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Many of the poorest Argentines are invisible in official statistics. Four million rural residents and another 12 million in small urban areas lie outside the reach of the Permanent Household Survey (EPH), which is the basis for poverty figures and most data on social conditions in the country. According to the best estimate, roughly a third of rural residents, more than a million people, live in poverty. The urban bias common too many countries have been accentuated by the lack of data on the rural poor. With little information on their condition, it is exceedingly difficult for policy makers to design policies and programs to help move people out of poverty. The report is organized as follows: chapter one profiles rural poverty base on the limited existing data, including the first in-depth analysis of rural poverty ever conducted with the 2001 population census. Chapter two presents findings from the new qualitative study of the rural poor conducted in the first half of 2007. Finally, chapter three concludes with a discussion of methodology for rural poverty analysis, focusing on the issues related to expanding the EPH to full national coverage.

Objective: The objective for this study was to investigate the influence of infrastructural project design considerations on the access to school facilities by learners with intellectual disabilities in public integrated schools in Kenya.   Theoretical Framework: This study is anchored on the Systems Approach Theory, complemented by Erikson’s Psychosocial Development Theory, Gardner’s Multiple Intelligences Theory, and Bronfenbrenner’s Ecological Systems Theory, to explain how interconnected environmental, psychological, and educational factors influence inclusive learning and the holistic development of learners.   Method: The study employed a descriptive cross-sectional survey and correlational design within a pragmatic mixed-method approach. From a population of 767, a sample of 159 participants comprising head teachers, class teachers (grades six and seven), learners with special needs, and BOM chairpersons was selected. Data analysis involved descriptive statistics (mean, standard deviation) and inferential tests, including Pearson’s correlation, simple and multiple regression, stepwise regression (R²), and F-statistics to test hypotheses. Reliability and validity were confirmed through a pilot study.   Results and Discussion: Findings showed a weak, statistically insignificant relationship between intellectual design considerations and access to school facilities (r = 0.148, p > 0.05), indicating limited integration of inclusive design principles in school infrastructure.   Research Implications: The study emphasizes the need for clear policy frameworks, funding, and enforcement mechanisms to integrate inclusive design principles into school infrastructure for equitable access.   Originality/Value: This study provides empirical evidence on the link between intellectual design and accessibility in Kenyan schools, offering new insights that connect educational management with inclusive architectural design.

Cyberloafing is one of the phenomena that adversely affects the efficiency and productivity in learning and teaching activities in educational settings. Increased ICT (information and communication technology) access status in educational environments and personal mobile devices lead to a wide range of cyberloafing behaviors of learners. In this regard, the aim of this study was to investigate cyberloafing behaviors of high school students in terms of several variables, including gender, ICT usage, unauthorized access to school network, metacognitive awareness and smartphone addiction. In this study, the relational screening model from descriptive research methods was used. A total of 269 9th grade students, 123 of whom were male and 146 of whom were female, were recruited. Hierarchical linear multilevel regression analysis was employed in the data analysis. The findings indicate that four of the five models designed to investigate cyberloafing behaviors in educational settings were found to be statistically significant. In other words, four hypotheses were supported. It has been concluded that the unauthorized access to the school network of learners has a significant impact on the cyberloafing behaviors in educational contexts. Additionally, the smartphone addiction and metacognitive awareness levels of students, as well as daily social media usage time are fundamental predictors of the cyberloafing behaviors.

Safe water and sanitation, which give rise to appropriate hygiene, are fundamental determinants of individual and social health and well-being. Thereby, assessing and widening access to sustainable, durable water and sanitation infrastructure remains a global health issue. Rural areas are already at a disadvantage. Poor access to water, sanitation, and hygiene (WASH) can have a major negative effect on students in rural schools. Thus, the paper aims to assess the current condition and the challenge to access WASH in rural Kazakh schools. The study was conducted in three rural schools in Central Kazakhstan. Data were gathered through a survey among pupils, observations of the WASH infrastructure and maintenance, and a face-to-face interview with school administrators. The mean survey response rate was 65% across schools. Results indicated there was no alternative drinking-water source in schools, and 15% of students said they had access to water only occasionally. Half of the students reported that the water was unsafe to drink because of a poor odor, taste, or color. The toilet in school 3 was locked with a key, and a quarter of the students reported there was no access to a key. Moreover, not having gender-separated toilet facilities was a challenge because of the traditional gender norms. Despite the effective regulations and measures of handwashing taken during COVID-19, 27.7% of the students answered that soap was not offered daily in classrooms. Additionally, warm water was only provided in school 2. About 75% of students did not have access to drying materials continuously. The study shows that having the schools’ infrastructure is not enough when characteristics, such as availability, accessibility, maintenance, operation, quality of services, education, and practices, are ignored. Cooperation between local education authorities, school administration, and parents should be encouraged to the achievement of the sustainable development goals (SDGs) by 2030.

Around the world, countries are becoming urbanized at an astonishing pace. As countries develop economically, their economies shift from mainly rural and agrarian to increasingly urban and nonagricultural. This rural-urban transformation presents both opportunities and challenges for development. When managed effectively, the transformation spurs growth and reduces poverty. When managed poorly, however, the process can result in stark welfare disparities, the marginalization of entire regions, and poorly functioning cities that fail to realize the potential gains from agglomeration economies. This book investigates the rural-urban transformation underway in Sub-Saharan Africa and South Asia, emphasizing the influence of country conditions as well as the potential of good policies to minimize disparities and ensure that everyone shares in the benefits of urbanization. The first part of this book investigates urbanization and rural-urban welfare inequalities on three geographic scales global, national, and local featuring countries and cities in Sub-Saharan Africa on the national and local levels. The second part of the book sheds light on the texture of transformation in five countries in South Asia, each at a different stage in the process: Bangladesh, India, Nepal, Pakistan, and Sri Lanka.

PurposeThe purpose of this paper is to identify the obstructive and promotive factors that affect students’ access to school and learning attainment in Zambia. Much of the literature discussing Zambian education identifies only the obstructive factors. When identifying the obstructive factors becomes the primary focus in education policy, efforts are directed towards eliminating these factors without considering the context of the educational process. Consequently, this discourse has lost sight of the fact that eliminating obstructive factors does not guarantee good access to school and learning but merely provides a condition in which students are part of an educational process.Design/methodology/approachThis paper presents an explanatory study with in-depth interviews using a semi-structured questionnaire administered to 27 university students. The sample was purposefully selected to balance variation in the respondents in terms of geographical background. The data analysis was aided with the qualitative analysis programme NVivo 10 along with the descriptive method.FindingsThe paper presents empirical insights about multi-faceted factors that affect students’ access to school and learning in Zambia. In particular, this study finds that teachers, policy changes, and students’ motivation are the key factors in achieving students’ academic excellence.Originality/valueBy presenting a simultaneous investigation of both sides of the factors related to access to school and learning, this paper contributes by suggesting the importance of a binocular perspective for educational development in Zambia and by providing implications for the new global agenda of post-2015 educational development that shifts the focus from access to quality.

Since 2001, the Chinese government had passed a series of policies known as 'the two primary responsibilities' to allow the rural migrant children to attend urban public schools. However, what the migrant children actually experienced in and after negotiating access to these schools deserves serious attention from educators, scholars and policymakers. Based on prolonged ethnographic fieldwork in a Beijing public school, this study demonstrated three key aspects of exclusions in migrant children's schooling experiences, namely, (1) access to school, (2) in-class participations and (3) peer interactions, and examined the 'hidden curriculum' in the existing school practices that prevented migrant children from integrating successfully in the urban school settings. We found that academic performance lay at the root of social exclusions, but the local educators' perceptions of migrant children as outsiders, the urban-oriented school curricular and urban children's involvement (vis-à-vis migrant children's little involvement) in the extracurricular activities at school as well as the paid supplementary trainings outside school together formed the 'hidden curriculum' that led to the marginalization of migrant students in the urban school system.

This study proposes a sequence of methods to obtain geolocated estimates of primary school provision, costs, and access. This sequence entails: (1) location-allocation, an approach that mimics school location patterns in case of decentralised governance, such as exists in the EU and UK; (2) balanced floating catchment areas, an approach to assign pupils to schools assuming free school choice; and (3) school costs estimates, which are induced from pupil counts and the distributional properties of observed school costs. The method is fine-tuned using observed school locations and school-level costs data. It is developed to assess how much local population densities and demography affects school access and schooling costs across Europe. Its results can be aggregated by degree of urbanisation to quantify the differences across human settlements ranging from mostly uninhabited areas to densely populated cities.

Research concerning family preferences for schooling indicates that they value proximity to home as much as academic quality when choosing schools. However, preferences for proximity likely represent inability to access schools farther away from home, especially for disadvantaged students. I test whether distance and district boundaries constrain access to high-performing and effective schools for Detroit students where families choose between intradistrict, interdistrict, and charter schools, as well as an assigned school. I employ a unique data set that includes enrollment records, addresses, and commute times for Detroit residents regardless of where they attend school. Results show that disadvantaged students have little access to the highest quality schools available, specifically those outside Detroit. However, students attend higher performing schools within Detroit.

We analyse the initial impact of a major school admission reform in Brighton and Hove. The new system incorporated a lottery for oversubscribed places and new catchment areas. We examine the post-reform changes in school composition. We locate the major winners and losers in terms of the quality of school attended. We match similar cities and conduct a difference-in-difference analysis of the policy change. The results are complex: we see an increase in student sorting but we also see a significant weakening of the dependence of school attended on student's prior attainment.