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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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Kibirige, Douglas, and Ajay S. Singh. "Efficiency and Goals of Smallholder Sugarcane Farmers in Eswatini (Swaziland)." Journal of Agricultural Studies 9, no. 3 (August 8, 2021): 123. http://dx.doi.org/10.5296/jas.v9i3.18776.
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Establishing farmers’ goals is very essential for increased productivity and profitability in sugarcane production. This study aimed at establishing farmers’ goals and their relationship with farmers’ efficiency. The study used primary data collected from 147smallholder sugarcane farmers. This study employed factor analysis to generate goal orientations of farmers and estimated farmers’ efficiency using Data Envelopment Analysis (DEA) model. The findings of the study revealed that the majority of the farmers interviewed were females (57%), with 39% of farmers’ attained secondary education, average mean age of 56 years, farming experience of 10 years and cultivate about 4.5 hectares of sugarcane. Farmers’ goal orientations generated were instrumental orientation, sustainable orientation, family and leisure orientation, expressive orientation and social status orientation. Farmers’ estimated technical efficiency, allocative efficiency and economic efficiency were 89.57%, 84.94% and 76.43%, respectively. The results suggest that farmers can still improve efficiencies without changing the available technologies. The drivers of farmers’ technical efficiency were education, age, instrumental orientation and social status. Farmers’ allocative efficiency was influenced by age, family and leisure orientation and social status orientation. The determinants of farmers’ economic efficiency were education, family and leisure orientation, age and social status orientation. The study recommends formulating rural development programmes and policies that target sugarcane farmers’ engagement and participation in sugarcane production and also consider farmers’ oriented goals and socio-economic drivers for significant increase in productivity.
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Sathiya Susuman, A. "Is Swaziland on Track with the 2015 Millennium Development Goals?" Journal of Asian and African Studies 52, no. 8 (April 13, 2016): 1117–23. http://dx.doi.org/10.1177/0021909616643222.
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According to the Millennium Development Goals (MDGs) agreement, each participating country has to periodically provide a report that will show the progress on their achievement towards the goals. This article’s aim is to evaluate Swaziland’s prospects of achieving eight MDGs by 2015. This article is an analysis of the current situation of Swaziland, and the aim of this analysis is to look beyond the statistical values to see if the achievements (including lifetime achievements) are on track and whether what is yet to be achieved can really be achieved. Secondary information was collected from various sources. Several countries and organizations have committed themselves to the following eight development goals: (1) eradicate extreme poverty; (2) achieve universal primary education; (3) promote gender equality and empower women; (4) reduce child mortality; (5) improve maternal health; (6) combat HIV/AIDS, malaria and other diseases; (7) ensure environmental sustainability; and (8) develop a global partnership for development. National development is dependent on many factors; therefore, different countries across the world have adopted the MDGs as means of alleviating many of the social ills hindering progress and development. Based on different sources, Swaziland is on track with its MDGs, and there is no doubt that Swaziland will continue to work hard to these ends. It has been argued that there has been progress made that has resulted in significant changes to people’s lives, but the question that has to be asked is how long these achievements can realistically last. A reduction of the rate of child mortality, maternal mortality and HIV/AIDS in Swaziland are needed.
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Boex, James R., Arthur A. Boll, Luisa Franzini, Andrew Hogan, David Irby, Patricia M. Meservey, Roy M. Rubin, Sarena D. Seifer, and J. Jon Veloski. "Measuring the Costs of Primary Care Education in the Ambulatory Setting." Academic Medicine 75, no. 5 (May 2000): 419–25. http://dx.doi.org/10.1097/00001888-200005000-00007.
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Tsang, Mun C., and Wimol Taoklam. "Comparing the costs of government and private primary education in Thailand." International Journal of Educational Development 12, no. 3 (July 1992): 177–90. http://dx.doi.org/10.1016/0738-0593(92)90043-l.
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Lumadi, Mutendwahothe Walter, and Sipho S. Shongwe. "The Need For Training Gender-Sensitive Teachers: Addressing Education Challenges For Gender Sensitive National Development." Contemporary Issues in Education Research (CIER) 3, no. 3 (November 8, 2010): 41. http://dx.doi.org/10.19030/cier.v3i3.185.
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This study reports on the extent to which colleges of education in Swaziland prepare student teachers to be gender-sensitive in their practice as teachers. Gendering in contemporary teacher education, both primary and secondary was approached from the curricular and agency perspectives. Gender-related differences in the first teacher education curriculum were highly visible. These have persisted and are still visible in the current curricular structures though the wording may have changed over time. Other major findings included factors perceived by lecturers and teacher education management as necessary for implementation of a gender-sensitive curriculum in teacher education colleges, and these include the need for gender-related initiatives to address gender issues and the need to address gender hierarchies.
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Werf, Greetje van der, Bert Creemers, and Henk Guldemond. "Improving Parental Involvement in Primary Education in Indonesia: Implementation, Effects and Costs." School Effectiveness and School Improvement 12, no. 4 (December 1, 2001): 447–66. http://dx.doi.org/10.1076/sesi.12.4.447.3444.
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Rugube, Lovemore M., Sifisile P. Nsibande, Michael T. Masarirambi, and Patricia J. Musi. "Factors Affecting Profitability of Smallholder Vegetable Farmers in the Shiselweni Region, Kingdom of Eswatini (Swaziland)." Sustainable Agriculture Research 8, no. 1 (January 28, 2019): 104. http://dx.doi.org/10.5539/sar.v8n1p104.
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Agriculture is the main anchor of the Eswatini economy and profitability in this sector still remains vital for sustainable development of the economy. This study investigated the factors affecting profitability of smallholder vegetable farmers in the Shiselweni region. Primary data was obtained using a structured questionnaire and personal interviews from 60 vegetable farmers. Data was analyzed using descriptive statistics, enterprise budget, profitability ratios and multiple linear regression models. The SPSS software was used. The results showed that the mean age of the vegetable farmers was found to be 50.5 years, the mean household size was 8 people, mean farming experience was 3 years, mean farm size was 3 hectares and the majority of the farmers had high school education. The net income of smallholder vegetable farmers was E5810.30. The results of the multiple linear regression analysis revealed that land size, gender, household size, had a direct relationship with profitability of vegetable production while age, education, experience, income and labour had a negative relationship. Farmers requested that the subsidized farm inputs should arrive on time, new engines be bought for them and dams be constructed to generate irrigation water in winter.
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Bundy, Donald, Carmen Burbano, Aulo Gelli, Claire Risley, and Kristie Neeser. "On the Transition to Sustainability: An Analysis of the Costs of School Feeding Compared with the Costs of Primary Education." Food and Nutrition Bulletin 32, no. 3 (September 2011): 201–5. http://dx.doi.org/10.1177/156482651103200303.
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Hazarika, Gautam. "The Sensitivity of Primary School Enrollment to the Costs of Post-Primary Schooling in Rural Pakistan: A Gender Perspective." Education Economics 9, no. 3 (December 2001): 237–44. http://dx.doi.org/10.1080/09645290110086117.
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Coyne, Geoffrey. "The Private Costs of Public Schooling: Household and Community Financing of Primary Education in Cambodia;." Economics of Education Review 20, no. 3 (June 2001): 305–6. http://dx.doi.org/10.1016/s0272-7757(00)00034-0.
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Odhiambo, Fredrick, and Dr Nixon Omoro. "Reconsidering Education for All at a time of Change." International Journal for Innovation Education and Research 3, no. 12 (December 31, 2015): 139–52. http://dx.doi.org/10.31686/ijier.vol3.iss12.495.
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This paper sought to determine economic factors that influence access to secondary educational opportunities in Narok County, Kenya and to suggest strategies to help raise the transition rates of learners from primary to secondary schools. The study employed descriptive survey research design involving both qualitative and quantitative approaches. Study participants comprised head teachers, teachers and students in both primary and secondary schools. Stratified sampling technique was used to select twenty-four (24) primary school head teachers, forty-eight (48) primary school teachers and eight (8) secondary school principals. A total of 68 class eight pupils and 44 form one students were selected using simple random sampling from the sampled schools. Data were collected using questionnaires and an interview schedule. Pilot testing was done with questionnaires to test reliability and validity. To obtain the reliability the test-retest method was employed. Pearson Product Moment was employed to compute the correlation coefficient. A correlation co-efficient of 0.77 was obtained. Qualitative data were analysed inductively through content analysis while SPSS was used to analyse quantitative data. Results were presented in form of tables, figures, frequencies and percentages. It was established that household poverty and opportunity costs of education have influences on completion rates and lead to dropouts from basic schooling. The study recommends the need for the government and private sector employing a long term strategy in expanding secondary education in Kenya. This could include poverty mitigation and reduction in cost of secondary schooling and improvement of basic infrastructure, improvement of the quality of education in the country in order to reduce the opportunity costs and also through provision of more subsidies to improve the level of enrollment in basic education.
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Urwick, James. "Determinants of the private costs of primary and early childhood education: findings from Plateau State, Nigeria." International Journal of Educational Development 22, no. 2 (March 2002): 131–44. http://dx.doi.org/10.1016/s0738-0593(00)00082-1.
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Mehrotra, Santosh, and Enrique DelaMonica. "Household costs and public expenditure on primary education in five low income countries: A comparative analysis." International Journal of Educational Development 18, no. 1 (January 1998): 41–61. http://dx.doi.org/10.1016/s0738-0593(97)00043-6.
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Nishimura, Mikiko, Takashi Yamano, and Yuichi Sasaoka. "Impacts of the universal primary education policy on educational attainment and private costs in rural Uganda." International Journal of Educational Development 28, no. 2 (March 2008): 161–75. http://dx.doi.org/10.1016/j.ijedudev.2006.09.017.
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Belcher, Josephine, Woroud Alzaher, Pradnya Naik-Panvelkar, and Renee Granger. "OP83 Iterative Formative Research Informing Primary Care Education Design." International Journal of Technology Assessment in Health Care 35, S1 (2019): 21. http://dx.doi.org/10.1017/s0266462319001387.
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IntroductionNPS MedicineWise delivers nationwide educational programs for Australian general practitioners and community pharmacists. Extensive searching and synthesis of published and grey literature is undertaken to inform program design and development. However, this formative research process is lengthy, labour intensive and attempts to pre-emptively answer questions that could arise during design and development, prompting a process re-evaluation.MethodsA more targeted and iterative process was piloted entailing: (i) rapid collation (two weeks maximum) of basic contextual information into a pre-scoping briefing document including high-level statistics on medicines or test usage, key guidelines identification and collation of findings from relevant government and stakeholder reports, (ii) an internal advisory group reviewing the pre-scoping brief and identifying the highest priority research questions that must be answered to inform the design and development of the educational program, (iii) iterative work to answer the highest priority research questions with findings provided to the advisory group fortnightly, involving ad hoc search methods and snowballing techniques to identify pertinent literature quickly, (iv) iterative feedback from the advisory group as to whether the resulting work is adequate and development or whether further information is required, and reprioritisation of the work plan if necessary, and (v) completion of the formative research process within four or five iterations. The new approach was evaluated via surveys of the internal advisory group and staff involved in design and development. Administrative data on staffing and costs using the new approach were also compared with previous data.ResultsThis approach was trialled for three different educational programs. The resulting reports are more targeted, answer specific advisory group questions and take half the time to produce.ConclusionsThis approach can rapidly provide appropriate information to inform program design. The iterative approach has allowed greater responsiveness to changing advisory group priorities and process improvements.
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Levinson, Meira. "Challenging Deliberation." Theory and Research in Education 1, no. 1 (March 2003): 23–49. http://dx.doi.org/10.1177/1477878503001001003.
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Civic education is a primary aim of public schooling in liberal democratic states, which rely on a well-educated, civic-minded citizenry for their perpetuation. Because liberal democracies can differ, it is important to decide for what kind of democracy schools should be educating. Recently, deliberative democracy has come into vogue as a political - and hence civic educational - goal. Because of differences in perspectives as a result of life experiences, however, racial, ethnic, economic, and/or religious minorities are disadvantaged in deliberative settings. Even if they fully participate, and even if all citizens welcome their participation, minority group members are unlikely to be able to influence debate appropriately. Furthermore, the steps that teachers or schools might take to overcome this problem in the future themselves impose serious costs on children, especially those who grow up in segregated minority communities. These costs may outweigh deliberative democracy's putative benefits over adversarial democracy.
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Irvine, Leslie. "Animal Problems/People Skills: Emotional and Interactional Strategies in Humane Education." Society & Animals 10, no. 1 (2002): 63–91. http://dx.doi.org/10.1163/156853002760030888.
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AbstractRecent changes in the organizational culture of nonhuman animal sheltering, coupled with attitudes that are more progressive toward companion animals, have made shelters into resources rather than last resorts. Consequently, shelter workers need the "people skills" to communicate to a public that urgently needs accurate information about animal behavior and training. This poses a difficulty for workers drawn to working with animals but who find themselves working with people. Based on participant observation and informed by social psychology and the sociology of emotions, this study articulates three primary dimensions of shelter workers' interactions with clients: (a) Narrative Knowing, (b) Emotion Management, and (c) Deference. From the analysis of these dimensions, the paper then draws conclusions about the individual costs of shelter work and suggests practical steps that workers and animal care organizations could take to recognize and reduce these costs.
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Ismail, Zafar H. "Gender Differentials in the Cost of Primary Education: A Study of Pakistan." Pakistan Development Review 35, no. 4II (December 1, 1996): 835–49. http://dx.doi.org/10.30541/v35i4iipp.835-849.
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The paper examines the differences in the cost of primary education by gender and by province. It shows that the growth in enrolment outstrips the growth in the relevant population cohort, except in Sindh, and that this is faster in the case of girls than boys; that the school construction programme for girls in Sindh, unlike other provinces, outstrips the growth in female teacher employment. This is also seen in the boys’ school in Pakistan. Cost of providing education are a function of the availability of teachers and schools, opportunity cost of employment, urbanisation and female literacy. The growth in both recurring and capital outlays and in output costs per student are higher for girls and boys except in Balochistan. Using a pooled time series and analysis the paper concludes that there is an optimal level for the availability of schools per 1000 population [6.02 and 5.67 respectively for girls and boys in the Punjab and 3.88 for boys in NWFP and Balochistan] and for the number of teachers per 1000 students [7.69 for girls and 3.36 for boys]. It suggests the policy prescription to reallocate resources to employing more teachers for boys for greater cost effectiveness.
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Oosterhoff, Marije, Hans Bosma, Onno C. P. van Schayck, and Manuela A. Joore. "A Cost Analysis of School-Based Lifestyle Interventions." Prevention Science 19, no. 6 (May 31, 2018): 716–27. http://dx.doi.org/10.1007/s11121-018-0918-1.
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Abstract A uniform approach for costing school-based lifestyle interventions is currently lacking. The objective of this study was to develop a template for costing primary school-based lifestyle interventions and apply this to the costing of the “Healthy Primary School of the Future” (HPSF) and the “Physical Activity School” (PAS), which aim to improve physical activity and dietary behaviors. Cost-effectiveness studies were reviewed to identify the cost items. Societal costs were reflected by summing up the education, household and leisure, labor and social security, and health perspectives. Cost inputs for HPSF and PAS were obtained for the first year after implementation. In a scenario analysis, the costs were explored for a hypothetical steady state. From a societal perspective, the per child costs were €2.7/$3.3 (HPSF) and €− 0.3/$− 0.4 (PAS) per day during the first year after implementation, and €1.0/$1.2 and €− 1.3/$− 1.6 in a steady state, respectively (2016 prices). The highest costs were incurred by the education perspective (first year: €8.7/$10.6 (HPSF) and €4.0/$4.9 (PAS); steady state: €6.1/$7.4 (HPSF) and €2.1/$2.6 (PAS)), whereas most of the cost offsets were received by the household and leisure perspective (first year: €− 6.0/$− 7.3 (HPSF) and €− 4.4/$− 5.4 (PAS); steady state: €− 5.0/$− 6.1 (HPSF) and €− 3.4/$− 4.1 (PAS)). The template proved helpful for costing HPSF and PAS from various stakeholder perspectives. The costs for the education sector were fully (PAS) and almost fully (HPSF) compensated by the savings within the household sector. Whether the additional costs of HPSF over PAS represent value for money will depend on their relative effectiveness.
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Sutriayu, Sutriayu, Makhdalena Makhdalena, and Sumarno Sumarno. "Effect of Family Environment and Education Costs on Student Achievement with Interest in Reading as an Intervening Variable." Journal of Educational Sciences 4, no. 1 (January 27, 2020): 164. http://dx.doi.org/10.31258/jes.4.1.p.164-175.
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Learning entrepreneurship is very important for special students in vocational high schools (SMK). However, there are still many students getting entrepreneurial grades under the standard (KKM). It can be said that student achievement in entrepreneurship subjects is low, this is inseparable from the factors that influence learning achievement such as: family environment, education costs, and reading interest. The research objective is to look at the effect of family environment and educational costs on student achievement both simultaneously and partially and to see the influence of family environment, education costs, and reading interest on learning achievement both simultaneously and partially. The population in this study was the entire class XI Pharmacy Pharmacy Ikasari Pekanbaru with 249 students. The sampling technique used Simple Random Sampling with a sample size of 153 students. The data in this study were secondary data obtained from school documents in the form of student daily test scores and primary data obtained from questionnaires filled out by students. The results showed that family environment and education costs had a positive and significant effect on learning achievement both 43.4% simultaneously and partially with a large coefficient of peht 43.6% and 39.7% and family environment, education costs, and reading interest positive and significant effect both simultaneously at 56.3% and partial with a peht coefficient of 16.5%, 13.2%, and 57.3%.
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Murphy, Rachel. "Turning Peasants into Modern Chinese Citizens: “Population Quality” Discourse, Demographic Transition and Primary Education." China Quarterly 177 (March 2004): 1–20. http://dx.doi.org/10.1017/s0305741004000025.
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The all-embracing discourse of population quality (suzhi) is put to work through rural primary schools in ways that help state institutions implement policies such as accelerating demographic transition, restructuring the education system, professionalizing labour markets, promoting agricultural skills training, instituting economic liberalism and carrying out patriotic education. Suzhi discourse facilitates policy implementation in four ways. First, it imbues disparate policies with seeming coherence. Secondly, by articulating a diverse set of policies through suzhi discourse, including state retreat from welfare provisioning, state institutions can be seen to be working to improve people's well-being. Thirdly, in making people responsible for raising their own quality, the need to improve suzhi is an explanation and a prescription when individuals are adversely affected by policies. Finally, suzhi discourse encourages individuals to regulate their conduct in accordance with the political drift of society. By enfolding suzhi norms into identity formation, the education system shapes each individual's ongoing process of “becoming” in ways that parallel the nation's modernization, thereby reducing the costs of policy enforcement.
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Andersen, N. A. "Primary Care in Australia." International Journal of Health Services 16, no. 2 (April 1986): 199–212. http://dx.doi.org/10.2190/3l1k-c30d-j5af-2ajn.
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The Australian health care delivery system is reviewed in this article, with special comment on the implications of the financial components of the system and government concerns regarding costs and over-servicing. General practitioners' perception of their role is not significantly different from the expectation of patients, yet the reality may not match the idealized view. There are problems related to availability and there are developments which seem to pose some threat to the continuing care of patients. New developments have occurred in the way in which practice is organized which give an emphasis to continual availability over 24 hour periods, and these developments pose a challenge to the way in which doctors have organized their practices. Population features-Aborigines, migrants, and the elderly-present significant problems that are not always well met, and the concept of total patient care thereby suffers. The general practitioner's apparent failure to fill the expected role in co-ordination of services is discussed, as is the need for general practitioners to become more actively involved in health education and promotion. The hope for the future lies in the Family Medicine Programme of The Royal Australian College of General Practitioners, which represents a major attempt to provide appropriate vocational training for general practice.
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Uvarov, A. Yu. "HARNESSING ICT TO ENHANCE PROVISION OF SCHOOL EDUCATION: THE POLICY RECOMMENDATIONS." Informatics and education, no. 2 (April 3, 2019): 5–12. http://dx.doi.org/10.32517/0234-0453-2019-34-2-5-12.
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The decision on harnessing ICT in school education can pursue as a primary objective the acquaintance of students with ICT, the reduction of the costs of the education or the improvement of the educational results. Governments should consider ICT policies and programs on the Harnessing ICT in education as policies and programs for the school transformation. The focus areas include learning with ICT when suitable; teaching with ICT when suitable; developing a culture of ICT-promoted educational changes; building digital infrastructure to promote learning and teaching. The main issues and recommendations for each area are presented.
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Abram, Marissa D., Karen T. Mancini, and R. David Parker. "Methods to Integrate Natural Language Processing Into Qualitative Research." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692098460. http://dx.doi.org/10.1177/1609406920984608.
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Background: Qualitative methods analyze contextualized, unstructured data. These methods are time and cost intensive, often resulting in small sample sizes and yielding findings that are complicated to replicate. Integrating natural language processing (NLP) into a qualitative project can increase efficiency through time and cost savings; increase sample sizes; and allow for validation through replication. This study compared the findings, costs, and time spent between a traditional qualitative method (Investigator only) to a method pairing a qualitative investigator with an NLP function (Investigator +NLP). Methods: Using secondary data from a previously published study, the investigators designed an NLP process in Python to yield a corpus, keywords, keyword influence, and the primary topics. A qualitative researcher reviewed and interpreted the output. These findings were compared to the previous study results. Results: Using comparative review, our results closely matched the original findings. The NLP + Investigator method reduced the project time by a minimum of 120 hours and costs by $1,500. Discussion: Qualitative research can evolve by incorporating NLP methods. These methods can increase sample size, reduce project time, and significantly reduce costs. The results of an integrated NLP process create a corpus and code which can be reviewed and verified, thus allowing a replicable, qualitative study. New data can be added over time and analyzed using the same interpretation and identification. Off the shelf qualitative software may be easier to use, but it can be expensive and may not offer a tailored approach or easily interpretable outcomes which further benefits researchers.
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Emery-Tiburcio, Erin, Magdalena Bednarcyzk, Febe Wallace, and Michelle Newman. "IMPROVING PRIMARY CARE PROVIDER EDUCATION AND SATISFACTION VIA THE CATCH-ON LEARNING COMMUNITIES." Innovation in Aging 3, Supplement_1 (November 2019): S36. http://dx.doi.org/10.1093/geroni/igz038.140.
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Abstract Nationally, there is a shortage of geriatric trained healthcare providers caring for older adults. As the population of older adults grows, health care systems and primary care providers struggle to provide high quality, cost effective care for older adults. Time for training is also limited in busy community health centers. The CATCH-ON Learning Communities (LCs) are telehealth educational interventions based on the ECHO model, modified to be less time intensive, thus decreasing cost to participating clinics. In the LC, geriatric specialists provide evidence-based, best practice training utilizing case discussions to illustrate pertinent learning points via monthly one hour video conferences. Practical, specific behavioral recommendations are offered for immediate implementation in each session. LCs are provided to interprofessional primary care teams. The first LC with a federally-qualified health center (FQHC) yielded consistently high satisfaction from participants, along with a 17% decrease in high risk medication prescriptions and 22% increase in falls screenings. Training the primary care workforce in evidence based geriatric interventions can improve the care of all older adults within each health system, improving healthcare access to help mitigate healthcare inequalities, slow adoption of best practices and rising costs of caring for complex older adults. The CATCH-ON Learning Community is an effective, low cost model of training the primary care work force without geographical or financial constraints that frequently limit access to specialized care.
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Wood, Jack M., and Joan A. Cooper. "Sex Differences and Attitudes towards Permanent Part-time Work in Education." Australian Journal of Education 32, no. 1 (April 1988): 58–74. http://dx.doi.org/10.1177/000494418803200104.
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The typical stereotype of the part-time teacher is that they are: married females who are currently employed as casual teachers, without job security; married females employed on a full-time basis wishing to work on a part-time basis; or unemployed married females seeking to enter teaching who are unable to obtain full-time teaching positions. The composition of the part-time workforce is diversifying away from this stereotype in many fields. Many single and married males now express a preference to work on a permanent part-time basis. This study examined the comparative perceptions of a random sample of male and female primary teachers regarding the costs and benefits that would be associated with the introduction of permanent part-time teaching (PPTT). The most important finding was the high degree of support for PPTT among male primary teachers. These findings challenge the widely held stereotype that only females want to work on a PPTT basis. Such results also demonstrate the magnitude of social and economic change that is occurring in education labour markets.
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Limbong, Mesta. "THE ROLE OF CORPORATE SOCIAL RESPONSIBILITY IN QUALITY IMPROVEMENT OF 9-YEAR EDUCATION." Journal of Education Research in Administration and Management (JERAM) 1, no. 1 (January 16, 2017): 11. http://dx.doi.org/10.29061/jeram.v1i1.27.
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This research was carried to look at the quality of the 9-year primary education at the primary schools under the responsibility of PT Windu Nabatindo Lestari Bumitama Gunajaya Agro , a palm oil plantation in Central Kalimantan. The four standards measured are (1) competence of the graduates, (2) teachers and supporting staff, (3) facilities and infrastructures, and (4) costs. The company is responsible for increasing the standard quality of education within the plantation through its Corporate Social Reaponsibility (CSR) which targets education in the platation areas. This research uses qualitative method; data collection was done through observation, interviews, school documents, database, and note taking. The results shows that not all minimum indicators of the standards met the requirements, such as, there was no career tracks for teachers and supporting staff, budget was allocated more on operational coats. Facilities ad infrastructures were far from adequate for a quality education.
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Egede, Leonard E., Clara E. Dismuke, Christian Eiler, Joni S. Williams, and Rebekah J. Walker. "Cost-effectiveness of Telephone-Delivered Education and Behavioral Skills Intervention for African American Adults with Diabetes." Ethnicity & Disease 31, no. 2 (April 14, 2021): 217–26. http://dx.doi.org/10.18865/ed.31.2.217.
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Purpose: Evaluate cost-effectiveness of a telephone-delivered education and behavioral skills intervention in reducing glycemic control (HbA1c) and decreasing risk of complications.Methods: Data from a randomized controlled trial, conducted from August 1, 2008 – June 30, 2010 and using a 2x2 factorial design delivered to 255 African American adults not meeting glycemic targets for diabetes were used. Though the primary aim found no significant differences in HbA1c between groups, there was an overall drop in HbA1c across arms and differential cost. Primary clinical outcome was HbA1c measured at 12-months. Costs were estimated based on self-reported utilization of primary care, emergency, and other health care. Costs due to lost wages were calculated based on self-reported days of work missed due to illness. The Michigan Model for Diabetes was used to estimate 10-year probability of developing congestive heart failure, cardiovascular disease, end stage renal disease, stroke, myocardial infarction, all cause death, and CVD death. Total cost per patient and clinical outcomes were used to estimate an incremental cost effectiveness ratio (ICER) using non-parametric bootstrapping.Results: ICERs indicated combined education and skills intervention was $3,630 less expensive than usual care to achieve a 0.6% decrease in HbA1c and was between $34,000 and $95,000 less expensive than usual care to reduce risk of complications. The knowledge only intervention was $661 less expensive than usual care and the behavioral skills only intervention did not indicate cost effectiveness.Conclusion: The combined intervention ICER for HbA1c is comparable to other education programs and the ICER to reduce the probability of complications falls below previously recommended long-term cut-off of $100,000, suggesting cost-effectiveness in an African American population.Ethn Dis. 2021;31(2):217-226; doi:10.18865/ed.31.2.217
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Sumari, Neema Simon, Hashir Tanveer, Zhenfeng Shao, and Ernest Simon Kira. "Geospatial Distribution and Accessibility of Primary and Secondary Schools: A case of Abbottabad City, Pakistan." Proceedings of the ICA 2 (July 10, 2019): 1–11. http://dx.doi.org/10.5194/ica-proc-2-125-2019.
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<p><strong>Abstract.</strong> Quality education in isolated areas is a major issue in developing countries like Pakistan, as access to formal education is linked to improved life prospects for rural students. Among the factors for education, accessibility is school availability within a minimum spatial distance. The spatial distribution of schools is generally uneven in most of the cities of Northern Pakistan, thus limiting access to formal education at the primary and secondary level. This paper analyzes the spatial distribution of the primary and secondary schools found in the hilly terrain of Abbottabad city. Results show an uneven scattered pattern of schools and decreasing accessibility with longer travel times, at higher costs. Cost-weighted distance showed that this spatial distribution extends the travel distance by more than 5km for secondary school students living in the city. However, spatial restructuring and reorganization of schools in the study area would enhance student access to school facilities.</p>
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Kohlmeyer, James M., and Janet A. Samuels. "Rebecca's Coffee and Tea House: A Strategic Mapping and Balanced Scorecard Case Study." Issues in Accounting Education 32, no. 2 (April 1, 2016): 73–81. http://dx.doi.org/10.2308/iace-51474.
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ABSTRACT This case is designed to be used in an undergraduate or M.B.A. managerial/cost accounting course. The case asks students to act as advisors to the owner of a relatively new coffee and tea house. Students' familiarity with coffee houses enhances the real-life application of cost/managerial concepts in the case. The primary learning objectives include understanding quality costs, developing a strategy map, designing a balanced scorecard (BSC), analyzing how some of the BSC measures would be captured and monitored, and articulating the advantages/disadvantages of linking a BSC to employee evaluation. The small business is easily understood by students and, therefore, the case allows for rich class discussion.
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Papp, A. "Local or regional? Cost—benefit analysis of a hypothetical new structure in public primary education in Hungary." Acta Oeconomica 52, no. 2 (June 2002): 237–53. http://dx.doi.org/10.1556/aoecon.52.2002.2.5.
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Local governments are responsible for the provision of primary education in Hungary, this being the largest expenditure item in their budget. The segmented structure of Hungarian local government may be a source of inefficiencies, since one of the most important source of inefficiencies is diseconomies of scale. This paper, using data of two counties — Baranya and Békés — presents a cost—benefit calculation with respect to the operational costs of a hypothetical, newly structured primary education system, where only institutions of “optimal (efficient) size” are operated. Two scenarios are presented. According to the first one all schools of inefficient size would be closed down, while according to the second this could happen only if there is at least one additional social/cultural institution in the settlement in question. The results of the simulation, being rough calculations, may provide guidance on what kind of questions might occur and what the approximate magnitudes of expenditures of a new system might be under specific conditions of reorganisation.
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Papadopoulos, Vassilios, Dana Goldman, Clay Wang, Michele Keller, and Steven Chen. "Looking Ahead to 2030: Survey of Evolving Needs in Pharmacy Education." Pharmacy 9, no. 1 (March 17, 2021): 59. http://dx.doi.org/10.3390/pharmacy9010059.
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In order to keep pharmacy education relevant to a rapidly-evolving future, this study sought to identify key insights from leaders from a broad array of pharmacy and non-pharmacy industries on the future of the pharmacy profession, pharmaceutical sciences, and pharmacy education. Thought leaders representing a variety of industries were surveyed regarding their perspectives on the future of pharmacy practice, pharmaceutical science disciplines, and pharmacy education in seven domains. From 46 completed surveys, top challenges/threats were barriers that limit clinical practice opportunities, excessive supply of pharmacists, and high drug costs. Major changes in the drug distribution system, automation/robotics, and new therapeutic approaches were identified as the top technological disrupters. Key drivers of pharmacy education included the primary care provider shortage, growing use of technology and data, and rising drug costs. The most significant sources of job growth outside of retail and hospital settings were managed care organizations, technology/biotech/pharmaceutical companies, and ambulatory care practices. Needs in the industry included clinical management of complex patients, leadership and management, pharmaceutical scientists, and implementation science. Knowledge gaps were pharmacists not recognizing their value on the health care team, preparation to embrace and lead change, and expertise in data science and analytics. Pharmacy schools will need to address several disruptive trends to future-proof their curricula, including expanding patient management skills, leadership and management training, technology, and data analytics.
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Regenstein, Marsha, John E. Snyder, Mariellen Malloy Jewers, Kiki Nocella, and Fitzhugh Mullan. "Comprehensive Revenue and Expense Data Collection Methodology for Teaching Health Centers: A Model for Accountable Graduate Medical Education Financing." Journal of Graduate Medical Education 10, no. 2 (April 1, 2018): 157–64. http://dx.doi.org/10.4300/jgme-d-17-00542.1.
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ABSTRACT Background Despite considerable federal investment, graduate medical education financing is neither transparent for estimating residency training costs nor accountable for effectively producing a physician workforce that matches the nation's health care needs. The Teaching Health Center Graduate Medical Education (THCGME) program's authorization in 2010 provided an opportunity to establish a more transparent financing mechanism. Objective We developed a standardized methodology for quantifying the necessary investment to train primary care physicians in high-need communities. Methods The THCGME Costing Instrument was designed utilizing guidance from site visits, financial documentation, and expert review. It collects educational outlays, patient service expenses and revenues from residents' ambulatory and inpatient care, and payer mix. The instrument was fielded from April to November 2015 in 43 THCGME-funded residency programs of varying specialties and organizational structures. Results Of the 43 programs, 36 programs (84%) submitted THCGME Costing Instruments. The THCGME Costing Instrument collected standardized, detailed cost data on residency labor (n = 36), administration and educational outlays (n = 33), ambulatory care visits and payer mix (n = 30), patient service expenses (n = 26), and revenues generated by residents (n = 26), in contrast to Medicare cost reports, which include only costs incurred by residency programs. Conclusions The THCGME Costing Instrument provides a model for calculating evidence-based costs and revenues of community-based residency programs, and it enhances accountability by offering an approach that estimates residency costs and revenues in a range of settings. The instrument may have feasibility and utility for application in other residency training settings.
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Grimaldi, Michele, Livio Cricelli, and Marco Greco. "Perceived benefits and costs of intellectual capital in small family firms." Journal of Intellectual Capital 17, no. 2 (April 11, 2016): 351–72. http://dx.doi.org/10.1108/jic-06-2015-0055.
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Purpose – Despite the flourishing literature on intellectual capital (IC), few studies explored its features in the perspective of family firms, and even fewer focussed on small family firms (SFFs). The purpose of this paper is to analyze how managers and senior employees in SFFs perceive the benefits and costs of intellectual capital assets (ICAs) and provides many insights for future researches. Design/methodology/approach – Taking the lead from the constructivist epistemology, this instrumental study describes the implementation of a framework for the assessment of ICAs into four SFFs in order to develop general theoretical principles. Findings – Among the findings, it stands out that most SFFs in the sample especially rely on their internal processes and on their human resources’ knowledge and competences. Furthermore, the authors found much internal disagreement with respect to the expected costs of investing on ICAs, especially within firms operating in more turbulent markets. Research limitations/implications – Being referred to a multiple case study, the results may not be generalized to other organizations. Nevertheless, they are useful to build theory, either by verification of falsification, and to encourage their future testing in empirical papers. Practical implications – The implementation of the framework allows identifying internal disagreement with respect to the ICAs’ costs and benefits and exploring their causes. Furthermore, it suggests which should be the ICAs deserving primary attention in order to have the best impact on value creation. Originality/value – The paper investigates IC in SFFs, thus contributing to fill a remarkable gap in IC literature.
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Chauhan, Ujjawal, and Kaushalya Gupta. "Parental Motivations in Sending Children to School in a Paradoxical Indian Learning System of Declining Learning Curve and Increasing Enrolment: A Case Study of West Bengal." Journal of Educational and Social Research 7, no. 1 (January 26, 2017): 19–29. http://dx.doi.org/10.5901/jesr.2017.v7n1p19.
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Abstract Current studies explain the growth in enrolment in Indian primary schools to be a result of ‘cost-effective’ incentivized education by the Indian Government. However, this does not explain why parents living below the poverty line (BPL) are forgoing higher opportunity costs and sending their children to school, especially in the context of a declining learning curve. This study investigates the motivating factors among BPL parents and the relative significance of incentives in shaping their decisions regarding their children’s enrolment. This study also reveals qualitative and quantitative data based results showing Right to Education (RTE) Act’s (2009) ‘free and compulsory primary education for all’ motivating millions of ‘very poor’ first generation learners to enroll. However, in these households, incentivized education is not sufficiently cost-effective to substitute child labor. Furthermore, The Right to Education Act’s No Fail Policy is shown to have negatively impacted learning in government schools.
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DeLia, Derek, Joel C. Cantor, and Elaine Duck. "Productivity vs. Training in Primary Care: Analysis of Hospitals and Health Centers in New York City." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 39, no. 3 (August 2002): 314–26. http://dx.doi.org/10.5034/inquiryjrnl_39.3.314.
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This paper examines the indirect costs of primary care residency in terms of ambulatory care site productivity and the influence of graduate medical education (GME) subsidies on the employment of primary care residents. Using a sample of hospitals and health centers in New York City (NYC), we find that most facilities employ significantly more primary care residents relative to nonresident primary care physicians than would be dictated by cost-minimizing behavior in the production of primary care. We also find evidence that New York's GME subsidy encourages the “overemployment” of residents, while the Medicare GME subsidy does not. We conclude that the trade-off between productivity and teaching is more serious in primary care than in inpatient settings, and that facilities heavily involved in ambulatory care teaching will be at a competitive disadvantage if GME subsidies are not targeted specifically for primary care.
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Holm-Hansen, Jørn, Mikkel Berg-Nordlie, Aadne Aasland, and Linda Cook. "Welfare Reform, Protest and Stability in the Light of Reforms of Old-Age Pensions, Housing and Primary Education." Russian Politics 4, no. 3 (September 27, 2019): 354–74. http://dx.doi.org/10.1163/2451-8921-00403004.
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Meeting popular expectations for social welfare delivery is one of the pillars upon which the current Russian regime bases its legitimacy. At the same time, the authorities try to transfer responsibility and costs to citizens and transfer service delivery to commercial actors. This article addresses the relationship between welfare reform and political stability in Russia. The discussion is based upon case studies of three large-scale reforms of pension, education and housing policies in 2014–2019. The reforms are analyzed in the light of mechanisms often referred to as “neo-liberal”: public budgets are relieved by making citizens pay more out of their own pockets, and tasks that used to be public are transferred to non-state actors or people’s self-organizing. The article identifies how the population reacts to the introduction of such mechanisms. It discusses the extent to which core reform mechanisms are challenged and original reforms modified in response to resistance.
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Caraballo, Mª Ángeles, and Eva Mª Buitrago. "Ethnolinguistic Diversity and Education. A Successful Pairing." Sustainability 11, no. 23 (November 23, 2019): 6625. http://dx.doi.org/10.3390/su11236625.
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The many growing migratory flows render our societies increasingly heterogeneous. From the point of view of social welfare, achieving all the positive effects of diversity appears as a challenge for our societies. Nevertheless, while it is true that ethnolinguistic diversity involves costs and benefits, at a country level it seems that the former are greater than the latter, even more so when income inequality between ethnic groups is taken into account. In this respect, there is a vast literature at a macro level that shows that ethnolinguistic fragmentation induces lower income, which leads to the conclusion that part of the difference in income observed between countries can be attributed to their different levels of fragmentation. This paper presents primary evidence of the role of education in mitigating the adverse effects of ethnolinguistic fractionalization on the level of income. While the results show a negative association between fragmentation and income for all indices of diversity, the attainment of a certain level of education, especially secondary and tertiary, manages to reverse the sign of the marginal effect of ethnolinguistic fractionalization on income level. Since current societies are increasingly diverse, these results could have major economic policy implications.
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Senft, Jonas D., Michel Wensing, Regina Poss-Doering, Joachim Szecsenyi, and Gunter Laux. "Effect of involving certified healthcare assistants in primary care in Germany: a cross-sectional study." BMJ Open 9, no. 12 (December 2019): e033325. http://dx.doi.org/10.1136/bmjopen-2019-033325.
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ObjectivesGrowing prevalence of chronic diseases and limited resources are the key challenges for future healthcare. As a promising approach to maintain high-quality primary care, non-physician healthcare professionals have been trained to broaden qualifications and responsibilities. This study aimed to assess the influence of involving certified healthcare assistants (HCAs, German: Versorgungsassistent/in in der Hausarztpraxis) on quality and efficacy of primary care in Germany.DesignCross-sectional study.SettingPrimary care.ParticipantsPatients insured by the Allgemeine Ortskrankenkasse (AOK) statutory health insurer (AOK, Baden-Wuerttemberg, Germany).InterventionsSince 2008 practice assistants in Germany can enhance their professional education to become certified HCAs.Primary and secondary outcome measuresClaims data related to patients treated in practices employing at least one HCA were compared with data from practices not employing HCAs to determine frequency of consultations, hospital admissions and readmissions. Economic analysis comprised hospitalisation costs, prescriptions of follow-on drugs and outpatient medication costs.ResultsA total of 397 493 patients were treated in HCA practices, 463 730 patients attended to non-HCA practices. Patients in HCA practices had an 8.2% lower rate of specialist consultations (p<0.0001), a 4.0% lower rate of hospitalisations (p<0.0001), a 3.5% lower rate of readmissions (p=0.0463), a 14.2% lower rate of follow-on drug prescriptions (p<0.0001) and 4.7% lower costs of total medication (p<0.0001). No difference was found regarding the consultation rate of general practitioners and hospital costs.ConclusionsFor the first time, this high-volume claims data analysis showed that involving HCAs in primary care in Germany is associated with a reduction in hospital admissions, specialist consultations and medication costs. Consequently, broadening qualifications may be a successful strategy not only to share physicians’ work load but to improve quality and efficacy in primary care to meet future challenges. Future studies may explore specific tasks to be shared with non-physician workforces and standardisation of the professional role.
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Holt, Dayna M., Cindy Lewis, Kathy Klimpel, Christine Sloan, and Claire Aguda. "The Effects of Focused Nursing Education on 3F Groshong™ PICC Occlusion Rates: The Experience of One Tertiary Pediatric Care Facility." Journal of the Association for Vascular Access 15, no. 4 (December 1, 2011): 213–21. http://dx.doi.org/10.2309/java.15-4-6.
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Abstract OBJECTIVE: The primary aim of this project is to reduce the incidence of 3 Fr. Groshong™ PICC occlusions through focused nursing education. BACKGROUND: The use of Peripherally Inserted Central Catheters (PICC) has become an essential tool in the care of pediatric patients. The small lumen and long length of PICCs requires specialized skill and knowledge in proper care, maintenance and flushing in order to prevent catheter occlusion and other complications. Occluded catheters compromise patient care and increase costs. Reducing the incidence of catheter occlusion, will have a significant impact on the quality of patient care; patient, family and nursing satisfaction, patient outcomes, and costs. METHODS: A pre-test/post-test design using a convenience sample of all the core staff nurses working on the medical/surgical unit at a Southern California Children's Hospital was utilized. Objective measures included a written assessment of nursing knowledge, direct observations of nurses' flushing technique, and retrospective chart review to determine the rate of total catheter occlusion. RESULTS: Mean written test scores improved from 0.78 to 0.93 (p=0.00) Mean observation scores improved from 0.88 to 0.95, (p=0.004). The pre-test occlusion rate was 21.11/1000 catheter days. The post test occlusion rate was 15.49/1000 catheter days (p=0.057). CONCLUSION: Focused nursing education contributed to reducing 3F Groshong™ PICC occlusions and the associated costs due to PICC occlusions.