Implementation of Social Protection Interventions in Africa. "The Trend in the Outcomes of Free Basic Education in Ghana, Malawi, Kenya and Uganda"
01 Dec 2018-Universal Journal of Educational Research (Universal Journal of Educational Research)-Vol. 6, Iss: 12, pp 2822-2833
TL;DR: In this paper, the authors assessed the outcome of the implementation of Free Basic Education in Africa, using Ghana, Uganda, Kenya, and Malawi as a test case, and concluded that there is the need for constant stakeholder interaction, efficient financial practices, fiscal space creation, provision of more educational infrastructure, recruitment of additional teachers, measures to ensure quality of teaching and learning delivery and effective monitoring of social protection intervention programmes in Africa.
Abstract: Social protection interventions have been used as a poverty reduction strategy in many countries. Free Basic Education is one of the social protection interventions implemented in most developing countries. This review assessed the outcome of the implementation of Free Basic Education in Africa, using Ghana, Uganda, Kenya, and Malawi as a test case. Thirty-Seven (37) published documents were used for the study. The study is underpinned by Bagozzi’s Goal Theory and Conceptualized with Knowledge Gaps and Knowledge Management Strategies. The study noted that, the Free Basic Education Policy has increased primary school net enrolment rates in these countries holding all other confounders constant. The study also revealed that, the implementation of the Free Basic Education Policy did not reduce educational expenditure as expected as school authorities continue to levy pupils. The objective of removing financial barriers was therefore not met, and the quality of teaching and learning delivery in most schools has fallen due to high pupils-teacher ratio and other implementation challenges. Based upon these findings, the study concluded that, there is the need for constant stakeholder interaction, efficient financial practices, fiscal space creation, provision of more educational infrastructure, recruitment of additional teachers, measures to ensure quality of teaching and learning delivery and effective monitoring of social protection intervention programmes in Africa.
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01 Jan 2010TL;DR: In this article, the role of education in determining welfare and poverty and its reciprocal was examined, with a focus on the role that education levels play in determining household welfare and that higher levels of education have relatively larger and increasing benefits.
Abstract: Ghana has seen notable poverty reduction alongside improvements in school participation since 1991. This paper examines the role of education in determining welfare and poverty and its reciprocal, the role of welfare and other aspects of economic privilege in the determination of school attendance and progression. Two groups of models are presented using data from the Ghana Living Standards Surveys. The results suggest that education levels play an important role in determining household welfare and that higher levels of education have relatively larger and increasing benefits. Improvements are observed in relation to lower levels of educational access over the period, while the lucrative benefits of progression beyond the compulsory phase are found largely to be the preserve of relatively economically privileged households.
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01 Apr 2009
Abstract: Universal Primary Education (UPE) policy in the form of fee abolition has become popular in many countries in sub-Saharan Africa (SSA) since the mid 1990s in order to achieve Education for All (EFA). Even after learning from the past, the current UPE policy is devoid of analytical studies on its impact and challenges beyond school enrollment. This paper is an attempt to make a comparative analysis on UPE in four countries, namely, Ghana, Kenya, Malawi, and Uganda, to identify common and unique themes and to examine how these seemingly similar policies are responding to the capacity and needs of each country. The results show that effective policy implementation would require considerable consultation with key stakeholders and a baseline survey that will enable systematic implementation and consideration of equity. Mutual accountability and a responsibility mechanism between the government and parents/communities is also a key to the sustainability of the UPE policy.
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References
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6,977 citations
"Implementation of Social Protection..." refers background in this paper
...Among such parameters are political freedom, provision of socio-economic facilities, promotion of transparent governance, provision of social opportunities and security ([1])....
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5,417 citations
TL;DR: The authors argue that attitudes and subjective norms are not sufficient determinants of intentions and that intentions are not a sufficient impetus for action, as maintained by leading theories of attitude, and they address the role of cognitive and emotional self-regulatory mechanisms.
Abstract: We argue that attitudes and subjective norms are not sufficient determinants of intentions and that intentions are not a sufficient impetus for action, as maintained by leading theories of attitude. To deepen attitude theory, we address the role of cognitive and emotional self-regulatory mechanisms. The attitude-intention link is hypothesized to depend on conative processes and on certain coping responses directed at the emotional significance of evaluative appraisals
2,027 citations
"Implementation of Social Protection..." refers background in this paper
...According to [5] “the goal theory refers to processes that initiate and regulate the acts that lead to goal attainment....
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...This theory was developed by Bagozzi in 1992 ([5])....
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TL;DR: In this article, the intention-to-behavior process is analyzed with respect to implementation intentions, which link an intended goal-directed behavior to an anticipated situational context, and induce direct (automatic) control of the intended behavior through these cues.
Abstract: The intention-to-behavior process is analyzed with respect to implementation intentions. These intentions link an intended goal-directed behavior to an anticipated situational context. The reported experimental evidence suggests that implementation intentions create a heightened accessibility of the mental representation of the specified situational cues and induce direct (automatic) control of the intended behavior through these cues. The formation of implementation intentions promotes goal achievement through both of these processes because they eliminate classic problems associated with the control of goal-directed action. Similarities and differences to other theoretical approaches on intentions, planning, and action control are discussed.
1,571 citations
"Implementation of Social Protection..." refers background in this paper
...In addition, planning and control of goal-directed behaviour are functions of programme implementation ([6])....
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TL;DR: In this paper, the authors assess the extent to which the grant actually reached the intended end-user (schools) using panel data from a unique survey of primary schools, and find that schools in better-off communities managed to claim a higher share of their entitlements.
Abstract: According to official statistics, 20 percent of Uganda's total public expenditure was spent on education in the mid-1990s, most of it on primary education. One of the large public programs was a capitation grant to cover schools' nonwage expenditures. Using panel data from a unique survey of primary schools, we assess the extent to which the grant actually reached the intended end-user (schools). The survey data reveal that during 1991–1995, the schools, on average, received only 13 percent of the grants. Most schools received nothing. The bulk of the school grant was captured by local officials (and politicians). The data also reveal considerable variation in grants received across schools, suggesting that rather than being passive recipients of flows from the government, schools use their bargaining power to secure greater shares of funding. We find that schools in better-off communities managed to claim a higher share of their entitlements. As a result, actual education spending, in contrast to budget allocations, is regressive. Similar surveys in other African countries confirm that Uganda is not a special case.
987 citations
"Implementation of Social Protection..." refers background in this paper
...Available research outcome has revealed that, 20% of Uganda's total public expenditure was spent on education in the mid-1990s, largely on primary education ([23])....
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...It was also noted that, the largest social intervention programme was capitation grant which covered about 13% of schools' non-wage expenditures from 1991-1995 ([23])....
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