Analyze what head-of-household filing status is. When is this status used?
Evaluate the criteria that a qualifying child needs to meet. What purpose do these criteriaâs serve?
Evaluate the criteria that a qualifying relative needs to meet. What purpose do these criteriaâs serve?
Sample Solution
It is evident that population in the two time periods are concentrated in the younger age groups and decline with an increase in age groups. The graphs below showcase the prediction of the structure of the population in the years 2025 and 2050. The prediction for 2025 shows the concentration of population in the younger age groups and declining with an increase in age group which is in line with the third stage of DT that Madagascar is currently in with a low IMR and TFR. However, predictions for 2050 show that population will be more or less equally distributed barring that of ages 75+. This could mean a transition into the fourth stage or even fifth stage of DT. Factors Affecting Demographic Transition Education, Literacy, Employment and Female Labour Force Participation Education in Madagascar has had a long history. It was made a priority under President Marc Ravalomanana (2001-2009) who sought to improve both access and quality of formal and non-formal education. A massive campaign of school renovation, expansion and construction has been coupled with the recruitment and training of tens of thousands more teachers. This initiative was supported with funds from intergovernmental organisations such as the World Bank and UNESCO, and bilateral grants from many countries, including France, the United Staes and Japan. A key pedagogical objective of these reforms included a shift from a traditional, didactic teaching style to a student centred form of instruction involving frequent group work. As of 2009, Madagascar was on target to achieve the Education For All objective of universal enrolment at the primary level. Student achievement, teacher quality, widespread shortage of materials and access to secondary and tertiary schooling continue to be challenges, as are poverty-related obstacles such as high repetition and attrition rates and poor student health. The gradual expansion of education opportunities has had an impressive impact on Malagasy society, most notably in raising the literacy level of the general population. Only 39 percent of the population could be considered literate in 1966; in 2012 literacy rate stands at 71%.>
It is evident that population in the two time periods are concentrated in the younger age groups and decline with an increase in age groups. The graphs below showcase the prediction of the structure of the population in the years 2025 and 2050. The prediction for 2025 shows the concentration of population in the younger age groups and declining with an increase in age group which is in line with the third stage of DT that Madagascar is currently in with a low IMR and TFR. However, predictions for 2050 show that population will be more or less equally distributed barring that of ages 75+. This could mean a transition into the fourth stage or even fifth stage of DT. Factors Affecting Demographic Transition Education, Literacy, Employment and Female Labour Force Participation Education in Madagascar has had a long history. It was made a priority under President Marc Ravalomanana (2001-2009) who sought to improve both access and quality of formal and non-formal education. A massive campaign of school renovation, expansion and construction has been coupled with the recruitment and training of tens of thousands more teachers. This initiative was supported with funds from intergovernmental organisations such as the World Bank and UNESCO, and bilateral grants from many countries, including France, the United Staes and Japan. A key pedagogical objective of these reforms included a shift from a traditional, didactic teaching style to a student centred form of instruction involving frequent group work. As of 2009, Madagascar was on target to achieve the Education For All objective of universal enrolment at the primary level. Student achievement, teacher quality, widespread shortage of materials and access to secondary and tertiary schooling continue to be challenges, as are poverty-related obstacles such as high repetition and attrition rates and poor student health. The gradual expansion of education opportunities has had an impressive impact on Malagasy society, most notably in raising the literacy level of the general population. Only 39 percent of the population could be considered literate in 1966; in 2012 literacy rate stands at 71%.>
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