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Correction: Experiences of doctoral students enrolled in a research fellowship program to support doctoral training in Africa (2014 to 2018): The Consortium for Advanced Research Training in Africa odyssey
[This corrects the article DOI: 10.1371/journal.pone.0252863.].
Journal Article
Learning deficits and early school leaving: Evidence from a longitudinal study in India
Although the relationship between learning deficits (LD) and early school leaving (ESL) is extensively acknowledged in studies from the Global North, fewer studies from the Global South have examined this relationship. We examined the levels and patterns of ESL among adolescents, relationship between LD and ESL and the gender dimensions, if any, in this relationship in India. We used data from a state-representative longitudinal study of adolescents aged 10-19 in Bihar and Uttar Pradesh states of India, conducted in 2015-16 and 2018-19. Descriptive analysis drew on data from adolescents ever enrolled in school (N = 11,476) and multivariate analyses used data from adolescents enrolled in school at wave 1 (N = 9,169). We used discrete-time hazard and fixed effects regression models to examine the relationship between LD and ESL. The probability of ESL was 39%, with a higher probability for girls (42%) than boys (38%). Although learning levels improved over time, 53% of adolescents displayed moderate or severe LD. Discrete-time hazard models show that LD influenced the probability of ESL (β = 1.959, p < 0.001 for those with severe LD and β = 0.568, p < 0.001 for those with moderate LD). Learning deficits equally affected the probability of ESL among girls and boys. Fixed effects regression models reiterate these findings. Investment in improving foundational skills is paramount for preventing early school leaving for girls and boys. However, the potential benefits will only be fully realised with accompanying measures which address gendered beliefs and practices and premature transition to adult roles, enhance parental engagement and improve education systems.
Journal Article
The role and impact of public-private partnerships in education
Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.
eBook