The three chapters in this dissertation look at different aspects of the labor market and its players. The first chapter estimates the impact of using the internet for job search on job match quality. Using both the semi-parametric Meyer (1990) model and the non-parametric Hausman Woutersen (2014) hazard model, the paper finds that exit rate from employment is at least 28% lower when internet is used as a job search tool. The second chapter looks at the effect of past unemployment on future wages. It is believed that employers may use past unemployment as a signal of low productivity. In this situation workers with a history of unemployment may receive lower wages. The paper uses the Machado Mata (2005) quantile decomposition technique to decompose the wage difference into differences due to characteristics and differences due to rewards. Results indicate that workers with an unemployment spell of more than three months receive at least 12% lower wages and that more than 40% of this wage difference can be attributed to the lower rewards received by the previously unemployed.. The last chapter focuses on human capital formation and looks at some of the reasons behind the low levels of schooling India. Using the Indian Household Development Survey (2005), the paper finds that income continues to be an important factor behind the low level of primary school enrollment. On average, poor students have at least 3% lower enrollment rates, when compared to similar skilled non-poor students.

O presente trabalho As Estratégias de Escolarização Primária na cidade de Rio Claro São Paulo (1889-1920), busca mapear as organizações escolares na primeira república, procurando analisa-las nas suas múltiplas estratégias de escolarização primária. A partir da lei da obrigatoriedade do ensino (1874), procuramos entender como as cidades do interior paulista se organizaram para atender a esta imposição legal. O recorte temporal (1889 1920) foi escolhido por tratar-se de uma fase de efervescência na república, principalmente na difusão da escola primária, em 1920, a Reforma Sampaio Dória é indicada como marco delimitador para observar como estas estratégias foram sendo forjadas, por se constituir em um projeto que vai redefinir a estrutura educacional paulista do período, diminuindo o tempo de escolarização oficial ampliando o número de alunos atendidos. Ao utilizarmos o recurso da micro-história e observar com uma lente de aumento as particularidades dessa cidade interiorana, foi possível identificar a criação dos grupos escolares, a expansão das escolas isoladas, as iniciativas particulares implementadas e os sujeitos que circularam nesses espaços. Desta forma, ficou evidente que a escolarização primária nas cidades do interior não estava centrada nos grupos escolares. Os municípios tiveram um papel importante no processo de escolarização e a as escolas isoladas, sejam estas municipais ou estaduais, assim como a iniciativa particular foram fundamentais para atender a população que estava nos locais mais distantes do centro urbano. Reconhecer o papel das organizações civis imigrantes, negros, operários etc e suas reivindicações educacionais, possibilitou discutir a escolarização em sentido mais amplo. Assim, foi possível encontrar uma multiplicidade de estratégias de escolarização primária em Rio Claro, abrindo novas perspectivas de estudos. / This paper \"Strategies for Primary Schooling in the city of Rio Claro - São Paulo (1889-1920)\", seeks to map the school organizations in the first republic, looking analyzes them in its multiple strategies for primary schooling. After of the law of compulsory education (1874), we seek to understand how the cities inside state of São Paulo organized to meet this statutory requirement. The time frame (1889 - 1920) was chosen because it is a phase of effervescence in the republic, mainly in the difusion of primary school in 1920, the reform of Sampaio Dória is indicated as the delimiter sign for observe how these strategies were being forged, for to be a project that will redefine the educational of São Paulo structure in the period, shortening the time of schooling and increasing the number of students served. By using the feature of the micro-history and observing with a magnifying glass the particularities of this town of inside, was possible to identify creation the school groups, the expansion of individual schools, private initiatives implemented and the subjects that circulated in these spaces. Thus, it became evident that the primary education in the inner cities was not centered in the group schooler. Municipalities had an important role in the schooling process and individual schools, of the state, local or the private initiatives, were essential to meet the people that were most distant from the urban center. Recognize the role of civil organizations - immigrants, blacks, workers etc. - and their educational demands, allowed discuss the schooling with the broadest sense. Thus, it was possible to find a multitude of strategies primary enrollment in Rio Claro, opening new studies perspectives.

O presente trabalho As Estratégias de Escolarização Primária na cidade de Rio Claro São Paulo (1889-1920), busca mapear as organizações escolares na primeira república, procurando analisa-las nas suas múltiplas estratégias de escolarização primária. A partir da lei da obrigatoriedade do ensino (1874), procuramos entender como as cidades do interior paulista se organizaram para atender a esta imposição legal. O recorte temporal (1889 1920) foi escolhido por tratar-se de uma fase de efervescência na república, principalmente na difusão da escola primária, em 1920, a Reforma Sampaio Dória é indicada como marco delimitador para observar como estas estratégias foram sendo forjadas, por se constituir em um projeto que vai redefinir a estrutura educacional paulista do período, diminuindo o tempo de escolarização oficial ampliando o número de alunos atendidos. Ao utilizarmos o recurso da micro-história e observar com uma lente de aumento as particularidades dessa cidade interiorana, foi possível identificar a criação dos grupos escolares, a expansão das escolas isoladas, as iniciativas particulares implementadas e os sujeitos que circularam nesses espaços. Desta forma, ficou evidente que a escolarização primária nas cidades do interior não estava centrada nos grupos escolares. Os municípios tiveram um papel importante no processo de escolarização e a as escolas isoladas, sejam estas municipais ou estaduais, assim como a iniciativa particular foram fundamentais para atender a população que estava nos locais mais distantes do centro urbano. Reconhecer o papel das organizações civis imigrantes, negros, operários etc e suas reivindicações educacionais, possibilitou discutir a escolarização em sentido mais amplo. Assim, foi possível encontrar uma multiplicidade de estratégias de escolarização primária em Rio Claro, abrindo novas perspectivas de estudos. / This paper \"Strategies for Primary Schooling in the city of Rio Claro - São Paulo (1889-1920)\", seeks to map the school organizations in the first republic, looking analyzes them in its multiple strategies for primary schooling. After of the law of compulsory education (1874), we seek to understand how the cities inside state of São Paulo organized to meet this statutory requirement. The time frame (1889 - 1920) was chosen because it is a phase of effervescence in the republic, mainly in the difusion of primary school in 1920, the reform of Sampaio Dória is indicated as the delimiter sign for observe how these strategies were being forged, for to be a project that will redefine the educational of São Paulo structure in the period, shortening the time of schooling and increasing the number of students served. By using the feature of the micro-history and observing with a magnifying glass the particularities of this town of inside, was possible to identify creation the school groups, the expansion of individual schools, private initiatives implemented and the subjects that circulated in these spaces. Thus, it became evident that the primary education in the inner cities was not centered in the group schooler. Municipalities had an important role in the schooling process and individual schools, of the state, local or the private initiatives, were essential to meet the people that were most distant from the urban center. Recognize the role of civil organizations - immigrants, blacks, workers etc. - and their educational demands, allowed discuss the schooling with the broadest sense. Thus, it was possible to find a multitude of strategies primary enrollment in Rio Claro, opening new studies perspectives.

The promotion of education has long been a priority of the successive regimes of Ethiopia. Combined with the momentum of Education for All (EFA) and the Millennium Development Goals (MDGs) in recent years Ethiopia’s education sector has experienced a major expansion of primary school enrolment which has earned Ethiopia international acclaim and so much optimism in meeting the MDGs set for 2015. Despite this, however, large numbers of primary school aged children remain out of school, most of these are found in rural areas and many of them are girls. Many of the children that enrol do not stay on to complete the full cycle of their primary schooling. While there are numerous studies looking at rural children’s schooling, village-based ethnographic studies are rare, particularly in Ethiopia. The thesis offers a sociological insight as to why low enrolment and incompletion persist in rural areas. Drawing on an ethnographic approach study over extended period this thesis presents analysis of data from two local communities. Methodologically the analysis are anchored on the voices of the children, their parents and teachers and make a valuable contribution in emphasising not only the importance of bringing local people’s own voices into the debate, but also drawing attention to the ways voice may be utilised and calling for greater sensitivity to the way it is interpreted in scholarly and policy circles. Theoretically, the study shows the value of applying Bourdieu’s approach to social reproduction in analysing the challenges faced by rural children in completing primary school. Time spent with children, their families and their teachers suggests reproduction of educational inequality at all levels (home, school, community). While these are certainly important, this thesis argues that more attention needs to be paid to the social context in which children and their schooling are embedded. It suggests the challenges in schooling rural children are not simply explained either by the quantity of primary schools available, or a lack of value being accorded to education, or deliberate acts of discrimination (e.g. against girls). Rather, it has argued that discriminatory outcomes, or the reproduction of social inequality, have to be understood as the outcome of social practice, where ‘choices’ are made in circumstances of considerable constraint. Furthermore, it has shown that these patterns of social reproduction are as characteristic of teachers and the field of the school as they are of parents and children and the field of home and community. Rather than the school operating as an external change agent, as imagined in much of the education literature, the school is very much part of the local social context. The application of policies and the social practice of staff are significantly marked by their positionality within the communities which they serve.

No description available.

Thesis (MEdPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Trans-national migration to English-speaking countries has become increasingly popular among Asian families. Their aim is for their children to obtain overseas educational credentials and to gain the English language as cultural capital in the global market. Over the past few years, South Africa has been perceived as a place where immigrants, as well as migrants can make a new life for themselves and their families. The study aimed to explore the support given by parents/guardians of Korean migrant learners with regard to the learners' primary schooling experiences. In seeking to understand the phenomenon of parent/guardian support of Korean migrant learners' primary schooling experiences, I use the ecosystemic approach, which is constructed by both the general systems and the ecological theories. I discuss the ecosystemic framework by dividing it into its micro-, meso- and macro-systems. In the research, within the micro- and meso-systems the parent/guardian was considered to be part of a larger system of family, school, education system and community. These systems interact with each other. Acculturation theory, which focuses on psychological adjustment of the migrant learners, influenced the inquiry. Furthermore, Korean migrant families struggle within various ecological social systems outside the family system. These include the educational, physical, mental health, economic and political systems, which can influence the reasons for migration. The matter of cultural differences and the way in which they influence Korean migrant learners' schooling experiences were also explored. The macro-systems analysis includes Bourdieu's theory on cultural capital and the social closure theory. The specific design selected for this study is a case study that is qualitative and explorative in nature. Semi-structured interviews were conducted with individual parents/guardians and a focus group to gather information regarding the support given to Korean migrants in their primary schooling experiences. The data was analysed within the micro-, meso- and macro-systems and themes emerged during the interviews. The findings revealed that the macro-systems focused on the reasons for migration, which were gaining English skills and experiencing the process of globalisation. The study also focused on the micro-systems and thus dealt with the diverse experiences of the participants, which included the family dynamics, the support given to Korean migrant learners and parents'/ guardians' perceptions of schooling experiences. The trans-national migrant families in South Africa vary between 'wild goose families', nuclear families and guardianships. The support given to Korean migrant learners ranges from emotional support (e.g. hugs, kisses and motivation), financial support (e.g. money for various things) and physical support (e.g. transport) to spiritual support (e.g. praying and going to church). It was concluded from the study that cultural capital and global positional competition play an important role in Korean migrant learners' primary schooling experiences. Although these parents/guardians bring the learners to South Africa to move away from the very formal education system of Korea, it seems as if they are still reinscribing familiar patterns of living in South Africa. It is questioned whether it is not better for Korean learners to be educated in Korea. They appear to improve their English language in South Africa, but may be compromised in other areas, such as emotional well-being, which could cause poor psychological adjustment. Therefore it is recommended that more knowledge be gained in order know how to support these learners effectively. / AFRIKAANSE OPSOMMING: Transnasionale migrasie na Engelssprekende lande het aansienlik uitgebrei onder Asiatiese families. Die rede hiervoor is om oorsese opvoedkundige getuigskrifte vir hulle kinders, en taalvaardigheid in Engels as kulturele kapitaal in die globale mark te verwerf. Oor die afgelope paar jaar was Suid-Afrika ʼn gewilde bestemming waar beide immigrante en migrante saam met hulle families ʼn nuwe toekoms vir hulself kan skep. Daar is met die studie gepoog om ondersoek in te stel na die ondersteuning wat die ouers/voogde van Koreaanse migrante leerders aan die kinders bied met betrekking tot hul skoolervaringe. Die ekosistemiese benadering brei uit op die algemene sisteme en die ekologiese teorieë om die verskynsel van ouer/voog-ondersteuning van Koreaanse migrante leerders tydens die leerders se ervaring in die primêre skool te verstaan. Ek het die ekosistemiese benadering as raamwerk vir my bespreking gebruik deur dit te verdeel in mikro-, meso- en makro-sisteme. Binne die mikro- en meso-sisteme word ouers/voogde bespreek as deel van die wyer sisteem van familie, skool, onderwysstelsel en gemeenskap. Hierdie sisteme is interverweef en in konstante wisselwerking met mekaar. Akkulturasieteorie, wat op die sielkundige aanpassing van die migrant leerders fokus, het hierdie ondersoek gerig. Die Koreaanse migrant families ervaar ook hindernisse binne verskeie ekologiese sosiale sisteme buite die familie-sisteem. Hierdie hindernisse word ervaar binne die opvoedkundige, fisiese en geestesgesondheid-, ekonomiese en politieke sisteme, wat die redes vir migrasie kan beïnvloed, asook die kulturele verskille en hoe dit die Koreaanse migrant leerders se skoolervaringe beïnvloed. Die makro-sisteme fokus op Bourdieu se teorie aangaande kulturele kapitaal en die sosiale sluitingsteorie. Die navorsingsontwerp van hierdie studie is ʼn gevallestudie en is kwalitatief en ondersoekend van aard. Semi-gestruktureerde onderhoude is met die deelnemers en ʼn fokusgroep gevoer om inligting rakende die ondersteuning van Koreaanse migrante leerders in die laerskool te verkry. Die data is ontleed binne die mikro-, meso- en makro-sisteme, asook die temas wat uit die onderhoude met die deelnemers ontstaan het. Die bevindinge het die deelnemers se diverse ondervindings binne die mikro-sisteem aan die lig gebring. Dit sluit in: familie dinamika, deelnemers se ervaring van ondersteuning aan Koreaanse migrante leerders, asook ouers/voogde se persepsies van die Koreaanse migrante-leerders se skoolervarings. Die studie was verder op die makro-sisteme gerig, waar die fokus op die redes vir migrasie was. Laasgenoemde verwys na die verwerwing van Engelse vaardighede en die belewing van globalisasie. Die slotsom van die studie is dat kulturele kapitaal en globale posisionele kompetisie ʼn belangrike rol speel in die Koreaanse migrante leerders se laerskool-ervaring. Alhoewel die ouers/voogde die leerders Suid-Afrika toe bring sodat hulle kan wegbeweeg van die baie formele opvoedingsisteem in Korea, blyk dit egter dat hul presies dieselfde patrone van onderrig en leer in Suid-Afrika beleef. Die vraag is dus: Sal dit nie beter wees vir sulke leerders om in Korea onderrig te ontvang nie? Onderrig in Suid-Afrika bied wel die geleentheid om beter vaardighede in Engels aan te leer, maar die vraag ontstaan: Wat is die prys wat hulle daarvoor moet betaal? In die lig hiervan is my aanbeveling dat meer kennis aangaande hierdie leerders se ervaring verwerf behoort te word ten einde meer effektiewe ondersteuning aan hulle te fasiliteer.

Cette étude doctorale a été réalisée avec objectif de déterminer le niveau d’efficacité interne de l’enseignement primaire aux pays de la CEPGL et le progrès atteint vers l’éducation pour tous après la période des conflits ethniques et armés. En plus, spécifiquement pour le Rwanda, d’identifier les facteurs individuels, familiaux et scolaires explicatifs du phénomène redoublement et abandon à l’école primaire. Les données de notre analyse proviennent des différents rapports des ministères, des organisations internationales et des travaux des chercheurs. L’analyse de l’enseignement primaire des pays de la CEPGL, à partir des indicateurs d’offre et de la demande, montre que des progrès ont été réalisés après la période des conflits, mais des contraintes majeures persistent : gestion de l’information, insuffisance d’infrastructures et d’équipements d’appui à l’apprentissage, traitement des enseignants, inégalité entre milieux urbain et rural. L’analyse de l’efficacité interne a démontré que le taux de déperdition est très élevé, rendant le système moins efficace ; peu d’élèves terminent le cycle de l’enseignement primaire et les écoles privées sont plus performantes que les écoles publiques. Pour répondre à la question « quels sont les facteurs individuels, familiaux et scolaires qui expliquent le redoublement et d’abandon », nous avons mené une enquête dans 89 écoles primaires au Rwanda, sur 831 élèves, 890 enseignants, 89 directeurs d’écoles, 354 parents d’élèves et 32 personnes en charge de l’éducation au niveau des districts et au niveau central du ministère de l’Education. Les données collectées pendant l’année scolaire 2008 ont été saisies et analysées à partir du logiciel SPSS et STATA. Les statistiques descriptives et de régression logistique binaire ont permis d’obtenir les résultats qui démontrent les facteurs explicatifs et non explicatifs de redoublement et d'abandon scolaire. Parmi les facteurs explicatifs de redoublement scolaire à l’école primaire au Rwanda, il y a le statut de l’école, le milieu de vie, des variables individuelles qui caractérisent l'élève (sexe, âge), des variables qui caractérisent la famille (niveau d’études de la mère, nombre d’enfants en famille, distance domicile-école) ainsi que d'autres variables comme la taille des classes, âge et ancienneté professionnelle de l'enseignant et connaissance d’ordinateur. Parmi les facteurs qui expliquent l’abandon scolaire à l’école primaire au Rwanda il y a principalement la survie des parents, leur profession, la taille des classes et le fait d'avoir redoublé. / This PhD study has been achieved with objective to carry out the level of internal efficiency of the primary education in the CEPGL countries and the progress reaches toward the education for all after the period of ethnic and armed conflicts. In addition, specifically for Rwanda, to underline the individual, families and school factors explanatory of the repetition and drop-out in the primary schools. The data of our analysis come from different reports of ministries, international organizations and publications of researchers. The analysis of the primary education inside CEPGL countries, by the indicators that document education supply and demand, show that, after the period of conflicts, progress has been achieved, but some major constraints persist: management of information, lacks of infrastructures, equipment support to teaching and learning, remuneration of teachers, inequality between urban and rural area, insufficiency of financial supports, etc. The analysis of the internal efficiency demonstrated that the rate of dwindle is high and influenced a poor level in internal efficiency of primary education of all those countries; few pupils achieve the cycle of primary education and the private schools and “libre subsidié” (mainly clerical schools subsidized by Government) are more effective than the public schools as well as for levels P3 and P5. To answer the question "what are the individual, families and school factors that explain the repetition and drop-out", we conducted a survey in 89 primary schools in Rwanda, on 831 pupils, 890 teachers, 89 head teachers, 354 parents of pupils and 32 persons in charge of education at central ministry of Education and districts level. The data, collected during the school year 2008, have been treated and analyzed using SPSS and STATA. The descriptive statistics and binary logistical regression permitted to get the results that demonstrate the explanatory factors of repetition and school drop-out. Among the explanatory factors of school repetition in the primary school in Rwanda, there is the statute of school, area of residence, the individual variables that characterize pupil (sex, age), the variables characterized families (level of study of the parents, number of children in family, distance) as well as other school variables (size of the classes, age and experience of teacher and computer skills of teachers). Among the factors that explain the school drop-out in the primary school in Rwanda, there are survival of parents, the profession of parents, the classes' size and the past repetitions in the school career.