Emmanuel Mayeza, PhD, is a Senior Lecturer at the Department of Sociology, University of the Free State, South Africa. He completed his PhD in Sociology at Stellenbosch University in 2015. He did postdoctoral studies in the Department of Political and International Studies at Rhodes University and also at the School of Education, University of KwaZulu-Natal.
Emmanuel’s current research interests include education, gender/sexualities, violence in and around schools, childhood/youth studies and social inequalities. He publishes in leading academic journals in his field of research including British Journal of Sociology of Education; NORMA: International Journal for Masculinity Studies; Culture, Health & Sexuality; Gender and Education; International Studies in Sociology of Education; Discourse: Studies in the Cultural Politics of Education; and International Journal of Educational Development. He is an invited peer reviewer for various academic journals including Children’s Geogra
2008
Publications 2020 Beyond free primary education: Pathways to academic persistence in Kenyan free education system. Education 3-13: International Journal of Primary , Elementary,7 Early Childhood Education. DOI: 10.1080/03004279.2020.1840606, 2020 Prevalence and predictors of receipt of weight loss advice among a nationally representative sample of overweight and obesity Kenyans. African Health Sciences,20(2),903-911. , 2020 The relationship between alternative strategies of funding and institutional financial health for public research universities. Higher Education Politics and Economics.6(1),81-103. doi: 10.32674/hepe.v6i1.2439., 2020 Experiences of students who are single mothers on university campuses: A Systematic Review from 1997 to 2019. International Journal of Higher Education and Research ,10(2):1-31. ISSN 2277 260X (online). http://www.ijher.com. doi:10.7755/ijhe
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As much as a year s worth of past academic progress made by disadvantaged children in the Global South may have been wiped out by school closures during the COVID-19 pandemic, researchers have calculated.
The research, by academics from the University of Cambridge and RTI International, attempts to quantify the scale of learning loss that children from poor and marginalised communities in the Global South may have experienced, and the extent to which home support and access to learning resources could ameliorate it. While it is known that the education of these children has suffered disproportionately during the pandemic, it is much harder to measure exactly how much their academic progress has been impeded while schools have been closed.
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School closures may have wiped out a year of academic progress for pupils in Global South, study warns
As much as a year’s worth of past academic progress made by disadvantaged children in the Global South may have been wiped out by school closures during the COVID-19 pandemic, researchers have calculated.
Despite teachers’ best efforts, we know school closures have held up, or reversed, the progress of millions of children Ricardo Sabates
The research, by academics from the University of Cambridge and RTI International, attempts to quantify the scale of learning loss that children from poor and marginalised communities in the Global South may have experienced, and the extent to which home support and access to learning resources could ameliorate it.
Chirantan Chatterjee, Eric Hanushek, Shreekanth Mahendiran
Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrolment ratios (Pritchett 2013, Glewwe and Muralidharan 2016). This phenomenon of ‘schooling without learning’ has many alleged sources, such as insufficient demand, inadequate schooling materials, and a lack of qualified, motivated teachers. These factors are resulting in a substantial part of developing countries’ populations being illiterate and innumerate. The consequences of this phenomenon are dire: for these groups, lower lifetime incomes are expected as a result, and less opportunity to succeed in the growing worlds around them; and for the rest of the world, greater socioeconomic inequality.