Zynnia Leonor Echeverría Vergara nació en Guayaquil, Ecuador en 2000. Le gusta escuchar rock y heavy metal, como los grupos Panic! at the Disco y Evanescence. Estudia en la UESFA donde se destaca en matemáticas, inglés y ciencias naturales. Sus pasatiempos favoritos incluyen escuchar música, dibujar, leer y salir con amigos.
Social capital and parental decision-making structures: Evidence from low-fee...PERIGlobal
Despite the pronouncement of Free Primary Education (FPE) made by the Government of Kenya in 2003, low-fee private schools (LFPS) have continued to grow exponentially and to figure prominently on Kenya’s educational landscape. LFPS position themselves as an alternative to the perceived failing government-run schools, and profess to offer low-income households better quality education and more importantly choices within a highly marketized educational milieu. Inherent in this neo-liberal discourse of choice is the assumption that poor parents have equitable access to an array of equal options to choose from. However, this may not be the case. What is less explored in examining choice is the low-income household’s “position within a social network” and how their habitus, field and capital impacts their school choice. This study investigates how a household’s social, cultural, and economic capital shapes and constrains their choices in accessing LFPS. Specifically, the study examines the equity effects of choice from a social capital perspective, and asks who chooses, why, and how?
This study is based on a survey of 209 households from one district in the urban slum of Kibera, and involves 5 target schools (one public and four low-fee private). Using logistic regression analysis, the study proposes a model to be used to try and correctly classify households into those with children in public school, and in LFPS based on social capital predictors. Qualitative in-depth interviews with a smaller set of 20 parents, as well as school level interview data with proprietors, teachers, pupils and school management committee members (SMC) is used to triangulate and confirm findings from the household survey data.
The findings reveal that choice-making for the economically disadvantaged households in this study is differentiated by the social, cultural, and economic capital they own. As households navigate and choose from and between public and LFPS, results from the study suggest not all households are necessarily able to fully exercise their right to choose and that in many cases households are pushed into a choice. Finally, it is also important to consider that while LFPS seem to be meeting a need, they also appear to be exacerbating existing boundaries of social class, ethnicity and geography.
Getting down to business the commodification of Education in Sao PauloPERIGlobal
This presentation examines research undertaken by a consortium of Brazilian based non-governmental organisations led by Ação Educativa on the commodification of compulsory education in Brazil, specifically on the growing participation of private business in the sale of education systems for the municipal and State public networks.
This research seeks to explore the causal relationship between exogenous education systems through privatisation and the weakening of democratic and legitimate decision-making mechanisms in public educational networks, such as Boards of Education, Funding Boards, Forums, Schools and School Boards.
The presentation unpacks the tensions and incompatibilities between these financial and mercantile logics and the Right to Education, as well as the effects of commodification on social justice and educational equity and the decision-making processes in education.
The National School Performance Review – working with government education st...PERIGlobal
This presentation highlights the role of government in monitoring an evaluation of public education and outlines the experience of Link Community Development working with state schools in Ghana, Ethiopia, Uganda, Malawi, South Africa and Kenya.
Over the last two decades, the low fee private schools have witnessed an unprecedented growth in India. The mushrooming of low fee private schools have largely been attributed to factors such as aspirations of middle class parents for English as medium of instruction, better accessibility and quality, and teachers’ accountability etc. However these schools have also drawn a lot of criticism for their untrained teaching staff, faulty teaching methods and uninformed choice among parents. Against this backdrop, this paper explores different dimensions of parental choice for private school. While contesting the popular claims such as medium of instruction and better accessibility being the main determinants of parental choice for private schools, the paper argues that even after controlling for the above mentioned factors parents choose private over public schools. The field evidences suggest that parents’ choice is mainly determined by their lack of faith in government schools. Thus there is an urgent need to address this problem of lack of trust in government sector. The paper also challenges the issue of untrained teaching staff in private schools as field experiences indicates that now more and more private schools are hiring trained teachers.
Social capital and parental decision-making structures: Evidence from low-fee...PERIGlobal
Despite the pronouncement of Free Primary Education (FPE) made by the Government of Kenya in 2003, low-fee private schools (LFPS) have continued to grow exponentially and to figure prominently on Kenya’s educational landscape. LFPS position themselves as an alternative to the perceived failing government-run schools, and profess to offer low-income households better quality education and more importantly choices within a highly marketized educational milieu. Inherent in this neo-liberal discourse of choice is the assumption that poor parents have equitable access to an array of equal options to choose from. However, this may not be the case. What is less explored in examining choice is the low-income household’s “position within a social network” and how their habitus, field and capital impacts their school choice. This study investigates how a household’s social, cultural, and economic capital shapes and constrains their choices in accessing LFPS. Specifically, the study examines the equity effects of choice from a social capital perspective, and asks who chooses, why, and how?
This study is based on a survey of 209 households from one district in the urban slum of Kibera, and involves 5 target schools (one public and four low-fee private). Using logistic regression analysis, the study proposes a model to be used to try and correctly classify households into those with children in public school, and in LFPS based on social capital predictors. Qualitative in-depth interviews with a smaller set of 20 parents, as well as school level interview data with proprietors, teachers, pupils and school management committee members (SMC) is used to triangulate and confirm findings from the household survey data.
The findings reveal that choice-making for the economically disadvantaged households in this study is differentiated by the social, cultural, and economic capital they own. As households navigate and choose from and between public and LFPS, results from the study suggest not all households are necessarily able to fully exercise their right to choose and that in many cases households are pushed into a choice. Finally, it is also important to consider that while LFPS seem to be meeting a need, they also appear to be exacerbating existing boundaries of social class, ethnicity and geography.
Getting down to business the commodification of Education in Sao PauloPERIGlobal
This presentation examines research undertaken by a consortium of Brazilian based non-governmental organisations led by Ação Educativa on the commodification of compulsory education in Brazil, specifically on the growing participation of private business in the sale of education systems for the municipal and State public networks.
This research seeks to explore the causal relationship between exogenous education systems through privatisation and the weakening of democratic and legitimate decision-making mechanisms in public educational networks, such as Boards of Education, Funding Boards, Forums, Schools and School Boards.
The presentation unpacks the tensions and incompatibilities between these financial and mercantile logics and the Right to Education, as well as the effects of commodification on social justice and educational equity and the decision-making processes in education.
The National School Performance Review – working with government education st...PERIGlobal
This presentation highlights the role of government in monitoring an evaluation of public education and outlines the experience of Link Community Development working with state schools in Ghana, Ethiopia, Uganda, Malawi, South Africa and Kenya.
Over the last two decades, the low fee private schools have witnessed an unprecedented growth in India. The mushrooming of low fee private schools have largely been attributed to factors such as aspirations of middle class parents for English as medium of instruction, better accessibility and quality, and teachers’ accountability etc. However these schools have also drawn a lot of criticism for their untrained teaching staff, faulty teaching methods and uninformed choice among parents. Against this backdrop, this paper explores different dimensions of parental choice for private school. While contesting the popular claims such as medium of instruction and better accessibility being the main determinants of parental choice for private schools, the paper argues that even after controlling for the above mentioned factors parents choose private over public schools. The field evidences suggest that parents’ choice is mainly determined by their lack of faith in government schools. Thus there is an urgent need to address this problem of lack of trust in government sector. The paper also challenges the issue of untrained teaching staff in private schools as field experiences indicates that now more and more private schools are hiring trained teachers.
1. Zynnia Leonor Echeverría Vergara
• Nací el 13 de julio del 2000 en Guayaquil –
Ecuador
• Mis padres son Zynnia Vergara y Leonardo
Echeverría
• Mi hermana es Verónica ; actualmente tengo
12 años
• Estudio en la UESFA estoy 8vo A . Me gusta el
rock y el heavy metal lml
• Estudie en bellas artes 3 años
2. Mis amigos
• Diana Velastegui • Melanie Wilmot • Dario Bernal
• Jorge Sarmiento • Kiara Alvarado • Aresly macias
• Oyuqui Loqui • Romina Piedra
• Gwyneth Jarrin • Victoria Paz • Maria luisa bolivar
• Carlos Rosero • Ivan Pineda • Karellys navarrete
• Noelia Hernández • Francisco Montoya
• Ashley Erazo • Cristina Chávez
• Adriana Chasiguasi • Elizabeth Hidalgo
• Keyco Carrillo • Jefferson Collaguazo
• Keyla García • Nicole Peñafiel
• Coraima Lino • Camila Guzman
• Adamary Freire • Kristina Davila
• Xiomara Villamar • Christian Astudillo
3. Mis grupos musicales
• Panic! at the disco
• Evanescence
• Three days grace
• Slipknot
• Linkin park
• Manowar
• Mago de oz
• Breaking benjamin
• Feeling every sunset
• Paramore
• Train
• 3 doors down
• All that remains
4. Mi vida en el la UESFA
• Estoy en 8vo A mis profesores favoritos son : Enrique
Acuña, Susy Yépez , Alexandra Pesantes, Enrique
Colina, Franklin Adriano, etc
• Mis materias favoritas son: Matemáticas , Ingles y
Ciencias naturales .
• Soy una buena estudiante he sacado muchos
cuadros de oro y de plata , he sacado medallas, he
participado en muchas cosas como por ejemplo :
basquet, cheerleader, libro leido, deletreo ,
ortografia, musica , oratoria .
5. Mis Gustos
• Me encanta oír rock y heavy metal me encantan las películas de
terror , acción , ficción, comedia, amor , etc , me encanta Panic! at
the disco, Mis Películas favoritas son : La saga de crepúsculo,
Batman, transformes, invasión del mundo, sector 9,pase libre, entre
muchas ; me gusta jugar World of Warcraft , Fear, Call of duty
modern warfare, halo , etc
• Me gusta estudiar , oír música , me gusta dibujar , me gusta comer
mis platos favoritos son :lasaña, encebollado, arroz con menestra
con pollo, carne , chuleta , chorizo , pescado , etc.
• Me gusta comer dulces de todas clase como : torta, dulce de las 3
leches , entre otros .
• Mis colores favoritos son : negro , morado, azul , lila, naranja , verde
, amarillo , blanco , etc
7. Mis Series Favoritas
• Ghost Whisperer
• The big bang theory
• Two and a half men
• Scrubs
• Desperate housewifes
• Private practice
• Flashfoward
• Grace anatomy
• The new adventures of old Christine
• Friends
• Two broke girls
8. Mis hobbies
• Me gusta oír Panic! at the Disco ♥
• Me gusta estudiar matemáticas
• Me gusta ir al cine
• Me gusta ir al malecón
• Me gusta dibujar
• Me gusta leer
• Me gusta pintar
• Me gusta salir con mis amigos
•
9. Mis canciones favoritas de Panic! at
the disco
• The ballad of monalisa • Always
• I write sins not tragedies • Stall me
• Lets kill tonight • Time to dance
• The calendar • Camisado
• Hurricane • But s its better if you do
• Memories • Turn of the lights
• Ready to go • Lying is the most fun to a girl can
• Nine in the afternoon have without take her clothes off
• New perspective • London beckoned songs about
• Mercenary money written by machines
• Nearly witches • The only difference between the
martydom and suicide
• Sarah smiles
• I wanna be free
• Trade mistakes
10. Sitios que me Interesan
• Las vegas/ nevada
• Paris
• Italia
• Venecia
• Londres
• Estados Unidos
• Barcelona