Strengthening women's assets and status: Programs improving poor women's lives

Poverty reduction, Hunger, Gender, Discrimination, Vulnerability, Educational equalization, Savings and investment Developing countries, Violence, Legal rights, assets,

Mississippi's School Equalization Program, 1945-1954: "A Last Gasp to Try to Maintain a Segregated Educational System

A genuine attempt to integrate Mississippi’s public schools did not occur until 1970, sixteen years after the United States Supreme Court's pivotal 1954 Brown v. Board of Education decision. White resistance to school desegregation proved both deep-seated and sustained, relenting only under a steady stream of legal action by black parents and federal intervention. Consequently, the elimination of Mississippi's dual educational system occurred largely on white terms. Black teachers and administrators lost their jobs and the black community saw an erosion of the control they had exercised over their children's education. In the years that followed, as federal support waned, efforts in Mississippi and across the nation to create unitary school systems usually floundered, in many cases leading to a resegregation of schools. Given the difficulties surrounding the dismantling of separate schools, it is not surprising that many have judged school integration a failure. One flaw in the process that a number of commentators have pointed to is that the attempts to achieve school integration did little to help (or even hindered) the attainment of the larger goal surrounding school integration efforts: the improvement of black education

Downward Social Mobility Across Generations: The Role of Parental Mobility and Education

Intergenerational downward social mobility is an issue of growing relevance, but there are still very few studies examining possible risk factors for dropping down the occupational hierarchy. On the basis of unique longitudinal interview and register data from Sweden, this study analyses the roles played by parental upward mobility and parental levels of education in downward mobility. Elements from cultural capital theory (CCT) are investigated as possible mechanisms for explaining the relationship between independent and dependent factors. Whereas the study fails to find support for the role of parental mobility, the parents' level of education turns out to be a powerful predictor of downward mobility. And whereas the measure of cultural capital presents a weak or non-existent relationship with the dependent variable, two attitudinal variables, employed as indicators of habitus and a possible don Quixote effect, do present a significant relationship with the risk for downward mobility. However, while the study hypothesized these attitudes to be mediating mechanisms that might explain the relationship between parental educational level and downward mobility, in the multivariate analyses the attitudinal measures instead turn out to have an independent effect in addition to the parental level of education.Intergenerational Downward Mobility, Parental Mobility, Parental Educational Level, Cultural Capital Theory, Longitudinal Study

THE EXISTENCE OF EQUALITY EDUCATION SYSTEM IN PESANTREN SALAFIYAH

The study in this manuscript discusses the impact on the educational equalization system of Pesantren Salafiyah and designs how Pesantren Salafiyah has always existed in the world of modern education. This research belongs to the type of qualitative study using the document analysis method. The form of data analysis used is descriptive analysis. The research approach method in this paper is library research. This study is divided into four methods, namely, the method of determining the subject, the form of the study, the method of data collection, and the method of data analysis. The result is the ability of Pesantren Salafiyah to make certain accommodations and concessions to find a pattern that they consider appropriate enough to face modernization and changes that are increasingly fast and have a broad impact without sacrificing the essence and other basic things in the existence of the pesantren, so that Pesantren Salafiyah still exists in the midst of the hustle and bustle of modernizing Islamic educatio

The Role of Social Institutions in Inter-Generational Mobility

The primary goal of inter-generational mobility (IGM) research has always been to explain how and why social origins influence peoples’ life chances. This has naturally placed family attributes at centre stage. But the role of social institutions, most notably education systems, as a mediating factor has also been central to IGM theory. Indeed, generations of stratification research were premised on the core assumption that equalizing access to education would weaken the impact of social origins. In theory, policies, institutions, as well as macro-economic and historical context, have been identified as crucial in shaping patterns of social mobility (D’Addio, 2007). But apart from education, empirical research has contributed little concrete evidence on how this occurs.

The Educational Gender Gap in Latin America and the Caribbean

This paper analyzes the evolution of gender differences in school attendance and attainment in Latin America and the Caribbean, for both adults who left the educational system and children in school. For individuals 21 years old and above the paper uses a cohort analysis of school attainment. The results indicate that the schooling gap has closed for the cohort born at the end of the 1960s. Since then, the gap has reversed such that within the cohort born in 1980, females have, on average, ¼ of a schooling year more than males. During the four decades of birth cohorts of our analysis (1940-1980) the gender gap in attainment has moved in favor of females at a pace of 0. 27 years of schooling per decade. A decomposition exercise suggests that the changes in the schooling gap are mainly explained by the educational attainment of females at the higher levels, rather than improvements in the early years of education. An analysis of attendance and attainment among girls and boys between 6 and 18, for Bolivia, Guatemala, Mexico and Peru (the countries that have not closed the gap in adult schooling attainment) reveals noticeable gender differences, favoring boys, only among older children of the lowest income quintiles and indigenous ethnicity.

Model Implementation of the Village Sustainable Development Goals Policy in Buruk Bakul Village Bukit Batu District Bengkalis

The implementation of the global sustainable development goals (SDGs) policy in Indonesia is stated in Presidential Regulation Number 59 of 2017 concerning the implementation of achieving sustainable development goals, which will then become a reference for making village SDGs policies. The implementation of the Village SDGs begins in 2021 with all village limitations through the regulation of the minister of villages, development of disadvantaged regions, and transmigration Number 13 of 2020 concerning priority for use of village funds in 2021 in article 5 paragraph 2, stating that priority for use of village funds is directed to programs and/or activities that accelerate the achievement of the village SDGs. The implementation of the village SDGs in Buruk Bakul Village is still very low, even the lowest compared to other villages in Bukit Batu District, Bengkalis Regency. This can be seen from the SDGs score of Buruk Bakul Village, which is worth 28.41 points. This study aimed to analyze the Village SDGs policy’s implementation and the inhibiting factors for implementing the village SDGs policy in Buruk Bakul Village. This study uses a qualitative method with a phenomenological approach. According to the study’s findings, the implementation of the village SDG policy in Buruk Bakul Village has been a failure in terms of policy content and policy environment. This is because the inhibiting factor for implementing the village SDGs policy is the incompatibility of the village SDGs assessment indicators with village characteristics, the ability of policy implementers, and limited resources. To overcome the limited capacity of these resources, you can use the triple helix model or the interconnected relationship (MIR) model by involving the business world and universities. Keywords: implementation, model, policy, village SDG