The Impossible Choice: Access, Quality, and Equity - The Case of Secondary Education Expansion

Caillods, Françoise

doi:10.1007/978-1-4020-5773-1_10

Cited by 2 publications

(4 citation statements)

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“…Many head teachers in well-established private secondary schools explained that among the reasons that have made their teachers to remain serving in their schools are: teachers subscribing to teachers' development fund, motivating teachers by giving tea and food, and giving teachers small incentives for marking exams. The findings concur with research done by Caillods (2007) which indicated that teacher retention is affected by economic factors, because teachers make rational economic decisions about their careers and seek.…”

Section: Resultssupporting

confidence: 88%

“…On the contrary Caillods (2007), Gaite, Tumwesigye, Asiimwe and Emurugat (2022), emphasizes that retention of teachers is affected by economic factors, as teachers make rational economic decisions about their careers and seek better paid work where they are given. However, there is also considerable evidence that teachers feel their work is becoming increasingly stressful and that their status is falling (Macdonald, 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

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Challenges of Retaining Teachers in Private Secondary Schools in Wakiso District, Uganda

2023

JEP

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Retention of teachers in schools is key in the achievement of the sustainable development goals (SDGs). The current paper investigated the challenges of retaining teachers in private secondary schools in Wakiso District, Uganda. The study adopted the cross-sectional survey method of the descriptive design and mix of quantitative and qualitative approaches. The target population was 1824 respondents comprising of all the teachers and head teachers from rural and urban schools in Wakiso district. A sample size of 317 respondents consisting of 267 teachers, and 50 Headteachers was used in the study. The study revealed that upcoming private schools had a higher rate of teachers who were leaving the school than the well-established private schools which could be because of the less stressful experiences they undergo compared to their colleagues in upcoming private schools. It also emerged that various reasons made teachers not to remain in their schools. It was concluded that the findings accruing from this study intends to provide new deposit of knowledge on challenges affecting retention of teachers in private secondary schools. The study might also stimulate interest to other researchers to do further research on the field of employee retention and turnover in both educational and non-educational sectors. The study intends to benefit the school proprietors and administrators to make informed decisions on matters regarding retention of teachers. The study recommended that proprietors of private secondary schools should find appropriate measures that can be used to address challenges of retaining their teachers like increasing teachers 'salaries by considering their workload, motivating teachers by using fringe benefits to motivate, be committed and improving the working environment.

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Section: Resultssupporting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

Challenges of Retaining Teachers in Private Secondary Schools in Wakiso District, Uganda

2023

JEP

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“…América Latina ha seguido esta tendencia y países como Argentina, Brasil, Chile, México y Uruguay incluyen a la educación postsecundaria o EMS dentro de los estudios obligatorios (Saccone, 2016). Con ello, los volúmenes de estudiantes que demandan servicios de educación postbásica han aumentado de manera generalizada y los sistemas educativos enfrentan grandes obstáculos de índole económico y práctico para proveer educación (Broadfoot, 1984(Broadfoot, , 1996Caillods, 2007; Elias y Daza, 2017).…”

Section: Educación Media Superior Admisiónunclassified

“…En línea con lo anterior, cada vez son más los sistemas educativos que incluyen procesos de selección (exámenes de entrada o salida) para asignar los escasos espacios a los estudiantes que continúan su trayectoria educativa postbásica (Broadfoot, 1984(Broadfoot, , 1996Caillods, 2007; Elias y Daza, 2017); en contraste con esto, restringir de manera deliberada el acceso a los servicios educativos es considerado políticamente incorrecto, a menos que los procesos de selección utilizados sean percibidos como justos y adecuados (Akyol y Krishna, 2017;Gipps y Murphy, 1994;Laursen, 1993).…”

Section: Educación Media Superior Admisiónunclassified

Admisión y selección socioeconómica en educación media superior

Hernández-Fernández

2020

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El tipo de proceso de admisión utilizado en educación media superior puede afectar la composición socioeconómica de los estudiantes que ingresan. El artículo investiga si el uso de exámenes de ingreso o la carencia de éstos promueve una composición socioeconómica diferenciada. El análisis se realiza con datos de PISA 2012. Se exploran los cambios en la distribución en el estatus socioeconómico entre los estudiantes de secundaria y EMS en México según proceso de admisión. Los resultados muestran que en los estados que utilizan admisión simple se favorece proporcionalmente la representación de estudiantes que provienen de estratos más desfavorecidos; mientras que las entidades con examen único favorecen la representación de estratos medios. Asimismo, destaca que en los estados con examen único disminuye en mayor medida la representación de estudiantes del quintil más alto. Ello apunta a que existe una alta migración a escuelas privadas en la transición entre secundaria y EMS.

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The Impossible Choice: Access, Quality, and Equity - The Case of Secondary Education Expansion

Cited by 2 publications

References 1 publication

Challenges of Retaining Teachers in Private Secondary Schools in Wakiso District, Uganda

Challenges of Retaining Teachers in Private Secondary Schools in Wakiso District, Uganda

Admisión y selección socioeconómica en educación media superior

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