Achieving gender equality in learning outcomes: Evidence from a non-formal education program in Bangladesh

Gee, Kevin A.

doi:10.1016/j.ijedudev.2014.09.001

Cited by 23 publications

(15 citation statements)

References 19 publications

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“…The result is similar to the study conducted by Schnepf and Sylke (2004), mentioning that gender does not significantly influence learning readiness. The result supported the study conducted by Gee (2015), which correlates the learning readiness to students' achievement. The mean score between male and female students are equal in four fields of study: literacy, calculation, natural science, and social science.…”

Section: Discussionsupporting

confidence: 87%

Analysis on Students' Learning Readiness in Junior High Schools of Pangkalpinang, Bangka Belitung

Amurdawati¹,

Suyatno²,

Pambudi³

et al. 2020

ujer

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Learning readiness is one of the indicators supporting students' learning achievement. The higher the students' learning readiness is, the higher their possibility is to achieve the learning outcome. The purpose of the research is to analyze the students' learning readiness in several junior high schools in Pangkalpinang City, Bangka Belitung Island, Indonesia. The study belongs to a survey study with a cross-sectional design investigating 150 students from three junior high schools, both private and public. The data were collected through a questionnaire and they were analyzed using SPSS with one-way ANOVA and independent sample t-test. The results show that there is no difference in the students' readiness in two public junior high schools, those are SMP N 1 Pangkalpinang and SMP N 7 Pangkalpinang, with the sig value 0.568 > 0.05. Conversely, there is a difference in the learning readiness between the private and public schools, which is between SMP N 1 Pangkalpinang and SMP Muh Pangkalpinang as well as between SMP N 7 Pangkalpinang and SMP Muh Pangkalpinang, with sig value 0.000 < 0.05. Meanwhile, the t-test for the gender comparison shows no difference in terms of learning readiness, with the sig value 0.663 > 0.05. The research comes to several conclusions. First, the school status (public and private) shows a difference in learning readiness, in that those in public schools have higher readiness compared to those in private schools. Second, male and female students show similarities in terms of learning readiness.

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Section: Discussionsupporting

confidence: 87%

Analysis on Students' Learning Readiness in Junior High Schools of Pangkalpinang, Bangka Belitung

Amurdawati¹,

Suyatno²,

Pambudi³

et al. 2020

ujer

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Section: Section 1 Non-formal Schooling Model and Islamic And Quranimentioning

confidence: 99%

“…Although the model is widely utilised, research on it remains scarce (Dang, Sarr and Asadullah 2011;Gee 2015). As in the case of low-fee private schools, assertions that children in community schools learn better than in government schools are rarely rigorously tested (Ashley et al 2014;Gee 2015). Further, we still know very little about what factors make some children successfully transition to junior secondary schools after studying in these non- 2 For details of BRAC model and its impact, see Nath, Sylva and Grimes 1999. http://www.unesco.org/uil/litbase/?menu=4&programme=28 6 formal schools while other children drop out.…”

Section: Section 1 Non-formal Schooling Model and Islamic And Quranimentioning

confidence: 99%

Barriers to primary completion and transition in Northern Nigeria: evidence from a non-formal schooling intervention

Bano

2018

Compare: A Journal of Comparative and International Education

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It is often claimed that the one-teacher, one-room, non-formal school model is more effective than the formal school in enrolling hard-to-reach children. This model is, however, not immune to the twofold challenges of primary completion and transition. This article draws on data from three rounds of surveys with children from Tsangaya (traditional Quranic schools) in northern Nigeria who took part in a non-formal school programme. The article records project success in attracting children from Tsangaya schools and enabling them to complete the primary cycle. It shows that students' innate abilities and mother's education and income-generation ability seem to have a bearing on retention in primary school, while quality of teaching has an association with primary completion. However, it records major challenges to the transition to secondary school and argues for recognising the distinct challenges to primary completion and to transition from primary to secondary education.

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“…The private schooling noted in India and Bangladesh for particular gender effects, do not take the form of PPP, and are more frequently philanthropic, NGO, or commercial organisations. (Asadulah and Chaudary, 2008;Harma, 2009;Woodhead, Frost and James, 2013;Gee, 2015) . However, Asadullah and Chaudhury (2009) report on a form of PPP in Bangladesh where rural madrasas undertook some government directed curriculum reform and admitted female secondary school students, while, in return, government paid some teachers' salaries.…”

Section: Definitions and Contextsmentioning

confidence: 99%

A Review of public private partnerships around girls' education in developing countries: flicking gender equality on and off

Unterhalter¹

2017

J. int. comp. soc. policy

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The article reviews the literature on Public Private Partnerships (PPPs) and policy on girls’ schooling in developing countries. It considers the ways in which aims around gender equality and women's rights are positioned in policy texts concerned with girls’ education PPPs. The argument made is that these documents exemplify an oscillation, using a multipolar register, between pragmatic initiatives that recognise existing sites of power, and attempts to develop a political project that dissolves differences between public and private constituencies, who share an interest in getting girls into school. The potential and limits of this approach to support integrated policy around rights and equalities is considered using the case of DFID's Girls’ Education Challenge. An analytical framework is sketched that maps a political and epistemological process termed dispersal, which is used to consider some ways to investigate the effects of PPPs as a mechanism to address intersecting inequalities.

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Achieving gender equality in learning outcomes: Evidence from a non-formal education program in Bangladesh

Cited by 23 publications

References 19 publications

Analysis on Students' Learning Readiness in Junior High Schools of Pangkalpinang, Bangka Belitung

Analysis on Students' Learning Readiness in Junior High Schools of Pangkalpinang, Bangka Belitung

Barriers to primary completion and transition in Northern Nigeria: evidence from a non-formal schooling intervention

A Review of public private partnerships around girls' education in developing countries: flicking gender equality on and off

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