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A huge increase in engineering graduates from the BRIC countries in recent decades potentially threatens the competitiveness of developed countries in producing high value-added products and services, while also holding great promise for substantially increasing the level of global basic and applied innovation. The key question is whether the quality of these new BRIC engineers will be high enough to actualize this potential. The objective of our study is to assess the evolving capacity of BRIC higher education systems to produce qualified engineering graduates. To meet this objective, we compare developments in the quality of undergraduate engineering programs across elite and non-elite higher education tiers within and across each BRIC country. To assess and compare the quality of engineering education across the BRIC countries, we use multiple sources of primary and secondary data gathered from each BRIC country from 2008 to 2011. In combination with this, we utilize a production function approach that focuses on key input-, process- and outcome-based indicators associated with the quality of education programs. Our analysis suggests that in all four countries, a minority of engineering students receives high quality training in elite institutions while the majority of students receive low quality training in non-elite institutions. Our analysis also shows how the BRIC countries vary in their capacity to improve the quality of engineering education.
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Higher Education
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Prashant Loyalka
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Eyeglasses boosted the standardized test scores of rural Chinese schoolchildren as much as 18 percent in just six months, according to a large-scale, ongoing study led by Stanford researchers.

"The evidence is overwhelming," said Scott Rozelle, co-director of the Rural Education Action Program (REAP), a coalition of Chinese universities and Stanford's Freeman Spogli Institute for International Studies that works to improve education and health in rural China.

The initial test scores for nearsighted students hovered around 68 percent. After receiving glasses, average scores soared to 86 percent. "You do these simple interventions and a child's whole life changes," Rozelle said. "It's fantastic."

REAP scholars partnered with Chinese ophthalmologists and scores of graduate students to orchestrate the massive project, the first to examine vision problems in rural China.

In 2012 and 2013, the team screened the vision of approximately 20,000 fourth and fifth graders in rural Shaanxi and Gansu provinces and doled out more than 4,000 pairs of eyeglasses. They discovered that 25 percent of the students were nearsighted, but only one in seven of those nearsighted students had the glasses they needed.

"There's a huge amount of unmet need," said Matthew Boswell, a REAP project manager based at Stanford.

The results may seem intuitive. Yet, helping the millions of nearsighted children in rural China is anything but easy, the REAP team discovered. Few of these rural children (and adults) know they are nearsighted – the world, to them, is naturally blurry. In addition, eye doctors are concentrated in the populous coastal corridors or regional "county towns," often dozens of miles by bus from the homes of rural Chinese families, Boswell said.

Basic eyeglasses cost between 200 and 500 yuan ($30 to $80), a price out of reach for many, he said.

The researchers also struggled to counter pervasive superstitions about eyeglasses.

For example, many rural Chinese residents believe that glasses make children's' vision deteriorate, relying on the observation that vision generally worsens with age, Boswell said. In addition, many Chinese do "eye exercises" by rubbing their eyes, cheeks and temples each morning, a practice they believe improves vision, he said.

They also face political struggles: China's rural health care program doesn't pay for vision care. "We could tell health or education officials until we were blue in the face there was a high level of need for vision care in rural communities," Boswell said. "But if your findings are not attached to something they care about, it's hard to make them listen."

Hence the connection to the test scores, a highly valued measurement by Chinese policymakers. The REAP team taps its large network of Chinese academic collaborators to translate its research results into policy reform, a process that is often successful, Rozelle said.

REAP is currently analyzing alternative ways to boost the delivery and acceptance of eye care, Boswell said. The original study assigned nearsighted students into six groups.  Researchers gave one-third of the students glasses; one-third received a voucher to purchase glasses; and another third remained untreated. Then, half of the students in each group received training about the causes and treatments for vision problems.

The training failed to significantly affect whether students wore the glasses, Boswell said.  The students who had to invest time to acquire glasses using a voucher demonstrated similar usage rates as students who received free glasses, he said.

Among a variety of other initiatives currently underway, the REAP team is training Chinese teachers to conduct simple vision tests, Boswell said.

"It's an extreme feel–good example," Rozelle said. "You put the first pair of glasses on a kid … and then a huge smile lights up their face."

Becky Bach is a writer for the Stanford News Service.

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Education is critical to economic and social development. There has been substantial progress in improving education in developing countries, but there are still considerable challenges ahead. In recent years, improvements in enrollment worldwide have slowed down, increasing by only two per cent between 2004 and 2009. Moreover, it is important for children not only to enroll in schools but to also complete their schooling. Although the international community has focused predominately on getting children into school, it is just as important to ensure that children are able to learn and acquire new skills when they do enter classrooms. What works in getting children into school in developing countries, keeping them there, and ensuring that they learn whilst there? Drawing on systematic review evidence, Howard White shows that most interventions intended to get children into school do work, as do those to improve learning outcomes. Some, of course, work better than others.


Howard White leads the International Initiative for Impact Evaluation (3ie),which funds impact evaluations and systematic reviews that generate evidence on what works in development programs and why. He is Managing Editor of the Journal of Development Studies and the Journal of Development Effectiveness.


This seminar is part of the new INTERNATIONAL EDUCATION INITIATIVE, a project co-sponsored by the Freeman Spogli Institute, the Rural Education Action Project, the Stanford Graduate School of Education, and the Center for Education Policy Analysis

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Computer assisted learning (CAL) programs have been shown to be effective in improving educational outcomes. However, the existing studies on CAL have almost all been conducted over a short period of time. There is very little evidence on how the impact evolves over time. In response, we conducted a clustered randomized experiment involving 2741 boarding students in 72 rural schools in China to evaluate impacts of CAL programs over the long term. Our results indicate that a CAL program that was implemented for one year and a half increased math scores by 0.25 standard deviations for third graders and 0.26 standard deviations for fifth graders. In addition, we have shown that students gained in math learning in both CAL Phase I (which ran for one semester in spring 2011) and CAL Phase II (which ran for both semesters of the 2011–2012 academic year) programs. By testing for heterogeneous effects, we find that the CAL intervention worked well for both the poorer performing and better performing students in the third and fifth grades.We also find that the third grade girls seem to have improved more than the boys in math in the short term (CAL Phase I).
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Journal of Computer Assisted Learning
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Scott Rozelle
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Drawing on a survey of 106 secondary vocational schools and 7309 students in two provinces of China, this descriptive paper assesses whether vocational schooling is measuring up to government benchmarks for quality and whether poor students are able to access quality schools. We find that secondary vocational schools have met government benchmarks for teacher qualification and training, student opportunities for practical training and adequate facilities. Furthermore, poor students access schools of similar quality to non-poor students, even though 34 percent of poor students do not receive financial aid. We conclude that recent policies are successfully ensuring secondary vocational school quality and equity of access to school quality between poor and non-poor students. However, financial aid policies should be re-examined, such that poor students receive sufficient coverage. Moreover, given that input-based measures only proxy school quality, the government should consider holding schools accountable for outcomes such as student learning.

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China & World Economy
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James Chu
Prashant Loyalka
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This paper reports on a survey conducted among more than 800 engineering students at elite universities in China and the United States. Results from the survey reveal that US and Chinese students are roughly equivalent in their desire to form or join startup ventures. Far more US students, however, plan on actually doing so. In contrast, Chinese students are more likely to join the state/government sector. Our results also reveal a wide gap in perceptions on the availability of financing, mentorship and other innovation resources. The findings suggest that the innovation ecosystem in China remains underdeveloped in certain important respects.

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Asia Pacific Journal of Accounting and Economics
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Scott Rozelle
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