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- Chinapah, Vinayagum, 1950-
(författare)
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Participation and performance in primary schooling : a study of equality of educational opportunity in Mauritius
- 1983
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to examine the extent to which policies formulated to ensure equality of educational opportunity have been implemented at the primary school level in Mauritius.Universal free primary education was achieved during the early 1970s. The most immediate problem at the primary education level today is to find ways to reduce the gap in scholastic performance between the few pupils who excel, and the majority, who cannot even reach a minimum level of knowledge required from six years of education.Educational success requires educationally supportive environments at home and in school. This is not the case for the majority of primary school pupils. Schooling benefits the most the already priviledged: children from advantaged socioeconomic, cultural, linguistic, and regional backgrounds. The school acts as a stratifier, it maintains and reproduces social inequalities existing already in society as a whole.The division of the school system into four separate sectors - government rural, government urban, aided rural, and aided urban - and a combination of various analytical techniques, from simple univariate analyses to complex path analyses with latent variables based on PLS and LISREL methods, are used to increase the understanding of how schools operate in various settings and for various groups of children.
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| 2. |
- Duberg, Roland, 1935-
(författare)
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Schooling, work experience and earnings : a study of determinants of earnings in a Third World corporate setting
- 1982
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is: (1) to investigate determinants of earnings in a Third World corporate setting; (2) to estimate the relative importance of these determinants; (3) to compare the determinants between different sectors; and (4) to provide some evidence concerning the validity of a number of economic theories. A Third World country (Liberia) and a corporate setting (LAMCO) are described. A synopsis of economic theories relevant in studying personal income distribution an determinants of earnings is made. A data-analytical study of determinants of earnings in this setting is carried out. A basic model and a segmented model are specified. The basic model, which includes eight variables, suggests nineteen hypotheses. Log Annual Earnings is the criterion variable. Key theoretical constructs in orthodox theory include Region, Sex, Age, Formal Education, Family Size, Work Experience, and Job Level. In segmentation theories, key theoretical constructs include the effect of labor market segmentation, group characteristics and membership, technology and micro-economic policies. The analysis involved descriptive and analytical statistics including path analysis. The significant features of the study are reported under three major headings: (1) the issue of group differences, and development; (2) the use of education and training as means for industrial and national development; and (3) policy implications serving equality and efficiency objectives. It was found that workers in the secondary labor sector (lower level jobs) face lower rewards to schooling (lower slope) than workers in the independent (higher level jobs) labor sector. At the departmental level, it was found that the marginal returns to an increase in the mean level of education are higher in the industrial departments with the lowest mean education. Finally, the study gives evidence of (1) a threshold effect of education, with an extremely limited payoff to primary education; and (2) that work experience and specific on-the-job training is a much more powerful predictor of earnings than formal education.
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| 3. |
- Fris, Ann-Margret, 1932-
(författare)
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Policies for minority education : a comparative study of Britain and Sweden
- 1982
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to examine how policies for minority education in Britain and Sweden have developed over the last twenty-five years. Policy has been used in a broad sense, including not only central but also regional and local decisions, not only written documents but also administration, interpretation and application of policies. During the initial stage the authorities in both countries encouraged immigration and only later did they realize the implications for the education systems. The acquisition of the majority language by the minorities has been emphasized in both countries. The role of the mother tongue in education is a major issue in Sweden, where all children are entitled to mother tongue teaching. In Britain the mother tongues of the minorities have normally not been included in the curriculum but some projects have started during the last few years. Multi-cultural aspects of education for all children have been more emphasized in Britain than in Sweden. Within the devolved British education system local policy patterns have developed differently whereas in Sweden the policy pattern is more uniform. A trend towards policies for minority education on a supernational level in Europe has been observed in the EEC Directive on education of migrant workers’ children.
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