Leaving no place behind: Community participation and primary school students’ learning achievements in Burkina Faso's small-scale gold mining communities

Jean-Baptiste,

doi:10.1016/j.ijedro.2020.100010

Cited by 10 publications

(9 citation statements)

References 28 publications

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“…The government's facilitation process for this curriculum may be seen in this regulation, particularly in the portion of the process that is standard across the board (Lucardie, 2014). The Level of Parental Participation Furthermore, according to the findings of this study on ILP, the curriculum is an important tool in the delivery of high-quality educational services (Sanfo, 2020). The ability of the output of the educational process to make a positive contribution to the global community has a significant impact on the overall quality of education.…”

Section: Discussionmentioning

confidence: 97%

Perception and Public Participation: The Level of Implementing Independent Learning Program in Indonesia

Handayani¹,

Yanuarto²,

Wang³

2022

IJAREMS

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Overall educational quality is significantly influenced by the potential of the result of the educational process to provide a constructive contribution to the global community. Concerns about the current political atmosphere are regularly raised in the context of any curriculum creation process, and this is no exception. Specifically, the purpose of this article is to determine the level of perception and engagement of the user community in relation to the Independent Learning Program. Using the quantitative method of a cross-sectional survey, the investigators conducted their inquiry. A more complete picture of a problem under examination is produced by this procedure. The study's participant pool includes parents, students, user partners, and professors, among others. A total of 593 responses were submitted in response to the surveys, which were circulated both locally and internationally. Two hundred and forty-nine student responses were received, 117 from academics, 109 from other stakeholders, and 128 responses were received from their families. The results of this study provide information on the level of perception and involvement in each user community under consideration. According to the findings of this study, the public's impression of users is at a moderate level of sophistication. At the level of participation of the user community, which was at a modest level, the same thing occurred. This study's findings should, it is hoped, paint an accurate portrait of the way the ILP program is seen by the general public.

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Section: Discussionmentioning

confidence: 97%

Perception and Public Participation: The Level of Implementing Independent Learning Program in Indonesia

Handayani¹,

Yanuarto²,

Wang³

2022

IJAREMS

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“…However, the fourth point is concerned with the potential benefits that could arise from the implementation of the policy of ILP, all of which are related to the goals of establishing a national education system. It is envisaged that the policy of independent learning would be able to develop a generation of individuals who succeed in all subjects by first building a learning environment and a pleasant school climate in which to learn (Sanfo, 2020).…”

Section: Discussionmentioning

confidence: 99%

The Perception and Public Participation: The Government Implementation of Independent Learning Program in Indonesia

Wang¹,

Handayani²,

Yanuarto³

2022

IJARBSS

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The perception and public participation are increasingly regarded as crucial for understanding the relevance of the Independent Learning Program (ILP). Involvement in the ILP program is related to the perception of acceptability of the program, and it is crucial to evaluate how much the perception of the general public interested in ILP has influenced their willingness to Public Participation. Consequently, the relationship between perception and public Participation was investigated in this research. It was decided to employ the quantitative survey approach in this research, a cross-sectional study that was explained by the use of the structural equation model to obtain the most accurate results. The participants in this study were 593 respondents consisting of students, parents, stakeholders, and lecturers who served as the sample. The conclusions of this study were based on an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) with three components for perception and four factors for public Participation. Construct a structural model of perception and public Participation that has a moderate association (= 0.391) between them, on the other hand. As a result, the relationship study was carried out to provide public Participation with a better understanding of the topic in the ILP, technology, beliefs, and other elements that can impact the ILP. This represents a significant step forward in the ongoing attempt to provide a highquality education system.

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“…Communities can also support school management, known to be related to student performance. A study by Sanfo (2020b) on small-scale gold mining areas showed for example that communities can be a source of school management support and provide financial educational inputs arranged from mining exploitation management, which will transform into better student learning performance. As such, because NGMA does not relatively easily have access to such financial inputs, community factors might explain higher learning achievements for students in GMA.…”

Section: Potential Factors Explaining Learning Inequalities Between Gma and Ngmamentioning

confidence: 99%

“…The study considered students in schools within the radius of 20 km of artisanal gold mines as those from GMA, but it also included students in schools within the radius of 40 km of an industrial gold mine as from GMA. The inclusion of the latter was motivated by previous studies which suggest that industrial mines also attract communities around them; however, when settling, such communities have to respect a given distance set by industrial gold mines (Sanfo, 2020b;Zabsonré et al, 2018). Being around an industrial gold mine makes it easier for communities to engage in activities to look for residual gold left by industrial gold mining companies.…”

Section: Gold Mining Area Identification Strategymentioning

confidence: 99%

Explaining Gold-Mining and Non-Gold Mining Areas' Inequalities in Learning Achievements in Burkina Faso's Primary Education: A Decomposition Analysis

Jean-Baptiste

Ogawa

2021

SER

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Research shows that learning achievements inequalities exist between students from gold mining areas and those from non-gold mining ones. However, there is no evidence on factors that explain this "new" geographic educational inequality. Exploiting the gold mining boom in Burkina Faso, this study employed re-centered influence function decomposition to explore students' background and school factors which explain these learning achievements inequalities and also estimate the proportion of inequalities explained by unmeasured factors. Findings suggest that, relative to student background factors, most of the learning achievements inequalities between the two types of areas are explained by school factors. Moreover, unmeasured educational factors explain a non-negligible proportion of the inequalities, higher for students on the lower and upper tails of the learning achievements distribution. Suggestions for policymakers are discussed based on the findings of the present study.

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Leaving no place behind: Community participation and primary school students’ learning achievements in Burkina Faso's small-scale gold mining communities

Cited by 10 publications

References 28 publications

Perception and Public Participation: The Level of Implementing Independent Learning Program in Indonesia

Perception and Public Participation: The Level of Implementing Independent Learning Program in Indonesia

The Perception and Public Participation: The Government Implementation of Independent Learning Program in Indonesia

Explaining Gold-Mining and Non-Gold Mining Areas' Inequalities in Learning Achievements in Burkina Faso's Primary Education: A Decomposition Analysis

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