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Recent educational research has demonstrated rural‐urban gaps in achievement and schooling conditions. Evidence from developing countries is still sparse. This study seeks to report rural‐urban disparities in achievement, student, teacher, and school characteristics based on a nationally representative sample of grade four students from four provinces of Pakistan. The study aims to take into account the limitations of previous research, mainly the issues of non‐representative samples and inadequate sampling techniques, by using proportionally adequate sample to address the potential differences in achievement of rural and urban students and how schooling, students and teacher‐related factors account for gap in achievement.

The primary data source for the study was the 2006 national assessment survey of year four students in government school across four provinces in four core subjects. The sample design included a two‐stage stratified random sample, where the major strata of national interest were student and school gender, geographical location and region. First stage involved selecting schools and in the second stage students were selected from schools. The procedure of estimation involved computing the average of each group's achievement scores and attached standard errors, the gap of standard errors and statistical significance of standard errors at 0.05 level.

The results show that rural and urban students had comparable levels of achievement in some of the tested learning areas. In Balochistan province, rural students outperformed their urban counterparts in three out of the four tested subjects. In Punjab and Sindh, urban students performed significantly better in social studies and language tests; scores on social studies and language did not differ significantly across location in the North West. The differences appeared to be partly explained by variation in schooling conditions, students' home background, and teachers' characteristics. Teachers' training turned out to be decisive in determining students' achievement, whereas availability of resources and multi‐grade teaching was less important.

Recent educational research from around the world has demonstrated rural‐urban gaps in achievement and schooling conditions. Evidence from developing countries is still sparse. This study is the first attempt to report rural‐urban disparities in academic achievement, student, teacher, and school characteristics based on a nationally representative sample. The study has employed an appropriate sampling strategy and proportionally adequate sample to address the potential differences in achievement of rural and urban students in four provinces. The findings could therefore be used to guide policy interventions in areas of curriculum differences, schooling conditions, teachers' training and multi‐grade teaching across provinces.

The purpose of this paper is to investigate computer literacy competencies among rural and urban students in India and its prime objectives are to find out: how rural and urban students use computers, what is the purpose of computers for these students and what problems have the students encountered while using computers.

Scheduled interviews were conducted to collect necessary data from rural and urban students. The interview schedules consisted of various questions designed to elicit details about the students’ use of computers. A total of 600 interview schedules were collected and data were analyzed using Statistical Package for the Social Sciences for windows to test the formulated hypothesis.

The findings of the study indicate that the infrastructural facilities varied among rural and urban schools. Another notable finding of the study was that majority (91.33 percent) of urban students used computers compared to a significantly less percentage of rural students (32.33 percent). Most rural students have not used computers mainly because they do not know how to (49.75 percent) followed by lack of support from teachers (48.76 percent) and non-availability of computers in their schools (48.27 percent). Electrical power failure was another major problem faced by both urban students (31.75 percent) and rural students (40.20 percent).

This study attempted to learn about the computer literacy competencies among the students and the digital divide in Indian schools. On the basis of the findings, the study has recommended guidelines to bridge the digital gap. These findings and recommendations will potentially be helpful to school authorities and the government in order to take the necessary measurements to bridge the digital gap between the rural and urban students.

The purpose of this paper is to know the frequency, place, and purpose of use of computer. It also aimed to know the various problems faced by the students in using the computer and to know the reasons for not using computer by rural and urban students.

A total of the 2,592 sample population were selected from 64 rural and urban high schools of two districts of Karnataka state. A structured questionnaire was used for the data collection and data have been analyzed using Software Package for Social Science. Statistical tests, namely, χ² and one-way ANOVA were applied to test the formulated hypotheses.

The results of the study showed that only 20.66 percent rural students and 69.70 percent of urban students used computer for various academic purposes. Further, most of the rural and urban students opined that “electric power failure” and “lack of computer” skills were major problem in using computer.

Today, the computer education in schools plays an important role in student’s career development and enhances the quality of learning among students. Thus, the local government/school authorities may provide the minimum ICT infrastructure in both schools and more particularly in rural schools.

Private supplementary tutoring, common in many countries, has mixed (both positive and negative) dimensions that impact student learning. Private supplementary tutoring runs parallel to mainstream schooling and provides lessons before or after school hours in exchange for additional fees. The purpose of this paper is to focus on how private supplementary tutoring benefits students’ learning in secondary education. It also identifies the drawbacks of tutoring, and shows variations in and between urban and rural locations.

The paper employed a mixed methods approach using a survey and individual interview collected from two different research settings: urban and rural. Grades 8 and 10 were purposefully chosen for data collection. A sample of 802 participants, including 401 students and their 401 parents (either mothers or fathers), participated in the survey, in addition to 48 interviewees comprising students, parents and teachers.

At times, pupils’ educational perspectives are influenced by the conflicting (positive/negative) standpoints of tutoring issues. The paper finds mixed impacts of private tutoring with a focus on disparities of implications between urban and rural locations. It identifies positive aspects such as learning attainment, exam preparation, relationship growth and lesson practice, as well as negative perspectives, such as an examination-centered aim and hamper of mainstream school learning.

The study contributes to the awareness of private supplementary tutoring that benefits students’ learning while also bringing disadvantages. It shows implications of fee-charging tutoring which may relate to students’ family socio-economic situations. The paper addresses private tutoring in general (including English and all other subjects) in most cases, and, more specifically, private tutoring in English as a subject in some cases.

The purpose of the present study is to take an overview of the use of computers, internet, computer skills and information searching behaviour on the web as well as the OPAC in a university setting among students at the postgraduate level from rural and urban backgrounds in a comparative analogue.

This survey‐based study utilized the questionnaire as its major data collection instrument. However, the interview method and general observations were also used, whenever required, to supplement the data and make the information more explicit. The data, thus collected, were analysed with the aid of SPSS statistical software. The Chi‐square test was also performed to identify significant comparability among urban and rural background students.

The study revealed that most postgraduates (95.5 per cent) belonging to rural areas were computer literate. Further, most of them had accessed the web for communication purposes and for locating general and academic information. The results showed no significant differences between rural and urban students for the use of computer and internet, usage patterns of OPAC like search engines and the ease of OPAC use and their expectations from OPAC. The only significant differences found among both groups were for their reactions during unsuccessful searches. Thus, the background of users at the postgraduate level does not significantly affect the use of computer and internet, information searching behaviour patterns on the web and library systems, especially OPAC.

This is a pioneering work to examine whether postgraduates from differing backgrounds searched for information required by them differently through varying information channels for academic purposes in a university library system in India.

Developing countries in many parts of the world have experienced a disturbing trend in the differential pace of economic development among urban and rural communities. These inequities have been observed in education systems in Asia, Africa, and Latin America where researchers have documented differences not only in resource allocation but also in the academic performance among students in urban and rural schools. Recently researchers have shifted their focus from examining financial and physical resources to investigating the nature and impact of differences in human resources. The purpose of this paper is to examine differences in school organization processes associated with learning-centered leadership and teacher learning among urban and rural primary schools in Thailand. Teacher trust and teacher agency were proposed as possible mediators of leadership effects on teacher learning.

This study employed a cross-sectional survey design. The authors collected survey data from 1,011 teachers and 60 principals in 30 urban and 30 rural primary schools in Thailand. Multi-group confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the proposed model of leadership and teacher professional learning. More specifically, data analysis was aimed at determining the nature of relationships among the constructs in the conceptual model and whether patterns of leadership and teacher learning differed in urban and rural primary schools.

The results affirmed a model whereby school leadership exerted significant indirect effects on teacher learning in both urban and rural primary schools. Data analyses determined that the path of leadership effects moved through trust to agency and then to teacher professional learning. Thus, while the authors found a strong direct effect of leadership on teacher trust, there were only small direct effects of leadership on teacher agency and no meaningful direct effects of leadership on teacher professional learning. Thus, the research affirmed a full mediation model of leadership effects on teacher learning. Finally, the study also affirmed that the measured variables were perceived as significantly stronger in the urban schools than in the rural schools.

The research expands on prior research on the “achievement gap” in Thailand by demonstrating the existence of a similar “human resource gap” when comparing urban and rural school leaders and teachers. This study implies that addressing the gap in student achievement will require action aimed at building the capacity of the principals and teachers who work with the rural pupils.

These results suggest differences in the quality of human resources between urban and rural primary schools in Thailand. There may be potential benefit to be gained from providing training focused on “learning-centered leadership” for principals and middle level leaders, as well as expanding access to quality professional development opportunities for rural teachers.

The purpose of this paper is to shed light on the effect of high‐level human capital investment, using tertiary education as the proxy, on the urban‐rural income gap in China.

Using a panel dataset covering 28 provinces of China over the period from 1988 to 2007, this paper employs Hansen's method and two‐step GMM‐SYS estimator to estimate the threshold regression model and the dynamic fixed‐effect panel model, respectively.

The urban‐rural income gap is found to be related to high‐level human capital investment in an inverted U‐shaped pattern with respect to economic development level. The estimated threshold turning point is around 20,000 RMB GDP per capita. This estimate is sufficiently robust to model specifications and variants of the dependent variable.

The authors forecast that high‐level human capital investment could play a role in bridging the urban‐rural income gap at the national level by 2014, when China's GDP per capita assumes an annual growth rate of 7.5 percent.

This, it is believed, is the first research to find an inverted U‐shaped pattern for high‐level human capital investment and urban‐rural income gap nexus in China.

The purpose of this study is to investigate secondary school students’ pedagogical use of information communication and technologies (ICT), their attitudes toward integration of ICT and the differences in their attitudes based on gender, school type and location.

The data was collected and analyzed using descriptive statistics, multivariate analysis of variance and multiple regression analysis.

The study revealed that students’ use of ICT to support their learning was low. Students mostly used ICT to communicate with peers. Students’ methods of assimilating knowledge were through teacher-centred teaching, even though they somewhat used ICT for collaborative and inquiry learning. Students in public schools perceived the use of ICT more valuable than students in private schools. Also, the study provided evidence that students in urban and rural schools differed in their attitudes in terms of perceived value and cost of ICT use, but no differences in attitude in terms of expectancy of success were found to exist among students in all locations.

The study provided further evidence that the value of ICT positively related to students’ pedagogical use of ICT, but the effect was very limited. This implies that although students have positive attitudes toward the benefits of ICT in learning; many do not integrate the technology into their learning. Lastly, the study was able to provide additional evidence that perceived cost negatively related to students’ pedagogical use of technology, but the result was very small. This indicates that since many students do not utilize ICT in their learning they rarely encounter barriers or challenges when it comes to the integration of the technology into their studies.

This paper aims to focus on achievement level of primary grade students in different subjects taught at primary level and the factors affecting the student achievement in this regard.

The study was carried out on a sample of 1,080 students of grade 3 and 5 drawn from randomly selected 36 primary/ elementary schools from nine districts of the Punjab province. The instruments were: the achievement tests in three subjects mathematics, Urdu (national language) and life skills (Islamyat, social studies and science); and questionnaires for teachers and students to know various possible factors affecting achievement.

Results show that the achievement was the lowest in the subject of Urdu (mean 15.2) and the highest in life skills (mean 29.9) in grade 3. While in grade 5, it was the lowest in mathematics (mean 10.8) and the highest in life skills (31.63). Overall the performance of the female students was relatively better than their male partners. Location‐wise, the rural students performed better than the urban students. District‐wise, the performance of students of Rajanpur and Rahim Yar Khan districts was relatively better than the students of district Kasur and Bahawalpur. Among the factors affecting students achievement were parental education, their occupation and guidance, teacher guidance, social status, transport facility, self study, book reading and home work – all have a positive or negative correlation with students’ achievement.

This paper is of use to those wishing to understand the achievement levels of students at primary grade in developing countries.

This paper aims to analyse the capacity of rural and urban spaces to promote innovation in the agro‐food firms. The purpose is to determine if the rural/urban division affects the innovative behaviour of agriculture, food processing and food distribution firms.

Business data have been obtained for over 2,000 firms based in the Valencia region, Spain. Out of them, over 200 declared to have taken part in R&D&i activities, mainly in partnership with public support institutions. The database supplies data of micro and small enterprises, which have been typically underestimated in the Spanish Survey on Technological Innovation in Enterprises. The database also makes it possible to identify the main location of agro‐food business, and the territory is divided in Local Labour Systems (LLS). LLS were in turn classified as rural or urban according to alternative criteria (OECD, national legislation). A logit model has been used in the analyses.

The location of enterprises according to the rural/urban divide does not appear relevant concerning innovation, although businesses orientated to the primary sector seem less innovative. Co‐op businesses appear to be more innovative.

The paper offers an approach of innovation in the agro‐food traditionally considered as a non‐innovative system. It explores how territory affects innovation using data from firms.