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Global Educational Expansion and Socio-Economic Development: An Assessment of Findings from the Social Sciences
Abstract
Among development agencies, conventional wisdom holds that educational expansion improves economic welfare and health, reduces inequalities, and encourages democratic political systems. We investigate the empirical foundations for these expectations in recent social science research. Consistent evidence indicates that health and demographic benefits result from educational expansion, and suggests that education enhances, but does not ensure, individuals’ economic security. However, the impact of educational expansion on growth remains debated, and decades of sociological studies offer evidence that educational expansion does not necessarily narrow social inequalities. Finally, considerable controversy surrounds the implications of educational expansion for democratization. Reasonable forecasts of the consequences of further educational expansions need to consider the diverse social contexts in which these expansions will occur.
... Maternal education is internationally recognized as one of the strongest determinants of infant survival in developing countries and girl child education is a common policy recommendation to improve infant health in developing countries (Hannum and Buchmann, 2005). Literature shows that the education of women in Zambia has been greatly improving with more women attaining higher education in recent times compared to the past years (CSO: ZDHS, 2018). ...
... At the second level of analysis, maternal education was significantly associated with contraceptive use throughout the period under study. Other scholars argue that maternal education is the best contraception adding that many countries are now supporting and improving education levels of women to achieve multiple goals including the reduction in fertility levels as well as infant, and child mortality through a single policy (Boehmer & Williamson, 2006;Hannum & Buchmann, 2005;Mason, 2007). Education does not only increase the use of contraceptives but is itself a contraceptive technique, therefore combining it with actual contraceptive use knowledge, women will bear children at the right (safe and healthy) time, and ensure that they care for their infants wholeheartedly (Craig, 2009;Miller et al., 1992;Nath, Land, & Singh, 1994;Norton, 2005). ...
Purpose: In Zambia, infant mortality has reduced from 107 per 1000 live births in 1992, to 42 per 1000 live births during the 2018 period. Across the Globe, it is argued that maternal education (ME) contributes to the reduction in infant mortality (IM). However, the extent to which maternal education influenced the decline in infant mortality in Zambia for the period 1992 to 2018 was not clear. Therefore, this study sought to investigate the extent to which ME influenced the decline in IM in Zambia from 1992 to 2018. Materials and Methods: This study was a secondary data analysis (Trend Analysis). Zambia Demographic and Health Survey (ZDHS) data sets: 1992 to 2018 were used in the analyses. The unit of analysis was IM with sample sizes: 6169, 7066, 6526, 6025,12916 and 9959 respective to the ZDHS years. All analyses were done using SPSS version 25.0. Univariate analysis was done for descriptive statistics. Bivariate analysis, Chi-square was used at 5% level of significance for associations. Point Bi-serial Correction was done between ME and IM at 1% and/or 5% levels of significance. Binary logistic regression at 5% level of significance was used to determine the influence of predictors on IM. Findings: It was found that ME was (negatively) related to IM from 1992 to 2001-2. The correlation coefficients were smaller negatives indicating a very weak negative relationship between ME and IM. In multivariate analysis ME was found to be negatively associated with IM, from 1992 to 2001-2 only. Among the interactions, only the interactions between ME and contraceptive use; ME and preceding birth interval; ME and breast feeding; and ME and antenatal care (visits) significantly influenced the decline in IM from 1992 to 2018. Singularly, ME influenced the decline in IM rate to a lesser extent (only marginally). When interacted with contraceptive use, preceding birth interval, breast feeding and antenatal care, ME influenced the decline in IM to a larger extent. Implications to Theory, Practice and Policy: in order to come up with more robust interventions to further reduce IM in the country, these interactions should be considered in the planning and implementation of child health programs such as the child health nutrition, national partnership for maternal, new-born and child health, child health week, Integrated Community Case Management of Childhood Illnesses (ICCM), and the Support to Safe motherhood and New-born Health among others.
... The objective of socioeconomic development is to create conditions for people to grow and improve the country's international competitiveness. The process spans such countless domains as education, healthcare, infrastructure, the labour market, commerce, technology, innovation, or the natural environment [1]. Therefore, socioeconomic growth demands that the state government, private stakeholders, and civil society coordinate their efforts. ...
... Also of importance are access to healthcare, environmental conditions, and general quality of life [21]. Moreover, access to high-quality education for sustainable development is critical [1,22,23]. A well-educated society has a better potential to generate innovation, further technological advancement, and stimulate economic growth. ...
Today’s generations live in uncertain times. The inflation of violent and unpredictable events over the last two decades, such as the economic crisis or COVID-19 pandemic, has affected the functioning of regions and the daily lives of their residents. Therefore, the socioeconomic level has to be monitored. This article fills the research gap regarding the identification of the impact of recent turbulent events on the development of municipalities in southern Poland. The specific goal is to identify trends in socioeconomic changes in times of change and uncertainty from 2006 to 2021 in 450 municipalities in Małopolskie, Śląskie, and Świętokrzyskie Voivodeships. The research defined model and problem areas among the municipalities regarding the level of development. The analyses employ an original synthetic Level of SocioEconomic Development index (LSED) consisting of 18 diagnostic variables. The study mixed qualitative and quantitative approaches and considered the spatial dimension in statistical analyses. We identified general trends related to the ageing population and housing shortage. Moreover, in municipalities dominated by industry, socioeconomic development was generally constant. The opposite is true for municipalities focusing on tourism or agriculture. The conclusions demonstrate that Poland’s European Union membership was the key driver of the socioeconomic development of the regions and the country at large. The rule of law crisis in Poland and ensuing cuts in EU spending could slow the development down. The crisis brought about by the COVID-19 pandemic might be consequential as well.
... For instance, Yang et al. (2014) argue that China's compulsory education, coupled with the promotion of gender equity, has decreased the barriers to school attendance, thereby eliminating gender inequality in the past decades (Treiman, 2013;Wu & Zhang, 2010). In societies such as Europe and the United States, girls have also had substantial gains in education and even outperformed boys in certain measures of education (Hannum & Buchmann, 2005 For example, in Nepal, as families hold on to a cultural belief that educated girls will have reduced marriage opportunities, girls are discouraged from pursuing education (Stash & Hannum, 2001). In a similar vein, parents in China assess that the opportunity cost for girls' education is significantly higher than boys, and are thus less likely to send their daughters to school (Hannum & Wang, 2022). ...
... ). These improvements notwithstanding, patterns of inequality remain abiding, especially in societies where ethnicity-or religion-based patriarchal cultures are entrenched(Hannum & Buchmann, 2005;Cooray & Potrafke, 2011).Cooray and Potrafke (2011) assert that beyond local political regime, educational inequalities are heavily influenced by blocked opportunities created by religious and cultural beliefs. In other words, political regimes can endorse gender equality, but local communities' agentic decisions to adhere to and abide by these aims are what ultimately determine the situation of inequality. ...
... Studies across disciplines recognise the importance of education for creating better social, health, and economic outcomes and reducing socioeconomic inequalities (Breen 2010;Hannum and Buchmann 2005;Hout 2012;Kravdal 2004;Krueger and Lindahl 2001). Seasonal migration severely affects the educational status of the migrant children as they stay with parents at their destinations for several months in an academic year. ...
... Thus, seasonal migrant children gradually disengage from educational, eventually joining the labour force. A study of seasonal Several studies across disciplines recognise the importance of education for creating better social, health, and economic outcomes and reducing socio-economic inequalities (Dyer and Rajan 2020;Hout 2012;Breen 2010;Hannum and Buchmann 2005;). UN-led Monitoring Reports have highlighted that worldwide, migrating groups tend to be excluded from the formal education system (Dyer 2014). ...
... The expansion of education has led to political mobilisation as education increases people's interest in political issues and political skills (Hadjar and Becker, 2009;Hadjar and Schlapbach, 2009). In particular, the size of university education seems to make a difference (Hannum and Buchmann, 2005), while, in general, a greater number of more highly educated people in a country is accompanied by higher levels of democratisation and engagement (Dalton, 1984). Accordingly, we would expect countries with a relatively large higher education sector to show, all other things being equal, higher levels of political participation. ...
... Moreover, other factors could affect cross-country differences in political participation, for example, historical experience, political culture or recent political incidents arousing or diluting political activity. In their review paper, Hannum and Buchmann (2005) mention the question of how democratisation is measured as a methodological issue in the analysis of the education-democratisation link on the country level. They argue that the content of education in the different systems is a crucial factor, highlighting the existence of countries that invest substantially in education but are non-democratic systems. ...
Higher education is expected to contribute to graduates becoming active citizens of democratic societies. Still, little is known about how heterogeneities within higher education are connected to political participation. This study centres on differences in the type of institution, kind of degree and field of study and their relationship with variations in political participation. Considering five European countries – Austria, Croatia, the Czech Republic, Malta and Norway – it investigates how civic skills and social background explain differences in political participation. The results indicate an impact of higher education characteristics on political participation. University graduates, master’s-level graduates and graduates in humanities and social sciences have higher participation levels. Counter-intuitively, there is no universal association of civic skills with participation. The comparative perspective reveals that mechanisms differ by country. Norway, as a less segregated country, shows a weaker association of political participation and type of institution than Austria, as a more segregated country.
... As schools in South Africa, particularly in the rural communities of Mpumalanga, seek to address the many problems and withstand rural adversity to promote a culture of learning, educational self-management, and resilience, these issues are becoming increasingly important as South Africa faces challenges. In addition, infrastructure, educational resources and children's institutions, initial teacher education (ITE), and socioeconomic status also have an influence (Demeke et al., 2022;Hannum & Buchmann, 2020). ...
Sekolah di pedesaan di setiap wilayah menghadapi sejumlah masalah tantangan yang unik pada lingkungan mereka. Tantangan-tantangan berupa ketidakteraturan siswa dalam belajar malam. Mereka mengabiskan di waktu malam dengan mengakses sosial media sehingga berdampak buruk pada prestasi akademik. Oleh sebab itu, tujuan dari penelitian menganalisis program belajar malam dan keteraturan belajar siswa di daerah pedesaan yang berimplikasi pada prestasi akademik siswa. Jenis penelitian ini adalah studi kualitatif berupa studi kasus pada siswa SMP. Subjek yang terlibat dalam pemnelitian adalah kepala SMP, guru, kepala desa, perangkat desa, dan orang tua siswa kelas satu hingga tiga. Metode pengumpulan data yakni observasi. Metode analisis data yang dilakukan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa dengan program belajar malam, maka terjadi keteraturan belajar dan prestasi siswa meningkat dan lebih baik. Selain itu ditemukan bahwa pada malam hari tidak ditemukan siswa di luar rumah. Mereka menghabiskan waktu belajar di rumah guru di empat titik yang telah disiapkan untuk belajar. Selain itu, orang tua tidak menjadi takut lagi karena setiap malam kondisi siswa telah terkontrol dengan baik sehingga tidak berdampak pada hal-hal yang negatif. Oleh sebab itu dapat direkomendasikan bahwa program belajar malam di daerah pedesaan dapat meningkatkan keteraturan belajar, prestasi akademik dan karakter kepribadian siswa. Implikasi penelitian ini dapat menjadi dasar bagi perumusan kebijakan yang lebih inklusif dan adaptif terhadap kebutuhan masyarakat perdesaan, khususnya dalam hal penyelenggaraan program studi malam. A B S T R A C T Rural schools in each region face a number of challenges unique to their environment. Challenges in the form of student irregularity in evening study. They spend their evenings accessing social media, which has a negative impact on academic performance. Therefore, the aim of the research analyze evening study programs and student study regularity in rural areas which have implications for student academic achievement. This type of research is a qualitative study in the form of a case study on junior high school students. The subjects involved in the research are junior high school principals, teachers, village heads, village officials, and parents of students in grades one to three. The data collection method is observation. The data analysis method used was descriptive qualitative. The results of the research show that with the evening study program, there is regularity in learning and student achievement increases and is better. Apart from that, it was found that at night no students were found outside the house. They spend time studying at the teacher's house at four points that have been prepared for learning. Apart from that, parents are no longer afraid because every night the student's condition is well controlled so that it does not have a negative impact. Therefore, it can be recommended that evening study programs in rural areas can improve learning regularity, academic achievement and student personality traits. Implications of this research can be the basis for formulating policies that are more inclusive and adaptive to the needs of rural communities, especially in terms of organizing evening study programs.
... Education develops critical thinking, creativity and problem-solving skills and its goal is to improve individual and group potential, to help young people to bring new ideas, create and lead the future. Furthermore, educated populations tend to have better health outcomes, higher earnings, and greater civic participation, contributing to the overall socio-economic development of nations (Hannum & Buchmann, 2005). These objectives make education a powerful vehicle for personal and societal development (Shpeizer, 2018). ...
The primary objective of this study is to seek the underlying causes of low enrollment and analyze the key factors contributing to the low enrollment rates in public institutions as compared to private colleges in the Punjab, Pakistan. This research work adopts the quantitative research design under the cross-sectional descriptive research model. Data was collected from 28th July, 2024 to 7th November, 2024 by employing a structured questionnaire from educational professionals that included Subject Specialists and Principals of the Faisalabad division. Quantitative data analysis was done, and statistical description was performed using SPSS. The level of significance was determined at p-value (p = 0.05) with a test of confidence level of 95%. The study reveals that teachers' shortage (91.8%), parents' lack of education and awareness (85.8%), nonexistence of parents' involvement (85.2%), and insufficient facilities (84.3%) in government institutions are the main reasons for the decline of enrollment in public type of educational institutions. In addition, lack of individual attention (73.6 %), and poor discipline and safety measures (72.3 %) in the public sector's institutions reduce enrollment in these institutions. This paper discusses the main issues of concern in relation to low enrollment in government institutions, focusing on infrastructure, teachers and parents. The findings provide useful recommendations for policymakers and educators to increase demand for public education. The study's uniqueness lies in its comparison of government and private schooling, providing insights that can drive reforms for more equitable educational admittance.
... HE is the cornerstone for building the individual scientifically, culturally, socially and cognitively, and contributes to the development of society through the extension of all disciplines required by the labour market (Alshaer et al., 2017). It equips individuals with the necessary knowledge, skills, and competencies to thrive in the modern workforce and contribute meaningfully to economic growth (Ama & Emetarom,2020, Hannum & Buchmann, 2005Kayyali, 2024, Nwachukwu, 2024, Szirmai, 2005. Furthermore, Higher Education Institutions (HEIs) serve as hubs of knowledge creation and innovation, pushing the boundaries of human understanding and driving technological progress (Aithal, 2023, Aithal et al., 2024. ...
This article examines the evolving landscape of higher education (HE), focusing on the increasing prevalence and impact of public-private partnerships (PPP). These partnerships combine the strengths of public and private higher education institutions (HEIs), are reshaping the roles of public and private HEIs, enabling them to better meet the demands of the 21st century by fostering innovative approaches to education, enhancing access, and addressing pressing societal challenges. The analysis highlights the potential benefits such as increasing accessibility, fostering economic growth, social and cultural development and regional development. A notable case study featured is the collaboration between Oxford Business College (OBC) and Public Higher Education Institutions (PuHEIs), which has demonstrated significant societal impact in Nottingham. By offering tailored academic courses aligned with regional needs, this partnership has not only increased employability by equipping individuals with market- relevant skills but has also contributed to a reduction in local crime rates. Through targeted education initiatives, OBC has empowered diverse learner demographics, including mature students and individuals from underrepresented backgrounds, thereby fostering social inclusion and economic mobility. Particular attention is given to the positive impact of OBC's Nottingham campus, established in 2021, on reducing crime in the local area. This paper underscores the transformative potential of public-private higher education partnerships in shaping individual lives and advancing societal progress, making a compelling case for their strategic importance in addressing contemporary global, regional and local challenges. Keywords: Higher Education, Public-Private Partnerships, Accessibility, Social and Cultural Development, Regional Development, Crime Reduction, Societal Progress
... Compared to the students who completed high school, high school dropouts in the United States have been found to end up having lower earnings, adverse health conditions, lower levels of civic participation, and contributing less to the economy -overall reflecting a considerable social and economic cost to society (Belfield and Levin, 2007). Despite this, leaving school before the completion of a particular grade remains a problem in both developed and developing nations (Bridgeland et al., 2006;Doll et al., 2013;Fortin et al., 2006;Hannum and Buchmann, 2005;Huisman and Smits, 2015;Ricard and Pelletier, 2016). Various theories exist exploring the reasons for early dropouts, and conversely, how school retention rates for students can be maintained (Battin-Pearson et al., 2000). ...
Objective
Incompletion of the basic levels of education is known to adversely affect the social and economic well-being of individuals, as well as a nation’s prosperity. This paper analyzes the correlates of selected characteristics associated with the incompletion of 10th grade among students in Nepal.
Data and methods
Data on 2,812 youth in ages 18–24, extracted from the 2016 Nepal Demographic and Health Survey, are used to analyze the proportion of youth who did not complete the 10th grade. The variations by contextual, household, and individual characteristics are analyzed through descriptive and multivariate logistic regression.
Results
Among the age group of 18–24, the majority – 64% of males and 69% of females – did not complete secondary school. Household wealth showed a consistent and strong effect on incompletion. Overall, the household wealth variable accounted for much of the variation in the incompletion of the 10th grade across the country’s provinces. Additionally, being married is associated with a higher likelihood of incompletion of secondary school, net of the influence of other factors.
Conclusion
In Nepal, a significant number of students do not complete the 10th grade of schooling. Sustained efforts, through targeted policies and interventions, are needed to ensure that students who begin secondary school do not leave before completing their education.
... Three of the world's most important socio-economic development components include health, education, and poverty (Hannum & Buchmann, 2005). The Millennium Development Goals (MDGs) of the United Nations (UN) in 2000 emphasized importance of health, education, and poverty as the main indicator of human development (Diaz-Sarachaga et al., 2018). ...
Due to globalization, the role of financial development, education and E-learning is increasing in the daily life of people, which significantly influences the environmental outcomes. But this association has attained little attention in Chinese context from scholars and environmental economists. This study tries to fulfil this vacuum by exploring the impact of financial development education and E-learning on Chinese environmental performance through the ARDL approach. The findings disclose that education and E-learning improve environmental performance in China. Based on these findings, it proposed that the Chinese government should promote E-learning and education in remote areas of China to improve environmental performance and the overall well-being of society.
... Leaving school before the completion of a particular level of education remains a major problem, particularly in low-and middle-income countries (Filmer and Pritchett 1999;Hannum andBuchamann 2005, Huisman andSmits 2015). However, the issue also continues to persist in high-income countries as well (Bridgeland et al. 2006;Doll et al. 2013;Garnier et al. 1997;Dianda 2008;Ricard and Pelletier 2016). ...
Leaving school before the completion of a particular level of education remains a major problem, particularly in low- and middle-income countries. This paper focuses on identifying factors associated with the non-completion of primary and secondary levels of schooling in India. We analyzed data on 175,764 male and female youths (representing 33.5% of all youth ages 15–24) extracted from the National Family Health Survey, conducted in 2015–2016. We assessed the influence of individual, household, and contextual background factors on non-completion of primary and secondary levels of schooling. Binary logistic regressions were performed to identify the relative importance of these factors in determining the outcomes. In the primary and secondary school groups, 54.6% and 68.5% respectively, did not complete the corresponding levels of schooling. Of the eight background characteristics included in the analysis, several were common to both levels of schooling. The factors associated with youth significantly likely to not complete either level of schooling were: living in the northeast and western regions of the country, being male, and residing in urban areas. Among all the factors considered, household wealth status was strongly associated with non-completion at both levels of schooling. Compared to the richest households, youths from the poorest households were 1.7 and 4.3 times more likely not to have completed primary and secondary levels of schooling, respectively. The results suggest that structural factors, particularly household wealth and region of residence, remain a strong deterrent to the completion of education in India, particularly the secondary level of schooling. Innovative approaches are needed to address this issue.
... An educated populace is considered an asset to a country and the country's development often depends on its education system (Hannum & Buchmann, 2005). In consistence with the education system, English learning acts as an essential catalyst to enhance productivity, capability, and adaptability of learners in terms of globalization. ...
RIMEJE is a yearly publication intended to be published in June each
year. It was expected that teacher educators, secondary teachers, Master of Education students, and others striving for quality education would engage themselves in creating and disseminating new knowledge in the field of education. The current volume of the journal contains eight articles. It was a
huge challenge to collect quality articles, provide the authors with feedback,
and finally to edit making them eligible for publication. The editorial team
deserves special thanks for their relentless hard work to make the
publication possible. The Executive Editor, Dr Sheikh Shahbaz Riad, did a
lot in refining the articles to publish in the journal. I would like to extend
my heart-felt gratitude to all the researchers for submitting their articles.
... An educated populace is considered an asset to a country and the country's development often depends on its education system (Hannum & Buchmann, 2005). In consistence with the education system, English learning acts as an essential catalyst to enhance productivity, capability, and adaptability of learners in terms of globalization. ...
... Education, which has both personal and public benefits (Fomba et al., 2023), is undoubtedly a powerful tool for achieving economic development (Danquah and Amankwah-Amoah, 2017;Adeniyi et al., 2021) and is therefore critical for closing the wealth and poverty gap (Hannum and Buchmann, 2005). Education is so vital that it is prominent in most multilateral and SSA's educational quality. ...
Purpose
This paper investigates the moderating role of institutional quality in the relationship between public education financing and educational quality in Sub-Saharan Africa (SSA).
Design/methodology/approach
This paper uses a two-step system generalised method of moments (GMM) to investigate the dynamic relationships among the variables using data from the World Bank covering the periods 2002–2020 for 46 SSA countries.
Findings
The results show that institutional quality moderates the effect of public education financing on educational quality at SSA’s primary, secondary and tertiary levels. This finding shows that improved institutional quality enhances the effectiveness of public educational investments.
Practical implications
The findings of this study imply that policymakers seeking to enhance educational quality must not only increase educational investments but also institute measures to improve institutional quality.
Originality/value
Prior studies fail to examine the moderating role of institutional quality in the nexus between public education financing and educational quality. This study analyses the role of institutional quality in the public education financing–educational quality nexus in SSA. The findings of this study contribute to improving the return on public education financing in SSA.
... The role of education is vital in improving local economies and increasing awareness of health and other social issues (Hannum and Buchmann 2005). It has encouraged developing countries to invest in human capital (Checchi 2001;Hanushek 2013). ...
... In Germany, girls and women are typically considered the 'winners' in educational expansion (Hannum & Buchmann, 2005). This is indeed true for the vertical dimension of educational differentiation-i.e., individuals' levels of educational attainment, where girls and women are increasingly outperforming boys and men. ...
Gendered field-of-study choice is a lively topic of discussion. The explanation usually given for the fact that women are still an exception in typically ‘male’ fields—particularly STEM (Science, Technology, Engineering and Mathematics)—employs domain-specific stereotypes regarding men’s and women’s ‘natural’ abilities in different fields. The central argument of our study is that domain-specific gender stereotypes help explain why few women enter such fields; however, they are not necessarily the driving forces behind the finding that female students who chose typically male subjects have weaker academic self-concepts than their male peers. If it were only domain-specific gender stereotypes that influence students’ perceptions of their abilities, we should find the opposite result in typically female fields of study and no differences in gender-mixed fields. Because existing studies often focus on the male-dominated STEM domain alone, research may have drawn the wrong conclusions. By comparing students in male-dominated, female-dominated, and gender-mixed fields of study, we ask: Does gender composition in the field of study matter for gender disparities in college (university) students’ academic self-concepts? Using data from 10,425 students in the German National Educational Panel Study, our results suggest that it is not only in male-dominated fields of study that women rate their own abilities to be poorer than men rate theirs; the same is true in female-dominated and gender-mixed fields. Therefore, domain-specific gender stereotypes regarding students’ abilities do not (alone) seem to drive gender disparities in STEM students’ perception of their own abilities. No matter what academic field we consider, female students generally exhibit weaker academic self-concepts; however, the gap is most pronounced in male-dominated fields.
... These proportions depict a systematic pattern over the age cohorts, with greater share of graduates among the younger cohorts compared to their older counterparts. 2017-2018, NSS 68th (2011-2012), 66th (2009-2010), 61st (2004-2005), 55th (1999-2000, and 50th (1993)(1994) round employment-unemployment survey data collected by the National Sample Survey Organisation (NSSO), Ministry of Statistics and Programme Implementation (MoSPI), Government of India. This is primarily due to the greater access to education in recent times, benefitting the younger cohorts compared with the older ones. ...
This article is an attempt at evaluating the progress in higher education attainment in India, using an innovative approach of reading such progress in terms of varying attainments by age cohorts (older to younger). In addition, characteristic differentials are accounted for in the evaluation of such progress. It reveals that group disparities tend to be lower among the younger age cohorts, and the pattern of social and gender disparities appears to be different in the rural and urban sectors. Gender disparity disappears in the youngest age cohort for the urban sector, while it remains significant in the rural sector, with a reasonable rural–urban disparity in overall progress in higher education. The urban female is perhaps the largest beneficiary of expansion in higher education, while the rural female remains most deprived and has benefitted the least.
... Education is a social good to cultivate people [1]. Through developing people's intelligence, improving people's skills and shaping people's thoughts, education improves individuals' abilities to understand, utilize and transform the world, thus promoting socio-economic development and reducing inequality [2,3]. According to data for 114 countries in 1985-2005, one extra year of schooling is associated with a reduction of the Gini by 1.4 points [4]. ...
In the past two decades, regional inequality in China's educational development, especially between urban and rural areas, has continued to narrow. An in-depth discussion of this phenomenon and the mechanisms behind it will not only help China build a high-quality educational system, but also draw lessons from Chinese practices to guide the reduction of global educational inequality. The comprehensive evaluation results show that China's rural EDL surpassed urban EDL in 2013; in 2003–2019, the urban/rural EDL increased from 0.29 to 0.22 to 0.50 and 0.54, respectively, and the urban-rural EII decreased from 1.31 to 0.92. Spatially, urban/rural EDL in the eastern and northeastern regions is higher than that in the central and western regions, the urban-rural EII in the eastern and northeastern regions is lower than that in the central and western regions. The CV and Theil index show that regional disparity in national urban/rural EDL has been narrowing, and regional inequality in urban-rural EII has also been declining; the decomposition of the Theil index indicates that these decreases in inequality are mainly from the reduction of the urban/rural educational development gap within the regions. The large-scale population migration driven by rapid industrialization and urbanization, and the adjustment of urban-rural and regional relationship promoted by the transformation of national policies such as regional coordinated development strategy and hukou system reform, are the main reasons for the evolution of regional inequality in China's urban and rural educational development.
... Other longitudinal studies have documented education as a significant catalyst for income generation, wealth creation, and poverty alleviation, including a study that drew on data from 40 developing countries from 1999 to 2007 (Janjua & Kamal, 2014). Besides the empirical evidence, other studies employed human capital theory to postulate that people's access to education enables them to develop their human capital, which enhances their income-earning opportunities (Becker, 2009;Hannum & Buchmann, 2005). In sum, the substantial body of theory and evidence affirms the associations between education and economic well-being. ...
Researchers globally are testing the potential of economic empowerment interventions such as financial guidance, education savings accounts, and asset transfer to promote educational well-being. Yet limited evidence exists of these interventions’ quality and effectiveness in improving educational well-being outcomes such as school enrollment and academic achievement. This systematic review evaluates these interventions’ methodological strengths and weaknesses, describes common intervention components and outcomes measured, and assesses intervention effectiveness. Overall, 15 studies from Sub-Saharan Africa, North and Central America, Southeast Asia, and Europe were included in this review (age: 5–19 years). Over half of the intervention studies scored at/above the median (high rigor). Notable strengths include using experimental study designs, articulation of theoretical framework, longer follow-up periods, transparency about dropout/attrition rates, and the conduct of parallel intervention replications across multiple schools. Methodological weaknesses included not stating quality control measures and not reporting measurement validity and reliability. Overall, most interventions effectively improved educational well-being. Interventions were most effective at improving academic attendance/participation, performance, and achievement, and less effective in educational enrollment. As education is a key modifiable determinant of well-being, interventionists have a great opportunity to develop and implement tailored economic empowerment interventions to promote educational well-being.
... With rapid urbanization worldwide, the population structure of urban neighborhoods has undergone dramatic changes [4]. The operation of the market economy has expanded the inequality of individuals in socioeconomic backgrounds such as income and education [5]. Increasing labor mobility and migration have strengthened population mobility [6]. ...
As a kind of urban neighborhood with strong internal heterogeneity, mixed-housing neighborhoods have attracted wide attention from scholars in recent years. Strengthening community ties in mixed-housing neighborhoods is of great significance for increasing neighborhood social capital, cultivating a sense of community, and promoting sustainable development of the neighborhood. The neighborhood activities of residents are an important factor in promoting community ties. However, different housing groups in mixed-housing neighborhoods may have differentiated or even segregated overall daily activities, which may impact their neighborhood activities and call for differentiated planning strategies. In this study, we conduct an empirical study in Fuzhou, China, to identify the spatiotemporal-behavior-based microsegregation and differentiated community ties between residents of different types of housing. The data were collected in 2021 and included residents’ activity diary data and questionnaire data about neighborhood interaction and community ties. Through an analysis of the daily overall activity space and activities within the neighborhood areas, the spatiotemporal-behavior-based social segregation of various housing groups is depicted. Furthermore, a multigroup structural equation modeling method was used to analyze the relationships among residents’ spatiotemporal behaviors, neighborhood interactions, and community ties, and the heterogeneous influence effects across housing groups. The results show that the more residents’ activity spaces overlap with the neighborhood area, the more out-of-home time they spend within the neighborhood, and that the more types of activities are conducted within the neighborhood area, the stronger their community ties are. In addition, neighborhood interaction played a linkage role in the relationships of residents’ spatiotemporal behaviors and community ties. Our research aims to further the understanding of microsegregation at the neighborhood level and provide references for the development of mixed-housing neighborhoods and urban land use.
... Here we briefly focus on the macro-characteristics that may shape such secondary effects of gender. As the educational motivation of women increased due to increasing opportunities in the labour market (Breen and Goldthorpe, 1997) and parents became more willing to invest in their daughters' education, women probably made use of these new opportunities more than other groups in society (for example, working-class men) and thus benefited tremendously from educational expansion (Hannum and Buchmann, 2005;Hadjar and Becker, 2009). Increasing the size of the education system may benefit women and decrease the educational inequalities that favour men. ...
... The reason may lie in differences in a region's or province's natural resource endowment, geospatial structure, socioeconomic conditions, and degree of infrastructure development [12]. Such differences are common between both countries and regions, and are objective and persistent [37]. The existence of regional heterogeneity suggests that differentiated education policies tailored to the unique needs of each region, rather than monolithic "one size fits all" policies, are crucial for successful and sustainable development of education. ...
Recognizing the critical elements that promote improvement of a country's education level (here, the mean number of years of education) is a necessary prerequisite for developing policies and plans to promote the long-term development of education and the people's quality of life. By identifying the factors that constrain the development of education and the strength of each factor's influence, we aimed to provide theoretical support and practical suggestions for advancing the development of education in China and other countries. We collected data related to China's education sector from 2000 to 2019, identified the key factors driving the per capita number of years of education of Chinese nationals, quantified their degree of influence on education, and investigated the association of each factor with the per capita education in different regions using sub-regional regression and geographic and time-weighted regression models. We found that per capita GDP, education funding, and urbanization promoted educational attainment, whereas allowing the student–teacher ratio to increase decreased educational attainment. Therefore, promoting the development of education requires that the government take measures to promote economic and social development, increase the financial investment in education, and train more high-quality teachers who can work in regions that currently lack sufficient teachers. In addition, the existence of regional heterogeneity means that both central and local governments must fully account for local realities when they formulate education policies and tailor them to local conditions.
... For a strong and impactful socio-economic and political development, any given society should have a much stronger education system and labor force. An educated and skilled labor force is undoubtedly one of society's main target indicators for its own development and capability (Pavlin & Sušanj,2020;Schank & Rieckmannn,2019;Paul et al.,2014;Hannum & Buchmann, 2005;Lains,2002) . In the case of the Western Balkans, an educated labor force is linked not only to the cultural significance of education in the countries buttloads the primary resource of a good and better job for the youth. ...
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... For a strong and impactful socio-economic and political development, any given society should have a much stronger education system and labor force. An educated and skilled labor force is undoubtedly one of society's main target indicators for its own development and capability (Pavlin & Sušanj,2020;Schank & Rieckmannn,2019;Paul et al.,2014;Hannum & Buchmann, 2005;Lains,2002) . In the case of the Western Balkans, an educated labor force is linked not only to the cultural significance of education in the countries buttloads the primary resource of a good and better job for the youth. ...
... For a strong and impactful socio-economic and political development, any given society should have a much stronger education system and labor force. An educated and skilled labor force is undoubtedly one of society's main target indicators for its own development and capability (Pavlin & Sušanj,2020;Schank & Rieckmannn,2019;Paul et al.,2014;Hannum & Buchmann, 2005;Lains,2002) . In the case of the Western Balkans, an educated labor force is linked not only to the cultural significance of education in the countries buttloads the primary resource of a good and better job for the youth. ...
... First, we did not control for socioeconomic indicators such as gross domestic product (per capita) because they were strongly correlated with the education composition measures. This is not surprising as education expansion is closely intertwined with socioeconomic development 54 . Second, we listwise deleted missing cases without imputing the missing values. ...
The extent to which people’s social status is associated with their parents’ status has far-reaching implications for the openness of and stratification in society. Whereas most research focused on the father-child association in advanced economies, less is known about the role mothers play in intergenerational mobility, particularly in a global context. We assembled a dataset of 1.79 million individuals born in 1956–1990 across 106 societies to examine the global patterns of intergenerational educational mobility and how they vary with education expansion and changes in parents’ educational pairing. With education expansion, father-child associations in educational status become weaker and mother-child associations become stronger. With the prevalence of hypogamous parents (mother more educated), mother-child associations are stronger, but father-child associations are weaker. With the prevalence of hypergamous parents (father more educated), mother-daughter associations are weaker. Our global evidence calls for a gender-sensitive understanding of how education expansion matters for intergenerational mobility.
... Here we briefly focus on the macro-characteristics that may shape such secondary effects of gender. As the educational motivation of women increased due to increasing opportunities in the labour market (Breen and Goldthorpe, 1997) and parents became more willing to invest in their daughters' education, women probably made use of these new opportunities more than other groups in society (for example, working-class men) and thus benefited tremendously from educational expansion (Hannum and Buchmann, 2005;Hadjar and Becker, 2009). Increasing the size of the education system may benefit women and decrease the educational inequalities that favour men. ...
... The importance of education to achieve sustainable development is undisputed. Yet, the ways that education interacts with specific natural resource management and development pathways is less understood (Hannum and Buchmann, 2005;Stummann and Gamborg, 2014). State and private investment in education is vital to raise broad-based livelihood opportunities across all sectors and classes, but can also be an important determinant of success of policy or industrial development interventions (Malassis, 2011;Fielke and Bardsley, 2014;Katila et al., 2019). ...
... Regarding social inequalities, a general consensus among researchers of education and social stratification is that public education can teach basic digital skills and knowledge to both advantaged and disadvantaged students to partially equalize the inequality resulting from family resource differences. But as social inequality increases in a given society, the equalizing role played by schools might be compromised by disparities in family resources, which may result in inequalities of ultimate educational attainments for underprivileged students (Buchmann & Hannum, 2001;Hannum & Buchmann, 2005). A similar and related causal mechanism may extend to digital inequality between families . ...
To further answer the question, “How does digital technology use influence adolescents’ well-being in developed countries?,” this chapter examines the effects of ICT use at home and in school on adolescent students’ learning attitudes and enjoyment of reading, using 2018 PISA data. Results of multilevel analyses suggest that although adolescents may engage in digital activities in school and at home, home environments are more important in shaping adolescents’ learning attitudes and reading enjoyment. However, intensive ICT use at home may yield diminishing returns or even have negative effects on students’ learning attitudes and enjoyment of reading. As in Chapter 4, our analyses suggest that the effect of ICT use depends on students’ socioeconomic background and differs across countries. In the United Kingdom and Scandinavian countries, ICT use tends to reduce the gaps in learning attitudes between low- and high-SES students. In contrast, in most Western and Asian developed countries, the unequal returns of ICT use widen the disparities between socially advantaged and disadvantaged students.
... Education being a primitive tool at individual and global level demonstrates that people live in less poverty life style who have fine quality education (Hannum & Buchmann, 2005) and have good decision capabilities (Sen, 1999) and is associated globally with innovation and strong financial growth (Danquah & Amankwah-Amoah, 2017). ...
Single national curriculum (SNC) framework has been offered by government of Pakistan in order to eliminate all kind of educational discrepancies so that each contributor of society may get equal right and excess towards uniform education. A qualitative review has been performed by conducting interviews of educational experts who have been involved in the process of new curriculum framework development by using purposive sampling technique. The findings revealed that content of SNC has properly defined medium of instruction, yearly distributive core subjects' classification, weightage wise assessment and annual monitoring. In addition to it, all levels of institutes and Deeni Madaris have been incorporated for true implementation by considering activity-based learning and its effectiveness and efficiency has been assured by planned utilization of available resources and considering all possible feasibilities in order to make it aligned with sustainable development goals. Since the content has the designed keeping in view the intended results and has potential to produce fruitful results so this study suggests that continuation of this policy framework is a milestone need to be covered by government through the involvement of all provincial educational departments and religious institutes.
... Human capital theoretical approaches to education underline the importance of student academic outcomes to their place in a future, albeit unpredictable, labour market, and to the prosperity and competitiveness of nation-states within a global knowledge economy (Apple, 2005;Tröhler, 2018). Although the link between education and economic performance has been disputed (Auld & Morris, 2016;Hannum & Buchmann, 2005;Komatsu & Rappleye, 2021), it has provided a compelling rationale for the analysis of comparative data on students, schools, and systems, principally through standardised tests. ...
In this chapter, we unearth the historical and contextual development of assessment and inclusion as two discrete agendas and through their intersections in our case contexts. Building on the conceptual terminology on assessment and inclusive education highlighted in Chap. 1, we first offer an insight into the present state of assessment and inclusion in each of the case countries. Following this—and as part of our ambition to provide “thick description” (Geertz, 1973)—we discuss the entanglements between assessment and inclusion in theory and in practice within the cases.
... Investing in the generations is a productive business in the contemporary world and ensures safe, healthy and productive individuals as well as communal life. Ultimately education enhances the quality of life by improving socio-economic conditions of the country (Hannum & Buchmann, 2005). Legal framework is important for any nation state to operationalize educational objectives or vision or goal for provision of basic education up to a level to each and every citizen of the country. ...
Education for sustainable development domain is considered as the dominant discourse in global educational debate in academia, national and international development policies, private sector and political affairs to achieve global sustainable development objectives for people and planet. This effort is also contributing in the domain of education from sustainable development perspective and from a multidisciplinary approach and methods. Keeping the dynamic context of south especially Pakistan for the sustainable development, this study contributes in enhancing understanding through research evidence on relationship between education and sustainable development from its three different dimensions of social, economic and environment. This study follows a principled approach, started from a policy review, conceptual understanding, exploring the general domain education for sustainable development and finally focusing on special context and issue to justify the critical questions of this research domain. Therefore, all chapters are arranged in this order to create a logical sequence to answer questions of this research. Is education for sustainable development still relevant in the discourse of education? What methodology advocates education for sustainable development? Is education for development still a robust approach to achieve global objectives for sustainable development? These questions are hypothesis than questions. First chapter is about the review of education policy in Pakistan, second chapter discuss the concept of education for sustainable development. Third and fourth discuss about sustainable development third dimension of environment. Chapter five and six are addressing specific Pakistan’s context of SDGs especially SDG4. Final chapter is about the methodology used in the study. Thesis explored multidisciplinary approach in methodology to create a wider understanding and contribution in the discourse of education for sustainable development. Content analysis, comparative analysis, REDOC, system dynamics, desk review, T21 and iSDG modeling and scenario building etc are key methods adopted in study. Conclusive conclusion is consolidated here thesis that effective, well planned policies does not guarantee proper implementation. Most of the previous policies, plans, projects faced challenges to achieve set targets. Environmental challenges especially climate change can be addressed through comprehensive reform in curricula of primary to higher level studies. Apart from this, teacher training, basic facilities and community involvement can enhance and scale up the achievement of targets in SDGs. Robust modeling can well equip policy makers in robust decision making for educational objectives achievement.
... On one hand, economic development has taken place intensely since China's 1978 market reform. Drastic educational expansion began since the mid-1990s (see e.g., Hannum & Buchmann, 2005). The World Bank estimates put China's gross tertiary education enrollment rate at 58% in 2020, a sharp increase from the number (24%) in 2010 (World Bank, 2022). ...
The Second Demographic Transition (SDT) framework highlights individuals’ ideational shift toward greater individualism in explaining the rise of non-marriage unions. Contemporary China has seen a substantial increase in premarital cohabitation. Drawing on 65 in-depth interviews with highly educated young urban Chinese women and men, this article examines the gendered ways in which young Chinese adults perceive and make decisions about premarital cohabitation, as they envision their ideal lives and what autonomy and self-realization mean to them. I demonstrate that while male respondents predominantly view cohabitation positively as a risk-reduction strategy for avoiding incompatible marriages, female respondents still consider cohabitation to be a risk-amplification arrangement in practice that increases the possibility of uncertain marriage prospect, unsafe sex, and reputational damages. Young women, but not men, often have to strategize—through carefully managing information disclosure—about persistent parental expectations that discourage women’s premarital cohabitation. As a result, while male respondents regard marriage to be neither the necessary precondition nor the end goal of cohabitation, female respondents, who otherwise emphasize autonomy and individualistic fulfillment, continue to desire a close linkage between cohabitation and marriage. Leveraging the unique strength of qualitative data in demographic research, this article articulates the gender asymmetry in how women and men perceive cohabitation’s risks, benefits, and link to marriage. I elucidate the gendered tension between privately-held ideals of individualism vis-à-vis enduring social norms of female marriageability, as women and men differentially navigate parental expectations surrounding cohabitation. In so doing, this article makes a theoretical contribution by bringing a careful treatment of gender into the SDT framework.
... Moreover, the effect of economic growth on poverty was found low in the countries with high-income disparity. Hannum and Buchmann (2005) originated a strong relationship between gender educational disparity, labor market, and economic development. Lagerlof (2003) modeled talent and sex discrimination in the Nash equilibrium. ...
Gender inequality is a more pronounced phenomenon in developing countries, which may be rooted in poor governance, and inadequate social and religious institutions. Therefore, this research tests the effects of religious tensions, governance, economic growth, and education on gender equality in a panel of 59 developing countries from 1995–2015. Moreover, religious tensions may have spillovers in neighboring countries in this modern age of media and globalization. Therefore, we apply Spatial Durbin and Autoregressive models to consider spatial autocorrelation in the religious tensions model. We find that both gender equality and religious tensions have spillovers in neighboring countries. Moreover, reducing religious tensions and increasing economic growth promote gender equality and have positive spillovers in neighboring countries as well. Bureaucratic quality has a positive effect on gender equality in home countries and has insignificant spillovers on gender equality in the neighboring countries. However, education could not affect gender equality in developing countries.
The study aims to examine the influence of several economic factors on poverty levels in the Kedungsepur metropolitan area. Factors analyzed include the unemployment rate, average years of schooling, and per capita expenditure. By using E-Views 9 software to process statistical data, panel data regression analysis has been carried out with the preferred common effect model. The results show that both the unemployment rate and the average number of years of schooling have a positive relationship with the poverty rate in Kedungsepur. On the other hand, per capita expenditure has a negative effect on poverty levels. These findings indicate that local governments need to focus more efforts on increasing access to quality education and increasing people's purchasing power to effectively reduce poverty in the region.
This chapter investigates trends, current statuses and challenges of the educational situation in relation to macro cross-sectional data, with a particular focus on Southeast and South Asia, based on the case study of countries in both regions, in order to identify the progress towards achieving the EFA/MDGs and SDGs. Specifically, the study analysed the school enrolment, completion, repetition and dropout status of primary education in both regions and the trends and current status of gender differences in education. In addition, the study also identified educational challenges faced by both regions, focusing on issues related to ethnic minorities, medium of instruction, socio-economic backgrounds and the expansion of secondary education. However, macro cross-sectional data alone have limitations in accurately understanding the actual situation of grade repetition and school dropouts; problems with schooling occur concerning ethnic minority groups and disparate socio-economic conditions in Southeast and South Asia countries. Therefore, it is necessary to utilise micro longitudinal data, which focuses on and values the individual, together with macro cross-sectional data to grasp more accurate educational status towards achieving new educational goals of SDGs.
Family networks are key to understanding the well‐being of older adults because kin provide instrumental and financial support, help manage health and disability, and encourage social integration. Two momentous societal changes have shaped the families of contemporary older adults: the first and second demographic transitions and global educational expansion. The intersection of these two processes raises questions about how older adults are faring in terms of their kin availability. This paper examines the socioeconomic bifurcation of adults in midlife and beyond in terms of the existence of descendants and other kin. Disparities in kin availability may vary across socioeconomic status and contexts, and so we examine this phenomenon worldwide, analyzing data on two thirds of the world's population of adults aged 50 and above. Our results highlight different kin structures by socioeconomic status. High socioeconomic status adults have fewer descendants but a higher likelihood of having at least one child with tertiary education, a partner, and living parents. Low socioeconomic status older adults have larger families with more younger kin. Our results shed new light on potential mismatches between the contemporary family networks of older adults and longstanding social norms and assumptions about caregiving, family, and health policies.
How can we explain the variations in public attitudes towards gender equality across different countries? While many scholars have focused on the individual-level factors influencing public gender egalitarianism, there has been limited examination of national-level attributes. Based on world society theory and constructivist approaches, our study investigates how women’s empowerment at both the national and international levels interplays and impacts public perceptions of gender equality. Analysing data from 112 countries from 1980 to 2018, our findings from panel regression models indicate that women’s descriptive representation, regime durability, and the ratification of international women’s rights treaties positively influence public gender egalitarianism. Furthermore, interaction models reveal that democratic contexts amplify the positive effects of women’s descriptive representation, and a higher percentage of women in legislatures enhances the impact of INGOs on public attitudes towards gender equality.
The philosophy of Mahatma Gandhi, the vision of Nehru, and the approach of Amartya Sen toward humanity are encapsulated in Agenda 2030, a set of goals to make a new humane world. Sustainable development goals (SDGs) are a step forward to redeem the idea of freedom, envisaged by great leaders of Indian independence. The world has travelled halfway towards SDGs and it is becoming evident that the success of SDGs to some extent depends on the progress that India makes. India, the world’s most populated country is home to 1.4 billion people. One-sixth of humanity lives in India, comprising 18% of the global youth population. The massive economic growth of India, especially in the post-reform era has left an impressive mark on the global economy. India is experiencing the largest ever population of adolescents and youth, one in every five persons is an adolescent under the age of 10–19 years and nearly 370 million people, one in every three persons is a young person in the age group 10–24 years. India is experiencing a ‘youth bulge’, a demographic window opportunity that will continue till 2025. However, only half of the youths are employable. Nearly, one in every three children (under 5 years of age) in India are stunting. Further advancement of India depends on transforming its quantity (large youth population) into quality (human capital). This chapter will discuss the progress achieved in the first three years of SDGs implementation. It explores the impact of the COVID-19 pandemic on SDGs in India. It also deciphers the gap between stimulus packages and needs on the ground. Further, it asses the efficacy of the government’s intervention in the advancement of SDGs. And lastly, it attempts to propose a way forward. This chapter identifies no poverty, zero hunger, health, quality education, gender equality, water and sanitation, inequality, and decent jobs for further discussion.
Higher education, as an area of great public interest, is the subject of a series of state actions, laws and allocation of financial resources. Reform/s in the field of higher education assume that we have identified problems in higher education and that we have criteria based on which we will evaluate reform solutions and opt for the one/s that best meet those criteria. The intention of this text is to contribute to the identification and understanding of some of the problems that public policies in the field of higher education should address and to offer criteria for evaluating the proposed solutions. As the basic problems of higher education (in Serbia) we have identified - the enlargement of the student population and the demand for quality control arising from the need to standardize every "serial" production, the need to expand the coverage of underrepresented social groups, the need for financial and other support for underrepresented social groups, which arise from the combination of enlargement and inclusiveness of higher education, the increase in the diversity of the student population in terms of abilities, aspirations, motivation and value orientations, and the need for innovations in teaching methods in higher education, which results from this.
p>This review paper critically examines the role of education in empowering women and promoting gender inequality. It explores the complex relationship between education, women's empowerment, and gender equality, highlighting both the positive outcomes and the challenges that persist. The paper discusses the gender disparities in access to education, the positive impact of education on women's empowerment, and the challenges education systems face in perpetuating gender inequality. It also examines strategies to promote gender equality in education and presents case studies and success stories to illustrate the impact of interventions. The paper concludes by critically analyzing the effectiveness of these interventions, identifying remaining challenges, and providing recommendations for future action.</p
p>This review paper critically examines the role of education in empowering women and promoting gender inequality. It explores the complex relationship between education, women's empowerment, and gender equality, highlighting both the positive outcomes and the challenges that persist. The paper discusses the gender disparities in access to education, the positive impact of education on women's empowerment, and the challenges education systems face in perpetuating gender inequality. It also examines strategies to promote gender equality in education and presents case studies and success stories to illustrate the impact of interventions. The paper concludes by critically analyzing the effectiveness of these interventions, identifying remaining challenges, and providing recommendations for future action.</p
This review paper critically examines the role of education in empowering women. It explores the relationship between education, women's empowerment, and gender equality, highlighting both the positive outcomes that persist. The paper discusses the positive impact of education on women's empowerment. It also examines strategies to promote gender equality in education and presents case studies and success stories to illustrate the impact of interventions. The paper concludes by critically analyzing the effectiveness of these interventions, identifying remaining challenges, and providing recommendations for future action. Keyword: women's empowerment, education system, economic growth, economic development Introduction: Gender equality and women's empowerment are essential for achieving social progress and sustainable development. Education is a key factor in promoting gender equality and empowering women. It has the potential to provide women with knowledge, skills, and opportunities for personal and professional growth (Lagarde, 2013). However, the relationship between education and gender equality is multifaceted and complex. While education can be a catalyst for positive change, it can also inadvertently perpetuate gender inequality. This critical review aims to explore the role of education in empowering women and promoting gender inequality. By critically examining the existing literature and research, this paper aims to shed light on the various dimensions of this relationship and provide a nuanced understanding of its complexities. The review begins by highlighting the global gender disparities in access to education. It explores the barriers that hinder girl's educational opportunities, such as socio-cultural norms, poverty, early marriage, and violence against women. Understanding these disparities is crucial for recognizing the structural challenges that need to be addressed to achieve gender equality. Next, the review delves into the positive outcomes of education for women's empowerment. It examines how education can enhance women's decision-making power, self-esteem, and confidence. Furthermore, it explores the economic benefits of education, such as increased job prospects and financial independence for women. Education also plays a vital role in promoting women's social and political empowerment, enabling them to participate actively in society and influence policy-making processes. Abstract Electronic copy available at: https://ssrn.com/abstract=4568381 However, the review also critically analyzes the challenges that education systems face in perpetuating gender inequality. It examines how gender biases in curricula and teaching practices can reinforce traditional gender norms and stereotypes, limiting girl's aspirations and opportunities. The review explores the gender gaps in STEM education and careers, which contribute to the underrepresentation of women in these fields. It also addresses the gender inequalities that persist in higher education and leadership positions, including discriminatory practices and societal biases. The review also discusses various strategies and interventions. It explores the importance of gender-responsive education policies and practices that challenge stereotypes and promote equal opportunities for both girls and boys. It highlights the significance of integrating gender perspectives into curricula and textbooks to foster inclusive and equitable learning environments. The review examines initiatives to empower girls in STEM education and address the barriers that hinder their participation. It also explores efforts to increase women's representation in higher education and leadership roles. Through the examination of case studies and success stories, the review provides practical examples of interventions that have made positive strides in promoting gender equality through education. It critically analyzes the effectiveness of these interventions and identifies areas for improvement. This critical review aims to contribute to understanding the complex dynamics between education, women's empowerment, and gender inequality. By recognizing the potential of education as a powerful tool for change and acknowledging its limitations and challenges, this review seeks to inform policymakers, educators, and stakeholders about the necessary steps to create an educational system that truly empowers women and promotes gender equality. Background and significance:
The paper discusses the gender disparities in access to education, the positive impact of education on women's empowerment, and the challenges education systems face in perpetuating gender inequality. It also examines strategies to promote gender equality in education and presents case studies and success stories to illustrate the impact of interventions. The paper concludes by critically analyzing the effectiveness of these interventions, identifying remaining challenges, and providing recommendations for future action. Introduction:
Status attainment research begun by sociologists in the United States more than three decades ago laid the foundation for the study of the transmission of socioeconomic advantage from one generation to the next (also known as intergenerational social mobility). Status attainment research seeks to understand how characteristics of an individual's family (also called socioeconomic origins) relate to their educational attainment and occupational status in society. It developed a methodology – usually path analysis and multiple regression techniques with large data sets – to investigate the intergenerational transmission of status.
This study's first objective is to analyse tourists' use to increase the income of tourist objects in Makassar City. To accelerate and strengthen economic development following the potential advantages of marine tourism, accelerate growth by supporting tourism, namely developing government programs in the tourism sector. To take advantage of the potential and utilization of tourists to increase community income in marine tourism objects. The goals and targets to be achieved in long-term research are. This study's results can contribute to and support the use of tourists for research on increasing income in marine tourism objects so that they contribute to improving the revenue of maritime tourism objects.
The effects of education on liberal values are shown to be not universal, but rather, to vary systematically cross-nationally. These effects are interpreted as a form of socialization--not as psychodynamic or class effects--and they are investigated in a comparative-historical perspective, using attitudes on anti-Semitism as the dependent variable. Selznick and Steinberg's hypothesis that education's liberalizing effects represent the influence of the "official," Enlightenment culture in the United States is expanded and applied cross-nationally in the United States, West Germany, Austria, and France. It is argued that this effect varies according to two determinants of Enlightenment culture: the length of time a country has had a liberal-democratic regime form, and the degree of religious heterogeneity in the country.
The concept of human capital implies that education improves health because it increases effective agency. We propose that education's positive effects extend beyond jobs and earnings. Through education, individuals gain the ability to be effective agents in their own lives. Education improves physical functioning and self-reported health because it enhances a sense of personal control that encourages and enables a healthy lifestyle. We test three specific variants of the human-capital and learned-effectiveness hypothesis: (1) education enables people to coalesce health-producing behaviors into a coherent lifestyle, (2) a sense of control over outcomes in one's own life encourages a healthy lifestyle and conveys much of education's effect, and (3) educated parents inspire a healthy lifestyle in their children. Using data from a 1995 national telephone probability sample of U.S. households with 2,592 respondents, ages 18 to 95, a covariance structure model produces results consistent with the three hypotheses.
Dans cet article, les auteurs effectuent une comparaison entre Israel et l'Afrique du Sud, sur le plan social, educatif, afin de determiner si le developpement de l'education dans ces pays a contribue aux transformations sociales des stratifications ethniques et a l'attenuation des differences de sexe. Le statut des femmes est ainsi l'objet d'une attention particuliere et reflete l'evolution generale commune de la majeure partie des nations occidentales developpees.
Cet article s'interesse a l'impact de l'education sur la democratisation. Une etude longitudinale a ete effectuees a travers plusieurs pays afin de repondre a deux questions majeures: jusqu'a quel point les caracteristiques du systeme educatif d'un etat influencent-elles le developpement des regimes democratiques ? Quels sont les facteurs pedagogiques, economiques et culturels qui jouent un role dans le processus democratique d'un etat?
Uses data from a national Brazilian survey (1973) to look at the respondents' educational, occupational and income career, and their demographic/social origins. Finds that stratification in the 'developing periphery' of Brazil seems governed by more meritocratic criteria than those in the more developed South and unevenly developed outer Northeast, but less so than in the underdeveloped inner Northeast. Stratification processes, then, are not clearly related to the level of socioeconomic development.-from Authors
Education is usually seen as affecting society by socializing individuals. Recently this view has been attacked with the argument that education is a system of allocation, conferring success on some and failure on others. The polemic has obscured some of the interesing implications of allocation theory for socialization theory and for research on the effects of education. But allocation theory, too, focuses on educational effects on individuals being processed. It turns out to be a special case of a more general macrosociological theory of the effects of education as a system of legitimation. Education restructures whole populations, creating and expanding elites and redefining the rights and obligations of members. The institutional effects of education as a legitimation system are explored. Comparative and experimental studies are suggested.
In this article, Robert LeVine, Sarah LeVine, and Beatrice Schnell develop and test a theoretical model of how women's schooling might contribute to social and demographic change. Drawing upon research from many disciplines, the authors propose that schooling leads to social change by imparting skills and fostering other individual changes that alter women's patterns of social participation. They argue that, in schools, girls acquire aspirations, identities, skills, and models of learning that eventually affect their decisions regarding reproductive, child-rearing, and health behaviors. Among other things, girls learn an academic register that, the authors argue, is the official language of all bureaucracies, including health and family-planning clinics as well as schools. Proficiency in using this academic language is advantageous in oral communication with the health bureaucracy, and may lead to greater utilization of health services and, thus, improved reproductive and health outcomes. After explaining their theoretical model, LeVine, LeVine, and Schnell present new findings from their research on maternal literacy in two very different settings, Nepal and Venezuela. The results of their quantitative analyses are consistent with the hypothesis that the literacy and language skills that women acquire in school provide an educational pathway to better health care.
One major issue in educational policy-making is whether, and if so to what extent, the returns to investment in schooling will decline following educational expansion. The returns in Cyprus in 1975 and 1984 are compared. -from Authors
This chapter focuses on the economic costs of educating women in developing countries. The factors affecting costs are analyzed - both the private direct and opportunity costs and the public costs of providing eduation. Social factors such as the support for the status quo by those benefitting from the high private returns from educating their own children are also examined. A range of major studies on gender returns are assessed across a number of countries. A detailed case-study of Thailand and of research methodology is given. The positive effects of educating women upon children's health and survival is outlined, together with the link between education and fertility. An appendix on issues in estimating returns to education is included. -R.Ashley
In Brazil, the relationship between industrialization and racial inequality has been central to the discussion of post-Abolition race relations because the country has had high levels of racial inequality along with rapid but uneven industrialization. I examine how racial inequality in occupations varies with levels of industrialization across 74 Brazilian metropolitan areas in 1980. I find that industrialized areas have lower occupational inequality overall and especially in blue-collar occupations; but at higher occupational levels, racial inequality is either greater or is unaffected by industrialization. These results persist despite controls for the percent nonwhite in the population and educational inequality. Thus, this study supports the conventional view that race loses salience to class as industrial development increases, but only for blue-collar occupations; inequality at the white-collar level is unaffected or even increases with industrialization. Increased educational opportunity has effects on inequality similar to those of industrialization. Implications for Brazilian race relations are discussed.
The volume brings together information on women's education from a variety of data bases and literature reviews, examines the relationship between women's education and development, reviews research results for each developing region, identifies gaps in current knowledge, and discusses problems of methodology. There are eight papers, abstracted separately. -from Publisher
The first of two volumes of Seymour Martin Lipsit's major papers deals with social and political conflict and, to a lesser extent, the way in which value systems and political institutions maintain order and consensus. Together these papers expound Lipset's thesis that, although all complex societies are characterized by a high degree of internal tension and conflict, consensual institutions and values are necessary conditions for their persistence.
The question of how female school attendance influences fertility and child survival was studied by the authors at the community level, in one urban and one rural setting in central Mexico. Samples of mothers of young children in both communities were interviewed, and a subsample in the city was observed at home with their infants. Maternal schooling was found to be a predictor of reductions in fertility and the risks to child survival in both settings, with household socioeconomic factors controlled. Husband's school attainment was also a predictor of fertility, but was not associated with health care variables, reflecting a cultural division of labor in the family. Mothers with more schooling use maternal and child health and family planning services more frequently and are differentiated from those with less schooling by attitude, belief, and behavior variables, indicating psychosocial pathways between schooling and population change.
The empirical study of the causes and consequences of political democracy has been the subject of considerable research. Yet cumulative development of this research is hampered by the controversial aspects and limitations of the existing indices of political democracy. These issues concern the validity of the indicators, the unknown reliability, and the limited sample and temporal coverage of these indices. After a discussion of these issues, a revised index of political democracy that overcomes some of these limitations is presented. The indicators of the revised index are analyzed by means of confirmatory factor analysis and the reliability of the measure is discussed. The index is generally better than existing measures in reliability, sample size, and temporal coverage; but the remaining limitations of the index are reviewed. The moderate to high correlations of this index with other democracy indices support its external validity. Yet, the differences in empirical results possible by using different indices are demonstrated. Finally, there are two appendices. The first provides the technical details of the confirmatory factor analysis. The second appendix lists the values of the political democracy index.
Some 60% of currently married, nonpregnant Vietnamese women use a contraceptive method and two-thirds of these rely on a modern method, generally the IUD, according to data from the 1988 Vietnam Demographic and Health Survey. Once individual, fertility and contextual variables are controlled, the odds of contraceptive use rise with each five-year age-group. However, age has no effect on whether couples use a modern or traditional method. The odds of method use among illiterate women are 34% lower than those among women with a secondary or higher education, but husband's education is a stronger predictor of contraceptive use: Couples in which the husband is illiterate or has a primary education are less likely to practice contraception than are those in which the husband has more education, but couples in which the husband has a primary education are more likely to use a modern method than are those in which the husband is more highly educated. Couples with daughters only are 27% less likely to use a method than are those with children of both sexes, and are also less likely to use a modern method. Couples with three or more children are more likely to use a modern method than are those with fewer children. Northern Vietnamese are 37% more likely to use contraceptives than southern Vietnamese and are also more likely to use modern methods.
This article proposes mechanisms through which mass education produces declines in fertility and reviews the evidence, both in the nineteenth century demographic transition in the West and in contemporary developing countries, for such a relationship. It is argued that the primary determinant of the timing of the onset of the fertility transition is the effect of mass education on the family economy. The direction of the wealth flow between generations changes with the introduction of mass education, at least partly because the relationships between members of the family are transformed as the morality governing those relationships changes.
The industrialization hypothesis predicts a decline in the effects of social background variables on educational attainment across cohorts, whereas the credentialism hypothesis predicts a decline of these effects on the attainment of lower educational levels and stable or rising effects on the attainment of higher levels of schooling. Employing a model developed by Mare (1981) and analyzing data from the 1974 Israeli Mobility Survey, the authors found that the effects of father's education and occupation on the various educational transitions were stable across cohorts who attended school during the 1940s, 1950s, and 1960s. However, the effects of ethnicity, a major axis of the Israeli system of social stratification, declined in the transition from primary to secondary schooling but remained constant on subsequent educational transitions.
The relationship between the spread of mass education and fertility-limiting behavior is examined. Existing theories relating education to fertility limitation are integrated, including those relating the presence of educational opportunity to fertility decline, theories relating women's education to their fertility behavior, and theories relating children's education to the fertility behavior of their parents. Using survey data from a sample of 5,271 residents of 171 neighborhoods in rural Nepal, the individual-level mechanisms linking community-level changes in educational opportunity to fertility behavior are tested. A woman's proximity to a school during childhood dramatically increases permanent contraceptive use in adulthood. This finding is largely independent of whether the woman subsequently attended school, whether her husband attended school, whether she lived near a school in adulthood, and whether she sent her children to school. Strong fertility limitation effects were also found for husband's education and for currently living near a school. These effects were independent of other education-related measures. The largest education-related effect is for sending children to school.
This article presents an institutional analysis of the effects of educational expansion on (1) the development of democratic political systems in new nations and (2) popular participation in politics within democratic systems. A major purpose is to contribute to the emerging discussion of education that recognizes that many of the taken-for-granted effects of education on individuals and society are not universal. In considering how the effects of education are socially constructed, I present a series of hypotheses and discuss evidence from comparative research.
After a period of some 15yr during which fertility was at replacement level, Japan experienced a resumption of fertility decline, starting in 1973, that has continued to the present. This article analyzes the fertility decline in postwar Japan, especially since 1973, and the demographic and socioeconomic factors contributing to it. The analysis, based primarily on period parity progression ratios, suggests that Japan's fertility decline since 1973 has occurred mainly because of postponement of marriage and first birth and declines in ratios of progression to marriage and first birth. Women's rising educational attainment plays an important role in inducing the new marriage and fertility pattern. The effect of women's education is associated with a number of related socioeconomic changes, including rising wages of women and higher opportunity costs of marriage and childbearing, as well as change in values. -Authors
This paper investigates the multi-level determinants of racial inequality in occupational status in South Africa shortly after the end of apartheid in 1994. First, we investigate the findings or Treiman, McKeever, and Fodor (1996) using data from 1996 to examine changes in the race-specific processes of occupational attainment between 1991 and 1996. Second, we extend our analysis by examining whether the occupational status of Black males is also determined by aspects of the spatial context in which individuals live. We use Hierarchical Linear Modeling to test two competing hypotheses concerning the effect of spatial context on individual occupational status for Black males: 1) A modified economic threat hypothesis, and 2) an enclave hypothesis. Our findings indicate that the individual-level process of occupational attainment has not changed much between 1991 and 1996 although the Black-White gap in educational attainment and occupational status has narrowed. The results of the multi-level analysis suggest that residing in magisterial districts comprised of former homelands results in higher occupational status for Black males. These results support the enclave hypothesis.
Efforts by social scientists to relate national social conditions to national political systems are hampered by a failure to build an index of political development which can be correlated with other system variables to measure the extent of the association between the development of the political system and development of other social institutions in the nation. An index is constructed and correlated with several other indicators of national development for 77 independent nations. The level of political development is highly correlated with the level of communications, economic development, education and urbanization. Analysis of the errors of prediction of what the level of political development should be, given its level of communications and urbanization development, allows us to test certain theories of social change.
The debt crisis and structural adjustment policies have created severe hardship in many countries and may be especially harmful for women. This paper discusses the possible deleteri ous effects of these macroeconomic conditions on women's quality of life in general and their status in terms of education, employment and health. Then it provides a quantitative cross- national analysis to assess the impact of the debt crisis and structural adjustment on women's status. It finds evidence that structural adjustment policies have a negative effect on female edu cational enrollments. Education is found to be an important determinant of women's economic activity and health status. Based on these findings, the article maintains that the macroeconomic crisis does not augur well for continued social development and the improved status of women in indebted countries.
Building on the widespread recent suggestion that the education of girls may well be one of the best investments that a less-developed country can make, this study presents the results of a series of quantitative, cross-national, panel regression analyses designed to assess the effects of a) level of girls' education (primary and secondary enrollment rates), and b) gender inequality in education (male-female enrollment ratios), on a wide range of demographic, social and economic development outcomes. Both the education of girls in and of itself, and the provision of equal access to education for boys and girls (i.e., gender equality in education) were found to have the following subsequent benefits for societies: lower crude birth rates, longer life expectancies, lower death rates of all sorts, improved basic needs provision, and more rapid rates of economic growth.
In order to assess trends in the effect of parental status as a determinant of educational outcomes, 2 distinct models are estimated for a succession of cohorts of Philippine men and women born in the 1st half of the 20th century. The linear model shows some decline across cohorts in the effects of background on years of schooling; the logistic response model, used to estimate the effects of background variables on specific grade progression probabilities, shows remarkable constancy over time. These results are consistent with an image of the educational system as an ever-expanding pie that is always sliced in the same proportions. -Authors
World Fertility Surveys carried out in 38 developing countries indicate that from two to 98 percent of married women of fertile age have no schooling, while the proportion with 10 or more years of education ranges from zero to 24 percent. On average, women aged 25-29 have received about two years' more schooling than those aged 45-49. The surveys show an overall pattern of decreasing fertility with increasing education. In Sub-Saharan Africa, differences in fertility tend to be small, whereas in the other regions, they tend to be large. In about 40 percent of the countries, women with seven or more years of schooling have only half the level of current fertility of womenwith nod education. In general, the magnitude and form of the relationship between desired family size and education does not correspond well with fertility differentials by educational level, even though both actual and desired fertility are lowest among women with the most schooling. Education, however, is positively associated with the likelihood that a woman will give a numerical answer when asked about desired family size. Examination of the proximate determinants of fertility-age at marriage, breast-feeding and contraceptive practice-reveals the ways in which educational levels affect these intermediate factors. With few exceptions, contraceptive practice and age at marriage increase with increased education. Averaged over all countries, the singulate mean age at marriage for women with seven or more years of education is almost four years higher than that of women with no education; and the difference in contraceptive prevalence between women with no education and those with seven or more years of schooling is 24 percentage points. Tentative evidence indicates that the family planning programs can reduce the size of educational differentials in contraceptive use by speeding the diffusion of contraceptive practice.
The social structure and personality perspective provides a theoretical and analytical framework for understanding the persisting association between socioeconomic status (SES) and health outcomes. Current research suggests that health behaviors, stress, social ties, and attitudinal orientations are critical links between social structure and health status. These psychosocial factors are linked more strongly to health status than is medical care and are related systematically to SES. The social distributions of these factors represent the patterned response of social groups to the conditions imposed on them by social structure. Accordingly the elimination of inequalities in health status ultimately may require changes not only in psychosocial factors or health care delivery, but also in socioeconomic conditions. Research is needed that will identify the critical features of SES which determine health, delineate the mechanism and processes whereby social stratification produces disease, and specify the psychological and interpersonal processes that can intensify or mitigate the effects of social structure.
One emphasis of the new population paradigm that emerged at the 1994 International Conference on Population and Development in Cairo concerns gender inequality in education and the need to promote girls' schooling at the secondary level, both as a goal of human development and as a means to encourage lower fertility in. developing countries. A critical weakness of this approach to population and development policy is that it fails to address the socioeconomic inequality that deprives both boys and girls of adequate schooling. Such unbalanced attention to one dimension of inequality detracts from the attention accorded to other dimensions. Moreover, while female disadvantage remains an important feature of educational access in some regions, there are numerous countries, even within the developing world, where the gender gap in education is absent or modest, and in almost all countries it has been diminishing substantially over the last few decades. By contrast, the authors contend, inequality in education based on socioeconomic background is nearly universal and, in most cases, more pronounced than gender inequality. Data from various developing countries, especially Thailand and Vietnam, document this situation.
The effects of parental socioeconomic characteristics on highest grade of formal school completed are stable over cohorts born during the first half of the twentieth century. Mathematical analysis and empirical findings based on the 1973 Occupational Changes in a Generation Survey show that linear models of the educational attainment process are stable over cohorts because their coefficients depend upon quantities which vary over time in offsetting directions. The coefficients are weighted sums of the associations between socioeconomic background and school continuation decisions where the weights are functions of the school continuation probabilities. Intercohort increases in school continuation rates by themselves imply declining background effects on educational attainment, but, over cohorts, the associations between background and continuation increase to offset the dampening effect of the changing marginal distribution of schooling. Stable linear model effects are the result.
This paper provides an answer to the following question: Why do empirical studies find low returns to schooling in rural China, and yet the schooling rates are high? I find that schooling played a significant role in raising the accessibility of urban formal employment to rural people in the late 1970s and early 1980s in the face of the government's restrictive policy on labor migration from rural to urban areas. The large urban-rural income difference provided a strong incentive for senior high school education. The theory also explains the drop in the senior high school attendance in the mid 1980s. Copyright 1997, Oxford University Press.