The purpose of this paper was to know the sustainable development goal 4 and find out the quality of education in Zambia. The quality of education was measured by the number of primary and secondary schools, enrolment of students, dropout rate, the equity indicators – gender parity index and student-teacher ratio and quality indicators like exam pass rate and infrastructure. The study concluded that the growth rate of schools under private/church/community was higher than the Government run schools during the study period. There prevails inequality between different provinces with regard to the availability of schools. The average annual growth rate in enrolment for grade 1-12 for female students was higher than the male students, whereas, in public universities the percentage of enrolment for male students was higher than female. The dropout rate was higher for female than male students, due to early pregnancy. The gender parity index increased due to the policy of the Government towards girls. To achieve the sustainable development goal for education, the study suggested that the teachers in rural areas should be provided better service conditions, education should be enhanced according to the needs of the economy and student loan scheme should be initiated by the banks and financial institutions.
In September 2015, the sustainable development goals were adopted by the UN, defining a set of goals to be achieved by 2030 through the collaboration of all countries around the world (http://www.un.org/sustainabledevelopment/sustainable-development-goals/). Each goal has specific targets regarding ending poverty, protecting the planet and ensuring prosperity for all. As part of the Technology and Innovation class in the Masters in Management at IE Business School, my workgroup developed a technology-based solution to support one of the targets in the Sustainable Development Goal #4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. With the refugee crisis being a major current topic around the world, and in Europe especially, we developed an application to support refugee children in getting primary education. The application is based on a mentoring system, through which tutors around the world can teach children in refugee camps.
If you also want to do your part in achieving the 2030 sustainable development goals, here’s a list of actions you can take – even from your sofa: http://www.un.org/sustainabledevelopment/takeaction/
In September 2015, the sustainable development goals were adopted by the UN, defining a set of goals to be achieved by 2030 through the collaboration of all countries around the world (http://www.un.org/sustainabledevelopment/sustainable-development-goals/). Each goal has specific targets regarding ending poverty, protecting the planet and ensuring prosperity for all. As part of the Technology and Innovation class in the Masters in Management at IE Business School, my workgroup developed a technology-based solution to support one of the targets in the Sustainable Development Goal #4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. With the refugee crisis being a major current topic around the world, and in Europe especially, we developed an application to support refugee children in getting primary education. The application is based on a mentoring system, through which tutors around the world can teach children in refugee camps.
If you also want to do your part in achieving the 2030 sustainable development goals, here’s a list of actions you can take – even from your sofa: http://www.un.org/sustainabledevelopment/takeaction/
Indian Education Systems has to deal with very considerable challenges and need to develop certain strategies that would help the students to know their interest areas along with educating their parents about their potentioal.
Two years into the pandemic: How education systems have coped with the second...EduSkills OECD
Two years into the pandemic: How education systems have coped with the second year of COVID
The COVID-19 pandemic has caused massive disruptions to the learning of students at all levels of education. Although the availability of vaccines has improved the situation in most OECD countries, the school year 2021/22 was still marked by – sometimes severe – restriction to regular teaching and learning activities.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and is collecting data on how each education system is responding to the crisis, from school closures and remote learning to remedial measures. The latest round of data collection covers the impact of COVID-19 during the school year 2021/22 and the recovery policies implemented by countries during this period.
This presentation show the findings from a survey of more than 30 OECD education systems.
Paper presentation made by Maddali Laxmi Swetha, MBA (HR)
Maddali Swetha Blog - http://maddaliswetha.blogspot.com/ https://in.linkedin.com/in/maddali-swetha-a0a424a6
https://twitter.com/maddali_swetha
E-Mail ID: maddali_swetha@yahoo.com
Thank You
This paper discussed primary Education for sustainable development in developing countries. The objectives of primary Education as stated in the National Policy on Education (NPE) were highlighted. It presented problems facing primary schools and the nation’s constraint in development and fine-tune the channel where education can be improved for sustainable development in Nigeria. For basic education to be sustainable in Nigeria, corruption must be dealt with in the country. Methodology should be reviewed and constant training for the teachers should be emphasized in such a way that will bring positive impact to teaching and learning. Constant monitoring and evaluation should be adopted since primary education is the bed rock of citizens’ development; these are among the suggestion proffered.
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.
Indian Education Systems has to deal with very considerable challenges and need to develop certain strategies that would help the students to know their interest areas along with educating their parents about their potentioal.
Two years into the pandemic: How education systems have coped with the second...EduSkills OECD
Two years into the pandemic: How education systems have coped with the second year of COVID
The COVID-19 pandemic has caused massive disruptions to the learning of students at all levels of education. Although the availability of vaccines has improved the situation in most OECD countries, the school year 2021/22 was still marked by – sometimes severe – restriction to regular teaching and learning activities.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and is collecting data on how each education system is responding to the crisis, from school closures and remote learning to remedial measures. The latest round of data collection covers the impact of COVID-19 during the school year 2021/22 and the recovery policies implemented by countries during this period.
This presentation show the findings from a survey of more than 30 OECD education systems.
Paper presentation made by Maddali Laxmi Swetha, MBA (HR)
Maddali Swetha Blog - http://maddaliswetha.blogspot.com/ https://in.linkedin.com/in/maddali-swetha-a0a424a6
https://twitter.com/maddali_swetha
E-Mail ID: maddali_swetha@yahoo.com
Thank You
This paper discussed primary Education for sustainable development in developing countries. The objectives of primary Education as stated in the National Policy on Education (NPE) were highlighted. It presented problems facing primary schools and the nation’s constraint in development and fine-tune the channel where education can be improved for sustainable development in Nigeria. For basic education to be sustainable in Nigeria, corruption must be dealt with in the country. Methodology should be reviewed and constant training for the teachers should be emphasized in such a way that will bring positive impact to teaching and learning. Constant monitoring and evaluation should be adopted since primary education is the bed rock of citizens’ development; these are among the suggestion proffered.
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.
Including all children in quality learning - The call to action ‘Education Equity Now!’ supported by the Government of Turkey and UNICEF, will call on 20 governments in Central and Eastern Europe and Central Asia to put education reform measures in place so that all children, particularly the most vulnerable and excluded, are reached.
Achieving basic education for all in Sierra Leone: trends, issues and prospectsPremier Publishers
The objectives of this article were to examine some of the policies that the Sierra Leone government has set on the achievement of education at the basic education level; present information on trends, issues and challenges being faced in providing basic education; assess whether the government has been able to achieve its policies and come up with recommendations on the way forward. This study was a desk research that relied on consulting secondary data, using various documents pertinent to the study to achieve the objectives of the study. Sierra Leone is a signatory to international protocols which obliges her to be committed to basic education being made free and compulsory. Laws, strategies and partnerships with donor communities have helped to significantly improve basic education. Challenges identified include: gender and rural disparities in access to education and pervasive poverty as key factors that inhibit it achieving the 100 percent enrolment for basic education for children. The paper ended by supporting the inclusion of the community in enhancing and sustaining basic education in the country.
Children’s Participation in Schooling and Education in Pastoralist Woredas of...QUESTJOURNAL
ABSTRACT: Pastoralists are among the marginalized groups of society who live in a marginalized environment and whose livelihood is exposed to the vagaries of climate and harsh environmental conditions. This study explores into impediments of pastoral children’s participation into schooling and education with particular emphasis on the primary school of selected Woreda, Afar Zone. To achieve this purpose, a qualitative research method was employed. Participants of the study were selected by employing purposive sampling mainly on the basis of their roles related to schooling. Seven members of parent teacher associations, 20 teachers, 4 school principals, 14 education experts and officials, a total of 45 respondents took part in the study. Data were collected through the use of different instruments: Strutted interview, focus group discussion, and document review and observation checklist. The data obtained through these data collection instruments were analysed thematically. The steps involved were organizing and preparing data for analysis, reading through all data, coding, generating a description of the settings and people and identifying categories or themes for analysis, representing descriptions and themes in the qualitative narrative and interpretation. The study identified several cultural and economic barriers such as early marriage, lack of interest for modern education, parental level of education, mobility, child labor, poverty and finance. The results also showed that existence of both supply and demand side constraints. Problem of funding, inability to attract and retain qualified teaching staff, poorly equipped schools and community perception of modern education as a threat to pastoralist way of life were the major supply related shortcomings. The demand side limitations were identified as dispersed settlement patterns, demand for child labour, bride-price and peer pressure. Mandatory seasonal mobility, frequent conflicts and conflict induced displacement were cited as the most pronounced disenabling features.Drought and harsh weather were the driving forces of mobility. Competition over water sources and pastureland coupled with border dispute and cattle raid were identified as the long standing causes of armed conflict which in turn result in school activity disruption. Thus, based on the findings, recommendation is made to planners and policymakers so as to alleviate the observed shortcomings. Improving quality of school facilities, sensitization campaign on the benefits of education, blended mode of delivery, peace dialogue to arrest recurring conflicts, self-proof of schools about their worthiness to the local community and rethinking of teacher incentive mechanisms are some of the important propositions made in view to avert the long standing legacy of educational under representation of the Afar pastoralist communities in Ethiopia.
Spatial Distribution Pattern of Public Lower Basic Schools for the Implementa...SalemAluu
This study examined the Spatial Distribution Pattern of Public Lower Basic Schools for the Implementation of Lower Basic Education in Rivers State. One research question guided the study. The descriptive survey design was used. The population for the study was the 942 public lower basic schools in Rivers State. Stratified random sampling technique was used to draw the sample size of 289 schools. A handheld Global Positioning System receiver was the instrument used for the study. Nearest neighbour analysis was used to answer the research question. Findings revealed that the overall pattern of distribution of existing public lower basic schools in Rivers State is clustered. Specifically the distribution of schools in Degema and Akuku-Toru Local Government Areas is dispersed with Rn of 1.72 and 1.36 respectively. The pattern of distribution of Bonny, Opobo/Nkoro, Abua/Odual, Port Harcourt, Obio/Akpor and Ikwerre indicates a clustered pattern with Rn of 0.91, 0.83 0.84, 0.74, 0.72 and 0.24 respectively. The study therefore recommended among other things that the state governments should make policies that guide school mapping and ensure their strict compliance.
The aim of UN SDG IV is to ensure that we all have access to quality education and opportunity for lifelong learning. This goal moves beyond school enrolment and foresees proficiency level, availability of trained teachers, adequate school facilities and education disparity. The major achievement with SDG 4 and its agenda is it has included the vulnerable populations, including persons with disabilities, indigenous people, refugee children and poor children in rural areas for their rights towards inclusive and quality education. Another noteworthy feature with regard to SDG 4 is achieving the targets set for it, benchmarking the future progress also helps in progressing towards goal 1: No poverty, goal 2: Zero hunger, Goal 3: Good health and well-being, Goal 4: Quality education and Goal 5: Gender equality. It also helps build tolerant and peaceful communities, no conflict and a healthy, skilled workforce that contributes to society and nation.
This study examined the influence of the characteristics of the audit committee on Palestinian firms’ value. The research explores precisely the effect on the Audit Committee characteristics’ efficiency, namely, independence, expertise, evaluating the relationship among dependent and independent variables. Secondary data collected from a list of companies were registered in the Palestine Stock Exchange from 2011 to 2018. Individual variables considered are the independence & expertise of the audit committee, whereas the ROA is employed as the dependent variable as an indicator of a firm’s value. The results showed that the Audit Committee’s independence & expertise substantially positive with ROA. The study concluded that the audit committee’s characteristics are enhancing firm performance. The implications of this study’s findings can be used by decisions and policymakers, the firm’s management, and other stockholders’ interests to create reliable ties between agents and the principals.
There is increasing acceptability of emotional intelligence as a major factor in personality assessment and effective human resource management. Emotional intelligence as the ability to build capacity, empathize, co-operate, motivate and develop others cannot be divorced from both effective performance and human resource management systems. The human person is crucial in defining organizational leadership and fortunes in terms of challenges and opportunities and walking across both multinational and bilateral relationships. The growing complexity of the business world requires a great deal of self-confidence, integrity, communication, conflict, and diversity management to keep the global enterprise within the paths of productivity and sustainability. Using the exploratory research design and 255 participants the result of this original study indicates a strong positive correlation between emotional intelligence and effective human resource management. The paper offers suggestions on further studies between emotional intelligence and human capital development and recommends conflict management as an integral part of effective human resource management.
This paper examines the role of loan characteristics in mortgage default probability for different mortgage lenders in the UK. The accuracy of default prediction is tested with two statistical methods, a probit model and linear discriminant analysis, using a unique dataset of defaulted commercial loan portfolios provided by sixty-six financial institutions. Both models establish that the attributes of the underlying real estate asset and the lender are significant factors in determining default probability for commercial mortgages. In addition to traditional risk factors such as loan-to-value and debt servicing coverage ratio lenders and regulators should consider loan characteristics to assess more accurately probabilities of default.
This study examined the impact of financial innovation on money demand in Nigeria, using quarterly time series for the period 2009-2019. The dependent variable was money demand, represented by broad money, while the independent variable was financial innovation represented by modern payment channels such as volume of Automated Teller Machines (ATMs) transactions, volume of Point of Sales (POS) transactions, volume of Internet banking transactions, and volume of Mobile banking transactions. The study employed the ordinary least squares (OLS) regression technique as the estimation method within the cointegration, granger causality, and error correction modeling. The result obtained showed that financial innovation has mixed impact on money demand in Nigeria during the period of analysis. For instance, financial innovation has positive impact on money demand through volume of ATM transactions in the current period, two periods lagged of volume of mobile banking transactions, current period and one period lagged of volume of internet banking transactions, and current period’s volume of Point of Sales (POS) transactions in Nigeria. On the other hand, financial innovation has negative impact on money demand through one period lagged of volume of point of sales in Nigeria. On the stability of the demand for money function, the result of the stability tests based on the CUSUM test and CUSUM of squares test showed that the demand for money function was stable during the evaluation period. The study recommended that monetary policy strategy of the central bank of Nigeria (CBN) should be fine-tuned to ensure it is well suited to deal with the challenges posed by financial innovation by way of proliferation of sophisticated payment channels.
Equity financing is one of the sources of funding available to non-bank financial institutions which is quite prevalent in developed financial markets for small or start-up firms. This study empirically determined the effect of the Equity Financing Scheme on a sustainable increase in productivity of agro-allied small businesses in Nigeria. Data for this study were elicited through the use of a questionnaire structured in a five-point likert scale. The evaluation of the relationship between the dependent and independent variables was performed using the Ordinary Least Square regression technique. The study revealed that the equity financing scheme had a positive and significant effect on the sustainable productivity of agro-allied small businesses in South-South Nigeria. The study recommended that efforts should be made to educate the small business entrepreneurs on the benefits of equity financing as a viable option towards business growth and expansion and that the government through the various intervention agencies should restructure the long-term loan policies to give access to more growth-oriented agro-allied businesses, to increase their presently low capacity to procure heavy-duty technology to increase productivity and achieve food security in Nigeria. Small business owners should take advantage of the membership of cooperative societies and as well maintain good business relationships with suppliers; this will guarantee a continuous supply of needed materials and uninterrupted operations of the business.
This study seeks to evaluate the impact of public borrowing on economic growth in Nigeria using time series data from 1980 to 2018. Specifically, the study seeks to analyze the effect of domestic debt (proxy by Federal Government Bonds-FGB) and external debt (proxy by International Monetary Fund Loan-IMFL) on Nigerian’s Gross Domestic Product (GDP). To achieve this objective, secondary data was collected from the Central Bank of Nigeria Statistical bulleting and the Debt Management Office of Nigeria. A multiple regression model involving the dependent variable (GDP) and the independent variables (FGB and IMFL) was formulated and subjected to econometric analysis. These variables were adjusted with the Jarque-bera test of normality while the correlation result was used to check the possibility of multi-collinearity among the variables. The t-test was used to answer the research questions and test the formulated hypotheses at the 5percent statistical level. Results from the analysis show that a positive relationship exists between IMF Loan and Nigeria’s gross domestic product, while a negative relationship exists between FG Bonds and Nigeria’s gross domestic product, which violates the Keynesian theory of public debt. The study concludes that both domestic and external debt significantly affect economic growth in Nigeria. Therefore, it was recommended that public borrowing should be efficiently used and contracted solely for economic reasons and not for social or political reasons as this will help to avoid accumulation of debt stock over time.
Equity investment financing is an innovative way of financing the real sector which has considerable developmental potential. The study empirically determined the effect of Equity investment financing on sustainable increase in productivity among agro-allied small businesses in South-South Nigeria. The instrument of data collection is the research questions structured in a five-point likert scale. The evaluation of the relationship between the dependent and independent variables was performed using the Ordinary Least Square regression technique. The study revealed that equity investment financing has a positive and significant effect on the sustainable productivity of businesses in Nigeria. The study recommended educating small business entrepreneurs on the benefits of equity financing as a viable option towards business growth and expansion and that the government through the various intervention agencies should restructure the long-term loan policies to give access to more growth-oriented agro-allied businesses, to increase their presently low capacity to procure heavy-duty technology to increase productivity and achieve food security in Nigeria. Small business owners should take advantage of the membership of cooperative societies and as well maintain good business relationships with suppliers; this will guarantee a continuous supply of needed materials and uninterrupted operations of the business.
This paper aims to explore the relationships of the performance of producer responsibility organizations (PROs) for waste oil, waste electrical and electronic equipment (WEEE), and end-of-life vehicles (ELV). The methodology consists in estimating the cointegration equations between the variables of lubricating oil production (SIG), electric and electronic equipment (EEE), and vehicle production (VP) using dynamic ordinary least squares (DOLS). Subsequently, elasticities are got based on estimates for Spain over the period 2007-2019 using quarterly data. The main results were that SIG and EEE were cointegrated variables. The elasticity of the SIG variable up to EEE was positive at 2, 4166. Additionally, the elasticity of the SIG variable up to VP was 2, 4050. However, SIG and VP are not cointegrated variables; subsequently, it was not a stable relationship between these variables. Results suggest it was because EPR was applied in WEEE PRO join with a deposit refund system (DRS); meanwhile, EPR in ELV PRO had been applied without subsidies to purchase cars.
In the process of R&D globalization, due to market demand and preferential policies, many multinational companies choose to invest in R&D in China. With the increase of labor costs in coastal areas and the rapid economic development of the central and western regions, multinational companies have already shifted from coastal areas to central and western regions when choosing R&D regions in China, especially in Shaanxi Province. Therefore, studying the character of R&D investment and operating performance of Multinational Corporation in Shaanxi Province has important practical significance. This article uses the data of the R&D investment of multinational corporation in the joint annual inspection of Shaanxi Province in 2018 as the sample and uses EXCEL software to conduct data analysis to gain an in-depth understanding of the character of R&D and investment of multinational corporation in Shaanxi Province, business characteristics and business performance. And it is concluded that the R&D investment of multinational corporation in Shaanxi Province has a series of characteristics such as concentration of distribution, concentration of enterprise scale, and overall good performance of operating performance.
In Bangladesh, migrant worker’s remittances constitute one of the most significant sources of external finance. This paper investigates the existence of relation between remittance inflow and GDP and the causal link between them in Bangladesh by employing the Granger causality test under a VECM framework. Using time series data over a 38 year period, we found that growth in remittances does lead to economic growth in Bangladesh. In addition to the relationship, this paper also points out some issues that are working as impediments in getting remittance and give some recommendations to overcome those impediments.
In the context of the 4.0 revolution, technology applications, especially cloud computing will have strong impacts on all areas, including accounting systems of enterprises. Cloud computing contributes to helping the enterprise accounting apparatus become compact, help automate the input process, improve the accuracy of the input data. Besides, the issur of accounting, reporting, risk control and information security also became better, contributing to improving the effectiveness of accounting. However, besides the positive impacts, businesses also face many difficulties in deploying and applying cloud computing. However, this application requirement will become an inevitable trend contributing to improving the operational efficiency of enterprises. To promote this process requires from the State as well as businesses themselves must have awareness and appropriate decisions. Breakthroughs in information technology have dramatically changed the accounting industry and the creation of financial statements. The Internet and the technologies that use the power of the Internet are playing an important role in the management and accounting activities of businesses - who always tend to be ready to receive and use public innovations technology in collecting, storing, processing and reporting information.
In recent years, Vietnam has joined international intergration by strong export agreements of bilateral and multilateral; Vietnam’s merchandise export in 1995 was only US $5.4 billion, in 2018 Vietnam’s merchandise export increased by 45 times compared to 1995 with US $244 billion. Vietnam’s imports increased by 29 times in 2018 compared to 1995. This study is an attempt to test a method of estimating the influence of exports on several Supply-sidefactors such as production value, value added and imports through the expansion of the standard system W. Leontief I.O and Miyazawa-style economic-demographic relations. This study also tries to make an experiment in the “Leontief Paradox”.The result is that Vietnam’s export value spread to production and imports but spread low to added value, especially in the processing industry group’s fabrication. The study is based on the non-competitive I.O table in 2012 and 2018 with 16 sectors.
The profitability of commercial banks is influenced by a number of internal and external factors. This paper attempts to identify the internal factors which significantly influence the profitability of commercial banks in Bangladesh. In this study, profitability is measured by ROA and ROE which may be significantly influenced by the internal factors such as IRS, NIM, CAR, CR, DG, LD, CTI and SIZE of the bank. Data are collected from published annual reports during 2014--2018 of 23 commercial banks. Using simple regression model, it is found that CR has significant effect on the profitability and CAR has significant influence on ROA only. In addition to this, DG has significant effects on PCBs’ profitability (ROE only) where as IRS and CTI have significant influence on profitability (ROA only) of ICBs. Further, none of these variables have significant effects on the profitability of SCBs but CAR and CR are correlated with profitability (ROA only) and the causes may be the nature of services provided by SCBs to its clients. The internal policy makers should manage the influential internal factors of the banks in order to increase their profitability so that they can meet stakeholders’ expectations.
Using a series of econometric techniques, the study analysed interaction between monetary policy and private sector credit in Ghana. This study made use of monthly dataset spanning January 1999 to December 2019 of credit to the private sector (PSC) and broad money supply (M2). The results reveal that there exists cointegration, a long run stationary relation between monetary policy and private sector credit. This implies, increases in credit should prompt long-term increases in monetary policy. It is not surprising that growth in the private sector might have a stronger effect on monetary policy. The Error Correction Test is statistically significant and that all the variables demonstrate similar adjustment speeds. This implies that in the short run, both money supply and credit are somewhat equally responsive to their last period’s equilibrium error. There is unidirectional causation from private sector credit to monetary policy. It can be said that, there is an interaction between money supply and private sector credit. Thus, credit to private sector holds great potential in promoting economic growth. It can be recommended to the government to increase the credit flow to the private sector because of its strategic importance in creating and generating growth of the economy.
This paper investigates if forecasting models based on Machine Learning (ML) Algorithms are capable to predict intraday prices in the small, frontier stock market of Romania. The results show that this is indeed the case. Moreover, the prediction accuracy of the various models improves as the forecasting horizon increases. Overall, ML forecasting models are superior to the passive buy and hold strategy, as well as to a naïve strategy that always predicts the last known price action will continue. However, we also show that this superior predictive ability cannot be converted into “abnormal”, economically significant profits after considering transaction costs. This implies that intraday stock prices incorporate information within the accepted bounds of weak-form market efficiency, and cannot be “timed” even by sophisticated investors equipped with state of the art ML prediction models.
Applying the Arrow-Debreu-Mundell-Fleming model as an economic standard model, with combining axiological framework and epistemological model, it is proposed to analyze economic policies with using a synthetic model, where interest, exchange and tax rates are integrated together. Except normal monetary and fiscal policies mainly via interest and tax rates, there are feasible ways to utilize modified strategies via exchange and tax rates. When ones need to simulate national local market, ones can raise the exchange rate. Otherwise, when ones need to promote international global trade, ones may lower the exchange rate. It is found that tax reduction is good policy when tax rate is higher than normal and that tax increase is good social policy when tax rate is lower than normal, during economic depression. Also it is revealed that tax reduction is good social policy when tax rate is lower than normal, and that tax increase is good policy when tax rate is higher than normal, during economic overheat. While economic system seeks efficiency and social system pursues equality, common interest modifications with elastic exchange and tax rates could be applied for balancing efficiency and equality.
In recent times, agricultural sector has returned to the forefront of development issues in Nigeria given its contribution to employment creation, sustainable food supply and provision of raw materials to other sectors of the economy. In lieu of that, this study examines the impact of agriculture on the economic growth in Nigeria using annual time series data covering the sample period of 1981 to 2018. To analyse the data collected, Autoregression Distributed Lag (ARDL) model through the bounds testing framework is employed to measure the presence of cointegrating relations between real GDP, agricultural productivity, labour force, and agricultural export. Results show the presence of both short-run and long-run relationship among the variables, and that agriculture has a positive and significant impact on economic growth in Nigeria. These findings inform the Nigerian government on the need to expedite labour force (human capital) and agricultural export (non-oil) development with the view to achieving sustainable growth and development. In addition, developing skills and competencies of labour force through capacity building in the agricultural sector will encourage research and development thereby increase the export size, hence essential for long-term growth.
The article illustrates the results of the economic development of the first fifteen years of the XXI century under the conditions of unprecedented economic freedom, globalization and the appearance of new informational sectors up to and including the first attempts at revising liberalism. The analysis of statistical data demonstrates an obvious increase in the percentage of well-off people in many countries as well as the increased economic capabilities of small, medium and large businesses, whose assets are distributed among an ever-increasing number of owners. This provides the impetus to review our collective approach to liberalization and globalization, as well as to view its unexpected strong sides that make human progress possible.
This paper investigates the relationship between working capital management and financial performance of Pharmaceuticals and Textile firms listed at the Dhaka Securities Exchange in Bangladesh. The data analysis was carried on ten Pharmaceuticals and Textile firms for a period of 2013 to 2017. Secondary Data was analyzed by applying Descriptive Statistics, Regression and Correlation analysis to findthe relationship of current ratio, inventory conversion period and average payment period with Return on Asset. The findings indicate that the Pharmaceuticals and Textile firms’ performance is influenced by the variables relating to working capital. There is a positive relationship between profitability and current ratioand Inventory Turnover period shows a negative relationship with profitability but Average payment period shows insignificant impact on profitability. The study concludes that there exists a relationship between working capital managementand financial performance of Pharmaceuticals and Textile firms in Bangladesh. The study recommends that for the Pharmaceuticals and Textile firms to remain profitable, they should employ working capital management practice that will help in making decisions about investment mix and policy, matching investment to objective, asset allocation for institution and balancing risk against profitability.
Organizational behaviour involves the design of work as well as the psychological, emotional and interpersonal behavioural dynamics that influence organizational performance. Management as a discipline concerned with the study of overseeing activities and supervising people to perform specific tasks is crucial in organizational behaviour and corporate effectiveness. Management emphasizes the design, implementation and arrangement of various administrative and organizational systems for corporate effectiveness. While the individuals, and groups bring their skills, knowledge, values, motives, and attitudes into the organization, and thereby influencing it, the organization, on the other hand, modifies or restructures the individuals and groups through its structure, culture, policies, politics, power, and procedures, and the roles expected to be played by the people in the organization. This study conducted through the exploratory research design involved 125 participants, and result showed strong positive relationship between the variables of interest. The study was never exhaustive due to limitations in terms of time and current relevant literature, therefore, further study could examine the relationship between personality characteristics and performance in the public sector, where productivity is not outstanding, when compared with the private sector. Based on the result of this investigation it was recommended that organizations should provide emotional intelligence programmes for their membership as an important pattern of increasing co-operative behaviours and corporate effectiveness.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Sustainable Development Goal 4 and the Quality of Education in Zambia
1. International Journal of Economics
and Financial Research
ISSN(e): 2411-9407, ISSN(p): 2413-8533
Vol. 2, No. 8, pp: 148-154, 2016
URL: http://arpgweb.com/?ic=journal&journal=5&info=aims
*Corresponding Author
148
Academic Research Publishing Group
Sustainable Development Goal 4 and the Quality of Education in
Zambia
Syed Ali Associate Professor of Economics, Mulungushi University, Kabwe, Zambia
Urooj Afshan Jabeen*
Assistant Professor of Economics, Government Degree College for Women, Nalgonda, India
1. Introduction
The Sustainable Development Goals (SDGs) are the successors to the Millennium Development Goals (MDGs).
The MDGs were supposed to be achieved by 2015. A further process was needed to agree and develop the
Development Goals for 2015-2030. On 25 September 2015, the 193 countries of the UN General Assembly adopted
the 2030 Development Agenda, known as, “Transforming Our World: the 2030 Agenda for Sustainable
Development”. There are 17 Goals with 169 targets covering a broad range of sustainable development issues. These
included ending poverty and hunger, improving health and education, making cities more sustainable, combating
climate change and protecting oceans and forests (UN General Assembly, 2014).
The Sustainable Development Goal 4 is about Education, which states, “Ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all (UNDP). Eric Hanushek and Ludger (2015) revealed
that the most important determinant of economic growth is the “Knowledge Capital” of nations. This shows the
importance of Goal 4, as achieving this goal provides the resources to reduce poverty, to improve health, to provide
inclusive growth and to reduce inequality within and between countries. According to OECD, besides access to
school improving the quality of schools provides larger economic impact for both developing and developed
countries (OECD, 2015). The cumulative growth in real GDP since 1994 up to 2013 has been three times more,
moving Zambia from a poor income country to a prospering lower middle income country (EFA, 2015).
The Sustainable Development Goal 4 has 7 targets. They are (UN):
Target 1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary
education leading to relevant and effective learning outcomes.
Target 2: By 2030, ensure that all girls and boys have access to quality early childhood development , care and
pre-primary education so that they are ready for primary education.
Target 3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational
and tertiary education, including university.
Target 4: By 2030, substantial increase the number of youth and adults who have relevant skills, including
technical and vocational skills, for employment, decent jobs and entrepreneurship.
Abstract: The purpose of this paper was to know the sustainable development goal 4 and find out the quality
of education in Zambia. The quality of education was measured by the number of primary and secondary
schools, enrolment of students, dropout rate, the equity indicators – gender parity index and student-teacher ratio
and quality indicators like exam pass rate and infrastructure. The study concluded that the growth rate of schools
under private/church/community was higher than the Government run schools during the study period. There
prevails inequality between different provinces with regard to the availability of schools. The average annual
growth rate in enrolment for grade 1-12 for female students was higher than the male students, whereas, in
public universities the percentage of enrolment for male students was higher than female. The dropout rate was
higher for female than male students, due to early pregnancy. The gender parity index increased due to the
policy of the Government towards girls. To achieve the sustainable development goal for education, the study
suggested that the teachers in rural areas should be provided better service conditions, education should be
enhanced according to the needs of the economy and student loan scheme should be initiated by the banks and
financial institutions.
Keywords: Primary schools; Secondary schools; Enrolment of students; Dropout rate; Equity indicators; Quality
indicators.
2. International Journal of Economics and Financial Research, 2016, 2(8): 148-154
149
Target 5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education
and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in
vulnerable situations.
Target 6: By 2030, ensure that all youth and a substantial portion of adults, both men and women, achieve
literacy and numeracy.
Target 7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable
development, including, among others, through education for sustainable development and sustainable life styles,
human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation
of cultural diversity and of culture’s contribution to sustainable development.
1.1. Quality Education
According to the Republic of Zambia (Ministry of Education, 2006) quality in education was defined as “the
extent to which education outcomes are relevant to societal expectations, such as productivity and improved ways of
doing things at individual and societal level. The quality in education could be measured in terms of improved
teacher training, improved availability of teachers, improved relevance of the curriculum and adequate supply of
learning and teaching materials. According to the Ministry of Education, Science, Vocational Training and Early
Education (MESVTEE, 2014) there was no one agreed definition of quality of education. However, it has
highlighted the following definitions of quality of education.
It has defined quality of education as relevance of what was taught and learned to how well it fitted the present
and future needs of the particular learners in question, given the particular circumstances and prospects. The quality
of education was considered as the determination of standards, appropriate methods and quality requirements by an
expert body, accompanied by a process of inspection or evaluation that examined the extent to which practice met
those standards. The quality of education was treated as education which included student outcomes and the
learning environment that helped to produce those outcomes. The quality education was seen as that education which
best fitted the present and future needs of the particular learners in question and the community, given the particular
circumstances and prospects.
According to UNESCO (2005) the quality of education was identified as learners’ cognitive development and
the role of education in promoting values and attitudes of responsible citizenship and in nurturing creative and
emotional development. Zambia National Assessment Survey Report (2012) stated that the quality education should
prompt individuals’ life skills. The Report defined life skills as abilities that promoted positive behavior that enabled
individuals to deal effectively with the demands and challenges of everyday life. Ministry of Education (1996) stated
that it would collaborate with the institutions responsible for training in practical and life skills disciplines to expose
learners at an early age and at all levels to the culture of entrepreneurship in school. The pupils would specifically be
introduced to useful and relevant survival and world-of-work skills, such as computer and agricultural sciences,
crafts and other technical skills.
1.2. Objectives
The general objective of this paper is to find out the quality of education in Zambia. The specific objectives are
to:
1. Know the number of Primary and Secondary Schools by running agency
2. Find out the enrolment of students by gender for Grades 1 to 12 and Universities.
3. Enquire the dropout rates in primary and secondary schools
4. Investigate the equity indicators like gender parity index and pupil-teacher ratio.
5. Research the quality indicators, like exam pass rate and infrastructure.
2. Materials and Methods
The study used secondary data from 2005 to 2014. The sources of data were the Ministry of Education, UNDP
and UNESCO. The quality of education was measured by the number of schools, enrolment, dropouts, gender parity
index, pupil-teacher ratio, exam pass rate and infrastructure, i.e., class rooms, laboratories and libraries. The dropout
rate was measured by the proportion of students who leave the system without giving grade in a school year. The
gender parity index indicates the ratio of female to male students. The gender parity index less than one means that
there were more male students than female students and vice versa. The children with special needs included
hearing, intellectual, physical, visual impairments and with special learning difficulties. The availability of
infrastructure was measured by class rooms, laboratories and libraries. Simple percentages and ratios were calculated
wherever needed.
3. International Journal of Economics and Financial Research, 2016, 2(8): 148-154
150
3. Results and Discussion
3.1. Number of Primary and Secondary Schools Run by Different Agency
Table (1) shows the number of primary and secondary schools run by different Agencies.
Table-1. Number of Primary and Secondary Schools Run by Different Agencies in Zambia from 2005 to 2014
Agency
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Average
annual
growth
rate 2005
- 2014
GRZ & GRANT
AIDED
4979 5156 5377 5254 5514 5656 5719 5720 5942 6090
(63.78)
2.3
PRIVATE,
COMMUNITY
& CHURCH
2389 3027 3219 3540 3269 3481 3274 3302 3542 3458
(36.22)
4.2
TOTAL 7368 78183 8596 8794 8783 9137 8993 9022 9484 9548
(100.0)
2.9
Source: The Republic of Zambia (MOE) Educational Statistical Bulletin 2014.
Note: Figures in the parentheses are percentages
Table ( 1 ) shows that out of 9548 schools run by different agencies in 2014, the number of schools run by
Government of Republic of Zambia (GRZ) and Grant-in Aid, was 63.78 percent, where as the percentage of schools
run by private, community and church management was 36.22 percent. This shows the commitment of the
Government of Zambia to develop education sector so that the economic development could be faster. The average
annual growth rate of GRZ and Grant Aided schools from 2005 to 2014 was 2.3 percent, whereas, it was 4.2 percent
with respect to private, community and church management. The average annual growth rate of all the schools
during this period was 2.9 percent.
3.2. Number of Primary Schools by Location and Province in Zambia in 2014
Table ( 2 ) shows the number of Primary Schools by Location and Province in Zambia in 2014.
Table-2. Number of Primary Schools by Location and Province in Zambia in 2014
Source: The Republic of Zambia, Ministry of Education (MOE) Educational Statistical Bulletin (2014), p. 9
Note: Figures in the parentheses are percentages
The table (2) shows that out of 8754 total Primary Schools in the country, 81.8 percent were located in Rural
Areas and 18.2 percent in the Urban Areas. The Copperbelt Province had higher number of primary schools (561) in
urban areas, whereas, the North-Western Province had lower number of primary schools ( 34) in 2014. The primary
schools located in rural areas were the highest in Eastern Province (986) and lowest in Lusaka province (277). There
prevails inequality between different provinces with regard to access to education.
Province Urban Rural Total
Central 115 (11.3) 907 (88.7) 1022 (11.7)
Copperbelt 561 (54.0) 478 (46.0) 1039 (11.9)
Eastern 58 (5.6) 986 (94.4) 1044 (11.9)
Luapula 40 (6.4) 586 (93.6) 626 (7.2)
Lusaka 510 (64.8) 277 (35.2) 787 (9.0)
North-Western 34 (4.6) 670 (95.2) 704 (8.0)
Northern 52 (5.9) 833 (94.1) 885 (10.1)
Southern 134 (12.1) 978 (87.9) 1112 (12.7)
Western 43 (5.1) 804 (94.9) 847 (9.7)
Muchinga
Total
47 (6.8)
1594 (18.2)
641 (93.2)
7160 (81.8)
688 (7.9)
8754 (100)
4. International Journal of Economics and Financial Research, 2016, 2(8): 148-154
151
3.3. Number of Secondary Schools by Location and Province in Zambia in 2014
Table ( 3 ) shows the number of Secondary Schools by location and province in Zambia in 2014
Table-3. Number of Secondary Schools by Location and Province in Zambia in 2014
Source: Government of Zambia, MOE, Educational Statistical Bulletin 2014, p. 9
Note: Figures in the parentheses are percentages
It may be observed that 43.8 percent of Secondary Schools were located in urban areas and 56.2 percent were
located in rural areas. In Copperbelt Province highest number of secondary schools were located in urban areas and
their number was the lowest in Muchinga Province. Whereas, in North-Western Province highest number of
Secondary Schools were located in rural areas whereas, in Western Province they were the lowest. Rural-Urban
inequality was observed in access to education.
3.4. Enrolment by Sex in Grade 1 to Grade 12 from 2009 to 2014
Table ( 4 ) shows the enrolment by sex from grade 1 to grade 12 from 2009-2014.
Table-4. Enrolment by Sex in Grade 1 to Grade 12 from 2009 to 2014
Sex 2009 2010 2011 2012 2013 2014
Average Annual
Growth Rate 2009-14
Male 1846945 1708012 1858574 1968038 1935949 2035339 2.0
Female 1770215 1682105 1795135 1911399 1911399 1984127 2.3
Total 3617160 3390117 3653709 3879437 3818336 4019466 2.1
Source: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p.11
Table (4) shows that the average annual growth rate of enrolment from grade 1 to 12 during 2009 and 2014 was
2.1 percent. The average annual growth rate during this period for female was higher (2.3 percent) than male (2.0
percent) due to policy of the Government in favor of girls.
3.5. Dropout Rate by Sex from 2007 to 2014
Table ( 5 ) shows the dropout rate by sex from 2007 to 2014 in Zambia
Table-5. Dropout Rate by Sex from 2007 to 2014 in Zambia
Grade 2007 2008 2009 2010 2011 2012 2013 2014
1 to 7 Male 2.0% 1.7% 1.8% 1.9% 1.7% 1.6% 1.4% 1.5%
Female 2.9% 2.7% 2.9% 2.7% 2.6% 2.3% 2.1% 2.1%
Total 2.4% 2.2% 2.4% 2.3% 2.2% 1.9% 1.8% 1.8%
8 to 12 Male 0.8% 0.6% 0.6% 0.6% 0.9% 0.5% 0.7% 0.6%
Female 2.1% 1.7% 1.8% 1.6% 2.2% 1.6% 1.7% 1.8%
Total 1.4% 1.1% 1.1% 1.1% 1.4% 1.0% 1.2% 1.1%
sSource: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p. 22.
The total dropout rate for grade 1 to 7 was higher than grade 8 to 12 due to poverty. The dropout rate for female
was higher than male due to child pregnancies. The total dropout rate and the dropout rate for female decreased
during the period under study due to the policies adopted by the Government to reduce dropout rate.
Province Urban Rural Total
Central 30 (41.1) 43 (58.9) 73 (9.2)
Copperbelt 111 (75.5) 36 (24.5) 147 (18.5)
Eastern 17 (20.7) 65 (79.3) 82 (10.3)
Luapula 07 (11.1) 56 (88.9) 63 (7.9)
Lusaka 91 (79.8) 23 (20.2) 114 (14.4)
North-Western 12 (14.6) 70 (85.4) 82 (10.3)
Northern 17 (42.5) 23 (57.5) 40 (5.0)
Southern 40 (37.7) 66 (62.3) 106 (13.4)
Western 12 (35.3) 22 (64.7) 34 (4.3)
Muchinga
Total
11 (20.8)
348 (43.8)
42 (79.2)
446 (56.2)
53 (6.7)
794 (100)
5. International Journal of Economics and Financial Research, 2016, 2(8): 148-154
152
3.6. Gender Parity Index for Grade 1-7 and Grade 8-12 from 2007 to 2014 in Zambia
Table ( 6 ) shows the gender parity index for grade 1-7 and grade 8-12 from 2007 to 2014
Table-6. Gender Parity Index for Grade 1-7 and Grade 8-12 from 2007 to 2014 in Zambia
Grade 2007 2008 2009 2010 2011 2012 2013 2014
1 - 7 0.96 0.96 0.99 0.99 0.97 0.99 0.98 0.99
8 - 12 0.83 0.82 0.94 0.86 0.82 0.80 0.84 0.85
Source: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p.25
The gender parity index (the ratio of female to male pupils) was less in grades 8-12 than grades 1-7 due to early
pregnancies. The gender parity index increased for both grades 1-7 and grades 8-12 during the study period, i.e.,
from 2007 to 2014, due to facilities provided by the Government for the girls, for example, facility given to the
pregnant girls to join the school after delivery, etc.
3.7. Number of Children with Special Needs (CSEN) in All Schools by Sex and Year from
2007-2014
Table ( 7 ) shows the number of children with special needs in all schools by sex and year
Table-7. Number of Children with Special Needs in all Schools by Sex and Year
School 2007 2008 2009 2010 2011 2012 2013 2014
Primary
Male 89291 88420 110273 102071 90494 55004 55528 46322
Female 80793 80446 91842 96323 84867 51855 51743 42813
Total 170084 168866 202115 198394 175361 106859 107271 89135
Secondary
Male 2687 1826 1826 1880 2351 146 396 3797
Female 2558 1906 1906 2417 2561 215 482 3674
Total 5245 3732 3732 4297 4912 361 878 7471
Source: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p. 33
The number of students with special needs include those students who were suffering from hearing, physical,
visual, specific learning difficulties, etc. The number of CSEN students in primary schools was higher than in
secondary schools during the period under study. The number of female students in both primary and secondary
schools was less than male students. The number of CSEN students in secondary schools increased in 2014 due to
Government policy to support these students.
3.8. Number of Pregnancies and Re-admissions by Grade Groups from 2007-2012
Table ( 8 ) shows the number of pregnancies and re-admissions by Grade Groups from 2007-12
Table-8. Number of Pregnancies and Re-admissions by Grade Groups from 2007-2012
School 2007 2008 2009 2010 2011 2012 2013 2014 % increase in
2014 over 2013
Primary
Pregnancies
Re-
admissions
11391
3870
12370
4692
13634
5517
13769
5034
13929
5106
12753
4915
12500
4492
13275
5322
6.2
18.5
Secondary
Pregnancies
Re-
admissions
1752
1082
1566
1019
1863
1162
1817
1033
1778
924
2096
1086
2428
1337
3103
2069
27.8
54.7
Source: Republic of Zambia, MOE, 2014 Education Statistics, p. 36
The pregnancies in primary schools increased by 6.2 percent in 2014 comparing to the previous year, whereas, it
was increased by 27.8 percent in the secondary schools during the same period. Re-admissions in secondary schools
in 2014 was 54.7 percent over the previous year due to Government policy to re-admit the pregnant girls after
delivery.
6. International Journal of Economics and Financial Research, 2016, 2(8): 148-154
153
3.9. Teachers in All Schools by Sex from 2007 to 2014
Table ( 9 ) shows the number of teachers in all schools by sex from 2007 to 2014
Table-9. Number of Teachers in All Schools by Sex from 2007 to 2014
School/Sex 2007 2008 2009 2010 2011 2012 2013 2014
Primary
Male
Female
Total
29531
27364
56895
30989
30822
61811
30088
30822
60865
30901
32151
63052
30364
31822
65014
34474
38493
72967
35146
38403
73549
36105(46.5)
42290 (53.5)
78395 (100)
Secondary
Male
Female
Total
8831
5886
14717
9293
6119
15412
9645
6852
16497
9843
6979
16822
8845
6078
12947
10785
7854
18639
11273
8342
19615
12551(55.9)
9867 (44.1)
22418 (100)
Grand Total
Male
Female
71612
38362
33250
77223
40282
36941
77362
39733
38229
79874
40744
39130
77961
39209
36442
91606
45259
46347
93164
46419
46745
100813(100)
48656 (48.3)
52157 (51.7)
Source: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p. 38
Note: Figures in the parentheses are percentages
In 2014, the percentage of female teachers in the country was more (51.7) than the male teachers (48.3). The
percentage of female teachers in the primary schools was higher (53.5 percent) than male teachers (46.5 percent).
Whereas, in secondary schools the percentage of male teachers (55.9) was higher than female teachers (44.1). There
prevails gender disparity between male and female teachers in secondary schools. There was an increase of 8.2
percent in the number of teachers in 2014 comparing to the previous year, due to the government policy to employ
more teachers to improve the quality and access to education in the country.
3.10. Student Teacher ratio in All Schools by Class Range in 2014
Table ( 10 ) shows student teacher ratio in all schools by class range in 2014.
Table-10. Student Teacher Ratio in All Schools by Class Range in 2014
Grade 1-4 Grade 5-7 Grade 1-7 Grade 1-9 Grade 8-9 Grade 10-12
56.9 52.7 55.3 47.2 23.7 36.0
Source: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p. 44
The student teacher ratio in all the schools by class range in 2014 shows that it was higher (55.3) for grade 1-7
than grade 10-12 (36.0). For grade 8-9 it was the lowest (23.7). There is need to reduce student teacher ratio to
improve quality of education.
3.11. Examination Pass Rates in Grade 12 by Sex in 2014
Table ( 11 ) shows the examination pass rates in grade 12 by sex in 2014.
Table-11. Examination Pass Rates in Grade 12 by Sex in 2014.
Male Female Total
58.5 52.6 55.9
Source: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p. 48
The examination pass rate in grade 12 in 2014 was 55.9 percent. The pass rate for male is higher than the
female. There was disparity in examination pass rate between male and female students.
3.12. Infrastructure Facilities in Primary and Secondary Schools in 2014
Table ( 12 ) shows the infrastructure facilities in primary and secondary schools in 2014.
Table-12. Infrastructure Facilities in Primary and Secondary Schools in 2014.
School Class-
rooms
Perm
Class-
rooms
Temp
Class-
rooms
Incom
Labs
Perm
Labs
Temp
Labs
Incom
Lib
Perm
Lib
Temp
Lib
Incom
Primary 37584
(86.54)
5844
(13.46)
4324
(9.95)
2367
(71.72)
933
(28.28)
470
(14.24)
1268
(85.15)
221
(14.85)
91
(6.11)
Second 8844
(97.26)
249
(2.74)
380
(4.18)
1031
(94.32)
62
(5.68)
130
(11.89)
303
(88.59)
39
(11.41)
24
(7.01)
Source: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p.53.
7. International Journal of Economics and Financial Research, 2016, 2(8): 148-154
154
The number of permanent, temporary and incomplete class rooms, laboratories and libraries for primary schools
was more than the secondary schools. In both primary and secondary schools the percentage of incomplete
laboratories was more than the incomplete class rooms and libraries due to shortage of funds.
3.13. Enrolment of Students in Public Universities in 2014
Table ( 13 ) shows the enrolment of students in public universities in 2014
Table-13. Enrolment of Students in Public Universities in 2014
Male Female Total
13146 (57.8) 9607 (42.2) 22753 (100)
Source: Republic of Zambia, MOE, 2014 Education Statistics Bulletin, p. 56
Note: Figures in the parentheses are percentages
The enrolment of students in public universities in 2014 shows that the percentage of male was higher (57.8)
than female (42.2). There was no equal access to university education by male and female students.
4. Conclusion
The following conclusion emerged from the foregoing. To increase enrolment of students in the schools, free-
lunch should be provided and for university students loan facility should be provided by banks and financial
institutions. Since the main reason for dropouts was early pregnancies, the Government should implement the
existing laws to stop early pregnancies and re-admission of pregnant girls after delivery. The gender parity index
should be improved by providing facilities to the girl students. Student teacher ratio should be reduced to improve
the quality of education. The Government should allocate more funds for construction of class rooms, laboratories
and libraries. The quality of education in universities should be enhanced as per the needs of the economy.
References
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