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The purpose of this paper is to explore individual enrolment trajectories to fully understand the actual disparity in secondary education enrolment statuses among the different socio-economic status (SES) groups in a newly emerged nation, Myanmar.

The differences in enrolment statuses among various SES groups (high, middle and low) were examined based on enrolment trajectory diagrams and individual enrolment patterns using longitudinal data. The analyses utilised a sample of 932 students from government schools in the urban Yangon Region.

The results revealed that the ideal enrolment trajectory cases (i.e. entering secondary education at Myanmar’s official age and completing all grades without repetition) increased for the highest-SES level, whilst the cases with diverse and complex enrolment trajectories increased for the lower-SES levels. Additionally, over-aged students in the lowest-SES level (boys in particular) were more likely to demonstrate worse enrolment patterns.

By analysing disparities with enrolment trajectories rather than with the cross-sectional parity index, the findings offer clearer and more detailed evidence for the current enrolment status inequalities by SES level in Myanmar. This more complete evidence could allow for an effective accomplishment of worldwide equitable and universal secondary education.

This study aims to assess the enrolment scenario of Library and Information Science (LIS) education in India offered through distance mode.

The scope of the study is limited to India, reflecting the trend of distance education in LIS in India. The study is based on the secondary data collected by the Ministry of Human Resource and Development, Government of India (GOI) under All India Survey on Higher Education (AISHE). It is to mention that Ministry of Human Resource and Development, GOI, is regularly collecting data from higher education institutions all across the country under AISHE project. The data in the study have been analysed for the period 2011 to 2018.

The findings of the study reveal that, of the total enrolments made in LIS education in India during the period 2011 to 2018, nearly one-fourth of students were enrolled through regular mode and three-fourth were enrolled through distance mode, signifying distance mode of education as the largest medium of LIS education in India. The enrolment figures through distance mode showed slight inconsistency with the result, a negative (−0.49%) average annual corresponding growth was recorded in the enrolment of LIS students through distance mode. Of the total students enrolled in different LIS programmes through distance mode during the period of study, the majority (67.78%) of students were enrolled in the Under Graduate programme (B.Lib.I.Sc.). Similarly, of the total students enrolled in LIS through distance mode during the period of study, 51.36% were female students and 48.63% male students. In terms of caste category, of the total students enrolled during the period of study, 10.12% belonged to the Scheduled Caste category, 4.7% to Scheduled Tribes category, 28.77% Other Backward Class and 56.08% to others, which include general category students as well.

Learning through distance education is a welcome step as long as the idea is to improve the society and to reach out to those who hitherto remained unreached. Sustainable means of enrolment and employability has to be the order of the day, mostly based on demand and supply principle.

This study is original and first of its kind covering enrolment of the students in LIS courses.

The purpose of this paper is to provide an overview of the relationship among different levels of education.

International cross‐country comparisons, bi‐ and multivariate analyses, with many graphical illustrations. These methods are used to compare educational outcomes at the primary, secondary and tertiary level in terms of quantity (enrolment) and quality (measured in terms of student achievement, university rankings, patents and researchers), and to analyse the impact of heterogeneity between secondary schools on tertiary outcomes.

The results suggest that certain minimum levels of enrolment at primary and secondary level represent a necessary condition for the development of functioning higher education. Another relevant result of our analysis is that strong differences between educational institutions at secondary level may be detrimental for tertiary education quality.

This research only represents an initial explorative analysis.

In order to improve tertiary education outcomes, education policy should not concentrate on tertiary education alone, but also consider insufficiencies at lower levels of education.

This paper attempts to fill a gap in the present educational literature in that it tries to provide some empirical evidence for the theoretical argument that quality tertiary education requires a sound basis of students to draw from; i.e. a basis of students which should be restricted as little as possible by lack of access to secondary or even primary education, and/or by lack of access to sufficiently quality oriented schools.

The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals.

The approach includes a practice perspective, field-notes and documents analysis.

This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals.

This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability.

The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment.

This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.

The purpose of this paper is to examine the relationship between perceived brand orientation (PBO), satisfaction, loyalty, and post-enrolment communication behaviour in the Australian higher education sector.

Two hundred and fifty-eight questionnaires were completed by undergraduate students of a particular university in Australia. Structural equation modeling was employed in this study to examine the associations between the constructs.

This study provides empirical evidence that PBO has a positive and significant relationship with all dependent variables. The research reveals that students' perception of a university's brand orientation is significantly related to satisfaction, loyalty, and post-enrolment communication behaviour.

The findings may guide the key decision makers in higher education institutions to understand the importance of brand orientation in their corporate strategy to enhance satisfaction, loyalty, and positive WOM, which can be used to differentiate themselves from other institutions in the highly competitive education market.

Past researchers have not looked into the dynamic relationships between PBO, satisfaction, loyalty, and post-enrolment communication behaviour, and hence research is to be called for in this area. The paper is the first to examine brand orientation from the perspective of the students and provide higher education institutions with recommendations to improve service quality through brand orientation.

The purpose of this paper is to examine the interactive effect of human capital in financial development–economic growth nexus. Relative to the quantity-based measure of enrolment rates, the main aim was to determine how quality of human capital proxied by pupil–teacher ratio influences the relationship between domestic financial sector development and overall economic growth.

Data are obtained from the World Development Indicators of the World Bank for 29 sub-Saharan African (SSA) countries over the period 1980–2014. The analyses were conducted using the system generalised method of moments within the endogenous growth framework while controlling for country-specific and time effects. The author also follows Papke and Wooldridge procedure in examining the long-run estimates of the variables of interest.

The key finding is that, while both human capital and financial development unconditionally promotes growth in both the short and long run, results from the interactive terms suggest that, irrespective of the measure of finance, financial sector development largely spurs growth on the back of quality human capital. This finding is also confirmed by the marginal and net effects where the interactive effect of pupil–teacher ratio and indicators of finance are consistently huge relative to the enrolment. Statistically, the results are robust to model specification.

While it is laudable for SSA countries to increase access to education, it is equally more crucial to increase the supply of teachers at the same time improving on the limited teaching and learning materials. Indeed, there are efforts to develop rather low levels of the financial sector owing to its unconditional growth effects. Beyond the direct benefit of finance, however, higher growth effect of finance is conditioned on the quality level of human capital. The outcome of this study should therefore reignite the recognition of the complementarity role of human capital and finance in economic growth process.

The study makes significant contributions to existing finance–growth literature in so many ways: first, the auhor extend the literature by empirically examining how different measures of human capital shape the finance–economic growth nexus. Through this the author is able to bring a different perspective in the literature highlighting the role of countries’ human capital stock in mediating the impact of financial deepening on economic growth. Second, the author makes a more systematic attempt to evaluate the relative importance of finance and human capital in growth process while controlling for several ancillary variables.

The purpose of this paper is to examine the status of access to school amongst the indigenous children of India. It looks at the enrolment, gender parity and drop‐out at different levels of school education as well as gender‐wise.

Sociological factors and the economics of education discourses on the significance of education and reasons for impediments to access are reviewed. The paper uses SES data for the year 2006‐2007 published by the Indian Ministry of Human Resource Development in the year 2008.

The indigenous children still remain the most deprived group in terms of access to school education and drop‐outs. The girls are the most affected stakeholders. The enrolment and gross enrolment have increased in the last three decades, but it is still very low at the higher levels of schooling. Similarly, the gender gap amongst the indigenous children increases at the higher levels of schooling. The high poverty and opportunity cost of attending schools are the major reasons for low participation.

Although the macro‐level strategies of government reflect an overall increase in enrolment and fall in drop‐out, research is needed to study grass root/micro‐level strategies adopted by NGOs for individual indigenous communities at different locations and their effectiveness.

The effective and equal access to and within indigenous children is an important tool for their socio‐economic development. The paper provides both an aggregated and a disaggregated picture by both gender and state.

Develops a model which links organizational growth and decline to competitive strategy, the strategy‐making process and the personal characteristics of the chief executive officer. The model was empirically tested for private liberal art colleges where the size of the student enrolment is a dominant factor for the vitality of the institution. The major findings of the study are: enrolment growth is associated with focused strategy, the CEO innovative style, differentiation and assertive strategy‐making process; and the major discriminating factors between institutions experiencing enrolment growth and institutions experiencing enrolment decline are focused strategy and the CEO innovator cognitive style. Discusses and examines the policy implications of the study.

This paper aims to analyse factors that influence child schooling outcomes in India, specifically the role of gender.

This paper uses data from the nationally representative Indian National Family Health Surveys 1995-1996 and 2005-2006 and estimates Heckman sample selection, cluster fixed-effects and household fixed-effects econometric models. The dependent variables are the child’s enrolment status and conditional on enrolment child’s years of schooling.

This analysis finds statistically significant evidence of male advantage both in schooling enrolment as well as years of schooling. However, using a cluster fixed-effects model, our analysis finds that within a village, conditional on being enrolled, girls spend more years in school relative to boys. Other results show that parental schooling has a positive and statistically significant impact on child schooling. There is statistically significant wealth effect, community effect and regional disparities between states in India.

The large sample size and the range of questions available in this data set, allows us to explore the influence of individual, household and village level social, economic and cultural factors on child schooling. The role of gender on child schooling within a village, intrahousehold resource allocation for schooling and regional gender differences in schooling are important issues in India, where education outcomes remain poor for large segments of the population.

The purpose of this paper is to investigate the reasons for participating and not participating in an e-health workplace physical activity (PA) intervention.

Semi-structured interviews and two focus groups were conducted with a purposive sample of employees who enrolled and participated in the intervention and with those who did not complete enrolment, hence did not participate in it. Data were examined using thematic analysis according to the clusters of “reasons for participation” and for “non-participation”.

Reported reasons for participation included a need to be more active, to increase motivation to engage in PA, and to better manage weight. Employees were attracted by the perceived ease of use of the programme and by the promise of receiving reminders. Many felt encouraged to enrol by managers or peers. Reported reasons for non-participation included lack of time, loss of interest towards the programme, or a lack of reminders to complete enrolment.

Future e-health workplace behavioural interventions should consider focusing on employees’ needs and motivators to behaviour change, provide regular reminders for participants to complete enrolment and ensure that procedures are completed successfully. Barriers to participation could be identified through formative research with the target population and feasibility studies.

This study combines a qualitative analysis of the reasons why some employees decided to enrol in a workplace PA intervention and why some others did not. This study highlights factors to consider when designing, implementing and promoting similar interventions and that could inform strategies to enhance participation in workplace PA interventions.