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Education can be classified into formal and informal sectors—the first category as a regular schooling system and the latter category as private tutoring. After completing secondary education, students in many countries receive education from private tutoring to get admission into the university. This study examines the effect of private tutoring on university admission and subsequent students' academic achievement at the university level.

Using survey data from Bangladesh as a case study, this study employs a two-stage least squares (2SLS) methodology.

Considering that coaching centers offer services such as private tutoring, this study finds that an informal education for admission greatly helps academic achievement. Students who benefit from informal schooling are more likely to achieve higher grades in subsequent programs.

This study strongly suggests that formal education at the secondary school level is unable to meet the academic expectations that are demanded at the tertiary level. This forces the development of private tutoring, which supports the students from more financially well-off families to perform well at the cost of educational disparity.

The main aim of this study is to investigate the role of fathers and mothers in the intergenerational educational persistence for sons and daughters under two dimensions that characterize the clusters of countries: redistributive policy and governance.

Data from the Global Database of Intergenerational Mobility (GDIM), hierarchical cluster analysis on principal components and panel regression are used in this study to estimate intergenerational educational correlation and to investigate its determinants related to the parents’ and descendants’ education variables in 93 countries grouped in four clusters. The empirical analysis is differentiated by gender combinations of parents and descendants.

In the clusters of countries characterized by high inequalities and poor governance, our findings show that the role of the fathers is stronger than that of the mothers in educational transmission; fathers and mothers are more influential for the daughters rather than for the sons; parental educational privilege is the main driver of intergenerational educational persistence; there is an inverse U-curve in the association between educational inequality of the parents and educational correlation for the sons. Differently, in the countries characterized by high income, low redistributive conflict and better governance, the role of the mothers is stronger and education mobility for the daughters is higher than that for the sons.

The authors’ results remark on the importance of social welfare policies aimed to expand a meritocratic public education system including schooling transfers for lower social class students and narrowing the gender gap in educational mobility between daughters and sons. Social welfare policies should also be oriented to spread high quality child care systems that help to foster greater women equality in the labor market, because the strength of educational persistence depends on the position of the mother in the economic hierarchy.

The distinctiveness of the paper can be found in the fact that this study investigates the parental role differentiating by gender and coupling hierarchical cluster analysis on principal components with panel regression models. This allows us to have a sample of 93 countries aggregated in four groups defined in two dimensions: redistributive policy and governance. Amongst the determinants of educational transmission, we consider not only education’s years of the parents but also other determinants, such as educational inequality and privilege of the parents. We also identify the effects of investment in human capital and educational inequalities for the descendants on education mobility.

The purpose of this study is to estimate the impact of conflict witnessed in Pakistan on the enrolment rates of boys and girls. Pakistan has the world’s second-highest number of out-of-school children, with an estimated 22.8 million children aged 5–16 years not attending school.

By merging data on violence with the data on enrolment rates, this paper finds that exposure to violence is correlated with a decline in overall district-level enrolment rates in the short run at primary-level schools and middle-level schools.

However, for boys, violence is also negatively correlated with enrolment rates at middle-level schools in the medium run. One possible mechanism tested in this paper is the potential substitution of boys into the labour market during a period of conflict.

To the best of the authors’ knowledge, this paper adds to the existing literature in several ways. Firstly, the effect of conflict on the labour market by impacting schooling for boys and girls is examined for the first time in Pakistan. Secondly, the district-level data set on enrolment rates used for this study is novel and has not been used before for this type of analysis. Thirdly, while this study strengthens the evidence that the short run effects of conflict are stronger than the long-run effects, it also confirms the negative effects of conflict do not fade away immediately. Fourthly, this study emphasizes that each conflict is unique in terms of its heterogeneous effects across different cohorts, such as gender, as these effects are dependent on the mechanism through which conflict impacts each individual.

This study aims to consider the role of emotions, especially those related to empathy, in promoting a more humane education that enables students to reach out across kinship chasms to promote the development of communities predicated on a shared value on mutual respect. This attention to empathy includes a review of the rational basis for much schooling, introduces skepticism about the façade of rational thinking, reviews the emotionally flat character of classrooms, attends to the emotional dimensions of literacy education, argues on behalf of taking emotions into account in developmental theories and links empathic connections with social justice efforts. The study’s main thrust is that empathy is a key emotional quality that does not come naturally or easily to many, yet is important to cultivate if social justice is a goal of education.

The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.

The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.

The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.

The paper challenges the rational emphasis of schooling and argues for more attention to the ways in which emotions shape thinking.

The purpose of this study is to understand the meaning of the term well-being as conceptualised by parents, grandparents, principals and teachers in the Irish primary education system.

A hermeneutic phenomenological approach was adopted to understand the nature and meaning of the phenomenon of well-being. Interviews were carried out with 54 principals, teachers, parents and grandparents from a representative sample of primary schools in Ireland. Each participant was asked the same, open, question: “What does well-being mean to you?” Responses were transcribed verbatim and analysed using a combination of the principles of the hermeneutic circle and Braun and Clarke’s framework for thematic analysis.

Three conceptualisations of well-being were identified (1) well-being is about being happy, (2) well-being is about being healthy and safe and (3) well-being is something you “do”.

To the best of our knowledge this paper is the first of its kind to describe how well-being is conceptualised by adults in Irish primary school contexts. In particular it highlights how neoliberal conceptualisations of well-being as a “thing”, a commodity exchanged on assumptions of individualism, moralism and bio-economism, have crept into the education of our youngest citizens.

The main aim of this study is to explore the role of multi-dimensional human capital on the economic growth of the Indian economy.

The study used the methodology given by World Bank, 2018) in calculating the human capital index (HCI). The HCI has been constructed at a regional level for all 28 Indian states and 8 Union Territories (UTs) for the period of 2015–2016. The study explored the linkages between HCI and per capita gross state domestic product (PGSDP). The study further employed OLS (Ordinary Least Square) for overall significance and Spearmen’s Rank correlation coefficient test for establishing the linkage between HCI and PGSDP.

The results indicate that quality education, expected year of schooling, and infant mortality rate play a significant role in the improvement of HCI which further impacts the productivity rate of the upcoming generation and the inclusive growth of the country. The findings show that Mizoram, Chandigarh and Kerala are better performing states while the Bihar and Uttar Pradesh are the worst performers. The results also show that there is a positive and statistically significant correlation between PGSDP and HCI and its components. Further, the results show that public expenditure on health and education has significant effect on HCI.

The results of this study would be useful for policymakers to identify the determinants and improve the position of Indian states in HCI. The results show that policymakers should focus on quality education and health to improve the productivity of future generation workers for sustainable and inclusive growth.

The study is the pioneering study to analyze the state-wise HCI in India using methods mentioned by the World Bank. Unlike previous studies, variables such as expected year of schooling, under-5 mortality rates and survival rates are constructed more pragmatically.

The purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every Student Succeeds Act of 2015, through a Black critical theory (BlackCrit) lens to understand better how these educational policies have served as antiblack projects. Furthermore, this study locates examples of educational Freedom Dreams in the past and present to imagine new possibilities in Black education.

By analyzing education policy documents and history through BlackCrit methods, the authors expose how education policy is inherently an antiblack project. Freedom Dreams catalyze possibilities for future education.

The data confirms that while these policies purport equity and accountability in education, they, in practice, exacerbate antiblackness through inequitably mandated standardized testing, distributed funding and policed schooling.

This paper applies BlackCrit analysis of education policy to reimagine Black educational possibilities.

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.

The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.

Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.

This research paper is empirical research and has not been submitted elsewhere for publication.

The goal of this article is two-fold. The first is to contribute new insights to inform education policies for addressing the underlying educational inequalities and injustices that are caused by lack of epistemic access in the context of Fiji higher education. The second is to explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries.

To explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries. The study was conducted at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university programme. The same cohort was tracked throughout the project, out of which 30 students were interviewed at the end of the first year.

The four indicators include: (1) lack of teaching and learning resources, (2) language barriers, (3) problems with the medium of instruction and (4) shortage of experienced teachers.

Although widely acknowledged in previous studies from elsewhere, the indicators of educational inequalities identified in this study are worth reporting on due to the unique socio-cultural and linguistic context of Fiji.

In a country that is marred by an excessively high unemployment rate, there is a need for policymakers to prioritise entrepreneurship in South Africa. The study aims to explore the determinants of self-employment among the youth in South Africa and in the process answer the following question: Who are the self-employed youths in South Africa?

Different potential predictors of self-employment empirically used in the literature were used in this study. A probit regression model was used with the binary self-employment variable as the dependent variable and a host of independent variables. A nationally representative survey consisting of youths was used in the analysis.

The findings show that financial literacy increases the odds of being self-employed. Secondly, the odds of being self-employed increase with age as mature people are expected to have gathered enough networks and wisdom over the years. Thirdly, being male decreases the odds of being self-employed. When it comes to education, the only category that statistically increases the odds of being self-employed compared with no schooling is the tertiary level of education. The other educational levels are all statistically insignificant. From a policy perspective, the government should promote self-employment by investing in financial literacy as well as increasing access to tertiary education among disadvantaged groups.

The study is one of the first, to the best of the authors’ knowledge, to examine the characteristics of the self-employed using a nationally representative survey in South Africa.