This document proposes a radical plan to attract private sector investment in education for Nigeria's poorest children. The plan would invite private entities to set up schools for poor children in return for receiving a portion of the income tax paid by those children over their lifetime once employed. Key details include:
- Private schools would educate poor children for free in return for future income tax payments from those children.
- A centralized database would automatically distribute a portion of graduates' lifetime income tax payments to their benefactor schools.
- This plan could harness private sector efficiency to educate children otherwise left behind, pulling families from poverty.
- Significant logistical challenges would need addressing around tax distribution periods, immigration, earnings verification, and
Children of the Poor - a Report prepared by Dr. Jamie Wallin, Visiting Profes...Jamie Wallin
This document discusses the importance of early childhood education, especially for children living in poverty in rural and remote areas in Southeast Asia. It notes that many children in the region live in extremely poor circumstances without access to basic healthcare or education facilities. While some countries have more access to preschools, children without any early learning experiences often struggle socially and academically when entering formal schooling. The document provides statistics on poverty levels and estimated number of children living below the poverty line in several Southeast Asian countries to emphasize how poverty can negatively impact children's development and life chances. It argues governments must work to identify impoverished communities and support early education and nutrition programs to help disadvantaged young children.
Young Lives is a longitudinal study that has been following children in Ethiopia, India, Peru and Vietnam since 2002 to understand the impacts of poverty. It aims to generate high-quality evidence to influence pro-poor policies. Key themes include health, education, gender and child protection. Young Lives works to build research capacity, disseminate findings, promote evidence uptake by policymakers, and innovate methodology. Case studies show how Young Lives research has contributed to programs like Ethiopia's Child Research and Policy Forum and Peru's Juntos conditional cash transfer program.
Santiago Cueto, coordinador en el país de Niños del Milenio / Young Lives, expuso sobre cómo influye el estudio en las políticas públicas de los diferentes países en Conference on Social Mobility de CEEY Mexico el 18 de noviembre del 2016.
This document discusses the history and current state of early childhood education and care (ECEC) systems in Canada, with a focus on Ontario. It notes that historically, ECEC has been split between separate "care" and "education" systems. However, many countries are now moving towards more integrated approaches. Ontario recently announced plans to develop full-day early learning programs for all four and five year olds, which could help integrate the split systems. Some key challenges in developing this new integrated program are merging the public kindergarten and private childcare systems, financing, maintaining stability for existing childcare, determining staffing models, and managing the phase-in process. How Ontario addresses these challenges could influence the future of ECEC
Child Labour & Social Programming | Focus on Educational Strategies
Guest Lecture on Child Labour by Valeria Groppo, King’s College London, 19 February 2021
This document discusses Indigenous school attendance in Australia. It finds that while most Indigenous students attend school regularly, absenteeism is higher compared to non-Indigenous students, with a gap of around 10%. The gap is larger for older secondary students and those in remote areas. Reasons for absenteeism are complex and relate to both social and economic challenges as well as school-level factors. Improving attendance requires a holistic approach that addresses both the supply of education services and demand within Indigenous communities through culturally-responsive and learner-centered policies and programs.
This is the latest instalment of the UNICEF Office of Research Report Card series, aimed at focusing on the well-being of children in industrialized countries. It considers two views of child poverty in member countries of the Organization for Economic Cooperation and Development (OECD): a measure of absolute deprivation, and a measure of relative poverty.
The two measures, though separate in concept, highlight significant disparities in the living conditions of children. Of the countries surveyed, around 15% of children are considered “deprived” and a similar proportion live below their national poverty line.
This report card argues that accurate and timely monitoring of child poverty and deprivation is crucial for gauging what is happening to vulnerable children now. It argues that even during times of economic hardship, with the right evidence-based policies, it is possible to protect vulnerable children.
This document summarizes the 2013/4 UNESCO Education for All Global Monitoring Report. It finds that while countries have made progress toward the six EFA goals since 2000, none of the goals will be achieved globally by the 2015 deadline. In particular, it notes that 57 million children remain out of school, over 250 million children are not learning basic skills, and adult literacy has hardly improved. The report calls on governments to strengthen policies to support teachers and improve education quality in order to address these issues. It argues education must be prioritized in the post-2015 development agenda to ensure all individuals have access to a good quality education.
Children of the Poor - a Report prepared by Dr. Jamie Wallin, Visiting Profes...Jamie Wallin
This document discusses the importance of early childhood education, especially for children living in poverty in rural and remote areas in Southeast Asia. It notes that many children in the region live in extremely poor circumstances without access to basic healthcare or education facilities. While some countries have more access to preschools, children without any early learning experiences often struggle socially and academically when entering formal schooling. The document provides statistics on poverty levels and estimated number of children living below the poverty line in several Southeast Asian countries to emphasize how poverty can negatively impact children's development and life chances. It argues governments must work to identify impoverished communities and support early education and nutrition programs to help disadvantaged young children.
Young Lives is a longitudinal study that has been following children in Ethiopia, India, Peru and Vietnam since 2002 to understand the impacts of poverty. It aims to generate high-quality evidence to influence pro-poor policies. Key themes include health, education, gender and child protection. Young Lives works to build research capacity, disseminate findings, promote evidence uptake by policymakers, and innovate methodology. Case studies show how Young Lives research has contributed to programs like Ethiopia's Child Research and Policy Forum and Peru's Juntos conditional cash transfer program.
Santiago Cueto, coordinador en el país de Niños del Milenio / Young Lives, expuso sobre cómo influye el estudio en las políticas públicas de los diferentes países en Conference on Social Mobility de CEEY Mexico el 18 de noviembre del 2016.
This document discusses the history and current state of early childhood education and care (ECEC) systems in Canada, with a focus on Ontario. It notes that historically, ECEC has been split between separate "care" and "education" systems. However, many countries are now moving towards more integrated approaches. Ontario recently announced plans to develop full-day early learning programs for all four and five year olds, which could help integrate the split systems. Some key challenges in developing this new integrated program are merging the public kindergarten and private childcare systems, financing, maintaining stability for existing childcare, determining staffing models, and managing the phase-in process. How Ontario addresses these challenges could influence the future of ECEC
Child Labour & Social Programming | Focus on Educational Strategies
Guest Lecture on Child Labour by Valeria Groppo, King’s College London, 19 February 2021
This document discusses Indigenous school attendance in Australia. It finds that while most Indigenous students attend school regularly, absenteeism is higher compared to non-Indigenous students, with a gap of around 10%. The gap is larger for older secondary students and those in remote areas. Reasons for absenteeism are complex and relate to both social and economic challenges as well as school-level factors. Improving attendance requires a holistic approach that addresses both the supply of education services and demand within Indigenous communities through culturally-responsive and learner-centered policies and programs.
This is the latest instalment of the UNICEF Office of Research Report Card series, aimed at focusing on the well-being of children in industrialized countries. It considers two views of child poverty in member countries of the Organization for Economic Cooperation and Development (OECD): a measure of absolute deprivation, and a measure of relative poverty.
The two measures, though separate in concept, highlight significant disparities in the living conditions of children. Of the countries surveyed, around 15% of children are considered “deprived” and a similar proportion live below their national poverty line.
This report card argues that accurate and timely monitoring of child poverty and deprivation is crucial for gauging what is happening to vulnerable children now. It argues that even during times of economic hardship, with the right evidence-based policies, it is possible to protect vulnerable children.
This document summarizes the 2013/4 UNESCO Education for All Global Monitoring Report. It finds that while countries have made progress toward the six EFA goals since 2000, none of the goals will be achieved globally by the 2015 deadline. In particular, it notes that 57 million children remain out of school, over 250 million children are not learning basic skills, and adult literacy has hardly improved. The report calls on governments to strengthen policies to support teachers and improve education quality in order to address these issues. It argues education must be prioritized in the post-2015 development agenda to ensure all individuals have access to a good quality education.
This document provides an education status report for Gujarat, India. It discusses literacy rates in Gujarat which have increased significantly over time but remain lower for females, Scheduled Castes, and Scheduled Tribes. The administrative structure and organizations involved in primary education in Gujarat are outlined. Budget allocations for education in Gujarat have increased but remain lower than many other Indian states on a per student basis. Key findings from annual education surveys in Gujarat are also summarized.
Evaluation of community participation in unicef assisted adult and nonGabriel Ken
The study was aimed at evaluating community participation in UNICEF assisted adult and non-formal education literacy programmes in South East zone of Nigeria. Seven research questions and three null hypotheses were formulated. The study was a descriptive survey involving one hundred and sixty seven UNICEF- assisted adult and non-formal education literacy centers
The document discusses challenges facing education in South Africa. It notes that while access to education has improved since apartheid ended, quality remains very poor, especially in historically disadvantaged black and rural schools. Teacher quality is low due to inadequate training and poor subject knowledge, and outcomes on international tests are among the worst in the world. Early childhood development and adult literacy also need significant improvement for South Africa to achieve its education goals. The document analyzes factors contributing to the education crisis, from apartheid's legacy to problems with the outcomes-based curriculum. Overall it presents South Africa's education system as facing a "national emergency" despite large spending increases.
The document discusses socioeconomic inequalities in education outcomes in the UK. It summarizes that the attainment gap between high and low socioeconomic status (SES) children starts early and widens throughout school. By age 10, low SES children with initially high cognitive scores fall behind high SES peers with lower scores. These gaps continue into further education and career outcomes. The document examines potential causes such as differences in opportunities, resources, and expectations between high and low SES families and communities. It argues that reducing these inequalities could boost the UK economy by £1.3 trillion over 40 years through improved social mobility.
Literacy is traditionally understood as the ability to read and write.The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as the "ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society".
social mktg Presentation On Literacy In Indiaabhiroopsur
The document summarizes literacy and illiteracy statistics in India. It finds that the overall literacy rate is 61%, with rates being significantly higher for males (73.4%) than females (47.8%). It also discusses causes of illiteracy such as lack of infrastructure and poverty, and harmful effects like increased crime and unemployment. It outlines government schemes and social reforms that could help increase literacy rates.
The document discusses literacy rates in India, Canada, and globally. It provides statistics on literacy rates in different regions and over time. Some key points include:
- In India in 2004, literacy rates were 6.9% in North America (42 million), 2.2% in Europe (13 million), and 2% in Asia (11.81 million).
- Rajasthan, India has seen increases in overall and female literacy rates from 1991 to 2001, though illiteracy remains high especially in rural areas.
- Factors contributing to low literacy in India include poor infrastructure, teacher shortages, and inadequate education spending.
- In Canada, 58% of adults aged 16-65 have basic reading skills
This document discusses a qualitative study on the impact of COVID-19 on the education of secondary level students in public schools in Kathmandu Valley, Nepal. It provides background information on the COVID-19 pandemic and school closures in Nepal. The study used questionnaires and interviews of 8 students to understand the challenges they faced with online education, alternative sources of learning, disturbances at home, and ineffective online assessments. It recommends improving access to technology and alternative learning methods to mitigate educational inequities worsened by the pandemic.
This document provides an overview of the development of the Philippine educational system and relevant laws. It discusses:
- Historical statistics that show low rates of students completing their education.
- Resource shortages that still exist in the public school system like classrooms, textbooks, and teachers.
- Poor performance of teachers and students on achievement tests.
- The educational system being established by foreign colonizers to justify domination and cultural perversion of Filipinos.
- That pre-Spanish Filipinos had established commercial, political and cultural contacts with other countries.
Presentation of findings from Young Lives by Virginia Morrow and Paul Dornan, at the New School New York on 5 November 2014. Further info: http://www.younglives.org.uk/news/news/event-advancing-equity-for-children
Kenya: International cooperation to achieve the education for allSuguru Mizunoya
International Cooperation to Achieve the Education for All Goals
The document discusses international cooperation to achieve Education for All (EFA) goals in Kenya. It covers:
1) An introduction to EFA goals and the education situation in Kenya, including challenges reaching nomadic and disabled populations.
2) Partnership structures between the Ministry of Education, UN agencies like UNICEF and UNESCO, and other donors to implement education policies. Corruption has been an issue with some partnerships.
3) Efforts to monitor and protect human rights in education through a new monitoring system and education law, but challenges remain in ensuring all rights are upheld equally across populations.
The document presents information on illiteracy, including its causes such as poverty and lack of access to education, its impacts such as inhibiting country development, and proposed solutions to address it such as ensuring equal access to education and eradicating illiteracy among women. Statistics are provided showing over 27% of people globally are illiterate and that two-thirds of the world's illiterate population are women.
Reporting on Education: What You Need to KnowDavid Evans
This presentation provides tips for journalists covering education, gives a broad overview of education issues in Africa, and poses a few solutions. It was delivered as part of the impactAfrica webinar series, available here: http://impactafrica.fund/webinars.
This document outlines a presentation on illiteracy. It discusses the definition and importance of literacy, as well as causes and effects of illiteracy. It provides statistics showing an estimated 35.6% global illiteracy rate and 70 million illiterate people in 21 nations. Potential solutions discussed include improving teacher education, parental involvement, access to girls' education, and support from non-profit organizations to increase literacy through programs like vocational training and digital libraries. The overall goal is to work towards eliminating illiteracy by expanding education opportunities worldwide.
The document discusses the importance and benefits of investing in education. It notes that education is a fundamental human right and key to a country's future success. While education costs money, not investing in education is even more costly due to increased public spending on issues like health, crime, and decreased economic growth. The document also discusses estimates of the economic returns from investing in education, showing education increases productivity and earnings. Overall, the document advocates for the importance of education in developing skilled workforces and competitive economies.
The document provides a summary of the UNESCO 2006 report on Early Childhood Care and Education (ECCE). It outlines the goals and policies of ECCE programs, which aim to provide care, education, and support to vulnerable and disadvantaged children. While progress has been made, over 20 million primary-school aged children remained out of school in 2004, particularly in developing countries. Barriers to education included poverty, lack of infrastructure and teachers. The report establishes goals to increase access to education and reduce inequality.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
This document provides an education status report for Gujarat, India. It discusses literacy rates in Gujarat which have increased significantly over time but remain lower for females, Scheduled Castes, and Scheduled Tribes. The administrative structure and organizations involved in primary education in Gujarat are outlined. Budget allocations for education in Gujarat have increased but remain lower than many other Indian states on a per student basis. Key findings from annual education surveys in Gujarat are also summarized.
Evaluation of community participation in unicef assisted adult and nonGabriel Ken
The study was aimed at evaluating community participation in UNICEF assisted adult and non-formal education literacy programmes in South East zone of Nigeria. Seven research questions and three null hypotheses were formulated. The study was a descriptive survey involving one hundred and sixty seven UNICEF- assisted adult and non-formal education literacy centers
The document discusses challenges facing education in South Africa. It notes that while access to education has improved since apartheid ended, quality remains very poor, especially in historically disadvantaged black and rural schools. Teacher quality is low due to inadequate training and poor subject knowledge, and outcomes on international tests are among the worst in the world. Early childhood development and adult literacy also need significant improvement for South Africa to achieve its education goals. The document analyzes factors contributing to the education crisis, from apartheid's legacy to problems with the outcomes-based curriculum. Overall it presents South Africa's education system as facing a "national emergency" despite large spending increases.
The document discusses socioeconomic inequalities in education outcomes in the UK. It summarizes that the attainment gap between high and low socioeconomic status (SES) children starts early and widens throughout school. By age 10, low SES children with initially high cognitive scores fall behind high SES peers with lower scores. These gaps continue into further education and career outcomes. The document examines potential causes such as differences in opportunities, resources, and expectations between high and low SES families and communities. It argues that reducing these inequalities could boost the UK economy by £1.3 trillion over 40 years through improved social mobility.
Literacy is traditionally understood as the ability to read and write.The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as the "ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society".
social mktg Presentation On Literacy In Indiaabhiroopsur
The document summarizes literacy and illiteracy statistics in India. It finds that the overall literacy rate is 61%, with rates being significantly higher for males (73.4%) than females (47.8%). It also discusses causes of illiteracy such as lack of infrastructure and poverty, and harmful effects like increased crime and unemployment. It outlines government schemes and social reforms that could help increase literacy rates.
The document discusses literacy rates in India, Canada, and globally. It provides statistics on literacy rates in different regions and over time. Some key points include:
- In India in 2004, literacy rates were 6.9% in North America (42 million), 2.2% in Europe (13 million), and 2% in Asia (11.81 million).
- Rajasthan, India has seen increases in overall and female literacy rates from 1991 to 2001, though illiteracy remains high especially in rural areas.
- Factors contributing to low literacy in India include poor infrastructure, teacher shortages, and inadequate education spending.
- In Canada, 58% of adults aged 16-65 have basic reading skills
This document discusses a qualitative study on the impact of COVID-19 on the education of secondary level students in public schools in Kathmandu Valley, Nepal. It provides background information on the COVID-19 pandemic and school closures in Nepal. The study used questionnaires and interviews of 8 students to understand the challenges they faced with online education, alternative sources of learning, disturbances at home, and ineffective online assessments. It recommends improving access to technology and alternative learning methods to mitigate educational inequities worsened by the pandemic.
This document provides an overview of the development of the Philippine educational system and relevant laws. It discusses:
- Historical statistics that show low rates of students completing their education.
- Resource shortages that still exist in the public school system like classrooms, textbooks, and teachers.
- Poor performance of teachers and students on achievement tests.
- The educational system being established by foreign colonizers to justify domination and cultural perversion of Filipinos.
- That pre-Spanish Filipinos had established commercial, political and cultural contacts with other countries.
Presentation of findings from Young Lives by Virginia Morrow and Paul Dornan, at the New School New York on 5 November 2014. Further info: http://www.younglives.org.uk/news/news/event-advancing-equity-for-children
Kenya: International cooperation to achieve the education for allSuguru Mizunoya
International Cooperation to Achieve the Education for All Goals
The document discusses international cooperation to achieve Education for All (EFA) goals in Kenya. It covers:
1) An introduction to EFA goals and the education situation in Kenya, including challenges reaching nomadic and disabled populations.
2) Partnership structures between the Ministry of Education, UN agencies like UNICEF and UNESCO, and other donors to implement education policies. Corruption has been an issue with some partnerships.
3) Efforts to monitor and protect human rights in education through a new monitoring system and education law, but challenges remain in ensuring all rights are upheld equally across populations.
The document presents information on illiteracy, including its causes such as poverty and lack of access to education, its impacts such as inhibiting country development, and proposed solutions to address it such as ensuring equal access to education and eradicating illiteracy among women. Statistics are provided showing over 27% of people globally are illiterate and that two-thirds of the world's illiterate population are women.
Reporting on Education: What You Need to KnowDavid Evans
This presentation provides tips for journalists covering education, gives a broad overview of education issues in Africa, and poses a few solutions. It was delivered as part of the impactAfrica webinar series, available here: http://impactafrica.fund/webinars.
This document outlines a presentation on illiteracy. It discusses the definition and importance of literacy, as well as causes and effects of illiteracy. It provides statistics showing an estimated 35.6% global illiteracy rate and 70 million illiterate people in 21 nations. Potential solutions discussed include improving teacher education, parental involvement, access to girls' education, and support from non-profit organizations to increase literacy through programs like vocational training and digital libraries. The overall goal is to work towards eliminating illiteracy by expanding education opportunities worldwide.
The document discusses the importance and benefits of investing in education. It notes that education is a fundamental human right and key to a country's future success. While education costs money, not investing in education is even more costly due to increased public spending on issues like health, crime, and decreased economic growth. The document also discusses estimates of the economic returns from investing in education, showing education increases productivity and earnings. Overall, the document advocates for the importance of education in developing skilled workforces and competitive economies.
The document provides a summary of the UNESCO 2006 report on Early Childhood Care and Education (ECCE). It outlines the goals and policies of ECCE programs, which aim to provide care, education, and support to vulnerable and disadvantaged children. While progress has been made, over 20 million primary-school aged children remained out of school in 2004, particularly in developing countries. Barriers to education included poverty, lack of infrastructure and teachers. The report establishes goals to increase access to education and reduce inequality.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
EDUCATION AS A PATHWAY TO SUSTAINABLE GROWTH IN NIGERIApaperpublications3
Abstract: The crucial role of education in the overall development of a nation cannot be overemphasized. It is not only seen as a key to poverty reduction and vehicle for promoting equity, fairness and social justice but also helps to supply the essential human capital which is a paramount condition for sustained economic development. The basic objective of this paper investigates the authenticity of education being the pathway to sustainable economic development in Nigeria, using annual time series data from 1981 to 2014. The paper employs OLS methodology using Cobb Douglas production with white heteroskedasticity testing, wald test analysis and breusch pagan godfrey autocorrelation test. The results shows that considering the magnitude 1% increase in RGDP (proxy Economic growth) is brought about by 118% increase in (GFCF) gross fixed capital formation, 114% increase in (TEXPEDU) total expenditure on education, 22% increase in total recurrent expenditure on education (TREXPEDU) and 0.00095% increase in (TLBF), total labour force. R2 shows that 98% systematic variation in Real GDP is caused by variation in the explanatory variables. This indicates that there is, indeed a short and long-run relationship between education, and economic development. The findings have a strong implication on educational policy in Nigeria. The study seems to suggest that a concerted effort should be made by policymakers to enhance educational investment with a focus on human capital development in order to ensure and accelerate inclusive growth that would engender economic development.
Effects of poverty on children educational attainment in isua, akoko south ea...Alexander Decker
This document examines the effects of poverty on children's educational attainment in Isua, Akoko South East Local Government Area of Ondo State, Nigeria. It finds that a parent's level of education, role models, and independent income greatly influence children's educational attainment, while parental income and government policy do not. Poverty has increased school dropout rates and prevented access to education. The researchers recommend investing in formal and vocational education, improving governance of education, and involving local communities to increase enrollment and completion rates.
Effect of households poverty level on child labour participation among househ...Alexander Decker
This document examines the effect of household poverty on child labor participation in Nigeria. It analyzes data collected from 40 household heads and 80 children in Ogbomoso North Local Government Area of Nigeria. The results show that hawking various items is the most common child labor activity. Children from poor households engage in child labor more than those from non-poor households. The Tobit regression model found that characteristics like a child's age, the age and sex of the household head, poverty level, urban residency, and distance to market are major determinants of child labor participation in the area. The study aims to better understand the relationship between child labor and poverty in rural Nigerian households.
Practices of child labour among parents in ekiti state, nigeria implication f...Alexander Decker
The document summarizes a study on the practices of child labor among parents in Ekiti State, Nigeria and the implications for school administrators. The study found that child labor exists in the state, particularly in the domestic sector. It revealed significant differences in the practice of child labor between male and female parents, as well as differences based on parents' marital status and employment status. However, there was no difference found based on parents' religion. The study recommends economically empowering parents to reduce poverty and involvement of children in labor, as well as enforcing laws against child labor.
Drop out among pupils in rural primary schools in kenya the case of nandi nor...Alexander Decker
This document summarizes a study on pupil dropout in rural primary schools in Nandi North District, Kenya. The study aimed to identify the causes of dropout and strategies to address it. It found that the main causes of dropout were teenage pregnancy, repetition of grades, large family size, lack of motivation for school, parental negligence, peer influence, lack of teacher counselors, and early marriage. It also noted the factors leading to dropout differed between boys and girls. The study recommends that the government and stakeholders address dropout by strengthening policies on spending of funds for free primary education to benefit all children.
Adult learners dropout from literacy programmes in gombe state, nigeriaAlexander Decker
The document discusses adult learner dropout from literacy programs in Gombe State, Nigeria. It notes that while literacy programs see high initial enrollment, completion rates are often disappointing due to dropout. The study examines causes of dropout in Gombe State's literacy programs in 2011. Through a survey of 542 past learners, it finds that gender roles and instructor incompetence were key reasons for dropout. It also identifies inadequate instructional materials and quality as additional factors. The document recommends building more literacy centers, equipping them properly, and establishing more female-centered programs to address dropout issues.
This document presents a theoretical framework to analyze child labour using an inter-temporal approach. It summarizes an existing model of child labour and adapts it to a two-period framework. The model shows that child labour is inversely related to the real interest rate - as the interest rate rises, households are induced to reduce their children's participation in work. A rise in the interest rate could occur due to macroeconomic policies like increased government expenditure, which would create a favorable demand shock and raise output and interest rates, leading households to supply less child labor.
Child labor remains a major problem in many developing countries. Overpopulation is often cited as a cause of child labor, but it is not the main driver. Poverty is the primary cause, as families in poverty rely on children's work or wages to survive. Lack of access to education and employment opportunities for adults also contribute, as children fill economic roles when adults cannot. While reducing population growth could help address poverty long-term, governments must directly tackle poverty, illiteracy, and lack of school access to effectively eliminate the practice of child labor.
Poverty alleviation among nigerian youths via entrepreneurial education iss...Alexander Decker
This document discusses poverty alleviation among Nigerian youths through entrepreneurial education. It outlines several key points:
1) Poverty in Nigeria is widespread and has negative social impacts, despite government programs to alleviate it. Unemployment and underemployment are especially acute among youth.
2) Entrepreneurship education was introduced in Nigerian universities to equip youth with skills to be self-employed and alleviate poverty. However, implementation faces issues like inadequate funding.
3) Proper entrepreneurial training through education can help develop innovative and ethical business skills in youth to start businesses and reduce unemployment that is a key driver of poverty.
Socio Cultural Factors and Retention of Boy Child in Public Primary Schools i...ijtsrd
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Effect of Government Spending on the Nigerian Educationijtsrd
Over the years, the quality of education offered in Nigeria has been affected by poor attendance and inadequate preparation by teachers at all levels. The morale of teachers has been low due to poor condition of service, low salaries and poor physical facilities such as libraries, laboratories, modern communication and Information technology equipments. The research work investigates the effect of government expenditure on the growth of the education sector in Nigeria. The research work employs both descriptive and inferential statistical analysis particularly the multiple regression estimating technique. Two models are formulated to examine this. The first model used average school enrollment as proxy for education growth while the share of the education sector in the GDP is used to proxy education sector growth in the second model. The independent variables are recurrent the total government recurrent expenditure, the total capital education and the GDP. The study made use of secondary data from 1987 2019. The result shows that recurrent expenditure does not have significant impact on the share of education sector in the GDP while it has significant and negative relationship with average school enrollment. On the other hand capital expenditure does not have significant impact on the average school enrolment but it does on share of education sector in the GDP. The implication of the result is that enrollment growth in the education sector in Nigeria does not correspond with the recurrent expenditure in Nigeria. Also the capital expenditure in terms of provision of educational and infrastructural facilities has not been having significant impact on the volume of school enrollment in Nigeria. This study has added to the literature calling for the increase in funding of the education sector in Nigeria. Oguntuase, Adeniyi "Effect of Government Spending on the Nigerian Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49484.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49484/effect-of-government-spending-on-the-nigerian-education/oguntuase-adeniyi
This document reviews literature on inequality in education. It finds that educational inequality exists due to various individual, social, and systemic factors. At the individual level, characteristics like socioeconomic status, gender, and ethnicity can influence educational attainment. At the social level, interactions and relationships within society can also impact inequality. Systemic factors like policies, school resources, and decentralization of education funding have been shown to exacerbate inequality between regions. The literature demonstrates that inequality is both a micro-level phenomenon stemming from individual differences, and a macro-level phenomenon influenced by broader social and institutional conditions.
Education remains the greatest tool for the development of any nation, no matters how well-outlined goals of education were, there would be no impact without the necessary support from the government. The past and present governments came as a result of the efforts of education, but it had not given education the necessary support to enhance democratic stability. The education policy of Nigeria was a great effort on the part of the formulators but the reality on ground did not match the policy on paper. No nation can hope to develop without sound education. This paper therefore examined the problems of education, so as to ensure quality education for sustainable democracy in Nigeria.
Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program 4P...YogeshIJTSRD
This document summarizes a study that assessed the academic performance of Grade VIII students in Dipolog City, Philippines who were beneficiaries of the Pantawid Pamilyang Pilipino Program (4Ps), a conditional cash transfer program. The study aimed to determine the students' demographic profiles, their levels of academic performance, factors affecting performance, and relationships between factors and performance. It found that students' academic performance was satisfactory based on their previous grades. However, the study concluded that there were no significant relationships found between the demographic factors, performance factors, and students' academic performance.
Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program 4P...YogeshIJTSRD
This study aimed to assess the academic performance of the Pantawid Pamilyang Pilipino Program 4Ps beneficiaries of the Grade VIII Students in Dipolog City Division South District. To find out the significant relationship between the factors affecting the academic performance and the academic performance and final grade in the previous grade level of Pantawid Pamilyang Pilipino Program 4Ps beneficiaries. Employing documentary, descriptive correlation method of research, frequency count, percentage, weighted mean, ANOVA and Pearson r from 181 students of Grade VIII in Dipolog City South District Dipolog City. On the other hand, results revealed that students academic performance was satisfactory in terms of the final grade in the previous grade level. A conclusive statement drawn based on the results of the research found no significant relationship between all factors affecting academic performance and the academic performance of 4Ps beneficiaries. Sarah Mae C. Aranas | Marilyn G. Barbaso | Genevieve Q. Bermudez | Joan Abigail N. Pelpinosas | Edelene A. Tecson "Academic Performance of the Grade VIII Pantawid Pamilyang Pilipino Program (4Ps) Beneficiaries in Dipolog City Division South District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40078.pdf Paper URL: https://www.ijtsrd.com/management/management-development/40078/academic-performance-of-the-grade-viii-pantawid-pamilyang-pilipino-program-4ps-beneficiaries-in-dipolog-city-division-south-district/sarah-mae-c-aranas
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The document discusses the main causes of child poverty in Lancashire, including income-related poverty, worklessness, welfare dependency, health and educational disadvantages, family structure, and lack of social abilities. Child poverty rose in the 1980s and started declining in the 2000s. Income poverty has a huge effect, as working families on low incomes struggle to provide for their children. Children living in poverty face implications like long-term health issues and difficulties in education. The government needs new social policies and welfare reforms to better understand and address the causes of child poverty.
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11.educating nigeria’s poorest a radical plan to attract private sector investment
1. Developing Country Studies www.iiste.org
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol 1, No.1, 2011
Educating Nigeria’s poorest: A radical plan to attract private
sector investment
Adelakun, Ojo Johnson
Department of Economics, Joseph Ayo Babalola University, P.M.B. 5006, Ilesa
Osun State, Nigeria.
Email: joadelakun@yahoo.co.uk
Abtract
Despite its recent economic successes, Nigeria still has a vast underclass where children either do not go to
school or, if they did, they are forced to drop out early. In this brief paper, the study outline a new model to
attract private sector investment into the education of Nigeria’s poorest and most vulnerable children who,
on present evidence, are unlikely to make their way out of the poverty trap anytime soon. The idea is
radical but at its core the plan is simple and may be summed up thus: “The private sector will be invited to
set up schools and educational institutions for our poorest and most disadvantaged children in return for an
incentive never tried out before. As and when these children grow up and start earning their livelihood, the
income tax paid by them to the central government over their life-time would be passed on to the entity that
nurtured and educated them.” The financial viability of the model for Nigerian conditions was considered
by Oluwole Adelokun, a management consultant with KPMG Company. His conclusions form an integral
part of this paper.
Keywords: Education, poverty, private sector, investment, financial viability.
Introduction
There is just no denying that despite Nigeria’s recent economic achievements, large sections of its
population continue to see little improvement in their day-to-day lives. What is worse, they also have very
little hope for a better future. A telling statistic is the continuing and widespread prevalence of malnutrition
among children in Nigeria. At more than 40% (and greater than in sub-Saharan Africa), it is the surest
indicator of the blighted future that lies in wait for so many. The problem is not just that so much poverty
exists, but that given current realities, it is very likely to be handed down as a cruel legacy from poor
parents to children who remain poor because they would lack the skills to pull themselves up; either they
do not go to schools or they are forced to drop out early on. According to NISER review of Nigerian
Development, 2000: (NISER, 2001) in a paper titled “Structural Adjustment, Education and Poor
Households in Nigeria: Analysis of a Sample Survey” put this problem in perspective: Despite much
initiatives through universalisation of primary education, the number of illiterate persons aged seven and
above increased from 36 million in 1985 to 69 million in 1991.
According to the UNESCO survey (UNESCO, 2003) for the year 1992-2000, 59.3 per cent and 13.9 per
cent in rural and urban areas, respectively are unable to read and write. One-third of the children aged 6-13
years were out of school. Since then, considerable progress appears to have been made in cutting down on
the percentage of children not attending school. The Annual Status of Education Report for 2009 brought
out by Federal Ministry of Education (2003) says that nationally, the proportion of 6 - 11 year-olds not-in
school is at 3.6%, and the proportion of 12 - 15 year olds not in-school is at 7.3%. However, whether this
translates into meaningful improvements in learning is a different matter altogether.
Table 1. Primary school gross enrolment ratio (GER) (National)
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
%M 87 91 95 94 88 75 77 85 98 105 103
%F 77 75 77 77 74 65 65 66 85 85 82
%M/F 79 83 86 86 81 70 71 76 92 95 93
42 | P a g e
www.iiste.org
2. Developing Country Studies www.iiste.org
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol 1, No.1, 2011
Source: FOS, Ministry of Education, Abuja 2006
Why the Private Sector?
From experience there are limits to what the Nigerian government can do. The Nigerian story, in common
with many other countries, has been that government efforts have in-built elements of waste, graft and
other leakages that compel the use of disproportionate resources to achieve even modest goals. In an article
titled “Education push yields little for India’s poor” [NewYork Times, January 17, 2008] Somini Sengupta
writes: Sixty One years after independence, with 40 percent of its population under 18, India is now
confronting the perils of its failure to educate its citizens, notably the poor.
More Nigerian children are in school than ever before, but the quality of public schools like this one has
sunk to spectacularly low levels, as government schools have become reserves of children at the very
bottom of Nigeria’s social ladder. In a survey conducted across 11,000 villages in 2008 by Federal Office
of Statistics which reports: While many more children were sitting in class, vast numbers of them could not
read, write or perform basic arithmetic, to say nothing of those who were not in school at all. Among
children in primary five, 5 out of 10 could not read text at the primary two, and 7 out of 10 could not
subtract. The results reflected a slight improvement in reading from 2006 and a slight decline in arithmetic;
together they underscored one of the most worrying gaps in Nigeria’s prospects for continued growth
(FOS/UNICEF/UNESCO/UNDP, 2008).
And here is an even more damning indictment. In “Private Education: The Poor’s Best Chance”, Ige
Mathew (2008) writes: how do government schools serve the poor? Usefully, the Ige’s report (Ige. A. M.
2008), which paints a bleak picture indeed of the ‘malfunctioning’ of government schools for the poor.
When the researcher called unannounced on his random sample of schools, only in 51% was there any
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“teaching activity” going on. In fully 33%, the headteacher was absent. Alarmingly, the team noted that the
deterioration of teaching standards was not to do with disempowered teachers, but instead could be
ascribed to ‘plain negligence’. He noted ‘several cases of irresponsible teachers keeping a school closed for
months at a time’, many cases of drunk teachers, and headteachers who asked children to do domestic
chores, ‘including looking after the baby’. Significantly, the low level of teaching activity occurred even in
those schools with relatively good infrastructure, teaching aids and pupil-teacher ratio.
To someone living in Nigeria and even cursorily aware of the wider realities, the results reported above
would come as no surprise. It is clear that after 49 years of trying, government efforts have made little
headway, and there seems little reason to hope that in the years ahead, anything by way of more of the
same can lead to a different or better outcome. It also follows that for any meaningful change to come
about, greater private sector investment and involvement to supplement (and perhaps even substitute) the
effort of the government is a must. This is not to suggest that the private sector is now uninvolved in this
sector, or that it is not doing good work already.
As Ige points out : A common assumption about the private sector in education is that it caters only for
the é and that its promotion would only serve to exacerbate inequality. On the contrary, recent research
lite,
points in the opposite direction. If really to help some of the most disadvantaged groups in society, then
encouraging deeper private sector involvement is likely to be the best way forward.
All of this suggests that if one is interested in serving the needs of the poor in Nigeria, then trying to
reform the totally inadequate, cumbersome and unaccountable government system is unlikely to be the best
way. Instead, reform the regulatory environment to make it suitable for the flourishing of private schools
for the poor, help build private voucher schemes using overseas and indigenous philanthropy, and
encourage public voucher schemes, so that parents can use their allowance of funding where they see the
schools are performing well, rather than wasting them in unresponsive government schools.
However, much of the existing private effort in education for the poor that Ige refers to is directed
towards those who, while poor, can still afford to pay relatively small amounts of fees. That would still
leave out in the cold that sizable underclass where parents are too poor to even feed their children properly
let alone afford other basic necessities, and where children are often expected to work and contribute to the
family income. What can private initiative and enterprise do for them? Essentially, this is a question that
boils down to, “How do you draw the interest of the private sector into ventures that offer no profits and
therefore no motives other than charity?” Without a clear-cut answer, this area will continue to be the
exclusive preserve of NGOs and institutions that operate
as charities. And since there are natural constraints on how much, and how fast, charity can be scaled up,
such efforts, while commendable in themselves, are doomed to inadequacy in the face of the mounting
challenges. Of course, one possible way out would be a well-structured series of tax incentives to attract
private investment. However, the prospect of losing out on current revenue when governments are
generally strapped for cash, has strictly limited appeal.
A radical plan
Here, then, is a new idea. Recognizing that the private sector can almost work wonders when there is a
profit motive at work, the study propose that the Nigerian government should invite them to set up schools
and colleges for the very poor, or arrange to take them into existing quality schools and colleges, with the
incentive that as when such children grow up and start earning their livelihood, the income tax paid by
them to the federal government over their life-time would go to the entity that nurtured and educated them.
The basic idea of enlisting the services of a more efficient private sector for an identified national cause,
by offering them a share of the future gains that accrue from the venture is actually not very new. For
instance, the idea behind getting private entities to build roads (or other physical infrastructure) by allowing
them to collect and keep the toll for a certain period is actually very similar. The difference now is about
extending this concept towards building our human capital.
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Table 2. Regional and gender differences in adult literacy rates.
Total Male Female
National 48.9 58 40.7
Urban 67 75.4 59.1
Rural 41.7 50.8 33.6
South
West 64.2 74.2 55.4
South East 66.4 74.4 60
North
West 31 40.3 22.1
North East 31.6 42.1 21.4
Source: FOS, Ministry of Education, Abuja 2008
The plan in practice
Under this plan, the beneficiaries will bear no formal obligation whatsoever to their benefactors. They will
not be made to sign bonds or do anything out of the way. For that matter, they would not even have a say in
the matter. Instead, using modern information technology, the system would maintain a centralised
database that would automatically (or with a minimum of bureaucratic intervention) pick up the future
series of income tax payments from them, no matter where in Nigeriaa they happen to be, and match it to
their benefactors. Indeed, once the government has put in place the necessary legal, administrative and IT
framework (including defining the pool of eligible potential beneficiaries), such a system could work pretty
much on auto-pilot. With the Nigerian government now working towards a UID project—which would
give each Nigerian citizen a unique identification number—a major technical obstacle will be overcome.
The nitty-gritty to be sorted out
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Yes, once it comes to implementation, there are daunting logistical challenges that would have to be sorted
out. Questions to be grappled with would include tricky, finer details like, “Should it be the whole amount
of the income tax paid or only a part? Should it really last for a lifetime or for a predetermined period? How
do you ensure that only the genuinely poor benefit? What are the potential loopholes that would allow
unscrupulous entities to subvert the system?” Here is a sample list of some of the likely issues that would
have to be sorted out before implementation:
(Perhaps there should be some gradation based on, for instance, how long the particular beneficiary was
supported)
-defined period? (The lifetime payout goes a long way
in making the idea a viable business proposition.)
harm even if the slightly less poor
were to benefit.)
they get jobs abroad and do not pay any tax here? (Every
system will have some loopholes. Maybe, over time, this can become an international agreement with, say,
the US government agreeing to pass on some of the tax revenue earned from beneficiaries who immigrate
to that country. Should this
happen, it would be a powerful, additional incentive in the system.)
understates his earnings? (Losers
weepers.)
sure there will be some loopholes
or the other, but the benefits would still far outweigh the costs.)
kids with promise and
potential get cherry-picked while the greater majority get left out? (Even then, it would still amount to a
good beginning.) Yes, the questions are many, but when placed against the larger backdrop of the potential
gains, these are at best minor quibbles.
Accepting the core idea is the real challenge
While there are daunting procedural and logistical challenges to be sorted out, the important issue is to
reconcile to the idea of private participants motivated not by altruism or charity but by future profits. Yes,
this idea is also about bringing in the element of windfall gains into the area of education for our poorest
and most vulnerable. Much in the way that privately owned companies drill for oil and continue to drill
even after some wells turn out to be dry, private entities would have a powerful incentive to look after and
take care of some of our most disadvantaged children and their families and lead them out of the vicious
circle of poverty. They would know that even if a small
minority plucked from our poorest could be nurtured to join the ranks of our wealthy and successful, they
would be looking at mega profits. As for the beneficiaries, every child who emerges with some degree of
success would have pulled up one family out of this vicious circle of poverty begetting more poverty. For
the government, the only sacrifice is the loss of that future income tax revenue that most certainly would
not have accrued but for this plan.
However, acceptance of the profit motive in the area of education remains a touchy subject in Nigeria.
After two decades of economic reforms, Nigeria still does not allow “for profit” organisations to invest in
education — despite thousands of our finest students flocking to the U.S. and U.K. every year to study at
some of the best colleges and universities of the world that also happen to be run for profit. One way to
ease the likely opposition based on ideology would be to initially restrict the plan to beneficiaries drawn
exclusively from Nigeria’s depressed Scheduled Caste and Scheduled Tribe communities.
The viability aspect
Of course, ultimately, an idea like this can take roots only if it appeals to those who are expected to step
forward and invest their money. Oluwole Adelokun is a management consultant now based in Nigeria. He
was also a global partner with the well-known management consultancy firm KPMG International
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Company. He considered the viability aspect of the model in some detail and was convinced the idea is
workable and worth pursuing. His calculations looked at a high-cost model where a corporate entity in
Nigeria invests in 20 brand new schools exclusively for this purpose and considered what the likely returns
would be. He says the break-even would be about 11 years and that over a timeframe of four to five
decades, the project could generate very good returns, with an IRR in excess of 16%.
Here he is, summarising his conclusions:
Overall, the concept can be economically self-sustainable, provided we take a longer term (~ 20 year)
perspective. If we consider a network of schools, breakeven can be achieved by about the 11th year, and the
rate of return can be attractive (IRR >16%) in a 35-45 year timeframe. Roughly, if,
▪ Cost per school per year #75,000,000 million (US$ 500,000)
▪ Number of schools/company ~ 10
▪ Students per school at steady state ~ 120/class (with 3 sections) 12classes ~ 1440
▪ Drop outs + non tax payers ~ 40% of the above
▪ Top decile of each class makes #3,333,300million (US$22222.2) per year (at peak salary)
▪ First class to pass out from school is after 5 years (i.e. initially you have classes 1-6 and then keep
promoting)
▪ First pay back after first class passes out ~ 5-6 years afterwards ( to account for further studies etc)
▪ Inflation is 8%, and cost of capital is 15% etc
Then
▪ Breakeven is after 16 years
▪ Total value in today's terms is ~ #450,000,000 million (US$3,000,000)
▪ Total payout in today's terms in first 16 years is ~#2659999995billion
(US$117,333,33.3)
▪ IRR (rate of return ) ~ 16.9%
These returns can be improved if we assume a quicker first income (i.e. class that passes out earns and
pays taxes earlier). Also, if we assume a better distribution of income, and, therefore taxes. Obviously, the
conclusions are very heavily dependent on the assumptions. Critically, running costs need to be managed
carefully (the results above assume a figure of about #172,500,000million (US$1,150,000)/year for a
school of about 1500 students). Further, the drop out rate needs to be minimized and the school curriculum
and pedagogy should be oriented towards ensuring the “employability” of the students. To make the
venture sustainable, about 60% of each incoming class should graduate successfully. Finally, tax leakage
needs to be minimized. While Oluwole Adelokun has taken a high cost (or heavy-on-investment) model for
evaluation, this plan would also have room for private entities operating on
a lesser scale with far less investment. In fact, as I envisage it, even an ordinary individual who volunteers
to pay for and support an eligible child should be able to register under this plan.
Furthermore, while the plan as outlined above involves no sacrifice on the part of the government, should
concerns about viability arise — in particular, to sustain the venture in the first decade or so before the
returns start kicking in — it would make a lot of sense for the government to actually concede some
financial incentives. This would ensure that the efforts don’t flag during the crucial take-off period.
Possibly such “explicit” incentives could be adjusted against the future income of the project so as to make
it “revenue neutral” over the long term.
Will the private sector bite the bait?
Ideally, this model should be of interest to those players with deep pockets to ride out the initial 8 to 12
years of wait. As an investment proposition, it involves spending money for up to 12 years and thereafter
earning an income (from the successful beneficiaries) for 35 to 40 years, with momentum being built up
every passing year thereafter. And then, not to be ignored or taken lightly is the fact that benefactors will
always stand a chance of windfall gains from the exceptionally successful cases.
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Needless to add, if the government were to actually concede some “sweeteners” for the initial years, the
element of risk would reduce and viability would improve even further.
How does the government gain?
The government is actually a major beneficiary because:
a) It does not sacrifice current income. The future revenue which is required to be passed on is in a sense
notional because it would not have materialised but for this plan. Moreover, despite the loss of the income
tax component, the government will continue to earn from the indirect taxes contributed by the
beneficiaries.
b) Evidence shows that people who pull themselves out of poverty through education tend to ensure that
their children are also educated.
Therefore, the escape from the poverty-trap becomes permanent and the beneficiaries, their children,
grandchildren etc. are all likely to lead lives far better than what was originally in store for them. Contrast
this with typical government schemes to reduce poverty where many of the beneficiaries would likely
revert to poverty the moment the scheme is discontinued.
c) In Nigeria where there is a well defined system of affirmative action for those at the bottom of the caste
hierarchy, this plan (whose beneficiaries would inevitably be drawn mostly from these sections) would
result in an increased pool of qualified manpower to fill in such positions. Therefore, it can actually take
the edge off the most common criticism against affirmative action, viz. that it ignores merit.
A compelling rationale
In an article titled “A Share in Children’s Success” (Washington Post, June 6, 2009), Daniel A Epstein
presents an inspiring vision of the corporate sector willingly financing college education for poor American
students. He refers to work done by the Nobel Prize winning economist James Heckman suggesting that the
potential return on investment in the education of young children can be as high as 17 percent compounded
annually. And he writes, “The return manifests itself in increased future earnings and reduced social costs.
Today, that 17 percent compound annual growth rate is inaccessible to investors, but if people could issue
shares of their future cash flow, it would unleash that potential, initiating a massive influx of investment in
children.” However, as anyone going through the article would likely notice, the author on weak ground
when it came to defining a robust and workable method to realize the vision. He talks of tax-incentives,
which is always an unwelcome prospect for cash-strapped governments. And, there is talk of corporate
investors being repaid out of the future income of the beneficiaries. This is potentially a logistical
nightmare: how do you enforce compliance without getting into a tangled web? I believe the model that I
am proposing in this paper, addresses these shortcomings.
Is not the Government, whose duty it is to ensure universal education, abdicating its responsibilities?
Social and economic policies can be framed based on how things are (the reality) or how things should be
(the ideal). I have no doubt which one works better.
Other areas where this plan can be applied
Here are three examples that come to mind.
a) Adoption and foster care: A similar incentive can be offered to encourage the adoption of children from
the foster-care system with the adoptive parents made eligible for some (or even the full) share of the future
income tax paid by their adopted children. In the U.S. foster-care system, for instance, about 130,000 kids
await adoption every year of whom only about 50,000 of them actually get adopted. Moreover, payments
from the state (to the foster-parents) cease when the child becomes 18 years old. As a result, it is estimated
that nearly 50% of the children who “age out” of the system become homeless. With an incentive linked to
future income tax payments, adoptive parents would have a powerful reason to continue giving care and
shelter (and even putting their foster-children through college), if only to better secure their own future
prospects.
b) Acquiring land for SEZs, Industrial Estates, etc.: The basic idea of getting people to do something extra
for the country — which they would not do in the normal course — in return for the government agreeing
to share in the future benefits, can be applied to the process of acquiring land for public purposes, say for a
Special Economic Zone (SEZ) or an expressway. If an SEZ is projected to pull in increased tax revenues, a
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part of the increase can well be passed on to those from whom land was acquired. Not only do they get a
cash compensation upfront (which by definition is always inadequate),
they also get the promise of future income tied to the financial success of the project.
c) Motivate teachers in Government schools: A watered-down version of this plan holding out the promise
of an extra future income (linked to successful poor students passing out from the school) could be used to
motivate “apathetic” teachers in government run schools in remote and rural areas where poor students
study in large numbers.
A word in passing
A friend who happened to take a look at an earlier draft of this article spoke of a disturbing incident when
on a bitterly cold winter day, he had come across a thinly clad boy about five or six years old sifting
through a pile of rubbish. It was obvious that this was a rag-picker’s son getting an early start in the family
profession.
National Urban Rural
1980 28.1 17.6 29.3
1985 46.3 37.8 51.4
1992 42.7 37.5 46.1
1996 65.6 55.2 69.8
Source: FOS poverty profile for Nigeria, 1980 - 1996
Figure 3. Poverty Data (1996).
Well, this child, and all other children like him, are precisely the ones for whom this plan is meant. Indeed,
the intention of the study is that those children in Nigeria today who seem destined to grow up and become
not what their talent or ambition leads them to, but what their despair will ever allow them to.
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Conclusion
Even as the plan is radical and path-breaking, once the initial framework is put in place, implementation
promises to be simple and without too many hassles. The narrow focus on the future income tax payments
by the beneficiaries has two major advantages. On the one hand, it can easily be tracked at a centralised
level. On the other hand, it provides a ready and quantifiable measure of the success attained by each
individual beneficiary, allowing for proportionate reward to the benefactor, and without leeway for
subjectivity and controversy.
There is no doubt that if this model can be made to work well, it is potentially a transformational and
game-changing idea, one that could transform the lives and fortunes of those children in our midst today
leading the bleakest, most hopeless lives. Finally, even as the study have focussed on Nigeria, this is a
model with relevance beyond Nigeria; to begin with, to other similarly placed countries (Brazil, South
Africa and India come readily to mind), and also to the chronically underprivileged in the developed
countries — for instance, the children of the Roma in Europe, or even African-American kids in the inner-
city ghettos in the U.S.
References
Daniel A Epstein (2009). “A Share in Children’s Success” Washington Post, June 6,
2009.http://www.washingtonpost.com/wpdyn/content/article/2009/06/05/AR2009060503025.html
Federal Office of Statistics (FOS): General Household Survey (various years)
FGN/UNICEF/UNESCO/UNDP (2000) Comprehensive Education Analysis Project (Secondary Data
Report) Federal Ministry of Education, Abuja
FOS/UNICEF/UNESCO/UNDP (2008) Comprehensive Education Analysis Project (Secondary Data
Report) Federal Ministry of Education, Abuja.
Federal Ministry of Education (2003) Education Sector Status Report, Abuja
Ige A. Mathew (2007, Unpublished). “Analysis and Evaluation of Performance and Quality of Education in
Nigeria.”
NISER (2003) NISER Review of Nigerian Development, 2001/2002: Understanding Poverty in Nigeria.
NISER, Ibadan
NCAER, (1999), this paper was presented at the World Bank workshop on "Poverty Reduction and Social
Progress: New Trends and Emerging Lessons; Regional dialogue and consultation on WDR2001 for South
Asia", April 4-6, 1999, Rajendrapur, Bangladesh.
Somini Sengupta (2008). “Education Push Yields Little for India’s Poor.” New York Times, Jan.17, 2008.
http://www.nytimes.com/2008/01/17/world/asia/17india.html
Sankar Krishnan (2007) was selected by a leading Indian business magazine [Business Today] as among
the Top 25 leading young achievers in the country.
http://archives.digitaltoday.in/businesstoday/20020929/cover2.html
UNESCO (2000) The State of Education in Nigeria, UNESCO Abuja Office, Nigeria
U.S. Department of Health and Human Services, Administration for Children
and Familiies. http://www.acf.hhs.gov/programs/cb/stats_research/afcars/trends.htm
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