Free-education in Sri Lanka. Does it eliminate the family effect?

Ranasinghe, A; Hartog, Joop

doi:10.1016/s0272-7757(01)00038-3

Cited by 21 publications

(14 citation statements)

References 11 publications

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“…In post-conflict situations, deterioration of the health system as a whole, social tensions between the confronting groups and the destroyed economy are additional challenges [1,9,16].…”

Section: Introductionmentioning

confidence: 99%

Medical students’ willingness to work in post-conflict areas: A qualitative study in Sri Lanka

Gadi¹,

Higuchi²,

Warnasuriya³

et al. 2012

Health

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Background: The north-east (NE) region of Sri Lanka observed a critical health workers' shortage after the long-lasting armed conflict. This study aimed to explore medical students' attitudes towards working in the NE and to identify factors determining such attitudes. Methods: A semi-structured, self-administered questionnaire survey was conducted in two medical schools, one in the NE and the other near the capital, in October 2004. Data were qualitatively analysed using the framework approach. Results: Three main themes were identified: 1) Professional motives and career plans; 2) Students' perceptions of the healthcare situation in the NE; and 3) Students' choice of the NE as a future practice location. It was found that familiarity with the difficulties faced by the NE people was a major motivation for medical students to work in the NE in the future. For NE students, familiarity was linked to their sense of belonging. For non-NE students, their personal experience of the NE familiarized them with the difficult situation there, which positively influenced their willingness to work there. Demotivations to work in the NE were poor working and living conditions, fewer opportunities for postgraduate education, language differences, insecurity, and fear of an unpleasant social response from the NE communities. Conclusions: NE local medical students had a sense of belonging to the NE and compassion for the Tamil people as members of the ethnic group. They were willing to work in the NE if their concerns about difficult working and living conditions and postgraduate education could be solved. Non-NE students who were familiar with the NE situation through their personal experience also showed a willingness to work there; thus, early exposure programmes in medical education might help to increase the health workforce in the NE. It is also expected that non-NE physicians working for the NE people would facilitate reconciliation and the rebuilding of trust between two ethnic groups.

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“…In post-conflict situations, deterioration of the health system as a whole, social tensions between the confronting groups and the destroyed economy are additional challenges [1,9,16].…”

Section: Introductionmentioning

confidence: 99%

Medical students’ willingness to work in post-conflict areas: A qualitative study in Sri Lanka

Gadi¹,

Higuchi²,

Warnasuriya³

et al. 2012

Health

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“…The human capital theory predicts that children from well-off families in terms of wealth and educational background tend to have a larger number of years of schooling. A study by Ranasinghe and Hartog (2002) confirms that, in Sri Lanka, students from educationally sound families are likely to stay in schools for a longer period and to have a higher potential in passing the ordinary-level examination. Hence, this study uses "average years of schooling of other family members" to capture the family-effect and checks its potential to be used as an instrumental variable for years of schooling of the relevant individual.…”

Section: Results Corrected For the Endogeniety Biasmentioning

confidence: 91%

Wage differentials in Sri Lanka: the case of a post-conflict country with a free education policy

Kumara

2015

IJEED

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This study analyses wage differentials in Sri Lanka by the individuals' educational attainment. The wage returns to education are estimated by using a combination of the techniques of ordinary least-square, two-stage least-square, sample-selection, and quantile regression on micro-data of the Sri Lanka Labour Force Survey-2013. Therefore, the estimates provided by this study are representative of the entire country and corrected for both the endogeniety and the sample-selection biases. The study concludes that education generates a positive impact on private earning. The results show that one additional year of schooling increases hourly wage rate by 9% approximately. Also, according to the results, the primary and secondary education reduces income inequality among people whereas the bachelor's-degree University education is a contributor to the income inequality. Further, the results relating to the additional controls reveal that the male, urban, and the public sector employees earn relatively higher wage returns.

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“…In India, Filmer and Pritchett (1999) found that 82% of the children from the richest 20% of all families complete grade 8, but only 20% of children from the poorest 40% do so. Although Sri Lanka has achieved universal primary education, Arunatilake (2006) and Ranasinghe and Hartog (2002) note that poverty prevents children from remaining in school beyond the primary level. Low SES typically affects girls more adversely than boys.…”

Section: Family Socioeconomic Status (Ses)mentioning

confidence: 99%

“…In rural India, Behrman et al (1999) and Duraisamy (2002) found that the mother's education has a strong influence on school enrolment. Similarly, Ranasinghe and Hartog (2002) concluded that the mother's education had a considerable effect on children's educational outcomes in Sri Lanka. In the rural Matlab region of Bangladesh, Maitra (2003) estimated that the father's completing a given level of education raised the probability of a child's school enrolment by 4-6%, whereas the mother's doing so raises the probability by 5-8%.…”

Section: Parental Educationmentioning

confidence: 99%

Family, community, and educational outcomes in South Asia

Chudgar

Shafiq

2010

Prospects

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In this article, we review research on the economics and sociology of education to assess the relationships between family and community variables and children's educational outcomes in South Asia. At the family level, we examine the variables of family socioeconomic status (SES), parental education, family structure, and religion and caste. At the community level, we assess the limited research on the relationships between economic, cultural, and social characteristics and children's educational outcomes. The literature presents several consistent relationships between the roles of family and community characteristics in determining educational outcomes and reveals several possibilities for further research.South Asia faces significant educational challenges. For example, of the 115 million primary-school-aged children worldwide who are not in school, 42 million reside in South Asia (UNESCO 2003a). This article responds to such challenges by providing a systematic and up-to-date review of existing quantitative research in the economics and sociology of education and then by identifying issues that require greater attention from researchers and policymakers. In particular, we examine the relationships between children's educational outcomes in South Asia (such as attainment, enrolment, and learning) and two sets of characteristics: family characteristics (SES, parental education, family structure, and religion and caste) and community characteristics (economic, cultural, and social). In light of the continued educational challenges facing the region, our focus on the role of home and community is motivated by several factors. Home, community, and school factors are A. Chudgar (

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Free-education in Sri Lanka. Does it eliminate the family effect?

Cited by 21 publications

References 11 publications

Medical students’ willingness to work in post-conflict areas: A qualitative study in Sri Lanka

Medical students’ willingness to work in post-conflict areas: A qualitative study in Sri Lanka

Wage differentials in Sri Lanka: the case of a post-conflict country with a free education policy

Family, community, and educational outcomes in South Asia

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