Determinants of Female enrollment and achievement in primary education ab 58.99 € als Taschenbuch: Factors affecting female enrollment and achievement in primary education the case of Kombolcha Woreda eastern Hararghe Zone Oromia region Ethiopia. Aus dem Bereich: Bücher, Schule & Lernen,
Engineering has continued to remain one of the most male dominated professions in the world. Gender-balance, on the other hand, is desirable, as it brings diversity of the engineering workforce, and social equity. Equity, however, does not just mean an equal number of women and men, it means equal chances of success and career opportunities and development. The progressive and persistent problem of female imbalance in Engineering education is a complex historical, cultural, and organisational one, for which there is no single solution. This book illustrates an interesting phenomenon, which could be one of the major contributing factors to female under-representation in engineering education. This phenomenon happens when redundant stereotypical perception about Engineering and very persistent out-dated Gender stereotype meet head-to-head. Logically, in order to attract much more females into engineering, both stereotypes should be changed. Increasing female enrollment numbers in Engineering is not supposed to be an ultimate goal, as it might appear. Freedom of choice of future careers is, though, paramount. The book targets Engineers, educationalists, Feminists, policy makers, etc.
This book examined the Implementation of the Millennium Development Goals (MDGs) in the Management of Universal Basic Education: A Focus on Gender Disparity and Completion of Full Course of Primary Education in Nigeria. This book through the findings revealed that the sex enrollment ratio for primary schools of Rivers State was 108:100 (boys to girls). This shows that for every 100 girls that were enrolled, 108 boys were enrolled. The sex enrolment ratio for junior secondary schools of Rivers State was 125:100 (boys to girls). Thus, for every 100 female students on roll, 125 boys were enrolled. The aggregate completion rate for a full course of primary schooling for boys in Rivers State was 86% (a normal completion rate). The primary school completion rates for primary school boys in 3 out of the 23 local government areas of Rivers State ranged from 21% through 46% to 50% (very poor completion rates). The male primary school completion rates in 7 out of the 23 local government areas of the state ranged from 56% to 69% (Poor completion rates) from 56% through 62%.
Today considerable numbers of female undergraduate students with aspirations of earning their degrees depart with that dream either because of academic failure emanated from ill-nurtured academic environment or lacking the skills of social adjustments needed for the Higher Education (HE). For Ethiopian female undergraduate students, access and completion rates have always lagged behind male students. Although HE enrollment rates for Ethiopian students have increased in the last couple of decades, female students access to public universities remains unbalanced. Beyond access, female students have not earned degrees at the same rates as their male counterparts. This Book is primarily intended as a reference for key stakeholders regarding the realities of female students participation and academic achievement in the Higher Education Institutions (HEIs) and important strategies for better future. Using a modified version of Tinto s students retention model, this book attempted unfolding the realities in the HEIs in Ethiopia to sparkling lights on the existing contextual scene. It is our hope that this book will serve as a stepping stone for future research works in the area.
Research Paper (undergraduate) from the year 2013 in the subject Politics - International Politics - Region: Other States, , language: English, abstract: Bangladesh as one of the South Asian countries has been striving to develop a comprehensiveeducation policy since its independence but failed to formulate such policy that could contribute to thedevelopment of the economy. The basic problem of primary and secondary level is poor enrolmentand low retention rate in the school. To combat with this problem government of Bangladesh has beenundertaking myriad policies and programs. Among such policies Female Secondary Stipend Program(FSSP), Food For Education Program (FFEP) and Free Text Book Distribution Program to thestudents of primary and secondary level are some innovative and better contributing policyinterventions in the field of female education in Bangladesh. All these policy interventions arepurported with the pivotal motto of reducing drop rate and increasing enrollment rate in the secondaryeducation. All these policies are currently in operation except the Food for Education Program whichhas transformed into a cash transfer program very recently. Based on the policy problem of reducingdropout rate of the secondary female students in the school, the above policies on FFEP, FTBDP andFSSP were chosen as three policy alternatives taking FSSP as status quo with a view to measuringefficacy of these policies employing the cost effectiveness analysis method apprising their relativeworth in reducing dropout of female students in the secondary level calculating the base year 1994 andanalyzing up to 2015 years data and thereafter to suggest the best policy option for the government ofBangladesh. Data were generated and gathered from the available literatures on the above-mentionedalternatives. Primarily FSSP populations were used as baseline population and compare it withdropout and enrolment rate achieved of all the relevant alternatives and based on the unit cost andretained student CEA of all the policy alternatives were calculated on excel sheets first and all datawere manually transformed into word format. The findings of the policy analysis unearthed the factthat in considering CEA of all the policy alternatives it was found that by using $1 it is possible toachieve a non-drop out sustained of 219 females in case of status quo (FSSP). In case of FTBDP byusing 1$ it will be possible to retain 970 female students. In relation to FFEP it will cost the same $1to achieve a non-drop out sustained of 14371 females enrolled. [...]
Gender Equality in education , A historical reflection on gender gaps in education in Uganda s 50 year s of Independence, focused on gender gaps in education globally but with emphasis on Sub-Saharan African perspectives, Ugandan experience in particular. Researched and written from the perspective of gender gaps in education and broader international agenda on equality of education and Education For All, four portraits emerged from this book, that Uganda has achieved equality in enrollment of girls and boys in primary education but quality of education is still wanting, that whereas female enrollment has increased at secondary level, gaps still exist, that whereas there is evidence of female increase in institutions of higher learning but majority are enrolled in humanities, as vocational and technical institutes, sciences and technology are male dominated and there are so many interventions on the ground to bridge the gender gap world over,Uganda inclusive.
The UN Millennium development declaration, which incorporated the goal of achieving universal access to primary education, is the current existing opportunity for children in developing countries. The Ethiopian government is committed to achieve universal access to primary education by 2015.As a result, the country has experienced dramatic increase in primary school enrollment since 1994.However, despite such tremendous achievement in enrollments, the study by the world Bank (2005) revealed that in the absence of concerted effort and additional interventions, attaining universal primary education by 2015 is beyond the reach of Ethiopia. Among other things, the bank suggested for additional interventions to be made in urban areas in relation to reducing pupil-teacher ratio, increasing the deployment of female teachers, improving the school infrastructural development and social protection programs. With this background and by taking into account the involvement of NGOs into economic and social life of the country since the 20th century, this study has assessed the assistance made by NGOs to primary school completion in Addis Ababa.
Since independence, many nations in Sub-Saharan Africa have undertaken huge steps in expanding formal education. In many countries, free primary education has substantially increased both male and female enrollment rates to 82% and 70% respectively (1998 estimates). In contrast, the respective figures for secondary education enrollment rates are 29% and 24%. This is also accompanied by a growing disillusionment among political spheres regarding the actual benefits of a formal education. In order to decipher the intricacies of education enrollment and aid policy makers, this paper examines the responsiveness of female and male school enrollment rates to income and price in a sample of countries in Sub-Saharan Africa using 1970 to 1995 data. A cross comparison between the Sub-Saharan Africa sample and the world indicates similar responses to enrollments with respect to changing incomes and prices.
Over the last two decades, economic growth in Bangladesh has been regarded as Bangladesh Paradox in the economic-growth discourse. In the MDG and some national priority targets Bangladesh performed far better than many developing countries in the area of socioeconomic indicators like child mortality, maternal mortality, total fertility, gross enrollment in school, gender parity in school enrollment, marital age, life expectancy, population growth rate, women participation in outdoor activities, sanitation, safe delivery, family planning, stable macroeconomic growth etc. Female education is largely credited for many of such growth generating socioeconomic indicators. This book investigates how socioeconomic indicators can generate long run economic growth in Bangladesh.