Khanyisile Brenda, Nadaraj Govender, and Doras Sibanda. "FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS’ UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING." Journal of Baltic Science Education 19, no. 3 (June 10, 2020): 454–66. http://dx.doi.org/10.33225/jbse/20.19.454.

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Teachers’ accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers’ understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The data were analyzed using a conceptual framework of IBST that outlines two dimensions of IBST; namely the cognitive and guidance dimensions. The results show that in the cognitive dimension, participants focused mainly on the procedural domain. With regard to the guidance dimension, they associated the pedagogical approach more with teacher-directed than learner-directed learning activities. This paper recommends that in training pre-service primary school teachers, teacher educators must broaden their focus from procedural aspects of IBST to include all its aspects; thereby developing their pre-service teachers’ holistic and deep experiences of IBST. Keywords: inquiry-based science teaching, primary school, pre-service teachers, scenario-based questionnaire, IBST understanding.
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Masango, P. S., J. I. Rugambisa, A. S. Singh, and D. Kibirige. "The Contribution of Swaziland Dairy Board on Dairy Farmers’ Productivity: A Case of Mbabane Sub-Region, Swaziland." Journal of Agricultural Studies 5, no. 2 (June 29, 2017): 163. http://dx.doi.org/10.5296/jas.v5i2.11470.

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The Swaziland Dairy Board (SDB) was established under the Act No. 28 of 1968 to promote increased dairy production to satisfy the domestic and export market. Despite numerous efforts of SDB through its dairy policy goals, Swaziland is failing to achieve self-sufficiency in liquid milk production, and can hardly sustain its local demand. Therefore, the study aimed at establishing the contribution of SDB policy goals on smallholder dairy farmers’ productivity. Primary data was collected from 120 dairy farmers through the use of a structured questionnaire in the Mbabane sub-region. The study characterized dairy farmers as mostly male (57%) who are aged above 55 years and married (88%), attained secondary education(48%) with farming experience of 4 years, milking averagely 2 cows per day, and each cow yielding averagely 10 litres and 13 litres per day for non-SDB and SDB members, respectively. The results further revealed that farmers trained by SDB were practicing more of the recommended animal husbandry practices compared to non-SDB farmers. Moreover, the SDB farmer’s milk yields were higher than non-SDB farmers at 10% significant level, although SDB farmers’ milk productivity is still regarded relatively low. Factors influencing productivity of milk among small holder dairy farmers included sex of the farmer, age, dairy sales incomes, number of milking cows, market distance, use of supplementary feed, dairy records keeping and the breeding system. Therefore, local milk production can increase if the stakeholders in the dairy industry can adopt SDB policy strategies, dairy related services and good livestock husbandry practices.
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McEwan, Patrick J. "Private costs and the rate of return to primary education." Applied Economics Letters 6, no. 11 (November 1999): 759–60. http://dx.doi.org/10.1080/135048599352358.

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Urwick, James. "The Public Costs of Primary Schools: case studies from Nigeria∗." Compare: A Journal of Comparative and International Education 23, no. 1 (January 1993): 71–84. http://dx.doi.org/10.1080/0305792930230109.

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Dissertations / Theses on the topic "Education, Primary – Swaziland – Costs"

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Mbatha, Thabile A. "Language practices and pupil performance in rural and urban Grade 1 primary classrooms in Swaziland." Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/7722.

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Bibliography: leaves 257-273.
This study of language practices and pupil performance in Grade 1 urban and rural classrooms in Swaziland attempts to analyse and evaluate the Swaziland Language-in- Education Policy in Grade 1 classrooms. It is derived from an observation that within the Swaziland Education System there are two approaches to teaching that operate side by side within one schooling system in primary schools. On one hand there are schools that offer an "Early English" immersion approach and on the other hand there are schools that offer a "Delayed English" immersion approach. The study identifies and problematises the existence of the Early English and Delayed English immersion approaches in the Swaziland Education System, where in fact the performances of pupils are assessed using a unitary testing system known as Continuous Assessment Testing and the standard Swaziland Primary Certificate Examination at the end of Grade 7. The study aims to characterise the two approaches and attempt to identity some factors in both approaches that impinge on learners' performance. It also aims to show how the pedagogical practices used in schools under each approach differ from each other respectively, and significantly impact on pupils' performances. The disparities that exist between schools using the two approaches are highlighted in terms of textbooks and learning materials, quality of teachers, pupils' exposure to English, facilities and the implications of the Language-in-Education Policy in providing good quality education. Teachers' and parents' perceptions concerning their beliefs and attitudes towards the two approaches are also evaluated.
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Davén, Jonatan. "Free Primary Education in Tanzania? : A case study on costs and accessibility of primary education in Babati town." Thesis, Södertörn University College, School of Life Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1833.

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In 2002 Tanzania initiated the implementation of the Primary Education Development Plan (PEDP), in which a substantial capacity expansion and quality improvement of primary education was outlined. The most important measure in the plan was to make primary school free and accessible to all, irrespective of financial capabilities. This thesis is a qualitative policy study, which aims at finding out whether or not primary education is free and equally accessible to all in Tanzania. Besides establishing if it is in fact free and accessible, the thesis identifies the main costs and restraints to access and also brings forward the children’s perceptions on these restraints. The answers to these questions were sought in a case study, conducted in Babati District in Northern Tanzania. Data were collected through semi-structured interviews with households, school staff and primary school children and their responses has been compared to the national policy on primary education. The main conclusions of the study are that: Primary education is not free in Tanzania, as there are significant costs involved to send a child to primary school, such as school uniform, school material and various contributions to the running costs of the school. Neither is primary education equally accessible to all, as children from households, which cannot pay these costs, are sent home from school on a regular basis. Lastly, being sent home has a damaging effect on the children’s school performances and self-esteem.

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Bashir, Sajitha. "Public vesus private in primary education : comparisons of school effectiveness and costs in Tamil Nadu." Thesis, London School of Economics and Political Science (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387917.

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Nhlengethwa, Khanyisile. "Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40397.

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In this study, the effects of an explicit reflective intervention on Swaziland elementary preservice teachers’ understanding of the Nature of Science (NOS) were investigated. The factors that had an impact on the development of participants’ NOS views were also investigated. The intervention made use of de-contextualized and contextualized activities as well as historical narratives as contexts for reflecting about the empirical, creative, subjective as well as the tentative NOS. The intervention included a discussion of the relationships and differences between observations and inferences as well as scientific laws and theories in the context of the aforementioned learning activities. Participants were 24 elementary pre-service teachers enrolled for their final year of their three year teacher development programme. An adapted version of the Views of Nature of Science Questionnaire-Form C (VNOS-C) was used in conjunction with individual interviews, to assess the participants’ understanding of NOS at the beginning and conclusion of the intervention. At the end of the programme, data from interviews, concept maps and reflective journals of seven participants were analysed to ascertain their perceptions of the elements of the course and other factors that had an impact on their development of more informed NOS views. These participants were selected on the basis of their differential gains in NOS understanding. The data that was analysed using both qualitative and quantitative techniques revealed that the intervention brought about significant gains in some participants’ understanding of NOS. Information obtained from the document analysis of journals and concept maps as well as exit interviews of the selected group revealed that the pre-service teachers’ development of more informed views was mediated by motivational and cognitive factors. These were the participants’ perception of the value of teaching and learning NOS, their views about teaching and learning science, and their ability to engage deeply with the NOS concepts as well as their epistemic beliefs. The explicit reflective attention to NOS as well as metacognitive strategies was reported by most of the selected participants as responsible for changes in their NOS views.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Science, Mathematics and Technology Education
unrestricted
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Tyala, Sindiswa. "An investigation of issues adversely affecting black education, with special relation to poverty, vandalism and school fee payments : a study of some Eastern Cape primary schools." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/625.

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The focus of this research was to establish how black primary school principals in some Port Elizabeth schools manage the problems of poverty, vandalism and non-payment of school fees. The aim of this research was to improve these burning issues at my own school, but also to assist other schools which are encountering similar problems with regard to these three issues. Qualitative research methods were used. Data was collected by studying relevant literature and conducting semi-structured interviews and participant observation. Composite case studies of the schools were compiled. Content analysis was used to analyse the data and recommendations for improvement were made. The results of the research indicate that since 1994, when democracy and equal human rights were declared, primary schools have actually been experiencing escalating problems in terms of poverty, vandalism and school fee payment. As the school system is closely intertwined with the socio-economic and political dimensions of society, these challenges can only be effectively addressed if all stakeholders in education collectively take up ownership of these problems and commit themselves to finding unique and effective solutions in the Port Elizabeth urban and rural areas.
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Fatoke, Dato Mafaizath A. [Verfasser], Eveline [Akademischer Betreuer] Wittmann, and Heineck [Akademischer Betreuer] Guido. "Impacts of school costs, school infrastructure and household wealth on girls’ schooling under the Free Primary Education policy: the case of Benin, West Africa / Mafaizath A. Fatoke Dato. Betreuer: Eveline Wittmann ; Heineck Guido." Bamberg : Otto-Friedrich-Universität Bamberg, 2015. http://d-nb.info/1103486403/34.

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Mindemark, Mirja. "The Use of Laboratory Analyses in Sweden : Quality and Cost-Effectiveness in Test Utilization." Doctoral thesis, Uppsala universitet, Klinisk kemi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-120554.

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Laboratory analyses, essential in screening, diagnosis, treatment, and monitoring of disease, are indispensable in health care, but appropriate utilization is intricate. The overall aim of this thesis was to study the use of laboratory tests in Sweden with the objective to evaluate and optimize test utilization. Considerable inter-county variations in test utilization in primary health care in Sweden were found; variations likely influenced by local traditions and habits of test ordering leading to over- as well as underutilization. Optimized test utilization was demonstrated to convey improved quality and substantial cost savings. It was further established that continuing medical education is a suitable means of optimizing test utilization, and consequently enhancing quality and cost-efficiency, as such education was demonstrated to achieve long-lasting improvements in the test ordering habits of primary health care physicians. Laboratory tests are closely associated with other, greater, health care costs, but their indirect effects on other areas of medicine are rarely evaluated or measured in monetary terms. In an illustrative example of the effects that optimal test utilization may have on associated health care costs it was demonstrated that F-calprotectin, a fecal marker of intestinal inflammation, has the potential to substantially reduce the number of invasive investigations necessary in, and the costs associated with, the diagnosis of Inflammatory Bowel Disease. Information on trends in test utilization is essential to optimal financial management of laboratories. A longitudinal evaluation revealed that test utilization had increased by 70% in 6 years, and even though the selection of tests more than doubled, a very small number of tests represented a stable, and disproportionally large, share of the total number of tests ordered. The study defines trends and thus has potential predictive values. In summary, appropriate utilization of laboratory analyses has both clinical and economical benefits on all levels of health care.
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Dlamini, Bethusile Priscilla. "Implementing and sustaining free primary education in Swaziland: the interplay between policy and practice." Thesis, 2017. http://hdl.handle.net/10500/23168.

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The aim of this study was to investigate the implementation and sustainability of Free Primary Education (FPE) in Swaziland in terms of the interplay between policy and practice. The study was undertaken in four schools in the Manzini region of Swaziland. The schools were purposively sampled on the basis of their location. The participants consisted of the head teacher, a teacher and a parent, and six learners from each of the schools. Two Ministry of Education and Training (MoET) officials were also included; a regional inspector for primary schools stationed at the Manzini Regional Education Offices (REOs) and a senior official stationed at MoET headquarters. A qualitative approach and a case study design were used. The participants were interviewed using semi-structured interview schedules, while the learners were engaged in focus group interviews at each school which were conducted according to a focus group interview schedule. Documents were also used as data sources. Data was analysed using a thematic and document analysis approach. The findings revealed a disconnection between policy and practice. FPE implementers are not well versed on the policies they are supposed to implement as they were not included in the policy-making process. Moreover, no consideration had been given to the legal framework underpinning FPE. It was found that the sustainability of FPE is threatened by certain indirect costs of schooling as well as the top-up fees that are being charged illegally by some schools, resulting in some learners dropping out of school – defeating the purpose of FPE and violating their right to access education. It would appear that the most contentious issue for FPE in Swaziland is the top-fee, although the head teachers were of the view that the FPE grant paid by government is inadequate for running schools and therefore top-up fees are necessary. Problems were also identified with the embezzling of school funds by head teachers. These issues have led to tension between schools and the MoET
Educational Leadership and Management
D. Ed. (Education Management)
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Monadjem, Lynette Carol. "The development of a programme for parental involvement in senior primary school education in Swaziland." Thesis, 2003. http://hdl.handle.net/10500/1180.

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Parental involvement (PI) greatly benefits learners of all ages. The implementation of a PI programme would provide an effective and affordable means to address the needs of learners in Swaziland. The purpose of this study was to develop a PI programme for urban primary education in Swaziland. The literature revealed that while comprehensive PI programmes are most effective, PI in learning activities in the home and an appropriate parenting style are particularly beneficial and correlate more closely with learning success than family background factors. Nevertheless, a relationship between family background factors and PI exists. Furthermore there are numerous barriers to PI. However, the most important determinant of PI is the effort of teachers to involve parents. PI is particularly important at senior primary level, the level at which PI drops off spontaneously. In order to gain a more complete understanding of PI in this community, which would form the basis for an effective PI programme, a combined quantitative and qualitative approach was undertaken. A parental questionnaire was used to test quantitatively the affects of family background factors on three measures of PI and to determine the ways in which parents were involved, their attitudes to the schools, and the schools' efforts to involve them. Teacher and parent interviews and focus discussions were conducted following a qualitative ethnographic approach. The integrated quantitative and qualitative findings revealed a low level of PI. As a result of a lack of relevant policy, Swazi teachers had very little understanding of PI or their role in establishing it. Thus, schools generally practiced Swap's Protective Model such that parents had very few opportunities, and little encouragement, to become involved. Consequently, parents did not fully appreciate the importance of their involvement and did not always choose to become involved. The study revealed a number of barriers that further interfered with their involvement. The implications of the findings were discussed and recommendations for a PI programme that harnesses the strengths and addresses the weaknesses of this community were made. In order to improve educational practice, recommendations targeted each role player and type of PI separately.
Educational Studies
D.Ed.(Psychology of Education)
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Mahlalela, Bethusile Priscilla. "Implementing and sustaining free primary education in Swaziland : the interplay between policy and practice." Thesis, 2017. http://hdl.handle.net/10500/23271.

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The aim of this study was to investigate the implementation and sustainability of Free Primary Education (FPE) in Swaziland in terms of the interplay between policy and practice. The study was undertaken in four schools in the Manzini region of Swaziland. The schools were purposively sampled on the basis of their location. The participants consisted of the head teacher, a teacher and a parent, and six learners from each of the schools. Two Ministry of Education and Training (MoET) officials were also included; a regional inspector for primary schools stationed at the Manzini Regional Education Offices (REOs) and a senior official stationed at MoET headquarters. A qualitative approach and a case study design were used. The participants were interviewed using semi-structured interview schedules, while the learners were engaged in focus group interviews at each school which were conducted according to a focus group interview schedule. Documents were also used as data sources. Data was analysed using a thematic and document analysis approach. The findings revealed a disconnection between policy and practice. FPE implementers are not well versed on the policies they are supposed to implement as they were not included in the policy-making process. Moreover, no consideration had been given to the legal framework underpinning FPE. It was found that the sustainability of FPE is threatened by certain indirect costs of schooling as well as the top-up fees that are being charged illegally by some schools, resulting in some learners dropping out of school – defeating the purpose of FPE and violating their right to access education. It would appear that the most contentious issue for FPE in Swaziland is the top-fee, although the head teachers were of the view that the FPE grant paid by government is inadequate for running schools and therefore top-up fees are necessary. Problems were also identified with the embezzling of school funds by head teachers. These issues have led to tension between schools and the MoET.
Educational Leadership and Management
D. Ed. (Education Management)
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Books on the topic "Education, Primary – Swaziland – Costs"

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Bray, Mark. The private costs of public schooling: Household and community financing of primary education in Cambodia. Paris: International Institute for Educational Planning/UNESCO, 1999.

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Council-Primary, National Parents. The cost of free education: A survey on the cost to parents of free primary education in Ireland. Dublin: National Parents Council, 1990.

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Cummings, William K. L'enseignement primaire à cout modique: Mise en oeuvre d'une innovation dans six pays. Ottawa, Ont: Centre de recherches pour le développement international, 1989.

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Ismāʻīl, Ẓafar Ḥamīd. Gender differentials in the cost of primary education: A study of Pakistan. Karachi: Social Policy and Development Centre, 1996.

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Abagi, Okwach. Public and private investment in primary education in Kenya: An agenda for action. Nairobi, Kenya: Institute of Policy Analysis and Research, 1997.

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Bray, Mark. The private costs of public schooling: Household and community financing of primary education in Cambodia. Paris: International Institute for Educational Planning, 1999.

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Gule, Gugulethu. Hhohho primary schools HIV/AIDS baseline survey report. [Mbabane?]: Schools HIV/AIDS & Population Education, 1995.

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Kemmerer, Frances. Strategies for and costs of disseminating the Radio Language Arts Project throughout Kenya. [Washington, D.C.]: The Academy, 1985.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Primary Health and Aging. Diverting non-urgent emergency room use: Can it provide better care and lower costs? : hearing before the Subcommittee on Primary Health and Aging of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Twelfth Congress, first session ... May 11, 2011. Washington: U.S. Government Printing Office, 2013.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Primary Health and Aging. The high cost of high prices for HIV/AIDS drugs and the prize fund alternative: Hearing before the Subcommittee on Primary Health and Aging of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Twelfth Congress, second session on ... S. 1137 ... and S. 1138 ... May 15, 2012. Washington: U.S. G.P.O., 2012.

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Book chapters on the topic "Education, Primary – Swaziland – Costs"

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Geyman, John. "Primary Care in the USA: The Long Struggle to Build its Foundational Role." In Primary Care [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98792.

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Family practice was recognized as the 20th specialty in American medicine in 1969. With the hope that primary care would become the foundation of an improved health care system, vigorous efforts were launched in medical education, research and practice to achieve that goal. This chapter traces the history of that effort, together with negative system changes that have obstructed that goal. Although primary care physicians have been shown to improve access to care, contain costs, decrease inequities, and improve patient outcomes, they are still too few in number to meet national needs for primary care. The COVID-19 pandemic revealed the extent of inadequacy and vulnerability of the system. The U. S. still lacks a system of universal access as has been in place for many years in most other advanced countries around the world. Corporate stakeholders in a largely privatized financing and delivery system continue to challenge the future of primary care. Lessons from the failure of reform initiatives over the last 50 years are discussed, as are current reform alternatives, only one of which would at last bring universal access to health care in this country.
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Valentin, Marie A. "Return on Investment." In Handbook of Research on Innovative Technology Integration in Higher Education, 204–27. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8170-5.ch010.

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The primary purpose of this chapter is to examine the financial implications of the providers of MOOCs and to examine how and where financial gains are being felt. This chapter also examines the issues of sustainability of MOOCs. The research methods employed include a thorough review of literature published in refereed journals on MOOCs. The findings of the review of literature have revealed the profitability potential for platform providers, publishers, colleges, and universities, as well as test taking centers. Findings also reveal implications as to actual costs for student participants and benefits that may be assumed from participating in learning through MOOCs.
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Johnson-Leslie, Natalie Ann-Marie, and H. Steve Leslie. "Technology in Higher Education Administration 25 Years of Leveraging Changes to Content Delivery." In Handbook of Research on Technology-Centric Strategies for Higher Education Administration, 232–58. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2548-6.ch014.

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Content delivery in higher education has changed drastically over the past 25 years. The primary focus at the foundation of such change in content delivery results from the ubiquity of technology in all aspects of the society, from business to education. The changes have been made to facilitate student learning, improve user performance, while simultaneously reducing costs. This chapter focuses on the changes made to content delivery, placing emphasis on: relating the features of content delivery showing the most change; demonstrating the impact of technology on content delivery; assessing the role of institutional leaders facilitating change in content delivery; evaluating policies shaping the integration and impact of technology on content delivery; and outlining the issues, trends and controversies impacting content delivery. This chapter will conclude with solutions, recommendations and future research directions.
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Chinengundu, Tawanda, John Chakamba, and Jerald Hondonga. "COVID-19 and the Digital Transformation of Education Lessons Learnt on 4IR in Zimbabwe." In Handbook of Research on Future of Work and Education, 422–37. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8275-6.ch025.

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This study assessed the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in Zimbabwe. The study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in Zimbabwe, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that Zimbabwe generally has some elements of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. The pandemic has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.
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Chiozzi, Giovanna, and Giovanni Nassi. "Strategic Trials of Educ@TIon, the Telecom Italia Solution for Cooperative Digital Learning." In Handbook of Research on Didactic Strategies and Technologies for Education, 117–28. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch011.

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Educ@tion is an application framework available to teachers, students, and headmasters, based on the integration of open source modules and specific developments of Telecom Italia, which do not require licensing costs. It is made up of a range of innovative didactic applications, which are integrated with an advanced solution for dashboard data management and school administration. The prototype is being tested in several Italian primary and secondary schools. During the academic year 2010/2011, Telecom Italia has run two trials in particular in two Italian high schools (one in Naples and the other in Trent). During these experiences teachers and students have tested the innovative module of editorial mash up, for the collaborative aggregation of multimedia didactic materials. Both schools have highlighted a major student feeling of involvement, their increased enthusiasm for the school and a higher rate of grades in the classes that had been involved in the digital activities.
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Bruce, Peter A., and Robert Z. Zheng. "An Inquiry into the Policies and Practices for Online Education at One U.S. Doctoral/Research-Extensive University." In Cases on Technologies for Educational Leadership and Administration in Higher Education, 43–65. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch003.

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The case study examines the policies and practices for online education at one doctoral/research-extensive university. It uses interview findings from the Chief Information Officer (CIO) as well as key secondary sources to better understand these policies and practices. The context for the study is one of dynamic interest in online education and reduced funding for public higher education nationwide. There were six recurring themes throughout the primary and secondary data. These were: 1) students, 2) technology, 3) teachers, 4) services, 5) resources, and 6) costs. These emergent themes are analyzed using the standards for online programs established by the agencies that accredit all American universities. The participating university was found to be a leader and innovator in the application of online and technology-mediated higher education. The case study methodology is offered as a template for the further study of online higher education. Applications in secondary and transition programs are also noted.
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Bruce, Peter A., and Robert Z. Zheng. "An Inquiry into the Policies and Practices for Online Education at One U.S. Doctoral/Research-Extensive University." In Cases on Building Quality Distance Delivery Programs, 27–43. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-111-9.ch003.

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The case study examines the policies and practices for online education at one doctoral/research-extensive university. It uses interview findings from the Chief Information Officer (CIO) as well as key secondary sources to better understand these policies and practices. The context for the study is one of dynamic interest in online education and reduced funding for public higher education nationwide. There were six recurring themes throughout the primary and secondary data. These were: 1) students; 2) technology; 3) teachers; 4) services; 5) resources; and 6) costs. These emergent themes are analyzed using the standards for online programs established by the agencies that accredit all American universities. The participating university was found to be a leader and innovator in the application of online and technology-mediated higher education. The case study methodology is offered as a template for the further study of online higher education. Applications in secondary and transition programs are also noted.
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Okaka, Wilson. "The Issues and Prospects for E-Governance in Eastern Africa." In Advances in Electronic Government, Digital Divide, and Regional Development, 130–42. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6296-4.ch010.

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This chapter discusses the issues, prospects, and challenges of e-governance in Africa with a focus on the progress of universal primary education in east Africa. It uses Uganda to showcase the need for e-governance of primary school education. The objectives are to describe the current status of the universal primary education, the key issues encountered in an effort to achieve MDG 2, and highlight the prospects of e-governance in achieving education. In this chapter, the authors collate published evidence on the performance of Uganda in implementing the MDG 2. There is a wide rural-urban digital gap, weak ICT infrastructures, and low awareness at the expense of quality UPE. There is limited access to ICT, ICT illiteracy, poor quality education, lack of e-books or ICT instructional materials to cut the costs of school administration like communication. E-governance has yet to achieve full deployment in education service delivery.
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Kuttikat, Anoop, Nicholas Shenker, and Maliha Shaikh. "Fibromyalgia and chronic widespread pain syndromes—adult onset." In Oxford Textbook of Rheumatology, 1373–79. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0160_update_001.

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Fibromyalgia syndrome (FMS) is characterized by chronic widespread pain, excessive fatigue, unrefreshing sleep, and other associated somatic symptoms. FMS is common in the general population with an estimated prevalence of 2-4% and is about six times more common in females than males. FMS causes significant individual and societal costs. The precise aetiology of FMS remains unclear. Dysfunctional pain processing within the central nervous system is the primary abnormality. FMS is a clinical diagnosis based on pattern recognition and it can coexist with other conditions. A multidisciplinary approach, incorporating patient education, physical therapies, psychological therapies, and pharmacotherapy, is effective in managing these patients.
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Kabay, Sarah. "Understanding School Fees in Relation to both Access and Quality." In Access, Quality, and the Global Learning Crisis, 103–22. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192896865.003.0007.

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Between 1990 and 2007, sixteen different countries in sub-Saharan Africa used national education policy to formally abolish school fees. Implementing its Universal Primary Education Policy in 1997, Uganda was the third country in sub-Saharan Africa to do so. School fee abolition is typically understood along a single dimension: access. Any cost associated with attending school is seen as discouraging access; conversely, efforts to reduce costs are seen as improving access. Little to no research has investigated the connection to quality. In this chapter, analyzing a school savings program presents the opportunity to investigate how an intervention that encouraged the payment of school fees relates to both access and quality. Secondary analysis of a randomized controlled trial and research questions on mediation and moderation are used to explore this issue.
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Conference papers on the topic "Education, Primary – Swaziland – Costs"

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Boyle, Paul M., and Brent C. Houchens. "Hands-On Water Purification Experiments Using the Adaptive WaTER Laboratory for Undergraduate Education and K-12 Outreach." In ASME 2008 Fluids Engineering Division Summer Meeting collocated with the Heat Transfer, Energy Sustainability, and 3rd Energy Nanotechnology Conferences. ASMEDC, 2008. http://dx.doi.org/10.1115/fedsm2008-55108.

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A bench-top educational system, the Adaptive Water Treatment for Education and Research (WaTER) Laboratory, has been developed as part of a year-long capstone design project. The Adaptive WaTER Lab teaches students about the effectiveness of various water purification techniques. Stackable housings employ six different filtration and purification methods including: sediment filtration, carbon filtration, chemical disinfection, reverse osmosis, forward osmosis, and ultraviolet light disinfection. Filtration pressure is supplied by a hand or foot pump, and two rechargeable batteries are required for the UV sterilization unit. The advantages and limitations of each technique are investigated, with learning performance criteria measured by knowledge of: material costs, contaminant removal or neutralization capabilities (from large sediment to bacteria and viruses to chemicals), robustness and longevity, and power requirements and efficiencies. Finally, suitable combinations of treatment techniques are studied for specific contamination issues, with the ultimate goal of producing potable water. The importance of sustainable water use is also discussed. Background information and suggested experiments are introduced through accompanying educational packets. This system has had a successful impact on undergraduate education. The metrics of success include a published journal article, an awarded EPA P3 educational grant and a pending patent for the undergraduates involved in the development of the Lab. Other undergraduates are currently involved in a design for manufacturability study. Finally, the Lab has served as a demonstration tool in a new interdisciplinary engineering course “Integrated Approaches to Sustainable Development.” The Adaptive WaTER Lab has also been used in hands-on outreach to over 300 underrepresented K-12 students in the Houston area. Two high school students borrowed the original prototype of the Lab to use in an Earth Day demonstration, and one student recently worked on an individual project using the Lab. Because the Lab is portable and requires only human and solar power (to recharge the batteries via a solar backpack), it is also ideal for educational efforts in developing nations. Labs are currently being produced for outreach and donation via three international projects to install water purification systems and/or educational Labs in schools and clinics in Mexico, Lesotho and Swaziland, in collaboration with the Beyond Traditional Borders and Rice 360 health initiatives.
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Trinh Nguyen, Thi Hoai, Viet An Kieu, and Thi Cam Nhung Dao. "THE EFFICIENCY OF PUBLIC HIGHER EDUCATION INVESTMENT ON ECONOMIC GROWTH IN VIETNAM." In 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.s.p.2020.53.

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The purpose of this article is to evaluate the efficiency of public higher education investment in Vietnam’s economic growth through data reports from the Ministry of Education and Training, Ministry of Finance, the General Statistics Office, and the primary investigation of the authors. The paper focuses on an in-depth analysis of the costs of investing in higher education, such as state budget spending on higher education, the impact of budget expenditure on growth, individual investment (household) investment in public higher education, social costs for higher education public study, and average social cost for one learner. From the above analysis, the authors will present employment status and the impact of the problem on both economic growth and the average income of workers by technical expertise. Besides, the authors will compare the situation of investment in higher education and the economic growth rate of Vietnam to some countries in Southeast Asia. From there, the authors will determine the limitations of this impact process. Based on that, the authors will propose some solutions to improve the efficiency of investment in public higher education for Vietnam’s economic growth.
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V. Ramani, K., and T. S. Lakhia. "e-Governance for Municipal Hospitals: Subsidy Vs Quality of Healthcare Services." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2561.

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Ahmedabad Municipal Corporation (AMC) in the state of Gujarat, India looks after the basic needs of its four million citizens. AMC offers primary, secondary, and tertiary healthcare services at subsidized rates. The load on AMC tertiary healthcare hospitals has been increasing rapidly, stretching the hospital resources beyond limits. Insufficient resources at these hospitals call for increased allocation of AMC funds to provide a satisfactory level of service. However, AMC is unable to allocate a larger share of its finances to the health sector owing to similar demand from other sectors. AMC authorities are therefore concerned about their ability to offer quality healthcare services at subsidized rates. In this paper, we describe a few e-Gov. applications to address and resolve the issues related to costs, revenues, subsidy, and the quality of services, so that AMC can meet its social obligations in the health sector satisfactorily. Some of our recommendations have been already implemented, while others are under consideration.
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Schonning, Alexandra, and Daniel Cox. "Enhancing Undergraduate Mechanical Engineering Education With Computer Aided Engineering." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-84508.

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This paper addresses the importance of integrating Computer Aided Engineering (CAE) software and applications in the mechanical engineering curriculum. Computer aided engineering tools described include Computer-Aided Design, Computer-Aided Manufacturing, and Computer-Aided Analysis tools such as finite element (FE) modeling and analysis. The integration of CAE software tools in the curriculum is important for three primary reasons: it helps students understand fundamental engineering principles by providing an interactive and visual representation of concepts, it provides students an opportunity to explore their creative ideas and designs while keeping prototyping costs to a minimum, and it teaches students the valuable skill of more efficiently designing, manufacturing and analyzing their products with current technology making them more marketable for their future engineering careers. While CAE has been used in the classroom for decades, the mechanical engineering program at the University of North Florida is making an aggressive effort in preparing the future engineering workforce through computer-aided project-centered education. The CAE component of this effort includes using CAE software when teaching stress, strain, dynamics, kinematics, vibrations, finite element modeling and analysis, design and design for manufacturing, manufacturing and technical communication concepts. This paper describes CAE projects undertaken in several of the mechanical engineering courses at UNF in an effort to share creative teaching techniques for others to emulate.
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White, Robert, Jackie Seaman, Xuejun Fan, and Paul R. Corder. "Improved Lawnmower Blade Design and Optimization." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11564.

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With an estimated three billion man-hours of use each year, improvements to the mechanical efficiency of lawnmower systems may yield significant reductions in emissions. Modifications to either the blade geometry or material have been considered in order to achieve the desired gains in efficiency. Specifically, focus is placed upon identification of a more efficient edge shape, reduction of required power input to the blade, and extending the life of the blade sharpness. Using software packages such as Parametric Technology Corporation’s (PTC’s) Pro/Engineer the students were able to increase the quality of design via finite element analysis (FEA) programs such as MSC. Nastran or PTC’s Mechanica. AISI 440C stainless steel was selected as a possible candidate based upon several appealing properties such as high strength, hardness, and resistance to corrosion. It does however have a lower fracture toughness and therefore presents a higher susceptibility to brittle fracture. When both the traditional stress analysis and fracture analysis were considered, opposing results were found. Due to this, other criteria such as cost of material, machining costs, and carbon footprint were considered before making a final design decision. Enhancing education in engineering by diversifying design criteria and encouraging students to address contemporary, real-world design problems was a primary goal of this project. The traditional mechanical design approach relies on stress-strain analysis in order to predict potential failure scenarios, and is the primary technique presented in most undergraduate engineering curricula. Despite its significance, the fracture mechanics approach is not often presented in great detail at the undergraduate level. The academic benefits of including these more universal considerations in the undergraduate engineering curriculum are illustrated in this paper.
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Hartwell, William T., and David S. Shafer. "The Community Environmental Monitoring Program: A Model for Stakeholder Involvement in Environmental Monitoring." In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7180.

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Since 1981, the Community Environmental Monitoring Program (CEMP) has involved stakeholders directly in its daily operation and data collection, as well as in dissemination of information on radiological surveillance in communities surrounding the Nevada Test Site (NTS), the primary location where the United States (US) conducted nuclear testing until 1992. The CEMP is funded by the US Department of Energy’s National Nuclear Security Administration, and is administered by the Desert Research Institute (DRI) of the Nevada System of Higher Education. The CEMP provides training workshops for stakeholders involved in the program, and educational outreach to address public concerns about health risk and environmental impacts from past and ongoing NTS activities. The network includes 29 monitoring stations located across an approximately 160,000 km2 area of Nevada, Utah and California in the southwestern US. The principal radiological instruments are pressurized ion chambers for measuring gamma radiation, and particulate air samplers, primarily for alpha/beta detection. Stations also employ a full suite of meteorological instruments, allowing for improved interpretation of the effects of meteorological events on background radiation levels. Station sensors are wired to state-of-the-art dataloggers that are capable of several weeks of on-site data storage, and that work in tandem with a communications system that integrates DSL and wireless internet, land line and cellular phone, and satellite technologies for data transfer. Data are managed through a platform maintained by the Western Regional Climate Center (WRCC) that DRI operates for the U.S. National Oceanic and Atmospheric Administration. The WRCC platform allows for near real-time upload and display of current monitoring information in tabular and graphical formats on a public web site. Archival data for each station are also available on-line, providing the ability to perform trending analyses or calculate site-specific exposure rates. This configuration also allows for remote programming and troubleshooting of sensors. Involvement of stakeholders in the monitoring process provides a number of benefits, including increased public confidence in monitoring results, as well as decreasing costs by more than 50 percent from when the program was managed entirely by U.S. federal employees. Additionally, the CEMP provides an ideal platform for testing new environmental sensors.
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Reports on the topic "Education, Primary – Swaziland – Costs"

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Kaffenberger, Michelle, and Lant Pritchett. Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.

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Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
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Dy, Sydney M., Julie M. Waldfogel, Danetta H. Sloan, Valerie Cotter, Susan Hannum, JaAlah-Ai Heughan, Linda Chyr, et al. Integrating Palliative Care in Ambulatory Care of Noncancer Serious Chronic Illness: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), February 2020. http://dx.doi.org/10.23970/ahrqepccer237.

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Objectives. To evaluate availability, effectiveness, and implementation of interventions for integrating palliative care into ambulatory care for U.S.-based adults with serious life-threatening chronic illness or conditions other than cancer and their caregivers We evaluated interventions addressing identification of patients, patient and caregiver education, shared decision-making tools, clinician education, and models of care. Data sources. We searched key U.S. national websites (March 2020) and PubMed®, CINAHL®, and the Cochrane Central Register of Controlled Trials (through May 2020). We also engaged Key Informants. Review methods. We completed a mixed-methods review; we sought, synthesized, and integrated Web resources; quantitative, qualitative and mixed-methods studies; and input from patient/caregiver and clinician/stakeholder Key Informants. Two reviewers screened websites and search results, abstracted data, assessed risk of bias or study quality, and graded strength of evidence (SOE) for key outcomes: health-related quality of life, patient overall symptom burden, patient depressive symptom scores, patient and caregiver satisfaction, and advance directive documentation. We performed meta-analyses when appropriate. Results. We included 46 Web resources, 20 quantitative effectiveness studies, and 16 qualitative implementation studies across primary care and specialty populations. Various prediction models, tools, and triggers to identify patients are available, but none were evaluated for effectiveness or implementation. Numerous patient and caregiver education tools are available, but none were evaluated for effectiveness or implementation. All of the shared decision-making tools addressed advance care planning; these tools may increase patient satisfaction and advance directive documentation compared with usual care (SOE: low). Patients and caregivers prefer advance care planning discussions grounded in patient and caregiver experiences with individualized timing. Although numerous education and training resources for nonpalliative care clinicians are available, we were unable to draw conclusions about implementation, and none have been evaluated for effectiveness. The models evaluated for integrating palliative care were not more effective than usual care for improving health-related quality of life or patient depressive symptom scores (SOE: moderate) and may have little to no effect on increasing patient satisfaction or decreasing overall symptom burden (SOE: low), but models for integrating palliative care were effective for increasing advance directive documentation (SOE: moderate). Multimodal interventions may have little to no effect on increasing advance directive documentation (SOE: low) and other graded outcomes were not assessed. For utilization, models for integrating palliative care were not found to be more effective than usual care for decreasing hospitalizations; we were unable to draw conclusions about most other aspects of utilization or cost and resource use. We were unable to draw conclusions about caregiver satisfaction or specific characteristics of models for integrating palliative care. Patient preferences for appropriate timing of palliative care varied; costs, additional visits, and travel were seen as barriers to implementation. Conclusions. For integrating palliative care into ambulatory care for serious illness and conditions other than cancer, advance care planning shared decision-making tools and palliative care models were the most widely evaluated interventions and may be effective for improving only a few outcomes. More research is needed, particularly on identification of patients for these interventions; education for patients, caregivers, and clinicians; shared decision-making tools beyond advance care planning and advance directive completion; and specific components, characteristics, and implementation factors in models for integrating palliative care into ambulatory care.
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