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  • 1
    Online-Ressource
    Online-Ressource
    [Washington, DC, USA] : World Bank Group, Equitable Growth, Finance and Institutions Practice Group
    Sprache: Englisch
    Seiten: 1 Online-Ressource (circa 100 Seiten) , Illustrationen
    Serie: Policy research working paper 9423
    Serie: World Bank E-Library Archive
    Serie: Policy research working paper
    Paralleltitel: Erscheint auch als Krafft, Caroline How do Small Formal and Informal Firms in the Arab Republic of Egypt Compare? An Analysis of Firm Characteristics and Implications for Formalization Efforts
    Schlagwort(e): Graue Literatur
    Kurzfassung: Formalizing firms can potentially increase the tax base, expand safety and social protections for workers, create good jobs, and grow the economy. However, the costs and processes of formality may be too challenging for firms, particularly the smallest firms, to bear. Thus, informal firms may not be able to survive the transition to formality and attempts to expand formality may be harmful and counterproductive to job creation and growth. This paper investigates the potential for currently informal firms to formalize in the Arab Republic of Egypt. The paper compares the characteristics and dynamics of micro and small non-agricultural firms by formality and identifies the extent of overlap and potential for formalization. The analysis finds that, beyond firm size, the basic and easily observable characteristics of firms are not closely linked to formality. Firm age, productivity, and owner characteristics such as education are strongly predictive of formality. There is some overlap in the predicted probability of formality between formal and informal firms, suggesting some potential for formalization. The paper develops profiles (groups and clusters) of similar firms to identify those with a higher potential for formalization. In terms of dynamics, new firms tend to be informal and informal firms are more likely to exit (close), but conditional on firm survival, employment growth is similar across formal and informal firms
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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  • 2
    Sprache: Englisch
    Seiten: 1 Online-Ressource (42 pages)
    Paralleltitel: Erscheint auch als Krafft, Caroline Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt
    Schlagwort(e): Children and Youth ; Early Childhood Development ; Education ; Education Quality ; Home Environment ; Inequality ; Poverty Reduction ; Pre-Primary ; Pre-Primary Child Development Investment ; Primary Education Investment ; School Readiness Indicators ; Social Development ; Socioeconomic Inquality
    Kurzfassung: By the time children in low- and middle-income countries start primary school, large socioeconomic disparities are evident in children's learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in low- and middle-income countries. This paper examines how pre-primary quality, stimulation at home, and early childhood development vary by socioeconomic status for pre-primary students in the Arab Republic of Egypt. The results demonstrate substantial socioeconomic inequality in stimulation at home, more so than in pre-primary quality and inputs, although there is variation in the degree of inequality across different dimensions of pre-primary quality. "Double inequality" is observed, where students with less stimulating home environments experience slightly lower quality pre-primary inputs. There are particularly large pre-primary inequities in structural quality (physical environment) and less inequity in process quality (pedagogy). These results suggest that targeted investments in pre-primary education in Egypt are necessary to reduce inequality in school readiness but are likely insufficient to close the socioeconomic status gap in children's development. Investing in interventions to improve vulnerable children's home learning environments, as well as investing in quality pre-primary, is critical to address disparities in children's development
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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  • 3
    Sprache: Englisch
    Seiten: 1 Online-Ressource (40 pages)
    Paralleltitel: Erscheint auch als Krafft, Caroline What can we Learn from Pre-Primary Quality Assurance Systems? Evidence from the Arab Republic of Egypt
    Schlagwort(e): Curriculum and Instruction ; Education Policy ; Kindergarten Achievement ; Pre-Primary School ; Primary School Performance ; School Quality Evaluation Tool ; Teacher Quality ; Teacher Training
    Kurzfassung: Quality assurance systems have been implemented or are under development in a number of low- and middle-income countries in an effort to observe the quality of education and deploy targeted measures to improve quality. This paper shares lessons learned on the potential ability of quality assurance systems to observe quality and inform action, drawing on data from a pre-primary quality assurance system in the Arab Republic of Egypt. A nationally representative study of kindergarten classrooms was conducted, using a detailed diagnostic research tool administered by independent enumerators from a data collection firm. A subsample of these kindergarten classrooms was randomly assigned to also be observed through a short quality assurance system tool, half of them by independent enumerators, and the other half by the existing cadre of government kindergarten supervisors. The quality assurance system tool was developed for scale and financial sustainability; thus, it could be administered in roughly one-third of the time of the diagnostic tool, at one-third of the cost. Overall, the results illustrate that at the national level, the quality assurance system tool can identify important areas for improvement, and thus inform broad policy actions. Further, the results are consistent whether an independent data collection firm or a government kindergarten supervisor acted as enumerator, suggesting that quality assurance system data collection efforts can be embedded within ministries of education and implemented in a regular and sustainable manner. At the school and teacher level, however, there were several areas where the quality assurance system data were inconsistent with the diagnostic data. This underscores how quality assurance systems are best used as a formative system, a starting point for quality enhancement, and not as a summative system that directly targets, punishes, or rewards specific schools
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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