Gender disparity in access to education, under-5 mortality, and economic growth in sub-Saharan Africa.

This paper empirically analyses the impact of gender disparity in access to education and under 5 mortality on economic growth in selected sub-Saharan African (SSA) countries from the period 2005 - 2020. The study engaged a panel data of 17 selected SSA countries sourced from the World Development Indicators (WDI) and the United Nations Institute for Statistics (UNIS) and applied the instrumental variable generalised method of moments analytical approach. The result shows that the interaction between gender parity in access to education and primary school enrolment has a significant impact on economic growth. The study concludes that policies to promote gender parity in access to education would be of paramount importance to increase economic growth towards the actualisation of sustainable development goal related to inclusive and equitable quality education and the promotion of lifelong learning opportunities (SDG4) in SSA countries.

Cet article analyse empiriquement l'impact de la disparité entre les sexes dans l'accès à l'éducation et la mortalité des moins de 5 ans sur la croissance économique dans certains pays d'Afrique subsaharienne (ASS) de la période 2005 à 2020. L'étude a porté sur des données de panel de 17 pays sélectionnés d'ASS provenant de les indicateurs de développement dans le monde (WDI) et l'Institut de statistique des Nations Unies (UNIS) et ont appliqué l'approche analytique des moments à variables instrumentales généralisées. Le résultat montre que l'interaction entre la parité entre les sexes dans l'accès à l'éducation et la scolarisation primaire a un impact significatif sur la croissance économique. L'étude conclut que les politiques visant à promouvoir la parité entre les sexes dans l'accès à l'éducation seraient d'une importance primordiale pour accroître la croissance économique vers la réalisation des objectifs de développement durable liés à une éducation de qualité inclusive et équitable et à la promotion des opportunités d'apprentissage tout au long de la vie (ODD4) dans les pays d'ASS.

Interventions to improve refugee children's access to education and quality learning: A scoping review of existing impact evaluations.

Refugee children face numerous challenges in accessing quality education. In the past years, the number of interventions aiming to address these challenges has grown substantially. What is still scarce, however, is systematic evidence on what works to improve refugee children's enrolment and learning. The authors of this article set out to find what robust quantitative evidence exists regarding interventions that seek to improve access to education and quality learning for refugee children. They conducted a first scoping review of quantitative peer-reviewed articles which evaluate the effect of specific interventions which aimed to improve access to education and/or quality learning for refugee children. While their literature search for the time-period 1990-2021 resulted in 1,873 articles, only eight of these fit the authors' selection criteria. This low number indicates that there is a general lack of robust evidence as to what works to improve quality learning for refugee children. What the authors' mapping of the research evidence does suggest is that cash transfer programmes can increase school attendance and that learning outcomes, such as second-language acquisition, can be improved through physical education, early childhood development programmes, or online game-based solutions. Other interventions, such as drama workshops, appear to have had zero effect on second-language acquisition. The authors conclude their article by addressing the limitations and implications of this body of interventions for future research.

Interventions visant à améliorer l'accès des enfants réfugiés à l'éducation et la qualité de l'apprentissage : un examen approfondi des évaluations d'impact existantes ­ Les enfants réfugiés sont confrontés à de nombreuses difficultés pour accéder à une éducation de qualité. Ces dernières années, le nombre d'interventions visant à relever ces défis a considérablement augmenté. Cependant, les preuves systématiques de ce qui fonctionne pour améliorer la scolarisation et l'apprentissage des enfants réfugiés sont encore rares. Les auteures de cet article se sont mises en quête de preuves quantitatives solides concernant les interventions qui cherchent à améliorer l'accès à l'éducation et la qualité de l'apprentissage pour les enfants réfugiés. Elles ont procédé à une première analyse des articles quantitatifs examinés par des pairs qui évaluent l'effet d'interventions spécifiques visant à améliorer l'accès à l'éducation et/ou la qualité de l'apprentissage pour les enfants réfugiés. Bien que leur recherche documentaire pour la période 1990­2021 ait donné lieu à 1 873 articles, seuls huit d'entre eux correspondaient aux critères de sélection des auteures. Ce faible nombre témoigne d'une insuffisance généralisée de preuves solides sur ce qui fonctionne pour améliorer la qualité de l'apprentissage pour les enfants réfugiés. Ce que la cartographie des résultats de recherche des auteures suggère, c'est que les programmes de transferts monétaires peuvent augmenter la fréquentation scolaire et que les résultats d'apprentissage, tels que l'acquisition d'une seconde langue, peuvent être améliorés grâce à l'éducation physique, aux programmes de développement de la petite enfance ou aux solutions axées sur les jeux en ligne. D'autres interventions, telles que les ateliers de théâtre, semblent n'avoir eu aucun effet sur l'acquisition d'une seconde langue. Les auteures concluent leur article en abordant les limites et les implications de cet ensemble d'interventions pour la recherche future.

Virtual Schooling in Dental Undergraduate and Postgraduate Education: A Knowledge, Attitude, and Practice (KAP) Survey.

Aim The purpose of this survey was to appraise the knowledge, attitude, and practice (KAP) of dental undergraduate and postgraduate students in India towards virtual learning and provide an improved understanding of practicing this learning strategy as a complementary tool for the evolution of dental education. Materials and methods A cross-sectional, closed-ended, multiple-choice online questionnaire was distributed on a national scale to undergraduate and postgraduate dental students throughout India. The questions focused on the choice of virtual platforms, learning methods, duration of classes, mental health, pros and cons, and approach to virtual education as a complementary tool in the future. The survey was distributed in the form of a web-based link and quick-response (QR) code via various social platforms. Descriptive statistics was performed to compile the data. Results  A total of 2130 students (1318 undergraduate and 812 postgraduate students) participated in the study. The study found that 81.1% of the undergraduate and 92.5% of the postgraduate students were exposed to virtual learning. Zoom and Google Meet were the most widely used platforms for online education. The most common mode of virtual learning was webinars conducted by subject faculties. Ease, comfort of access, and flexibility of time were the most common advantages, while internet connectivity issues along with negative psychological impact are a few common drawbacks. The concept of blended learning was most preferred by the students.  Conclusion Undergraduate and postgraduate students showed good knowledge and a positive attitude to virtual schooling and preferred a hybrid model of instruction.

Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid-19 Pandemic.

This article explores the effects of the coronavirus disease 2019 (Covid-19) pandemic on the evolution of both physical and digital cadavers within the unique ecosystem of the anatomy laboratory. A physical cadaver is a traditional and established learning tool in anatomy education, whereas a digital cadaver is a relatively recent phenomenon. The Covid-19 pandemic presented a major disturbance and disruption to all levels and types of education, including anatomy education. This article constructs a conceptual metaphor between a typical anatomy laboratory and an ecosystem, and considers the affordances, constraints, and changing roles of physical and digital cadavers within anatomy education through an ecological lens. Adaptation of physical and digital cadavers during the disturbance is analyzed, and the resiliency of digital cadaver technology is recognized. The evolving role of the digital cadaver is considered in terms of increasing accessibility and inclusivity within the anatomy laboratory ecosystem of the future.

"It's Like I Never Had a Child of My Own": Care and Support for the Elderly in a Changing Socioeconomic Context in Rural Uganda.

OBJECTIVES: Individual households remain important for elderly care and support in resource-limited settings. Factors such as availability of young people and ownership of assets are important for care and support for the elderly. This article examines changing trends in accessing care and support for the elderly in a context of socioeconomic changes such as increasing school attendance and outmigration of youth from rural areas. METHOD: Rich data from the life stories of individuals from 22 households in rural Uganda collected in 2009-2010 were analyzed. RESULTS: The elderly were lacking care and support, as the youth experienced increasing schooling and outmigration. The loss of young adults from HIV infection deprived the elderly of care and support, and increased their responsibilities of caring for the sick and the orphans. Mitigating factors included remittances and asset ownership. The availability of free health care encouraged people to stay in households to utilize these resources while also caring for the elderly members. DISCUSSION: With the current socioeconomic transformations, the rules and resources used in the traditional care system no longer serve as a "safety network" for the elderly. Adaptation efforts from individual households cannot deal with the multiple concurrent changes. Programs to increase education should consider investing in additional social programs, especially for those who are negatively impacted by increased access to education.

Los cursos masivos en línea, mooc: ¿cursos para la inmensa minoría?: una revisión de posturas sobre el impacto de la educación virtual para el acceso a la educación en américa latina

Los cursos masivos en línea (MOOC) de momento no cubren con el propósito de vencer la inequidad o la falta de acceso a la educación. Con cerca de 10 de años de evolución, la mayoría de los cursos que se ofrecen son complementarios a una educación profesional y no como opción a esta, por lo que los estudiantes que cursan MOOC ya han tenido la oportunidad de obtener un título universitario. Conviene revisar qué tanto han impactado la realidad de la inequidad en el acceso a la educación y de qué manera las universidades pueden encontrar estrategias para que los MOOC vayan aportando al acceso a educación superior gratuita y de calidad. El modelo merece un replanteamiento para que realmente impacte en las poblaciones más necesitadas y no en una inmensa minoría.

Massive online courses (MOOC) for the time being, do not cover the purpose of overcoming inequity or lack of access to education. With almost 10 years of evolution, most of the courses on offer are complementary to a professional education and not as an option of this. Therefore, students who attend MOOC already had the opportunity to pursue a university degree. It is necessary to review how much they have affected the reality of the inequity, in the access to education, and in what way the universities can find strategies for the MOOC, will contribute to the access to the free and superior education Quality. The model Deserves a rethinking so that it really affects the populations most in need and not, in an immense minority.

Construcción y análisis de un índice de vulnerabilidad social en la población joven / Construction and analysis of a social vulnerability index in young population / Construção e análise do índice de vulnerabilidade social na população jovem

Resumen (analítico): En esta investigación nos trazamos como objetivo explorar la vulnerabilidad social en la población entre los 15 y 24 años de edad, en Medellín; para ello diseñamos un índice usando la técnica de análisis factorial con variables contenidas en la Encuesta de Calidad de Vida de la ciudad, en el año 2014. Encontramos que la población joven con alta vulnerabilidad, en su mayoría es población masculina, con educación básica, conformada por mestizos, indígenas o raizales que viven en estrato socioeconómico 2 (bajo). El estudio cuenta con limitaciones para inferir los resultados a toda la población joven de la ciudad de Medellín; sin embargo, aporta información útil para identificar las características de los individuos jóvenes altamente vulnerables. Palabra clave autores: construcción de índice.

Abstract (analytical): The research aimed to explore the social vulnerability in the population between 15 and 24 years old; an index was designed using a factorial analysis technique with variables included in the Quality of Life Survey of the Municipality of Medellín, in 2014. It was identified that young people with high vulnerability were a primarily male population with a basic education level, identified as mestizos, indigenous or from afro-descendent and raizal communities and living at a socioeconomic level 2 (low). The study has limitations in inferring the results to cover all young people in the city of Medellín; however, it does provide useful information to identify the characteristics of highly vulnerable young people. Authors key word: construction of index.

Resumo (analítico): O objetivo da pesquisa foi explorar a vulnerabilidade social na população numa faixa etária de15 a 24 anos, para isso foi desenhado um índice utilizando a técnica de análises fatorial com variáveis contidas no questionário de qualidade de vida da cidade de Medellín no ano 2014. Encontrou-se que a população jovem com alta vulnerabilidade foi principalmente a população masculina, com ensino fundamental, identificados como mestiços, indígenas ou nativos que viviam em nível socioeconómico 2 (baixo). O estudo tem as limitações para deduzir os resultados para toda a população jovem da cidade de Medellín, mesmo assim, fornece informação útil para identificar as características dos jovens com alta vulnerabilidade. Palavras-chave do autor: construção de índice.

Segmentación y exclusión en Chile: el caso de los jóvenes primera generación en educación superior / Segmentation and exclusion in Chile: the case of first generation young people in higher education / Segmentation and exclusion in Chile: the case of first generation young people in higher

Haciendo uso de bases de datos históricas del Proceso de Admisión a la Educación Superior en Chile, mediante un análisis estadístico inferencial y comparativo, este artículo tiene como objetivo analizar a estudiantes “Primera Generación” y sus elecciones profesionales, contrastándolo con el estudiante “Continuista”. Los principales hallazgos informan sobre la existencia de atributos y comportamientos diferenciales del estudiante “Primera Generación” respecto del alumno “Continuista”, dando cuenta de la persistencia de procesos de exclusión y segregación que se manifiestan en una elección profesional fuertemente condicionada por el habitus que reproduce desigualdades y limita las aspiraciones a un conjunto restringido de opciones. Este escenario pone en cuestión el real ejercicio de la opción vocacional así como la mayor democratización e inclusión de un sistema de educación superior masificado y diversificado.

Using historical databases that contain statistics on higher educationadmissions in Chile, this article uses an inferential and comparative statistical analysis to analyze“first generation” university students” and their career choices, contrasting with “continuousgeneration” students, whose parents and/or grandparents also went to university. The main findingsof this report the existence of differential attributes and behaviors of “first generation” studentscompared to the “continuous generation” students, demonstrating the persistence of exclusion andsegregation processes that manifest themselves in professional choices that are highly conditioned by the habitus that reproduces inequalities and limits aspirations to a restricted set of options. Thisscenario calls into question the actual exercise of making vocational choices and the increaseddemocratization and inclusion of a mass and diversified higher education system.

Usando bases de dados históricos de admissão ao ensino superior noChile por meio de uma análise estatística inferencial e comparativa, este artigo tem por objetivoanalisar os alunos de primeira geração e suas escolhas de carreira, contrastando com os alunosveteranos.As principais conclusões do relatório informam a existência de atributos e comportamentosdiferentes do estudante “Primeira Geração” em relação ao aluno veterano, percebendo a persistênciade processos de exclusão e segregação que se manifestam em uma escolha de profissionais altamentecondicionada pelo habitus que reproduz as desigualdades e aspirações limitadas a um conjuntorestrito de opções. Este cenário põe em questão o real exercício da escolha profissional assim comoda maior democratização e inclusão de um sistema de ensino superior massificado e diversificado.

Classe, raça e acesso ao ensino superior no Brasil

Este artigo apresenta evidências produzidas a partir da Pesquisa Nacional por Amostra de Domicílios de 2006 sobre as relações entre classe, raça e acesso ao ensino superior. O objetivo é preencher a lacuna de conhecimento que ainda persiste sobre o tema, a despeito do intenso debate público sobre a adoção de políticas de promoção de acesso equitativo ao ensino superior para negros ou para pobres. Os indicadores apresentados apontam a existência de associações entre classe, raça e acesso ao ensino superior para além dos efeitos das relações entre classe, raça e término do ensino médio. Conclui apontando a necessidade simultânea de quotas sociais e raciais para atingir o objetivo de atacar a desigualdade de acesso à universidade.(AU)

This article presents evidences on the relationship between class, race and access to superior education based on data from the 2006 round of the National Household Survey, PNAD. It aims to bridge the knowledge gap on this issue, which exists in spite of the intense public debate over the adoption of policies to promote equitable access to superior education by black and by poor Brazilians. The indicators presented point out the existence of association between class, race, and access to superior education beyond the effects of the relationship between class, race and attainment of secondary education. It is concluded that if the decision - eminently political - about the groups to be benefited by such actions purports to extract its legitimacy from being evidence based, both the black youth and the poor should be contemplated.(AU)