CEDEUS

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Browsing CEDEUS by Subject "04 Quality education"

Now showing 1 - 5 of 5
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    Comparing degrees of 'publicness' and 'privateness' in school systems: the development and application of a public-private index
    (Routledge Journals, Taylor & Francis LTD, 2022) Gutierrez, Gabriel; Lupton, Ruth; Carrasco Rozas, Alejandro Javier; Rasse Figueroa, Alejandra Paz; CEDEUS (Chile)
    The process of privatising services historically provided by the state has blurred the boundaries between what is considered to be 'private' and 'public'. However, few efforts have been made in the educational arena to develop tools to measure this process. Most of the previous research has relied on narrow definitions about what is private and what is public. This work proposes a tool to measure the degree of publicness-privateness of school systems, avoiding binary separation of the concepts. We develop an index and test this tool in two different landscapes: London and Santiago. In these cases, it serves to illustrate major changes in the levels of public-private participation in both school systems, reflecting differences between the systems and over time. We conclude that the index has potential for development and use in the analysis of public and private dimensions in education in broader international contexts.
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    On the relation between school and residential location choice: Evidence of heterogeneous strategies from Santiago de Chile
    (Elsevier SCI LTD, 2022) González Espejo, Felipe José; Astroza, Sebastián; Hurtubia González, Ricardo; CEDEUS (Chile)
    Voucher systems have been vastly discussed on their ability to provide better quality education and more efficient school systems, but also on the role they play on segregation mechanisms through education markets. With free school choice, parents' preferences and the trade-offs they take into account become relevant, as they are free to decide between educational alternatives and are not restricted to their geographical location's school assignment. In this context, the Chilean case is a singular one due to its nationwide, unrestricted, system implementation. Chilean household's preferences have shown to be complex, heterogeneous, and tightly bound to socioeconomic attributes, as well as deeply intertwined with residential location, especially in Santiago, being a source for social and spatial inequities distributed around the city. Comprehending household's sensitivities on both of these choices and their interactions is essential for understanding the city's complex urban and social structure. This paper seeks to understand the existing bond between school and residential location choices through discrete choice models. By constructing a dataset based on Santiago's 2012 travel survey, a latent class mixed logit model was estimated, capturing observed and unobserved factors that determine household's preferences on both choices. The latent class approach defines two different choice strategies: households that prioritize residential location, and households that prioritize school choice. This enables characterization of households' preferences and choice structures. Main findings suggest both strategies are identifiable through household's characteristics, capturing heterogeneity in household's preferences. In addition, unobserved factors linked to access to office opportunities and neighborhood's socioeconomic level in both school and residential locations explain the correlation binding both choices, capturing heterogeneity. Results suggest that, for both segments, distance tends to be a relevant attribute when choosing. Also, households that prioritize school over residential location tend to be more elastic to socioeconomic characteristics in comparison to households that prioritize residence over school. These 'school first' decision-makers are characterized by higher incomes, possession of cars, and more residential mobility due to not being homeowners. Understanding this bond, and household's behavior regarding it, should allow policymakers to better plan for the reduction of social and spatial urban inequalities.
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    Social inequalities in self-perceived health in Chile, does the urban environment matter?: a cross-sectional study
    (BioMed Central Ltd, 2023) López-Contreras, Natalia; Puig-Barrachina, Vanessa; Vives Vergara, Alejandra; Olave-Müller, Paola; Gotsens, Mercé; CEDEUS (Chile); Pontificia Universidad Católica de Chile. Escuela de Medicina
    Background: The health of a population is determined by urban factors such as the physical, social and safety environment, which can be modified by urban regeneration policies. The aim of this study was to analyze the associations of elements of the social, physical and safety environment of the neighborhood in the urban context with self-perceived health (SPH), according to axes of inequality, such as gender and educational level in Chile in 2016. Methods: Cross-sectional study using a nationally representative population-based survey of Chile. We used data from the 2016 National Survey of Quality of Life and Health. Poor SPH in the urban population older than 25 years was analyzed in relation to social, physical and safety environment variables. Poisson multilevel regression models were estimated to obtain prevalence ratios (PR) and their respective 95% confidence intervals (95%CI). All analyses were stratified by sex and educational level. Results: SPH was worse in women than in men, especially in those with a lower education level. Poor SPH was associated with lack of support networks (PR = 1.4; 95%CI = 1.1–1.7), non-participation in social organizations (PR = 1.3; 95%CI = 1.1–1.6) and perceived problems with the quality of public space (PR = 1.3; 95%CI = 1.2–1.5) in women with a medium-high educational level and with a feeling of not belonging to the neighborhood (PR = 1.5; 95%CI = 1.2–1.8) and the perception of pollution problems (PR = 1.2; 95%CI = 1.0-1.4) in women with a low educational level. A feeling of unsafety was associated with both educational levels (PR = 1.3; 95%CI = 1.0-1.5). Poor SPH was associated with the feeling of not belonging (PR = 1.7; 95%CI = 1.2–2.5), and unsafety (PR = 2.1; 95%CI = 1.8–2.4) in men with a medium-high educational level, while there were fewer associations in men with a lower education level. Conclusions: Urban interventions are recommended to improve the health of the resident population and should take into account axes of inequality.
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    The Academic SDI-Towards Understanding Spatial Data Infrastructures for Research and Education
    (Springer, 2017) Coetzee, Serena; Steiniger, Stefan; Köbben, Barend; Iwaniak, Adam; Kaczmarek, Iwona; Rapant, Petr; Cooper, Antony; Behr, Franz-Josef; Schoof, Govert; Katumba, Samy; Vatseva, Rumiana; Sinvula, Kisco; Moellering, Harold; CEDEUS (Chile)
    The demand for geospatial data across different disciplines and organisations has led to the development and implementation of spatial data infrastructures (SDI) and the theory and concepts behind them. An SDI is an evolving concept about facilitating and coordinating the exchange of geospatial data and services between stakeholders from different levels in the spatial data community. Universities and other research organisations typically have well-established libraries and digital catalogues for scientific literature, but catalogues for geospatial data are rare. Geospatial data is widely used in research, but geospatial data produced by researchers is seldom available, accessible and usable, e.g., for purposes of teaching or further research after completion of the project. This chapter describes the experiences of a number of SDI implementations at universities and research institutes. Based on this, the Academic SDI, an SDI for research and education, is defined and its stakeholders are described. The purpose, scope and stakeholders of the Academic SDI are described based on the formal model of an SDI developed by the International Cartographic Association (ICA) Commission on SDIs and Standards (formerly the Commission on Geoinformation Infrastructures and Standards). The results contribute to understanding the state-of-the-art in SDI implementations at universities and research institutes; how the Academic SDI differs from a 'regular' SDI; and which role players need to be involved in a successful SDI implementation for research and education.
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    Transit, academic achievement and equalisation: evidence from a subway expansion
    (2022) Asahi Kodama, Kenzo Javier; Pinto Retamal, María Ignacia; CEDEUS (Chile)
    We identify and quantify the impact of subways on equalising academic achievement in an urban school choice setting. Specifically, we study the short- and medium-term effects of a massive subway network expansion in Chile on the academic achievement gap between low- and high-performing students. Estimates are derived using fixed-effects models. Closer proximity to the subway network is associated with the equalisation of academic achievements. In the medium-term (3 years after the opening of the subway stations), the gap between low- and high-achievers decreased by 5% of a standard deviation.