Education Outcomes

EDUCTIONAL OUTCOMES

Education itself involves the acquisition o knowledge and the learning of skills whether internationally or internationally. It's a powerful and influential force in contemporary societies since it impacts values, red essential to the social reproduction of individual personalities and active culture.

The outcome attributes that educators aspire to have by the completion of one formal education. The outcome establish a common purpose for educators, drive the policies and programmes and allow one to determine how well the education system is doing. These are: - good sense of self awareness, a sound moral compass and the necessary skills and knowledge to take or challenges of the future. One is responsible to is family, community and nation. One appreciates the beauty of the world around oneself, possesses healthy mind and body, and has a zest for life. In some one should be:-

* A confident person who has strong sense of right and wrong, is adaptable and resilient, knows himself, is discerning in judgment, thinks independently and critically, and communicates effectively;

* A self-directed learner who takes responsibility for his own, who questions, reflects and perseveres in the pursuit of learning;

* An active contributor who work effectively in teams, exercises initiative, takes calculated risks' is innovative and strikes for excellence and,

* A concerned citizen who is rooted in one country with a strong civil consciousness, is informed, and takes an active role in bettering the lives of others around them.

Some of the appropriate indicators which affect educational outcome has been founded to be:-

1. POVERTY

It's documented that poverty decreases with readiness for school through aspect of health, home life, schooling and neighborhoods. Six poverty related factors are known to impact child development in general and school readiness in particular .They are the incidence of poverty the depth of poverty the duration of poverty the timing of poverty(age of child), community characteristics and on the impact of poverty has Childs social network.

The research done by Kumbee, J (2008) called Ghana using the core Welfare Questionnaire, (CWQ, G55) founded that the enrollment of children from affluent home was greater than those from average homes or poor homes. As they progress in years this gap widens. By the completion of JSS3 the children from each economic grouping become more distinct, with the poor having a significant proportion of children reaching higher levels of education compared with higher richer wealth zuintiles.

For instance studies done in education system like the American education system has found out that social class is a single most effective predicts of achievements in schools. The education system favors the middle and the upper class in a number of way lives.

* Children from poor family cannot afford as much education and cannot take advantages of as many educational at college level as children from the higher social class.

* Children from poor families cannot afford to attend preparatory schools but children from higher classes have available to them.

* Children from poor families tend to go to school late compared to those from rich families.

* Children from poor families are likely to be absent from school due to hunger, sickness and lack of the required education materials.

2. CORRUPTION

It affects education in many ways as embezzlement of fund which would have benen use in school projects. This reduces school facilities which in turn affect the education outcome due to less educational facilities at the school. As depicted in Uganda case:-

In response to extensive corruption in education sector, the government of Uganda began to publish newspaper advertisements on the timing and amount of funds disbursed to the community. The intent of the campaign was to boost schools and parent ability to monitor local official in charge of disbursing funds to the schools. The campaign was successful but newspaper penetration varies greatly across distribution, the exposure to the information about the programmed and the funding differs across districts. Using the variation in programmed exposure in districts to evaluate whether public funds have an effect on students performance the result show that money matters. On average, students in districts in districts highly exposed to the information scored 0.4 a standard