Cc3.Challenges For The Optimal Allocation Of Aid Kenya 08 Fi
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The document discusses challenges in optimally allocating aid based on Millennium Development Goal (MDG) priorities related to education. It analyzes UK aid to education in 2005/2006 compared to the number of out-of-school children and progress toward MDG goals of universal primary education and eliminating gender disparities in education. Tables show rankings of countries by out-of-school children, education indicators like enrollment rates, and amounts of UK education aid received.
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Adulthood is usually defined in terms of a series of markers: leaving school, starting a first job, leaving the parental home, forming a first union, marrying and having a first child, becoming a citizen. Such approaches draw on the idea that young people make one transition to what is locally agreed to be a clearly defined status—a destination at which one ‘arrives’. But globally, there is recognition that many of these markers are reversible and impermanent, so that there is no simple and clear notion of ‘youth’ in contrast to adulthood, and no notion of ‘arrival’ at a singular adulthood. Rather there are ‘fragile and reversible transitions’, negotiations and controls, and boundaries to cross before young men and women can take control of their lives as adults. Nevertheless, youth policy remains strongly influenced by the idea of linear transition, and the associated metaphor of individualised ‘pathways’ from school to work and adulthood.
In this paper we draw on data on social and human outcomes of schooling, collected under the aegis of the RECOUP programme of research, to consider the evidence on how schooling affects the nature of young men and women’s chances of gaining, for example: livelihood and enterprise; self- protection, security and equality; and agency, resilience and autonomy as adults in the RECOUP partner countries, and the implications for education and youth policy.
Educations Role In Health And Fertility Change (Pakistan, south asia, develop...
One of the main outcomes of female schooling is supposed to be dramatic improvements in reproductive indicators, such as women’s access to health and family planning services, maternal morbidity and mortality, and indicators of infant and child health. Pakistan is a country where such beneficial outcomes are sorely needed: gross enrolment of girls in secondary schooling is only about 26%, the maternal mortality ratio is 320, and under-5 mortality rates are 90 for boys and 100 for girls. In these circumstances, it is imperative to understand better exactly how schooling contributes to the improvements in reproductive health, and what else might make a difference. In this paper we draw on quantitative and qualitative data collected by the RECOUP programme of research to address these questions.
Creating Jobs In Ghana UKFIET OXCON 2009 (education, skills, jobs, developmen...
Poverty has halved in Ghana over the period from 1991 to 2005. We use the household surveys to investigate possible mechanisms which led to this outcome. In particular how was it linked to the creation of jobs and skills? While in the 1990s the pattern of a growth in urban sector self-employment is clear this process was reversed in the period to 2005. By 2005/06 it had fallen to 18.6 per cent of the working age population, substantially lower than the level of the early 1990s. The fall in urban self-employment was matched by a rise in wage employment in small firms which doubled as a percentage of the workforce from 3.4 to 6.7 per cent. Over the whole period from 1991/92 to 2005/06 the most striking change in the labour force was the rise in employment in small firms, from 225,000 to 886,000. Quite contrary to the perception that wage jobs are not being created they have been expanding far faster than the growth of the labour force. We also find that over the period from 1998/99 to 2005/06 real incomes rose by in excess of 50 per cent and that this rise was fastest in the lowest paying occupation. There was some shift from lower to higher paying occupations but it would appear that the income rises, which underlie the fall in poverty, were uniformly high across all sectors and particularly benefited the unskilled. We compare how skills acquired in technical education and through apprenticeship training have impacted on the types of jobs and their earnings and thus on their role in reducing poverty.
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The Centre for Education and International Development at the University of Cambridge conducts research on how education contributes to socioeconomic development and improving outcomes in developing countries. From 2005-2010, it led a Research Consortium on Educational Outcomes and Poverty including partners in the UK, India, Pakistan, Ghana, and Kenya. The consortium's research objectives were to understand the relationships between education and poverty, how educational outcomes can be promoted, and how policy can achieve social and economic transformation. The research used quantitative and qualitative methods like household surveys and case studies across different locations.
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Theme 1: Social and Human Development Outcomes of Education - Youth, Citizens...
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This document analyzes patterns of educational attainment in Ghana and their relationship to employment outcomes and poverty levels. It finds that over 60% of adults have less than 9 years of schooling. Higher levels of education are associated with employment outside of agriculture and in finance/service sectors. While education reduces the likelihood of poverty, many educated Ghanaians still face unemployment, suggesting schools may not provide skills aligned with economic needs. Improving education quality, retention, and links between education and development strategy could help Ghana realize greater returns from its investment in education.
Learning Achievement and the Cycle of Poverty across urban and rural district...
The document summarizes a study on educational performance in Ghana that analyzed test results from the National Educational Assessment (NEA) and Basic Education Certificate Examination (BECE). The study found that (1) children in non-deprived and urban districts performed better on the tests than children in deprived and rural districts, (2) performance was lower in the Northern region compared to other regions, and (3) males performed better than females in English and Math. The study recommends investing in employment programs for parents in deprived areas, strengthening school supervision in rural/deprived schools, and providing incentives to attract teachers to those areas.
RECOUP Ghana:Work in Progress and Policy implications
The document summarizes the work of RECOUP Ghana, a research project studying the impact of education on poverty. It discusses RECOUP's goals of understanding how education affects social, economic, and health outcomes, and informing policies to benefit disadvantaged groups. It then overviews RECOUP's research strands on youth, gender, disability, skills training, and partnerships. It concludes by discussing RECOUP's capacity building activities and dissemination of findings to influence education policymaking.
Jobs and Skills in Ghana: What types of jobs have been created and where?
The document summarizes research on jobs and skills in Ghana based on surveys conducted by the Ghana Statistical Service and the Centre for the Study of African Economies. Some key findings include:
1) Most employment growth in Ghana has been in urban self-employment rather than wage employment.
2) Analysis of firm and household employment data shows that while poverty has declined, there are concerns about the extent and quality of job creation.
3) Common types of employment in Ghana include self-employment, farming, civil service jobs, apprenticeships, and wage work in small, medium, and large private firms. However, quality of jobs and incomes varies significantly across these categories.
Presentation on the Youth Gender and Citizenship (YGC) Research in Ghana:Prel...
This document provides a summary of preliminary findings from the Youth Gender and Citizenship (YGC) Research conducted in Ghana. [1] The research aims to understand the role of education in the lives of young people from a gendered perspective within different poverty contexts. [2] Over 80 youth and parents were interviewed across two community sites in northern and southern Ghana representing different educational trajectories. [3] The findings suggest youth aspirations for education to lead to jobs and social mobility are often not fulfilled, with many unable to escape poverty. Gender plays a key role in opportunities and expectations.
The Changing Face of Development Partnerships and Aid to Ghana: the case of E...
This document discusses changes in development partnerships and aid delivery to Ghana's education sector. It analyzes how the shift towards aid harmonization has impacted education and different partners' responses. Key topics covered include current aid modalities like budget support; factors influencing changes in architecture like donor policies; and implications for Ghana's Ministry of Education and partners regarding the new aid landscape.
Educational Outcomes and Poverty
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Theme 1: Social and Human Development Outcomes of Education - Youth, Citizens...
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- 3. UK aid to education 2005/6 and out-of-school children
- 4. Out-of-school children and UK aid to education 50 64.7 % of Global total 308,473,321 76800.0 Global Total 154,401,686 49674.6 Totals 9,815,850 148,119 1,016,017 2,225,297 97,885,160 1,935,727 2,404,221 5,478,318 19,798,722 13,694,255 8109.6 6512.0 6463.0 5555.0 4583.0 3615.0 2562.0 1425.0 1326.0 1288.0 1271.0 1226.0 1223.0 1172.0 1129.0 1126.0 1089.0 * * * * * * * * * * * * * * * * * * * * * * * * * * Nigeria 4 DR Congo Pakistan 5 China India Ethiopia Sudan Saudi Arabia Niger Afghanistan 7 Burkina Faso Kenya Cote D'Ivoire Mali Ghana Somalia 6 Mozambique 4 DFID bilateral spending on education 05/6 Out-of-school children (000) 2004 PSA country Low income country Scaling up country Countries
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