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  • MPI Ethno. Forsch.  (6,750)
  • English  (6,741)
  • Japanese  (10)
  • Education  (5,459)
  • Gesellschaft
Datasource
Material
Language
Years
Author, Corporation
Publisher
Keywords
Subjects(RVK)
  • 1
    Journal/Serial
    Journal/Serial
    Conflict and society : advances in research (from 2015-)
    New York [u.a.] : Berghahn ; 1.2015 -
    Details
    ISSN: 2164-4543 , 2164-4551
    Language: English
    Dates of Publication: 1.2015 -
    Parallel Title: Erscheint auch als Conflict and society
    DDC: 300
    Keywords: Zeitschrift ; Konflikt ; Gesellschaft ; Konfliktforschung
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    MPI Ethno. Forsch.
  • 2
    Journal/Serial
    Journal/Serial
    Anthropology of the Middle East (from 2006-)
    New York, NY [u.a.] : Berghahn Books | New York, NY [u.a.] : Berghahn Journals ; 1.2006 -
    Show associated volumes/articles
    Details
    ISSN: 1746-0719 , 1746-0727 , 1746-0727
    Language: English , French
    Dates of Publication: 1.2006 -
    Parallel Title: Online-Ausg. Anthropology of the Middle East
    DDC: 390
    Keywords: Zeitschrift ; Mittlerer Osten ; Gesellschaft ; Kultur
    Note: Text teils engl., franz.
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    Journal/Serial
    Ethn. Museum Berlin
    MPI Ethno. Forsch.
  • 3
    Book
    Book
    Encyclopedia of law and society : American and global perspectives (2007-)
    Los Angeles [u.a.] : Sage Publ
    Show associated volumes/articles
    Details
    ISBN: 9780761923879
    Language: English
    Series Statement: A Sage reference publication
    DDC: 340.03
    Keywords: Comparative law Encyclopedias ; Sociological jurisprudence Encyclopedias ; Law Encyclopedias Social aspects ; Law and the social sciences Encyclopedias ; Law Encyclopedias ; Law Encyclopedias Social aspects ; Recht ; Gesellschaft ; Lexikon ; Recht ; Sozialwissenschaften ; Soziologische Jurisprudenz ; Rechtssoziologie
    Note: Includes index , Erschienen: 1 - 3
    URL: http://www.loc.gov/catdir/toc/ecip072/2006032002.html
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    Book
    MPI Ethno. Forsch.
  • 4
    Journal/Serial
    Journal/Serial
    African renaissance : AR (from 2004-)
    London : Adonis & Abbey ; 1.2004 -
    Details
    ISSN: 1744-2532
    Language: English
    Dates of Publication: 1.2004 -
    Parallel Title: Online-Ausg. African renaissance
    DDC: 050
    Keywords: Staat ; Gesellschaft ; Wirtschaft ; Afrika südlich der Sahara Staat ; Gesellschaft ; Wirtschaft ; Subsaharisches Afrika ; Zeitschrift
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    Journal/Serial
    MPI Ethno. Forsch.
  • 5
    Journal/Serial
    Journal/Serial
    African social studies series (from 2001-)
    Leiden [u.a.] : Brill ; 1.2001 -
    Details
    ISSN: 1568-1203
    Language: English
    Dates of Publication: 1.2001 -
    Parallel Title: Erscheint auch als African social studies series
    DDC: 360
    Keywords: Sozialwissenschaften ; Gesellschaft ; Politik ; Afrika ; Monografische Reihe
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    Journal/Serial
    DNB
    Weltkulturen Museum
    Ethn. Museum Berlin
    MPI-MMG
    MPI Ethno. Forsch.
  • 6
    Book
    Book
    People's Republic of China (2002-)
    Aldershot [u.a.] : Ashgate
    Details
    ISBN: 0754622290
    Language: English
    Series Statement: The international library of social change in Asia Pacific
    DDC: 951.05
    Keywords: China Social conditions ; 1976- ; Aufsatzsammlung ; China ; Gesellschaft
    Note: Includes bibliographical references and index , Erschienen: 1 - 2
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    MPI Ethno. Forsch.
  • 7
    Journal/Serial
    Journal/Serial
    Africa yearbook : politics, economy and society south of the Sahara (from 2005-)
    Leiden [u.a.] : Brill ; 1.2004(2005) -
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    Details
    ISSN: 1871-2525 , 1872-9037
    Language: English
    Dates of Publication: 1.2004(2005) -
    Parallel Title: Online-Ausg. Africa yearbook online
    Former Title: Vorg. Afrika-Jahrbuch
    DDC: 300
    Keywords: Länderbericht ; Entwicklung ; Politik ; Gesellschaft ; Subsahara-Afrika ; Länderbericht ; Zeitschrift ; Subsaharisches Afrika ; Wirtschaftsentwicklung ; Politik
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    MPI Ethno. Forsch.
  • 8
    Journal/Serial
    Journal/Serial
    Canadian journal of African studies : = La revue canadienne des études africaines (from 1967-)
    Abingdon : Routledge, Taylor & Francis Group | Montreal, Que. : Assoc. ; 1.1967 -
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    Details
    ISSN: 0008-3968 , 1923-3051 , 1923-3051
    Language: English , French
    Dates of Publication: 1.1967 -
    Parallel Title: Erscheint auch als Canadian journal of African studies
    Former Title: Vorg. Bulletin of African studies in Canada
    Former Title: Le journal canadien des études africaines
    DDC: 910
    Keywords: Kanada ; Gesellschaft ; Regionalstudien ; Afrika ; Kultur ; Wirtschaft ; Politik ; Gesellschaft ; Afrika Kultur ; Wirtschaft ; Politik ; Gesellschaft ; Afrika ; Zeitschrift
    Note: Index 1/7.1967/73 in: 7.1973
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    Journal/Serial
    MPI-MMG
    MPI Ethno. Forsch.
  • 9
    Journal/Serial
    Journal/Serial
    Islamic law and society (from 1994-)
    Leiden [u.a.] : Brill | Leiden : Brill ; 1.1994 -
    Details
    ISSN: 0928-9380 , 1568-5195 , 1568-5195
    Language: English
    Dates of Publication: 1.1994 -
    Parallel Title: Erscheint auch als Islamic law and society
    DDC: 340
    Keywords: Zeitschrift ; Islamisches Recht ; Islam ; Gesellschaft
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    Journal/Serial
    MPI-MMG
    MPI Ethno. Forsch.
  • 10
    Journal/Serial
    Journal/Serial
    African affairs : the journal of the Royal African Society (from 1944-)
    Oxford : Oxford Univ. Press | London [u.a.] : Macmillan ; 43.1944,Juli=Nr. 172 -
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    Details
    ISSN: 0001-9909 , 1468-2621 , 1468-2621
    Language: English
    Dates of Publication: 43.1944,Juli=Nr. 172 -
    Additional Information: 64,Special Issue=1 von African Studies Association of the United Kingdom Proceedings of the ... conference London : Royal African Society, 1965
    Parallel Title: Erscheint auch als African affairs
    Former Title: Vorg. Royal African Society Journal of the Royal African Society
    DDC: 320
    RVK:
    LA 1000
    Keywords: Großbritannien ; Länderbericht ; Regionalstudien ; Afrika ; Staat ; Gesellschaft ; Wirtschaft ; Afrika südlich der Sahara Staat ; Gesellschaft ; Wirtschaft ; Subsaharisches Afrika ; Zeitschrift ; Afrikanistik ; Afrika
    Note: Repr.: Vaduz [u.a.] : Kraus; Germantown, NY : Periodicals Service Company
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    Journal/Serial
    Ethn. Museum Berlin
    MPI-MMG
    MPI Ethno. Forsch.
    GRASSI Mus. Leipzig
  • 11
    Journal/Serial
    Journal/Serial
    The newsletter / IIAS, International Institute for Asian Studies : encouraging knowledge and enhancing the study of Asia (from 1993-)
    Leiden : Inst. ; 1.1993 -
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    Details
    ISSN: 0929-8738
    Language: English
    Dates of Publication: 1.1993 -
    Parallel Title: Erscheint auch als International Institute for Asian Studies The newsletter
    Former Title: IIAS newsletter
    DDC: 000
    Keywords: Politik ; Wirtschaft ; Gesellschaft ; Asien Politik ; Wirtschaft ; Gesellschaft ; Asien ; Zeitschrift ; Asien ; Kultur ; Zeitschrift ; Asien ; Zeitschrift
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    Journal/Serial
    Weltkulturen Museum
    MPI Ethno. Forsch.
  • 12
    Journal/Serial
    Journal/Serial
    East European politics and societies and cultures : EEPS (from 1990-)
    Thousand Oaks, Calif. : Sage | Berkeley, Calif. : Univ. of Calif. Press ; 4.1990 -
    Show associated volumes/articles
    Details
    ISSN: 0888-3254 , 1533-8371 , 1533-8371
    Language: English
    Dates of Publication: 4.1990 -
    Parallel Title: Erscheint auch als East European politics and societies
    Former Title: Vorg. Eastern European politics & societies
    Former Title: East European politics and societies
    Former Title: East European politics & societies
    DDC: 910
    Keywords: Länderbericht ; Politik ; Gesellschaft ; Osteuropa ; Politik ; Geschichte ; Internationale Politik ; Gesellschaft ; Osteuropa Mitteleuropa ; Südosteuropa ; Politik ; Zeitgeschichte ; Internationale Beziehungen ; Gesellschaft ; Osteuropa ; Mitteleuropa ; Südosteuropa ; Graue Literatur ; Zeitschrift ; Osteuropa ; Gesellschaft ; Zeitschrift ; Osteuropa ; Politik ; Zeitschrift
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    MPI Ethno. Forsch.
  • 13
    Journal/Serial
    Journal/Serial
    War and society in East Central Europe (from 1979-)
    [Wechselnde Erscheinungsorte] : [Wechselnde Verlage] ; 1.1979 -
    Details
    Language: English
    Dates of Publication: 1.1979 -
    Additional Information: 2=122; 3=104; 6=105; 7=106; 10=124; 11=152; 14=151; 16=167; 19=196 u.a. von East European monographs Boulder, Colo. : Social Science Monographs, 1971
    DDC: 320
    Keywords: Monografische Reihe ; Ostmitteleuropa ; Krieg ; Gesellschaft
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    Journal/Serial
    MPI Ethno. Forsch.
  • 14
    Journal/Serial
    Journal/Serial
    Acta ethnographica Hungarica : an international journal of ethnography ; a periodical of the Hungarian Academy of Sciences (from 1991-)
    Budapest : Akadémiai Kiadó members of Wolters Kluwer group ; 37.1991/92 -
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    Details
    ISSN: 1216-9803 , 1588-2586 , 1588-2586
    Language: English
    Dates of Publication: 37.1991/92 -
    Parallel Title: Erscheint auch als Acta ethnographica Hungarica
    Former Title: Vorg. Magyar Tudományos Akadémia Acta ethnographica Academiae Scientiarum Hungaricae
    DDC: 390
    Keywords: Zeitschrift ; Volkskunde ; Zeitschrift ; Ungarn ; Europa ; Gesellschaft ; Kultur
    Note: Beiträge meist englisch, teils in anderen Sprachen , Index 1/50.1950/2005 = 50.2005,4
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    Journal/Serial
    Ethn. Museum Berlin
    MEK Berlin
    MPI Ethno. Forsch.
    GRASSI Mus. Leipzig
  • 15
    Journal/Serial
    Journal/Serial
    Cahiers africains : = Afrika studies (from 1993-)
    Paris : L'Harmattan | Tervuren, Belgique : Africa Museum | Bruxelles : Inst. | Tervuren : Institut Africain-CEDAF ; 1/2.1993 -
    Details
    ISSN: 1021-9994
    Language: French , Dutch , English
    Pages: 24 cm
    Dates of Publication: 1/2.1993 -
    Additional Information: 1/2=1993 von Inventaire des études africaines en Belgique Bruxelles : CEDAF, 1985
    Former Title: Vorg Centre d'Etudes et de Documentation Africaines (Brüssel) Les cahiers du CEDAF
    DDC: 890
    Keywords: Belgien ; Länderbericht ; Regionalstudien ; Afrika ; Regionalforschung ; Innenpolitik ; Sozioökonomischer Wandel ; Gesellschaft ; Entwicklung ; Demokratische Republik Kongo ; Graue Literatur ; Monografische Reihe ; Afrika ; Zeitschrift
    Note: Herausgebendes Organ früher: Institut Africain , Das Gesamtwerk gliedert sich in ungezählte Unterreihen
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    Journal/Serial
    Ethn. Museum Berlin
    MPI Ethno. Forsch.
    GRASSI Mus. Leipzig
  • 16
    Journal/Serial
    Journal/Serial
    African affairs : the journal of the Royal African Society (from 1944-)
    Oxford : Oxford Univ. Press | London [u.a.] : Macmillan ; 43.1944,Juli=Nr. 172 -
    Show associated volumes/articles
    Details
    ISSN: 0001-9909 , 1468-2621 , 1468-2621
    Language: English
    Dates of Publication: 43.1944,Juli=Nr. 172 -
    Additional Information: 64,Special Issue=1 von African Studies Association of the United Kingdom Proceedings of the ... conference London : Royal African Society, 1965
    Parallel Title: Erscheint auch als African affairs
    Former Title: Vorg. Royal African Society Journal of the Royal African Society
    DDC: 320
    RVK:
    LA 1000
    Keywords: Großbritannien ; Länderbericht ; Regionalstudien ; Afrika ; Staat ; Gesellschaft ; Wirtschaft ; Afrika südlich der Sahara Staat ; Gesellschaft ; Wirtschaft ; Subsaharisches Afrika ; Zeitschrift ; Afrikanistik ; Afrika
    Note: Repr.: Vaduz [u.a.] : Kraus; Germantown, NY : Periodicals Service Company
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    Journal/Serial
    BSZ
    GBV
    Ethn. Museum Berlin
    MPI-MMG
    MPI Ethno. Forsch.
    GRASSI Mus. Leipzig
  • 17
    Journal/Serial
    Journal/Serial
    The newsletter / IIAS, International Institute for Asian Studies : encouraging knowledge and enhancing the study of Asia (from 1993-)
    Leiden : Inst. ; 1.1993 -
    Details
    ISSN: 0929-8738
    Language: English
    Dates of Publication: 1.1993 -
    Parallel Title: Erscheint auch als International Institute for Asian Studies The newsletter
    Former Title: IIAS newsletter
    DDC: 000
    Keywords: Politik ; Wirtschaft ; Gesellschaft ; Asien Politik ; Wirtschaft ; Gesellschaft ; Asien ; Zeitschrift ; Asien ; Kultur ; Zeitschrift ; Asien ; Zeitschrift
    Library Location Call Number Volume/Issue/Year Availability
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    Journal/Serial
    Weltkulturen Museum
    BSZ
    GBV
    MPI Ethno. Forsch.
  • 18
    Journal/Serial
    Journal/Serial
    Cahiers africains : = Afrika studies (from 1993-)
    Paris : L'Harmattan | Tervuren, Belgique : Africa Museum | Bruxelles : Inst. | Tervuren : Institut Africain-CEDAF ; 1/2.1993 -
    Details
    ISSN: 1021-9994
    Language: French , Dutch , English
    Pages: 24 cm
    Dates of Publication: 1/2.1993 -
    Additional Information: 1/2=1993 von Inventaire des études africaines en Belgique Bruxelles : CEDAF, 1985
    Former Title: Vorg Centre d'Etudes et de Documentation Africaines (Brüssel) Les cahiers du CEDAF
    DDC: 890
    Keywords: Belgien ; Länderbericht ; Regionalstudien ; Afrika ; Regionalforschung ; Innenpolitik ; Sozioökonomischer Wandel ; Gesellschaft ; Entwicklung ; Demokratische Republik Kongo ; Graue Literatur ; Monografische Reihe ; Afrika ; Zeitschrift
    Note: Herausgebendes Organ früher: Institut Africain , Das Gesamtwerk gliedert sich in ungezählte Unterreihen
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    Journal/Serial
    BSZ
    GBV
    Ethn. Museum Berlin
    MPI Ethno. Forsch.
    GRASSI Mus. Leipzig
  • 19
    Journal/Serial
    Journal/Serial
    African social studies series (from 2001-)
    Leiden [u.a.] : Brill ; 1.2001 -
    Details
    ISSN: 1568-1203
    Language: English
    Dates of Publication: 1.2001 -
    Parallel Title: Erscheint auch als African social studies series
    DDC: 360
    Keywords: Sozialwissenschaften ; Gesellschaft ; Politik ; Afrika ; Monografische Reihe
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    Journal/Serial
    DNB
    Weltkulturen Museum
    BSZ
    GBV
    Ethn. Museum Berlin
    MPI-MMG
    MPI Ethno. Forsch.
  • 20
    Journal/Serial
    Journal/Serial
    Acta ethnographica Hungarica : an international journal of ethnography ; a periodical of the Hungarian Academy of Sciences (from 1991-)
    Budapest : Akadémiai Kiadó members of Wolters Kluwer group ; 37.1991/92 -
    Details
    ISSN: 1216-9803 , 1588-2586 , 1588-2586
    Language: English
    Dates of Publication: 37.1991/92 -
    Parallel Title: Erscheint auch als Acta ethnographica Hungarica
    Former Title: Vorg. Magyar Tudományos Akadémia Acta ethnographica Academiae Scientiarum Hungaricae
    DDC: 390
    Keywords: Zeitschrift ; Volkskunde ; Zeitschrift ; Ungarn ; Europa ; Gesellschaft ; Kultur
    Note: Beiträge meist englisch, teils in anderen Sprachen , Index 1/50.1950/2005 = 50.2005,4
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    Journal/Serial
    BSZ
    GBV
    Ethn. Museum Berlin
    MEK Berlin
    MPI Ethno. Forsch.
    GRASSI Mus. Leipzig
  • 21
    Book
    Book
    In the realm of Corona normativities (2020-)
    Frankfurt am Main : Vittorio Klostermann | [Bonn] : Käte Hamburger Kolleg "Recht als Kultur"
    Details
    Language: English , French
    Series Statement: Series of the Käte Hamburger Centre for Advanced Study in the Humanities "Law as Culture"
    DDC: 340.1
    RVK:
    PI 3240
    RVK:
    YD 6927
    RVK:
    YD 6901
    Keywords: Aufsatzsammlung ; COVID-19 ; Pandemie ; Krise ; Gesellschaft ; Rechtstheorie
    Note: Band 2 herausgegeben von Werner Gephart und Jure Leko
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    Book
    MPI Ethno. Forsch.
  • 22
    Journal/Serial
    Journal/Serial
    Tai culture : interdisciplinary Tai studies series (from 1996-)
    Berlin : SEACOM Ed. ; 1.1996 - 7.2002 = Nr. [1-14]; Nr. 15.2003 -
    Details
    ISSN: 1431-1240
    Language: English
    Dates of Publication: 1.1996 - 7.2002 = Nr. [1-14]; Nr. 15.2003 -
    Former Title: international review on Tai cultural studies
    DDC: 950
    Keywords: Monografische Reihe ; Thai ; Kultur ; Thailand ; Laos ; Vietnam ; Birma ; Yunnan ; Assam ; Lao ; Schan ; Lü ; Ahom ; Schwarz-Thai ; Zhuang ; Buyi ; Geschichte ; Gesellschaft ; Literatur ; Rechtsethnologie ; Buddhismus ; Kunst
    Note: Bis 7.2002 als Zeitschr. ersch.
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    Journal/Serial
    DNB
    Ethn. Museum Berlin
    MPI Ethno. Forsch.
  • 23
    Journal/Serial
    Journal/Serial
    Central Asian survey (from 1982-)
    Abingdon [u.a] : Routledge, Taylor & Francis Group | Oxford : Oxford Microform Publ. | Abingdon : Carfax ; 1.1982/83 -
    Show associated volumes/articles
    Details
    ISSN: 0263-4937 , 1465-3354 , 1465-3354
    Language: English
    Dates of Publication: 1.1982/83 -
    Additional Information: 3,3=1; 5,3/4=2 von Conference on Central Asia (ZDB) Papers from the Conference on Central Asia [S.l.], 1984
    Parallel Title: Erscheint auch als Central Asian survey
    DDC: 320
    Keywords: Islam ; Geschichtswissenschaft ; Gesellschaft ; Wirtschaft ; Regionalforschung ; Analyse ; Asien Zentral- und Nordasien ; Südasien ; Naher und Mittlerer Osten ; Sowjetunion ; Islam ; Geschichtswissenschaft ; Gesellschaft ; Wirtschaft ; Länder- und Regionalforschung ; Wissenschaftlich-theoretische Analyse ; Asien ; Zentralasien ; Nordasien ; Südasien ; Naher Osten ; Mittlerer Osten ; Sowjetunion ; Zeitschrift
    Note: Herausgebendes Organ früher: Society for Central Asian Studies
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    Journal/Serial
    Ethn. Museum Berlin
    MPI Ethno. Forsch.
  • 24
    Online Resource
    Online Resource
    Pacific geographies : research, notes, current issues from the Asia-Pacific region (2013-)
    Hamburg : APSA ; Nr. 39.2013 -
    Details
    ISSN: 2199-9104 , 2196-1468 , 2196-1468
    Language: English
    Pages: Online-Ressource
    Dates of Publication: Nr. 39.2013 -
    Parallel Title: Erscheint auch als Pacific geographies
    Former Title: Fortsetzung von Pacific news
    DDC: 910
    Keywords: Gesellschaft ; Politik ; Kultur ; Pazifischer Raum ; Zeitschrift
    Note: Gesehen am 15.01.13 , Periodizität: halbjährl.
    URL: kostenfrei
    URL: kostenfrei
    URL: https://ezb.ur.de/?2698211-0
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    Online Resource
    DNB
    MPI Ethno. Forsch.
  • 25
    Journal/Serial
    Journal/Serial
    Zhong guo tong ji nian jian : = China statistical yearbook (from 1982-)
    Bei jing : Zhong guo tong ji chu ban she ; 1981(1982) - 1996; 16.1997 -
    Details
    Title: 中国统计年鉴
    Author, Corporation: 中国
    Publisher: 北京 : 中国统计出版社
    ISSN: 0255-6766
    Language: Chinese , English
    Dates of Publication: 1981(1982) - 1996; 16.1997 -
    Parallel Title: Parallele Sprachausgabe China Statistical yearbook of China
    Parallel Title: Erscheint auch als China Zhong guo tong ji nian jian
    Parallel Title: Erscheint auch als China. Guo jia tong ji ju Zhong guo tong ji nian jian
    Former Title: Engl. Ausg. u. darin aufgeg. China China statistical yearbook
    Former Title: Chung-kuo t'ung-chi nien-chien
    Former Title: Statistical yearbook of China
    Former Title: Zhongguo-tongji-nianjian
    RVK:
    PO 8024
    Keywords: Statistik ; China ; Gesellschaft ; Binnenwirtschaft ; Volksrepublik China Gesellschaft ; Binnenwirtschaft ; China ; Graue Literatur ; Statistik ; Amtsdruckschrift ; Zeitschrift ; Statistik ; China ; China ; Statistik ; Statistik ; Jahrbuch ; China
    Note: Anfangs ohne Parallelsacht , Erscheint jährlich , Herausgeber bis 36 (2017): Zhong hua ren min gong he guo guo jia tong ji ju bian , Text chines. u. engl. ab 1994
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    MPI Ethno. Forsch.
  • 26
    Journal/Serial
    Journal/Serial
    The journal of modern African studies : a quarterly survey of politics, economics & related topics in contemporary Africa (from 1963-)
    Cambridge [u.a.] : Univ. Press | London : Cambridge Univ. Press ; 1.1963 -
    Details
    ISSN: 0022-278X , 1469-7777 , 1469-7777
    Language: English
    Dates of Publication: 1.1963 -
    Parallel Title: Erscheint auch als The journal of modern African studies
    DDC: 330
    Keywords: Entwicklung ; Gesellschaft ; Politik ; Afrika ; Internationale Politik ; Kollektive Sicherheit ; Gesellschaft ; Staat ; Afrika Internationale Politik ; Internationale Sicherheit ; Gesellschaft ; Staat ; Zeitschrift ; Afrika ; Wirtschaft ; Afrika ; Politik
    Note: Index 1/35.1963/97=37.1999,Suppl.
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    Journal/Serial
    Weltkulturen Museum
    BSZ
    GBV
    Ethn. Museum Berlin
    MPI-MMG
    MPI Ethno. Forsch.
  • 27
    Journal/Serial
    Journal/Serial
    Arab human development report (from 2002-)
    New York, NY : United Nations Development Programme, Regional Bureau for Arab States ; 1.2002-6 (2016) [?] ; 2022-
    Details
    ISSN: 1992-7622 , 2520-2189 , 2520-2189
    Language: English
    Dates of Publication: 1.2002-6 (2016) [?] ; 2022-
    Parallel Title: Parallele Sprachausgabe Taqrīr at-tanmīya al-insānīya al-ʿarabīya li-l-ʿām ...
    Parallel Title: Erscheint auch als Arab human development report ...
    Former Title: The Arab human development report
    RVK:
    QR 810
    Keywords: Entwicklungsindikator ; Sozialer Indikator ; Lebensqualität ; Humankapital ; Arabische Staaten ; Amtsdruckschrift ; Graue Literatur ; Zeitschrift ; Statistik ; Arabien ; Entwicklungspolitik ; Araber ; Gesellschaft ; Entwicklung ; Araber ; Entwicklung
    Note: Zusatz wechselt , Urh. bis 4.2005: United Nations Development Programme, Arab Fund for Economic and Social Development , Teils ohne Zählung; Zählung aus dem Vorwort oder dem Text
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    MPI Ethno. Forsch.
  • 28
    Journal/Serial
    Journal/Serial
    Südosteuropa-Mitteilungen (from 1975-)
    München : Südosteuropa-Ges. ; 15.1975 -
    Details
    ISSN: 0340-174X
    Language: German , English
    Pages: 24 cm
    Dates of Publication: 15.1975 -
    Parallel Title: Erscheint auch als Südosteuropa-Mitteilungen
    Former Title: Vorg. Südosteuropa-Gesellschaft (Deutschland, Bundesrepublik) Mitteilungen der Südosteuropa-Gesellschaft
    Former Title: Vierteljahresschrift der Südosteuropa-Gesellschaft
    DDC: 940
    RVK:
    MA 1000
    Keywords: Länderbericht ; Südosteuropa ; Graue Literatur ; Zeitschrift ; Südosteuropa ; Geschichte ; Zeitschrift ; Südosteuropa ; Politik ; Gesellschaft ; Südosteuropaforschung
    Note: Ungezählte Beilage: Beiheft , Einzelne Hefte als Sonderausg. oder Sonderh. bez , Ersch. zweimonatl., bis 41.2001 vierteljährl.
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    DNB
    MPI Ethno. Forsch.
  • 29
    Journal/Serial
    Journal/Serial
    The journal of modern African studies : a quarterly survey of politics, economics & related topics in contemporary Africa (from 1963-)
    Cambridge [u.a.] : Univ. Press | London : Cambridge Univ. Press ; 1.1963 -
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    Details
    ISSN: 0022-278X , 1469-7777 , 1469-7777
    Language: English
    Dates of Publication: 1.1963 -
    Parallel Title: Erscheint auch als The journal of modern African studies
    DDC: 330
    Keywords: Entwicklung ; Gesellschaft ; Politik ; Afrika ; Internationale Politik ; Kollektive Sicherheit ; Gesellschaft ; Staat ; Afrika Internationale Politik ; Internationale Sicherheit ; Gesellschaft ; Staat ; Zeitschrift ; Afrika ; Wirtschaft ; Afrika ; Politik
    Note: Index 1/35.1963/97=37.1999,Suppl.
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    Weltkulturen Museum
    Ethn. Museum Berlin
    MPI-MMG
    MPI Ethno. Forsch.
  • 30
    Online Resource
    Online Resource
    Africa confidential (1997-)
    London : Asempa | Oxford : Blackwell Publ. ; Nachgewiesen 38.1997 -
    Details
    ISSN: 1467-6338 , 0044-6483 , 0044-6483
    Language: English
    Pages: Online-Ressource
    Dates of Publication: Nachgewiesen 38.1997 -
    Parallel Title: Erscheint auch als Africa confidential
    DDC: 320
    Keywords: Innenpolitik ; Gesellschaft ; Internationale Politik ; Wirtschaft ; Internationale Organisation ; Einflusssphäre ; Afrika Innenpolitische Lage/Entwicklung ; Gesellschaft ; Bilaterale internationale Beziehungen ; Wirtschaft ; Afrikanische internationale Organisation ; Einflusssphäre ; Afrika ; Zeitschrift
    Note: Gesehen am 28.03.12
    URL: https://ezb.ur.de/?1498516-0
    URL: https://onlinelibrary.wiley.com/journal/14676338
    URL: http://www.africa-confidential.com
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  • 31
    Online Resource
    Online Resource
    Central Asian survey (1996-)
    Basingstoke [u.a.] : Carfax ; 15.1996 -
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    Details
    ISSN: 1465-3354 , 0263-4937 , 0263-4937
    Language: English
    Pages: Online-Ressource
    Dates of Publication: 15.1996 -
    Parallel Title: Erscheint auch als Central Asian survey
    DDC: 320
    Keywords: Zeitschrift ; Mittelasien ; Kaukasusländer ; Zentralasien ; Politik ; Gesellschaft
    URL: https://ezb.ur.de/?1476397-7
    URL: https://www.tandfonline.com/loi/ccas20
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  • 32
    Online Resource
    Online Resource
    International journal of Middle East studies : IJMES (1970-)
    Cambridge [u.a.] : Cambridge Univ. Press ; 1.1970 -
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    Details
    ISSN: 1471-6380 , 0020-7438 , 0020-7438
    Language: English
    Pages: Online-Ressource
    Dates of Publication: 1.1970 -
    Parallel Title: Erscheint auch als International journal of Middle East studies
    DDC: 890
    Keywords: Zeitschrift ; Naher Osten ; Politik ; Gesellschaft ; Kultur ; Geschichte 1600-
    Note: Gesehen am 16.04.2024
    URL: https://ezb.ur.de/?2053871-6
    URL: https://www.jstor.org/journal/intejmiddeaststu
    URL: https://www.cambridge.org/core/journals/international-journal-of-middle-east-studies
    URL: Deutschlandweit zugänglich
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  • 33
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    Online Resource
    Journal of Eastern African studies : journal of the British Institute in Eastern Africa (2007-)
    London [u.a.] : Routledge, Taylor & Francis Group ; 1.2007 -
    Details
    ISSN: 1753-1063 , 1753-1055 , 1753-1055
    Language: English
    Pages: Online-Ressource
    Dates of Publication: 1.2007 -
    Parallel Title: Erscheint auch als Journal of Eastern African studies
    DDC: 910
    Keywords: Staat ; Gesellschaft ; Kultur ; Internationale Politik ; Ostafrika Staat ; Gesellschaft ; Kultur ; Internationale Beziehungen ; Ostafrika ; Zeitschrift
    Note: Gesehen am 21.03.12
    URL: https://ezb.ur.de/?2273648-7
    URL: https://www.tandfonline.com/loi/rjea20
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  • 34
    Online Resource
    Online Resource
    Africa : Journal of the International African Institute (1928-)
    Cambridge : Cambridge Univ. Press | Edinburgh : Univ. Press ; 1.1928 -
    Details
    ISSN: 1750-0184 , 0001-9720 , 0001-9720
    Language: English
    Dates of Publication: 1.1928 -
    Parallel Title: Erscheint auch als Africa
    DDC: 390
    Keywords: Ethnologie ; Wert ; Norm ; Kulturstandard ; Zwischenmenschliche Beziehung ; Afrika Ethnologie/Volkskunde ; Kultur ; Kulturelle Werte und Normen ; Gesellschaft ; Soziale Beziehungen ; Zeitschrift ; Afrika ; Kultur ; Afrika ; Gesellschaft
    Note: Gesehen am 16.04.2024
    URL: https://ezb.ur.de/?2065758-4
    URL: https://www.cambridge.org/core/journals/africa
    URL: Deutschlandweit zugänglich
    URL: https://muse.jhu.edu/journal/310
    URL: Deutschlandweit zugänglich
    URL: https://www.jstor.org/journal/afrijinteafriins
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  • 35
    Online Resource
    Online Resource
    Eastern Africa social science research review : a publication of the Organisation for Social Science Research in Eastern Africa and Southern Europe (2002-)
    Addis Ababa : [Verlag nicht ermittelbar] ; 18.2002 -
    Details
    ISSN: 1684-4173 , 1027-1775 , 1027-1775
    Language: English
    Pages: Online-Ressource
    Dates of Publication: 18.2002 -
    Parallel Title: Erscheint auch als Eastern Africa social science research review
    DDC: 300
    Keywords: Entwicklungstheorie ; Sozialwissenschaft ; Ostafrika ; Sozialwissenschaften ; Gesellschaft ; Gruppe ; Sozioökonomischer Wandel ; Afrika südlich der Sahara Sozialwissenschaften ; Gesellschaft ; Soziale Gruppe ; Sozioökonomische Entwicklung ; Subsaharisches Afrika ; Graue Literatur ; Zeitschrift
    Note: Herausgebendes Organ früher: Organization for Social Science Research in Eastern Africa , Gesehen am 25.10.2016
    URL: https://muse.jhu.edu/journal/51
    URL: https://ezb.ur.de/?2093436-1
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  • 36
    Online Resource
    Online Resource
    Canadian journal of African studies : = La revue canadienne des études africaines (1967-)
    Montreal, Que. : [Verlag nicht ermittelbar] | Abingdon, Oxon : Routledge, Taylor & Francis ; 1.1967 -
    Details
    ISSN: 1923-3051 , 0008-3968 , 0008-3968
    Language: English
    Pages: Online-Ressource
    Dates of Publication: 1.1967 -
    Parallel Title: Erscheint auch als Canadian journal of African studies
    Former Title: Vorg Bulletin of African studies in Canada
    DDC: 910
    Keywords: Innenpolitik ; Wirtschaftsentwicklung ; Gesellschaft ; Entwicklung ; Kultur ; Afrika ; Zeitschrift
    Note: Gesehen am 23.04.12
    URL: https://ezb.ur.de/?2097737-2
    URL: https://www.tandfonline.com/loi/rcas20
    URL: http://www.jstor.org/journal/canajafristudrev
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  • 37
    Online Resource
    Online Resource
    East European politics and societies : EEPS (1986-)
    Thousand Oaks, Calif. : Sage ; 1.1986 -
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    Details
    ISSN: 1533-8371 , 0888-3254 , 0888-3254
    Language: English
    Pages: Online-Ressource
    Dates of Publication: 1.1986 -
    Additional Information: Enthalten in Central and Eastern European online library
    Parallel Title: Erscheint auch als East European politics and societies and cultures
    DDC: 910
    RVK:
    MG 80000
    RVK:
    NQ 8273
    Keywords: Geschichte ; Gesellschaft ; Politik ; Zeitschrift ; Osteuropa ; Zeitschrift ; Zeitschrift ; Elektronische Publikation ; Online-Publikation ; Zeitschrift
    Note: Gesehen am 23.06.06
    URL: https://journals.sagepub.com/home/eep
    URL: https://www.ceeol.com/search/journal-detail?id=2597
    URL: https://journals.sagepub.com/home/eep
    URL: https://nl.zugang.nationallizenzen.de/han/3ca6f472-81ae-ddf1-00e9-37a0f7f930d6
    URL: https://ezb.ur.de/?2043614-2
    URL: https://journals.sagepub.com/home/eep
    URL: Deutschlandweit zugänglich
    URL: https://www.ceeol.com/search/journal-detail?id=2597
    URL: Deutschlandweit zugänglich
    URL: https://ezb.ur.de/?2043614-2
    URL: https://journals.sagepub.com/home/eep
    URL: Deutschlandweit zugänglich
    URL: https://www.ceeol.com/search/journal-detail?id=2597
    URL: Deutschlandweit zugänglich
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    HeBIS
    MPI Ethno. Forsch.
  • 38
    Online Resource
    Online Resource
    Acta ethnographica Hungarica : an international journal of ethnography (1999-)
    Budapest : Akadémiai Kiadó ; 44, 1/2 (1999) [?]-
    In:  Central and Eastern European online library
    Details
    ISSN: 1588-2586 , 1216-9803 , 1216-9803
    Language: English
    Pages: Online-Ressource
    Dates of Publication: 44, 1/2 (1999) [?]-
    Parallel Title: Druckausg. Acta ethnographica Hungarica
    Titel der Quelle: Central and Eastern European online library
    Publ. der Quelle: Frankfurt am Main : Central and Eastern European Online Library GmbH, 2003
    DDC: 390
    Keywords: Zeitschrift ; Zeitschrift ; Zeitschrift ; Zeitschrift ; Zeitschrift ; Zeitschrift ; Zeitschrift ; Zeitschrift ; Zeitschrift ; Zeitschrift ; Volkskunde ; Zeitschrift ; Ungarn ; Europa ; Gesellschaft ; Kultur
    Note: Gesehen am 05.06.2018 , 44.1999 teils fälschlich als 44.2000 bezeichnet , Beiträge meist englisch, teils in anderen Sprachen
    URL: https://akjournals.com/view/journals/022/022-overview.xml
    URL: https://www.ceeol.com/search/journal-detail?id=2065
    URL: Deutschlandweit zugänglich
    URL: http://www.bibliothek.uni-regensburg.de/ezeit/?2110467
    URL: https://akjournals.com/view/journals/022/022-overview.xml
    URL: https://www.ceeol.com/search/journal-detail?id=2065
    URL: Deutschlandweit zugänglich
    URL: http://www.bibliothek.uni-regensburg.de/ezeit/?2110467
    URL: https://akjournals.com/view/journals/022/022-overview.xml
    URL: https://www.ceeol.com/search/journal-detail?id=2065
    URL: Deutschlandweit zugänglich
    URL: http://www.bibliothek.uni-regensburg.de/ezeit/?2110467
    URL: Volltext
    URL: Volltext
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Volltext
    URL: Volltext
    URL: Volltext
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    URL: Volltext
    URL: https://akjournals.com/view/journals/022/022-overview.xml
    URL: https://www.ceeol.com/search/journal-detail?id=2065
    URL: Deutschlandweit zugänglich
    URL: https://ezb.ur.de/?2110467-0
    URL: https://www.ceeol.com/search/journal-detail?id=2065
    URL: https://nl.zugang.nationallizenzen.de/han/3ca6f472-81ae-ddf1-00e9-37a0f7f930d6
    URL: https://akjournals.com/view/journals/022/022-overview.xml
    URL: https://www.ceeol.com/search/journal-detail?id=2065
    URL: Deutschlandweit zugänglich
    URL: https://ezb.ur.de/?2110467-0
    URL: Volltext
    URL: Volltext
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Volltext
    URL: https://akjournals.com/view/journals/022/022-overview.xml
    URL: https://www.ceeol.com/search/journal-detail?id=2065
    URL: https://nl.zugang.nationallizenzen.de/han/3ca6f472-81ae-ddf1-00e9-37a0f7f930d6
    URL: https://ezb.ur.de/?2110467-0
    URL: https://akjournals.com/view/journals/022/022-overview.xml
    URL: https://www.ceeol.com/search/journal-detail?id=2065
    URL: Deutschlandweit zugänglich
    URL: https://ezb.ur.de/?2110467-0
    URL: https://akjournals.com/view/journals/022/022-overview.xml
    URL: https://www.ceeol.com/search/journal-detail?id=2065
    URL: Deutschlandweit zugänglich
    URL: https://ezb.ur.de/?2110467-0
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    HU Berlin
    München BSB
    München UB
    Würzburg UB
    Regensburg UB
    BSZ
    GBV
    KOBV
    HeBIS
    BVB
    HBZ
    Bayreuth UB
    MARKK
    MPI Ethno. Forsch.
  • 39
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    Online Resource
    Maldives Human Capital Review : Unleashing People's Full Potential (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Social Analysis
    Keywords: Access and Equity in Basic Education ; Access To Education ; Agriculture ; Climate Change Impact ; Covid-19 Impact ; Education ; Food Security ; Health Service Management and Delivery ; Health, Nutrition and Population ; Human Capital Accumulation and Utilization ; Inclusive Development ; Long-Term Economic Growth ; Social Protections and Assistance ; Social Protections and Labor
    Abstract: This report is undertaken as a part of the Human Capital Project (HCP), a globalinitiative of the World Bank Group that aims to increase governments' awarenessof the importance of investing in people (World Bank date of publication not identifiedb). One of the maincomponents of the HCP is a cross-country metric--the Human Capital Index (HCI). The HCI estimates the amount of human capital a child born today can expect to accumulate by the age of 18, thus highlighting how current health and education outcomes shape the work productivity of the next generation. Moreover, given the cumulative nature of human capital, the HCI has clear milestones across the entire human life cycle: at birth, children need to survive; during childhood, they need to be well-nourished; at school age, they must complete all schooling and active adequate learning levels; and in adulthood, they need to stay in good health. Finally, the HCI includes a result: a score that ranges from 0 to 1. A country where an average child has virtually no risk of being stunted or dying before age five, receives high-quality education, and becomes a healthy adult, would have an HCI close to 1. Conversely, when the risk of being ill-nourished or prematurely dying is high, access to education is limited, and the quality of learning is low, the HCI would approach zero
    DOI: 10.1596/40944
    URL: Deutschlandweit zugänglich
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  • 40
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    Online Resource
    Comprehensive Assessment of the Childcare Landscape in Lebanon : A Mixed Methods Study (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Social Protection Study
    Keywords: Childcare ; Early Childhood Development ; Education ; Legal Framework ; Policies ; Services Mapping ; Social Protections and Assistance ; Social Protections and Labor
    Abstract: The "Comprehensive Assessment of the Childcare Landscape in Lebanon: A Mixed Methods Study" analyzes the supply and demand of formal childcare services for children aged 0-3. It provides a review of Lebanon's regulatory and institutional framework around childcare, maps out the current supply of services including cost and quality aspects, and deepens the understanding of households' childcare needs. Findings show that there is a mismatch between supply and demand, with a gap in provision for the youngest children and that supply is mostly private, costly, and concentrated in coastal areas. Childcare responsibilities limit women's ability to join the labor force, and affordability is a main constraint for families to access services, resulting in low demand for formal childcare. The study proposes measures for an inclusive expansion of quality and affordable childcare services in four areas: (i) an enabling environment for efficient, affordable provision of quality childcare services, (ii) a more equitable distribution of the unpaid care work burden within the household, (iii) improved State support to address households' care needs, and (iv) inclusive family-friendly workplace conditions in the private sector
    DOI: 10.1596/40845
    URL: Deutschlandweit zugänglich
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  • 41
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    Online Resource
    Labor Market Participation and Employment Choice in Ghana : Do Individual Personality Traits and Gender Role Attitudes Matter? (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (52 pages)
    Parallel Title: Erscheint auch als Amankwah, Akuffo Labor Market Participation and Employment Choice in Ghana: Do Individual Personality Traits and Gender Role Attitudes Matter?
    Keywords: Education ; Employment Outcome ; Employment Preference ; Gender ; Gender Monitoring and Evaluation ; Gender Norms ; Gender Role Attitudes ; Informal Sector Measurement Study ; Labor Markets ; Multi-Stage Sampling ; Personality Traits ; Poverty Reduction ; Secondary Education Equity ; Self-Employment
    Abstract: In addition to the conventional determinants of labor market participation and the choice between wage employment and self-employment, there is a growing interest of the significance of gender role attitudes and personality traits. This study uses data from the 2022 Ghana Informal Sector Measurement Study to investigate the influence of these factors on employment outcomes in the Northern and Ashanti regions of Ghana. The findings are based on a series of analyses, including descriptive, multinomial logistic, and linear probability model regressions. The empirical results show the critical role played by both gender role attitudes and personality traits in shaping individuals' decisions on labor market participation and employment choices. Notably, personality traits emerge as significant drivers of observed employment outcomes. However, the impact of these personality traits is often mitigated or even reversed in the presence of heightened traditionalism. Furthermore, the gender-disaggregated analysis reveals that possessing at least a secondary education level is a pivotal factor in the selection of men into formal employment, whereas this criterion holds less significance for women. Conversely, once the decision to participate in the labor market has been made, having at least a secondary education becomes relevant for securing wage employment, regardless of an individual's gender
    DOI: 10.1596/1813-9450-10664
    URL: Deutschlandweit zugänglich
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  • 42
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    Online Resource
    Public Expenditure and Institutional Review and Financial Management in Education Analysis : Preventing a Lost Decade in Education in the Lao PDR (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Covid-19 Impact ; Current Status Of Education ; Curriculum and Instruction ; Education ; Education and Employment ; Education Finance ; Education Financing ; Education Quality ; Education Resource Allocation ; Education Sector Spending ; Effective Schools and Teachers ; Motivation For Education
    Abstract: The education sector in the Lao PDR (Laos) faces significant challenges. Access to education improved over of the past decade but substantial gaps remain, and previous progress is being undermined by the impacts of COVID-19 and ongoing economic difficulties. The quality of education was already poor before these shocks. The sector is severely underfunded due to a steep decline in public resources allocated to education. In addition, limited job prospects for graduates reduce demand for quality education. To prevent these challenges from causing a lost decade for education in Laos, urgent attention is needed in three areas. First, the government should implement comprehensive economic and fiscal reforms to increase available resources for education and facilitate private sector development to create income earning opportunities for graduates. Second, resource allocation within the sector should be improved for equity and balance. Lastly, the education sector needs to better translate available resources into the learning outcomes of children and youth by reducing inefficiencies and rigidities that constrain the key drivers of learning: teachers, school financing, teaching and learning materials, and school infrastructure. Addressing constraints in these three areas will help reverse the decline in education financing, close access gaps, and enhance service quality
    DOI: 10.1596/40940
    URL: Deutschlandweit zugänglich
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  • 43
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    Online Resource
    Living on the Edge : Innovative Research on Leaving Care and Transitions to Adulthood (2024)
    [Erscheinungsort nicht ermittelbar] : Bristol University Press
    Details
    ISBN: 9781447366317 , 144736631X
    Language: English
    Pages: 1 Online-Ressource (262 pages)
    Edition: 1st ed
    Parallel Title: Erscheint auch als
    DDC: 362.73/2
    Keywords: Youth Institutional care ; Education ; Youth Employment ; Youth Government policy ; Jeunesse - Travail ; Jeunesse - Politique gouvernementale
    Abstract: EPDF and EPUB available Open Access under CC-BY licence. Young people transitioning out of care towards independence, work and adulthood are on the edge of these phases of life. Considering previously neglected groups of care leavers such as unaccompanied migrants, street youth, those leaving residential care, young parents and those with a disability, this book presents cutting-edge research from emerging global scholars. The collection addresses the precarity experienced by many care leavers, who often lack the social capital and resources to transition into stable education, employment and family life. Including the voices of care leavers throughout, it makes research relevant to practitioners and policymakers aiming to enable, rather than label, vulnerable groups.EPDF and EPUB available Open Access under CC-BY licence. Young people transitioning out of care towards independence, work and adulthood are on the edge of these phases of life. Considering previously neglected groups of care leavers such as unaccompanied migrants, street youth, those leaving residential care, young parents and those with a disability, this book presents cutting-edge research from emerging global scholars. The collection addresses the precarity experienced by many care leavers, who often lack the social capital and resources to transition into stable education, employment and family life. Including the voices of care leavers throughout, it makes research relevant to practitioners and policymakers aiming to enable, rather than label, vulnerable groups
    URL: kostenfrei
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  • 44
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    Towards a Hybrid, Flexible and Socially Engaged Higher Education : Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 3 (2024)
    Cham : Springer Nature Switzerland | Cham : Imprint: Springer
    Details
    ISBN: 9783031530227
    Language: English
    Pages: 1 Online-Ressource(XVIII, 517 p. 179 illus., 152 illus. in color.)
    Edition: 1st ed. 2024.
    Series Statement: Lecture Notes in Networks and Systems 901
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Computational intelligence. ; Education
    Abstract: This book contains papers in the fields of engineering pedagogy education, research in engineering pedagogy, and games in engineering education. The authors are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary. The 26th International Conference on Interactive Collaborative Learning (ICL2023), which took place in Madrid, Spain, between September 26 and 30, 2023, was the perfect place where current trends in higher education were presented and discussed. Since its beginning in 1998, this conference has been devoted to new approaches in learning with a focus on collaborative learning in higher education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in learning and engineering pedagogy. In this way, the authors try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc.
    DOI: 10.1007/978-3-031-53022-7
    URL: lizenzpflichtig
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    BSZ
    MPI Ethno. Forsch.
  • 45
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    Online Resource
    Towards a Hybrid, Flexible and Socially Engaged Higher Education : Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 1 (2024)
    Cham : Springer Nature Switzerland | Cham : Imprint: Springer
    Details
    ISBN: 9783031519796
    Language: English
    Pages: 1 Online-Ressource(XVIII, 553 p. 145 illus., 122 illus. in color.)
    Edition: 1st ed. 2024.
    Series Statement: Lecture Notes in Networks and Systems 899
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Computational intelligence. ; Education
    Abstract: This book contains papers in the fields of collaborative learning, digital transition in education, and AI and learning analytics in engineering education. The authors are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary. The 26th International Conference on Interactive Collaborative Learning (ICL2023), which took place in Madrid, Spain, between September 26 and 30, 2023, was the perfect place where current trends in higher education were presented and discussed. Since its beginning in 1998, this conference has been devoted to new approaches in learning with a focus on collaborative learning in higher education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in learning and engineering pedagogy. In this way, the authors try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc.
    DOI: 10.1007/978-3-031-51979-6
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    Towards a Hybrid, Flexible and Socially Engaged Higher Education : Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 4 (2024)
    Cham : Springer Nature Switzerland | Cham : Imprint: Springer
    Details
    ISBN: 9783031533822
    Language: English
    Pages: 1 Online-Ressource(XVIII, 531 p. 137 illus., 108 illus. in color.)
    Edition: 1st ed. 2024.
    Series Statement: Lecture Notes in Networks and Systems 911
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Computational intelligence. ; Education
    Abstract: We are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary.The 26th International Conference on Interactive Collaborative Learning (ICL2023), which will take place in Madrid, Spain, between 26th and 30th September 2023, will be the perfect place where to present and discuss current trends in Higher Education. Since its beginning in 1998 this conference is devoted to new approaches in learning with a focus on collaborative learning in Higher Education. Nowadays the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in Learning and Engineering Pedagogy. In this way we try to bridge the gap between ‘pure’ scientific research and the everyday work of educators.
    DOI: 10.1007/978-3-031-53382-2
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    Assessment of Indonesia's Early Childhood Education and Development Accreditation Process (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Accreditation Policies ; Childhood Development ; Early Childhood Development ; Early Education ; ECED ; Education ; GOI
    Abstract: Investments in early years of education and childhood development are among the most cost-effective and beneficial a country can make to tackle learning poverty, promote healthy child development, and enhance shared prosperity. Over the past two decades, the Government of Indonesia (GoI) has scaled up its commitment to early childhood education and development (ECED) through various educational reforms, policies, programs, and financial investments. With the expansion of Indonesia's ECED system, the GoI has committed to improving its quality since the early 2000s. As a key mechanism to raise the quality of ECED services, the GoI actively encourages PAUD centers to become accredited. An analysis of factors that influence whether and how PAUD centers participate in the accreditation system is helpful to inform continuous quality improvement of Indonesia's ECED services. The World Bank is providing the Ministry of Education, Culture, Research, and Technology (MoECRT) technical assistance and advice to improve Indonesia's ECED system. Supported by the Learning for Human Capital Development Programmatic Advisory Services and Analytics (PASA), this study was conducted to inform further improvements to Indonesia's ECED accreditation system. This report presents the findings from the abovementioned ECED accreditation system assessment and is organized in four main sections after an introduction. Section I describes the study's background and the country context, with emphasis on the ECED system and its quality assurance mechanisms. Section II details the methodology used. Section III presents a summary of the survey results. Section IV discusses the implications of the findings and outlines recommendations to inform accreditation policies and programs
    DOI: 10.1596/40933
    URL: Deutschlandweit zugänglich
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    COVID-19, School Closures, and Student Learning Outcomes : New Global Evidence from PISA (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (32 pages)
    Parallel Title: Erscheint auch als Jakubowski, Maciej COVID-19, School Closures, and Student Learning Outcomes: New Global Evidence from PISA
    Keywords: Covid-19 Impact ; Education ; Educational Institutions and Facilities ; Effective Schools and Teachers ; International Student Achievement Tests ; Large-Scale International Learning Assessment ; Learning Loss ; Programme For International Student Assessment (PISA) ; Public Examination System ; School Closure Impact ; Student Achievement
    Abstract: The COVID-19 pandemic resulted in significant disruption in schooling worldwide. This paper uses global test score data to estimate learning losses. It models the effect of school closures on achievement by predicting the deviation of the most recent results from a linear trend using data from all rounds of the Programme for International Student Assessment. Scores declined by an average of 14 percent of a standard deviation, roughly equal to seven months of learning. Losses were greater for students in schools that faced relatively longer closures, boys, immigrants, and disadvantaged students. Educational losses may translate into significant national income losses over time
    DOI: 10.1596/1813-9450-10666
    URL: Deutschlandweit zugänglich
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    Collective action for responsible AI in health (2024)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (41 p.) , 21 x 28cm.
    Series Statement: OECD Artificial Intelligence Papers no.10
    Keywords: Künstliche Intelligenz ; Gesundheitswesen ; Education ; Social Issues/Migration/Health ; Employment ; Science and Technology ; Governance
    Abstract: Artificial intelligence will have profound impacts across health systems, transforming health care, public health, and research. Responsible AI can accelerate efforts toward health systems being more resilient, sustainable, equitable, and person-centred. This paper provides an overview of the background and current state of artificial intelligence in health, perspectives on opportunities, risks, and barriers to success. The paper proposes several areas to be explored for policy makers to advance the future of responsible AI in health that is adaptable to change, respects individuals, champions equity, and achieves better health outcomes for all. The areas to be explored relate to trust, capacity building, evaluation, and collaboration. This recognises that the primary forces that are needed to unlock the value from artificial intelligence are people-based and not technical. The OECD is ready to support efforts for co-operative learning and collective action to advance the use of responsible AI in health.
    DOI: 10.1787/f2050177-en
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    Supporting early childhood education and care staff in the beginning of their careers (2024)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (11 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.89
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Early childhood education and care (ECEC) staff are central to promoting young children’s development, learning and well-being. Novice staff, defined as staff with up to three years of experience, account for 27% of staff in TALIS Starting Strong 2018. Novice staff are generally less educated than experienced staff in terms of the level of educational attainment and education or training with a focus specifically on working with children. More novice staff than experienced staff report a strong need for additional professional development in several areas, including “classroom/playgroup/group management” and “working with parents or families”. Policy approaches to support novice staff in ECEC can include ensuring that initial education prepares novice staff for their jobs by providing relevant knowledge specifically on working with children, supporting novice staff to engage in ongoing professional development, and clarifying how novice staff can progress professionally.
    DOI: 10.1787/a6be52bd-en
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    Breaking the Vicious Circles of Informal Employment and Low-Paying Work (2024)
    Paris : OECD Publishing
    Details
    ISBN: 9789264700079 , 9789264352063 , 9789264592322
    Language: English
    Pages: 1 Online-Ressource (166 p.) , 21 x 28cm.
    Keywords: Informelle Wirtschaft ; Niedriglohn ; Schwarzarbeit ; Qualifikation ; Soziale Mobilität ; Education ; Economics ; Development
    Abstract: This report adds two perspectives on informality. First, it disassembles the mechanics of the deleterious links between informal employment, low-paying work and low skills. It shows that informal employment is highly persistent, and that the vulnerability of informal workers is passed on to their children in the absence of adequate education, skills and social protection policy. Second, the report underscores the double burden of informality and low-paying work that a large share of workers in developing and emerging economies carry, and as such calls for policy solutions that go beyond the formalisation agenda and embrace the goal of social justice.
    DOI: 10.1787/f95c5a74-en
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    Parental emotional support and adolescent well-being : A cross-national examination of socio-economic and gender gaps based on PISA 2018 surveys (2024)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (69 p.) , 21 x 28cm.
    Series Statement: OECD Papers on Well-being and Inequalities no.20
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Parental emotional support, alongside material and temporal support, is an important determinant of children's subjective well-being and academic success. However, not all children benefit from the same level of parental support, and there are major differences depending on families' socio-economic status and child gender. Using the PISA 2018 surveys, this paper examines differences in parental support reported by 15-year-olds both within countries according to social status and between girls and boys, and between countries. We show that differences in parental emotional support by parents' education level and child gender are substantial. Some of these differences are (largely) explained by other characteristics such as family wealth, country of origin, and school urbanicity and private/public status. Greater parental emotional support is also found to be associated with higher PISA test scores and greater subjective wellbeing, with little variation by parental education. On the whole, our findings suggest that a significant enhancement in parental support and related child outcomes, especially in countries with lower average levels of parental emotional support, can be attained through a combined effort on several fronts: by addressing monetary and material poverty within families, by facilitating parents in balancing work and taking care of their children, by promoting greater parental involvement in their children's school life, and by offering appropriate services to assist families with special needs and facing greater challenges.
    DOI: 10.1787/2b7a2ac6-en
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    Building a Skilled Cyber Security Workforce in Europe : Insights from France, Germany and Poland (2024)
    Paris : OECD Publishing
    Details
    ISBN: 9789264478763 , 9789264872738 , 9789264489943
    Language: English
    Pages: 1 Online-Ressource (117 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Keywords: Datensicherheit ; Bildungspolitik ; Qualifikation ; IT-Kriminalität ; Frankreich ; Deutschland ; Polen ; Education ; Employment ; Science and Technology ; France ; Germany ; Poland
    Abstract: In an increasingly digital world, the significance of cyber security for individuals, businesses, and governments has never been greater. Rising cyber attacks are challenging current defence and operational capabilities, highlighting a critical shortage of skilled cyber security professionals. This report delves into the demand for cyber security expertise by analysing online job postings in France, Germany and Poland in between 2018 and 2023. It examines trends in the demand for cyber security professionals, the geographical distribution of job opportunities, and the changing skill requirements in this field. Focusing on France, the report also explores cyber security education and training programmes, the characteristics of the programmes, the demographics of enrolled learners, and their outcomes. Additionally, it reviews French policies and initiatives aimed at broadening the cyber security workforce and enhancing educational opportunities in this field. This comprehensive analysis is part of a larger effort to understand the evolving landscape of cyber security policies and professional experiences worldwide.
    DOI: 10.1787/3673cd60-en
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    Transforming education in Indonesia : Examining the landscape of current reforms (2024)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (22 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.88
    Keywords: Bildungsreform ; Indonesien ; Education ; Indonesia
    Abstract: This policy perspective examines Indonesia’s Merdeka Belajar (“Emancipated Learning”) initiative, a comprehensive education reform agenda initiated in 2019. The primary objective of this reform is to enhance learning outcomes, make schooling a more joyful experience, and empower students and school communities. The new "Emancipation Curriculum" emphasises foundational competencies and 21st-century skills and adopts holistic, formative assessment methods. It streamlines content and introduces innovative teaching methods, while increasing teachers' flexibility and autonomy in schools. It also instigates a new model of teacher professional learning. This document contextualises these initiatives within the international education landscape. It offers perspectives on what could help Indonesia ensure the success of these reforms, potentially reshaping the country’s educational future and contributing to its development and prosperity.
    DOI: 10.1787/9ff8d407-en
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    The right conditions: Systemic enablers for a culture of research engagement in education (2024)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (10 p.) , 21 x 28cm.
    Series Statement: OECD Education Spotlights no.9
    Keywords: Education
    Abstract: Research evidence in education serves as a compass, directing stakeholders towards informed choices that drive educational progress, enhance teaching methodologies, address inequities and support resource optimisation. Overcoming the challenges of harnessing research evidence in education by policy makers and practitioners involves fostering a culture of research engagement. This Education Spotlight draws on an international Policy Survey conducted with Ministries of Education from 37 education systems, and other evidence from the OECD’s Centre for Educational Research and Innovation publication Who Really Cares About Using Education Research in Policy and Practice? Developing a Culture of Research Engagement (OECD, 2023[1]) and beyond to explore the following questions: • Which systemic conditions, such as resources, infrastructures, and leadership, matter for the development (or transformation) of an organisational and system-level culture of research engagement? How do these conditions relate to one another? • How can these conditions be developed to best support education research engagement from the system level? This Spotlight reflects on the elements at the system level that are crucial for establishing such a culture for policy makers and practitioners. It does so with the understanding that complex systems require thinking strategically and employing systems approaches to knowledge mobilisation, alongside the more commonly used linear models of disseminating evidence or relational ones focusing on partnerships and networks.
    DOI: 10.1787/9f3596de-en
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    How do public and private schools differ in OECD countries? (2024)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.) , 21 x 28cm.
    Series Statement: Education Indicators in Focus no.84
    Keywords: Education
    Abstract: Private schools cater for around 1 in 5 students from pre-primary to the end of secondary education, a share that has not changed materially since 2015. They enjoy greater autonomy, suffer fewer shortages of all kinds and handled the COVID-19 pandemic better than public schools. Although their students achieved better results in PISA 2022 in many countries, this is mainly because they enrol more students from advantaged socio-economic backgrounds than their public counterparts. The main challenge in many countries today is to increase the social mix in public and private schools, which is why many efforts have been made in this direction over the past decade.
    DOI: 10.1787/90348307-en
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    Problem-solving and Learning for Public Services and Public Management : Theory and Practice (2024)
    Cham : Springer Nature Switzerland | Cham : Imprint: Springer
    Details
    ISBN: 9783031432309
    Language: English
    Pages: 1 Online-Ressource (XXI, 454 p. 81 illus., 40 illus. in color.)
    Series Statement: Springer Texts in Business and Economics
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als Kinder, Tony Problem-solving and Learning for Public Services and Public Management
    Keywords: Public administration. ; Knowledge management. ; Political science. ; Technological innovations. ; Learning frameworks ; Public services providers ; Policy-making ; Service models ; Artificial intelligence ; Technology ; Digitalisation ; E-technology ; E-services ; Sustainability ; Inequality ; Climate ; Public goods ; Service users ; Education ; Health ; Security ; Communal living ; E-commerce ; E-democracy
    Abstract: Chapter 1. Introduction -- Chapter 2. Problem-solving and Public Services -- Chapter 3. Public Value, Values, and Public Services -- Chapter 4. E-public Services -- Chapter 5. Local Public Sector Innovation -- Chapter 6. Organising in Self-organising Ecosystems -- Chapter 7. Learners, Teachers and Leaders -- Chapter 8. Entrepreneurial Activity -- Chapter 9. Knowledge Flows and Services Improvements -- Chapter 10. Governances and Sustainability -- Chapter 11. Inequality, Climate and Dialectical Problemsolving -- Chapter 12. Conclusions.
    Abstract: In this textbook readers will acquire knowledge of problem-solving and learning to enhance both efficiency and the experience of service users in rapidly changing service environments, that can create new service models. Emphasizing that, above all else, individuals are at the centre of services, the book goes deeply into the nature of public services and their logic-of-practice. By applying learning and problem-solving approaches, the reader gains practical capabilities in addition to an appreciation of the latest research literature. Following a multidisciplinary, international approach, the book suggests a new typology of problem-framing and presents many examples of how new service solutions can be created in any public service context. The book offers a conceptual toolkit to understand and analyse dynamically changing services and the application of new technologies. Topics covered include pressing issues surrounding public services, such as e-technology, digitalisation, e-services, artificial intelligence, entrepreneurialism, sustainability, climate, inequality, developing economies, and smart cities. Chapters follow a similar structure: issue, problems, what we know, learning framework, worked example, theory and practice conclusions, as well as teacher and learner notes. Addressing advanced undergraduate and graduate students of public administration, public management, political science, sociology, computer science, and information systems, the book will also be a valuable resource for practitioners, i.e. experts and managers in public organizations, professionals in organizations working at the business and public sectors, consultants, and IT suppliers.
    DOI: 10.1007/978-3-031-43230-9
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    The Philosophy of Inquiry and Global Problems : The Intellectual Revolution Needed to Create a Better World (2024)
    Cham : Springer Nature Switzerland | Cham : Imprint: Palgrave Macmillan
    Details
    ISBN: 9783031494918
    Language: English
    Pages: 1 Online-Ressource(XIX, 313 p. 5 illus.)
    Edition: 1st ed. 2024.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Social sciences ; Knowledge, Theory of. ; Science ; Political science
    Abstract: 1. Bad Philosophy, the Climate Crisis, and other Global Problems -- 2. Bad Academic Philosophy Responsible for Global Problems -- 3. The Post-Cartesian Blunder, and The Failure to Develop Philosophy as Critical Fundamentalism -- 4. The Post-Newtonian Blunder, and The Failure to Develop Aim-Oriented Empiricism -- 5. The Post-Enlightenment Blunder, and the Failure to Develop Academic Inquiry so as to Become Rationally Devoted to Helping Humanity Create a Civilized World -- 6. What We Need to Do -- 7. Appendix 1 How to Solve Hume’s Problem of Induction -- 8. Appendix 2 How Aim-Oriented Empiricism Would Benefit Science.
    Abstract: Universities have long been dominated by a philosophy of inquiry that may be called knowledge-inquiry. This holds that, in order to do justice to the basic humanitarian aim of helping to promote human welfare, academic inquiry must, in the first instance, seek knowledge and technological know-how. First, knowledge is to be acquired; once acquired, it can be applied to help promote human welfare. But this philosophy of knowledge-inquiry is an intellectual and humanitarian disaster. It violates three of the four most elementary rules of rational problem solving conceivable, and as a result fails to give priority to the task of helping humanity resolve those conflicts and problems of living, such as the climate and nature crises, that need to be resolved if we are to make progress to a better world – a world in which there is peace, democracy, justice, liberty, and sustainable prosperity, for all. Very few academics today are aware of this rationality scandal. We urgently need to bring about a revolution in universities around the world, wherever possible, so that academic inquiry puts all four rules of rational problem solving into practice, and becomes rationally devoted to helping humanity learn how to make progress towards a better world. Knowledge-inquiry needs to become wisdom-inquiry, rationally devoted to helping humanity create a wiser world. Nicholas Maxwell is Emeritus Reader at University College London. He has devoted much of his working life to arguing we need to bring about a revolution in academia so that it comes to seek and promote wisdom and does not just acquire and apply knowledge. He has published fifteen books on this theme.
    DOI: 10.1007/978-3-031-49491-8
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    An Epistemology of Belongingness : Dreaming A First Nation’s Ontology of Hope (2024)
    Cham : Springer Nature Switzerland | Cham : Imprint: Palgrave Macmillan
    Details
    ISBN: 9783031322884
    Language: English
    Pages: 1 Online-Ressource(XIX, 231 p. 71 illus., 48 illus. in color.)
    Edition: 1st ed. 2024.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Knowledge, Theory of. ; Ontology. ; Education ; Teaching.
    Abstract: 1. An Ontology of Belongingness through Art and Education -- 2. Belongingness in Civil Society -- 3. Indigenous Queenslanders: Inclusion and Exclusion -- 4. Experiences of Cherbourg (Barambah) -- 5. Cherbourg's Art -- 6. Aboriginality in Art Genre and Pedagogy -- 7. Kabi-Kabi Genre in Art & Education Pedagogy -- 8. Art in Pedagogy -- 9. Reclaming our Belongingness: 'Our Australia'.
    Abstract: The intent of this book focuses on Australia’s First Nations truth, voice, recognition, diversity, and respect. Hope O’Chin explains that knowledge about Australian First Nations culture and learning can be seen through new conceptual lens, which she refers to as an Ontology of Dreaming Hope for Australians. The book proposes to move from ontological propositions embedded in pedagogies and methodologies that center on the relevance of Indigenous epistemes and ways of doing. O’Chin offers a conceptual framing for engaging with Indigenous peoples, and forming communities of belongingness and relationality. She offers suggestions for ways in which art and education can act as ‘healing’ and a way forward towards a more inclusive civil society. Reflexive practice, ethnographic principles, and action research is described in a way that methodologies provide an understanding of a sense of Belonging. O'Chin argues that theoretical research, art, and educational practice can add to the value of determining a strategy of Indigenous art investment within Australia, and to address how art and education can be used to validate contemporary expression of Aboriginality within contemporary Australian society. Ultimately, the book is about Indigenous strengths and what Indigenous ways of being, knowing and doing can offer, and how one might go about honouring and working in this way respectfully. Hope O’Chin is a Kabi-Kabi, Wakka-Wakka, Koa, Gugu-Yalanji elder, educator, and artist. She obtained her PhD from the University of the Sunshine Coast, Queensland, Australia. She has worked within Government and the Private Sector, and, within the Education Sector as a Teacher, Executive Administrator, Tutor, Lecturer, and Senior Lecturer. As an artist, Hope has more than 45 exhibitions.
    DOI: 10.1007/978-3-031-32288-4
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    Towards a Hybrid, Flexible and Socially Engaged Higher Education : Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 2 (2024)
    Cham : Springer Nature Switzerland | Cham : Imprint: Springer
    Details
    ISBN: 9783031526671
    Language: English
    Pages: 1 Online-Ressource(XVII, 502 p. 143 illus., 116 illus. in color.)
    Edition: 1st ed. 2024.
    Series Statement: Lecture Notes in Networks and Systems 900
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Computational intelligence. ; Education
    Abstract: A Use Cases Driven Design of a Virtual Anatomy -- ADDIE Implementation When Teaching Professional Foreign Language Online in Technological University -- Gamification as a Key Factor for Students' Motivation in EFL Classrooms -- Gamification As An Essential Factor For Developing Management Skills -- The Formation of a Virtual Educational Environment as an Element in the System of Improving the Digital Competences of Teachers -- Approaches To Foreign Language Teaching To Future Engineer-Teachers In The Context Of Digitalization And Distance Learning.
    Abstract: This book contains papers in the fields of educational virtual environments, future of education, project-based learning (PBL), and digital education strategy and engineering pedagogy. The authors currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary. The 26th International Conference on Interactive Collaborative Learning (ICL2023), which took place in Madrid, Spain, between September 26 and 30, 2023, was the perfect place where current trends in higher education were presented and discussed. Since its beginning in 1998, this conference has been devoted to new approaches in learning with a focus on collaborative learning in higher education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in learning and engineering pedagogy. In this way, the authors try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc.
    DOI: 10.1007/978-3-031-52667-1
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    A History of the Humanities in the Modern University : A Productive Crisis (2024)
    Cham : Springer International Publishing | Cham : Imprint: Palgrave Macmillan
    Details
    ISBN: 9783031465338
    Language: English
    Pages: 1 Online-Ressource(XXXIII, 259 p. 8 illus., 5 illus. in color.)
    Edition: 1st ed. 2024.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: History, Modern. ; Intellectual life ; Civilization ; Education
    Abstract: Chapter 1. Introduction: An alleged crisis of the humanities -- Chapter 2. The division between the different sciences on the singularly and emphatically human and new branches of science -- Chapter 3. New overlaps and reciprocities between the faculties -- Chapter 4. The contemporary turn -- Chapter 5. Whither goest thou? The present predicament.
    Abstract: This book challenges commonplace assertions that the humanities are presently undergoing a severe crisis as a result of a longstanding decline. Rather than hearkening to the widespread, reactive call for a last-ditch defense of the humanities under attack from an ungracious world, this book fundamentally reverses the perspective and makes a plea for a different, affirmative approach. It contends that the humanities have incessantly arrived at critical turning points since they were first constituted in a form that remains recognizable today and assumed a leading role in knowledge organization with the establishment of the modern university around 1800. Assuming a historical perspective, the monograph takes the human sciences back to their rightful place in the family tree of sciences and gives due recognition to their continuously decisive role in the production of new knowledge and the creation of new fields of knowledge. Situating the ongoing gemmation of the humanities in a broader context, this monograph also offers an encompassing introduction to the over-all development of knowledge in the last two hundred years. Sverre Raffnsøe is Professor of Philosophy at Copenhagen Business School and Editor-in-Chief of Foucault Studies.
    DOI: 10.1007/978-3-031-46533-8
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    Proceedings of 22nd International Conference on Informatics in Economy (IE 2023) : Education, Research and Business Technologies (2024)
    Singapore : Springer Nature Singapore | Singapore : Imprint: Springer
    Details
    ISBN: 9789819965298
    Language: English
    Pages: 1 Online-Ressource(XVI, 442 p. 121 illus., 105 illus. in color.)
    Edition: 1st ed. 2024.
    Series Statement: Smart Innovation, Systems and Technologies 367
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Computational intelligence. ; Business ; Big data. ; Education
    Abstract: Personalized Big Data Access: Value for Medical Staff -- Investigating the European Union minimum wage setting mechanisms through the Directive (EU) 2022/2041 -- A Formal Intelligent Metric System for Measuring Cyber Security Maturity -- Modeling the impact of Natural Gas and Oil Price Crisis on Inflation -- Modeling Literary Preferences Using Complex Networks and Centrality Measures -- Impact of personalization on improving a chatbot’s performance. Case study for a banking virtual assistant -- Analyzing the antecedents of fake news sharing in online social networks -- The Costs of Virtual Solutions for the Educational System -- Production and Transportation Model with Environmental Pollution Constraints -- Regional Development and the Role of Public Sector Digital Maturity -- Exploring the Relationship Between Income Inequality and Education: An Analysis Using PISA Test Results and the Gini Coefficient -- Educational Innovations Based on Metaverse in the Development of Smart Cities -- A Citation-based Scientometric Analysis of Published Articles from Bucharest University of Economic Studies -- Main Characteristics and Cyber Security Vulnerabilities of IoT Mobile Devices -- Attitudes towards digital transformation in economics education -- Personalized Big Data Access: Value for Medical Staff -- A Quantitative Approach to Default Probability Estimation using the ZPP Model: a Study for LUNA and FTT Virtual Currencies -- Leveraging Website Analytics to Enhance User Experience with Pop-ups and Drive Sales Conversions -- Application of Artificial Intelligence techniques in the detection of Financial Bubbles -- An Analytical Framework for Pervasive Games in The Cultural Sector: Expanding the Boundaries of Play in 8 Dimensions -- The Use of Blockchain Technology for Managing a Voting Process.
    Abstract: This book includes high-quality research papers presented at 22nd International Conference on Informatics in Economy (IE 2023), which is held in Bucharest, Romania, during May 2023. This book covers research results in business informatics and related computer science topics, such as IoT, mobile-embedded and multimedia solutions, e-society, enterprise and business solutions, databases and big data, artificial intelligence, data mining and machine learning, quantitative economics.
    DOI: 10.1007/978-981-99-6529-8
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    Pacific Economic Update, March 2024 : Back on Track? The Imperative of Investing in Education (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Economic Updates and Modeling
    Keywords: Education ; Education Reform ; Education Reform and Management ; Existing Teachers ; Learning ; Teaching Practices
    Abstract: In 2023, growth in the Pacific islands (PIC-11) decelerated but remained robust at 5.5 percent--about two and a half times the long-term average. Fiji's output surpassed pre-pandemic levels in 2023 despite a notable deceleration, with growth rates halving from 20 percent in 2022 to eight percent in 2023. The PIC-11, excluding Fiji, experienced a noteworthy rebound of 2.7 percent growth in 2023, after a 0.5 percent output contraction in 2022. The trajectory of accelerated and sustainable growth in Pacific Island countries depends on a workforce that is well educated and equipped with enhanced skills and capabilities. Boosting education and skills is essential for long-term growth and poverty reduction in the Pacific Island countries. While multiple factors influence learning, once a child enters school, teachers have the largest impact. A robust body of evidence guides policymakers in improving teaching quality and ensuring that all young children acquire strong foundational skills. This report outlines a three-pronged program of action based on this evidence: attracting and recruiting effective teachers, enhancing existing teachers' capacity, and motivating greater teacher effort. Recognizing that 54 percent of teachers expected to teach in 2035 are already recruited, the report emphasizes a special focus on enhancing the capacity of existing teachers. It provides examples of rigorously evaluated interventions, such as structured pedagogy and access to pre-recorded lectures by highly rated teachers. Implementing these recommendations will aid regional countries in accelerating learning, allowing children and societies to achieve their aspirations
    DOI: 10.1596/41160
    URL: Deutschlandweit zugänglich
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  • 64
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    Lives, Livelihoods, and Learning : A Global Perspective on the Well-Being Impacts of the COVID-19 Pandemic (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (27 pages)
    Parallel Title: Erscheint auch als Decerf, Benoit Lives, Livelihoods, and Learning: A Global Perspective on the Well-Being Impacts of the COVID-19 Pandemic
    Keywords: Communicable Diseases ; Covid ; Education ; Health and Poverty ; Health, Nutrition and Population ; Learning ; Mortality ; Poverty ; School Health ; Welfare
    Abstract: This study compares the magnitude of national level losses that the COVID-19 pandemic inflicted across three critical dimensions: loss of life, loss of income, and loss of learning. The well-being consequences of excess mortality are expressed in years of life lost, while those of income losses and school closures are expressed in additional years spent in poverty (as measured by national poverty lines), either currently or in the future. While 2020-21 witnessed a global drop in life expectancy and the largest one-year increase in global poverty in many decades, widespread school closures may cause almost twice as large an increase in future poverty. The estimates of well-being loss for the average global citizen include a loss of almost three weeks of life (19 days), an additional two and half weeks spent in poverty in 2020 and 2021 (17 days), and the possibility of an additional month of life in poverty in the future due to school closures (31 days). Well-being losses are not equitably distributed across countries. The typical high-income country suffered more total years of life lost than additional years in poverty, while the opposite holds for the typical low- or middle-income country. Aggregating total losses requires the valuation of a year of life lost vis-a-vis an additional year spent in poverty. If a year of life lost is valued at five or fewer additional years spent in poverty, low-income countries suffered greater total well-being loss than high-income countries. For a wide range of valuations, the greatest well-being losses fell on upper-middle-income countries and countries in the Latin America region. This set of countries suffered the largest mortality costs as well as large losses in learning and sharp increases in poverty
    DOI: 10.1596/1813-9450-10728
    URL: Deutschlandweit zugänglich
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  • 65
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    Kazakhstan : Strengthening Public Finance for Inclusive and Resilient Growth: Public Finance Review (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Public Expenditure Review
    Keywords: Education ; Financial Economics ; Fiscal Policy ; Fiscal Risks ; Footprint ; Macroeconomics and Economic Growth ; Non-Oil Revenue ; Quasi-Fiscal Activities ; SNG
    Abstract: The first three chapters of the PFR review the core fiscal policy and revenue mobilization issues. Chapter 1 discusses the fiscal landscape, fiscal framework, and progressivity of fiscal policy. Chapter 2 looks at the footprint of quasi-fiscal activities, which affects the overall fiscal stance and exposes certain fiscal risks. Chapter 3 discusses the stagnation in non-oil revenue and collection across taxes and outlines reform options to improve the tax regime. This PFR also covers education and social protection spending, constituting about 42 percent of generalgovernment budget spending, and is critical for Kazakhstan's social agenda and long-term development goals. Chapter 4 analyzes the efficiency of public spending on education, discusses challenges in delivering equitable access to quality education, and offers options for enhancing spending effectiveness through institutional and policy changes. Chapter 5 discusses the efficiency and effectiveness of spending on the social protection system, particularly the coverage and targeting of social assistance programs, issues in implementing active labor market programs, and challenges in delivering social insurance. Because of data constraints, this PFR excludes analysis on social benefits, pensions, and the State Social Insurance Fund. The last two chapters cover the core system of public-finance management issues on budgeting and inter-governmental fiscal relations. Chapter 6 considers options for further improving budgeting, planning, and monitoring to deliver better fiscal outcomes for inclusive and resilient growth. While Chapter 7 examines emerging subnational fiscal issues and options to simplify and improve certainty in the transfer mechanism from central to SNGs and within the SNG hierarchy
    DOI: 10.1596/41162
    URL: Deutschlandweit zugänglich
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    Central America Human Capital Review : Promoting More and Better Investments in Human Capital (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Social Protection Study
    Keywords: Education ; Education For All ; Employment ; Employment and Unemployment ; Human Capital ; Poverty ; Poverty Reduction ; Skills Development and Labor Force Training ; Social Protections and Labor ; UMI Countries
    Abstract: This Human Capital Review aims to provide analytical foundations in the support of policies that improve human capital outcomes for the following four UMI countries in Central America: Costa Rica, Guatemala, Panama, and the Dominican Republic. The objective of this report is to identify the key constraints to human capital growth and understand how education and labor market policies can foster a resilient recovery, promote inclusive growth, and contribute to poverty reduction in these countries. The review also estimates the impact of the COVID-19 pandemic on human capital outcomes using a multi-sectoral approach. The analysis compares human capital outcomes in the decade before the COVID-19 pandemic (2010-2019) against trends during the pandemic (2020-2021). Lastly, the report focuses on these four countries, which are the only UMI in Central America to take advantage of new data collected during the pandemic, which allowed to quantify some of the impacts of COVID-19 and understand some of their long-term implications for human development outcomes
    DOI: 10.1596/41181
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    Learning Can't Wait : Lessons for Latin America and the Caribbean from PISA 2022 (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Education ; Education Reform and Management ; Latin America ; Learning ; Pisa
    Abstract: This report explores the results of the latest round of PISA for countries in Latin America and the Caribbean (LAC), showcasing the results for the region, the differences within the region and between the region and the rest of the world. For this round of PISA, 14 countries of LAC participated in the assessment, representing the largest number of LAC countries in the assessment since its inception. The report covers three key insights: (1) learning is low and highly unequal in LAC, (2) for most countries trends in learning are not moving in the right direction; and (3) countries in LAC should ensure that all students acquire at least basic proficiency in foundational skills, by addressing disparities and focusing on the effective use of technology
    DOI: 10.1596/41144
    URL: Deutschlandweit zugänglich
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    Right to Education : Forced Migration and Child Education Outcomes (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (54 pages)
    Parallel Title: Erscheint auch als Vargas, Juan F Right to Education: Forced Migration and Child Education Outcomes
    Keywords: Access and Equity in Basic Education ; Communities and Human Settlements ; Education ; Education Indicators and Statistics ; Human Migrations and Resettlements ; Migration
    Abstract: About a third of the 7.7 million Venezuelans who have left their country due to political and economic turmoil have settled in neighboring Colombia. The extent to which the Colombian schooling system can absorb the massive demand for education of Venezuelan children is key for their future trajectory of human capital accumulation, as well as that of Colombian students in receiving communities. This paper estimates the effect of Venezuelan migration on educational outcomes of children living in settlement municipalities in Colombia, distinguish between the effect of the migration shock on native and migrant students. Specifically, it estimates the effect of the migration shock on school enrollment, dropout/promotion rates and standardized test scores. The identification relies on a plausibly exogenous measure of the predicted migration shock faced by each Colombian municipality every year. The findings show that the migration shock increased the enrollment of Venezuelan students in both public and private schools and in all school grades, but also generated negative spillovers related to failing promotion rates and increasing dropout. This paper documents that these negative effects are explained by the differential enrollment capacity of schools, as well as by the deterioration of key school inputs
    DOI: 10.1596/1813-9450-10720
    URL: Deutschlandweit zugänglich
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    Reimagining Higher Education in Cambodia : Modernizing Governance for Improved Access and Relevance (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Access To Education ; Education ; Education For All ; Gender ; Gender and Development ; Human Development and Gender ; Labor Management and Relations ; Labor Market Policy and Programs ; Public Sector Management ; Social Protections and Labor
    Abstract: The main objective of this study is to assess the performance of Cambodia's tertiary education system in terms of equitable access, labor market relevance, and research output, and to provide policy recommendations to the government and all stakeholders in the tertiary education sector. This will inform priority reforms and investments to strengthen the sector overall and, specifically, improve coverage, relevance, research, and governance. Building on the latest analytical work carried out in 2017 ahead of the preparation of an ongoing higher education operation supported by the World Bank, the study is an important step toward overcoming knowledge gaps about the main drivers of the results of the Cambodian tertiary education system and institutions. It will shed light on the factors explaining disparities in access, the mismatch between higher education programs and labor market needs, the capacity of higher education to train the specialists and technicians needed for the green economy, and shortcomings in the governance set up and processes that impede both public and private HEIs from operating in a flexible and efficient manner. The findings of the report will significantly add to the evidence base for identifying policy options to improve equity, relevance, and governance at both the national and institutional levels
    DOI: 10.1596/41246
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    Sierra Leone Human Capital Review : Maximizing Human Potential for Resilience and Inclusive Development (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Social Protection Study
    Keywords: Demographics ; Early Childhood Development ; Education ; Fetal and Maternal Health ; Food and Nutrition Policy ; Gender ; Gender and Poverty ; Government Financing ; Health, Nutrition and Population ; Human Capital ; Mortality ; Nutrition Services ; Pregnancy ; Social Protections and Assistance ; Social Protections and Labor
    Abstract: This Human Capital Review (HCR) report presents an in-depth analysis of human capital indicators throughout a person's lifetime, from in utero to productive aging. By examining the various stages of human capital accumulation, the report aims to provide accurate recommendations for specific groups in Sierra Leone. Thus, the report disaggregates data whenever possible. It relies on an extensive consultative process involving various stakeholders such as Government counterparts, development partners, teachers, adolescent girls, students, private sector representatives, and local representatives. The consultation process followed a Problem-Driven Iterative Adaptation (PDIA) approach, which facilitates the identification and resolution of problems by local leadership. In addition, this report aims to inform the design and implementation of human capital reforms that will respond to specific challenges identified in the report
    DOI: 10.1596/41188
    URL: Deutschlandweit zugänglich
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  • 71
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    Book
    The lettered Indian : race, nation, and indigenous education in twentieth-century Bolivia (2024)
    Durham : Duke University Press
    Details
    ISBN: 9781478025467 , 9781478020653
    Language: English
    Pages: xiv, 480 Seiten , Illustrationen
    Parallel Title: Erscheint auch als Larson, Brooke Lettered Indian
    Keywords: Escuela Profesional de Indígenas de Huarizata (Bolivia) ; 20th century ; 20. Jahrhundert (1900 bis 1999 n. Chr.) ; Indians of South America Education 20th century ; History ; Education Aims and objectives ; SOCIAL SCIENCE / Ethnic Studies / American / Native American Studies ; HISTORY / Latin America / South America ; 20th century history: c 1900 to c 2000 ; Amerikanische Geschichte ; EDUCATION / General ; Education ; HISTORY / Native American ; HISTORY / Social History ; History of the Americas ; Indigene Völker ; Indigenous peoples ; Pädagogik ; SOC008050 ; SOCIAL SCIENCE / Ethnic Studies / Native American Studies ; Social & cultural history ; Sozial- und Kulturgeschichte ; Bolivia ; Bolivien
    Abstract: "Bringing into dialogue the fields of social history, Andean ethnography, and postcolonial theory, The Lettered Indian maps the moral dilemmas and political stakes involved in the protracted struggle over Indian literacy and schooling in the Bolivian Andes. Brooke Larson traces Bolivia's major state efforts to educate its unruly Indigenous masses at key junctures in the twentieth century. While much scholarship has focused on "the Indian boarding school" and other Western schemes of racial assimilation, Larson interweaves state-centered and imperial episodes of Indigenous education reform with vivid ethnographies of Aymara peasant protagonists and their extraordinary pro-school initiatives. Exploring the field of vernacular literacy practices and peasant political activism, she examines the transformation of the rural "alphabet school" from an instrument of the civilizing state into a tool of Aymara cultural power, collective representation, and rebel activism. From the metaphorical threshold of the rural school, Larson rethinks the politics of race and indigeneity, nation and empire, in postcolonial Bolivia and beyond"--
    Description / Table of Contents: To Civilize the Indian: Contested Pedagogies of Race and Nation -- Lettered Aymara: The Insurgent Politics of Literacy and Schooling -- Warisata: Forging an Intercultural School Experiment -- Whose Indian School? Revenge of the Oligarchy -- Instigators of New Ideas: Peasant Pedagogies of Praxis --Enclaves of Acculturation: The North American School Crusade -- The Hour of Vindication: Rural Literacy and Schooling in the Age of Revolution -- Silences, Remembrances, and Reckonings.
    Note: Includes bibliographical references and index , Zielgruppe: 5PB-US-E, Bezug zu Indianern Nordamerikas
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    Reflections on Criticality in Educational Philosophy : Critical Traditions, Freire and Wittgenstein (2024)
    Cham : Springer Nature Switzerland | Cham : Imprint: Palgrave Macmillan
    Details
    ISBN: 9783031573309
    Language: English
    Pages: 1 Online-Ressource(XIV, 375 p. 2 illus., 1 illus. in color.)
    Edition: 1st ed. 2024.
    Series Statement: Palgrave Studies in Educational Philosophy and Theory
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Critical Thinking. ; Teaching. ; Reasoning. ; Education and state.
    Abstract: Part 1: Introduction -- Chapter 1: Perspectival Horizons -- Part 2: Educational Policy -- Chapter 2: Maintained Schools in England -- Chapter 3: Critical Thinking Models -- Part 3: Democracy and Social Justice -- Chapter 4: Walking my own path towards Democracy and Social Justice -- Chapter 5: Freire’s Dream of a Free and Inclusive Democratic Society -- Chapter 6: Wittgenstein as an Advocate for Social and Political Change -- Part 4: Thinking -- Chapter 7: What is Criticality? -- Chapter 8: Conceptions of Criticality -- Chapter 9: What is a Critical Education? -- Chapter 10: Who is the Critical Being? -- Chapter 11: Freire, Wittgenstein and Criticality -- Chapter 12: Freire, Wittgenstein and the Critical Being.-Part 5: Knowing -- Chapter 13: Ways of Knowing -- Chapter 14: Freire, Wittgenstein and Aesthetics, Ethics and Religious Belief -- Part 6: Reflections -- Chapter 15: Findings, Recommendations and Next Steps -- Chapter 16: Remarks in Closing.
    Abstract: This book navigates global educational policy concerning critical thinking skills and competencies. The author explores the concept of criticality from the perspectives of several critical traditions, and draws on the works of Paulo Freire and Ludwig Wittgenstein. The diverse and intricate ideas, methods and ways of thinking that emerge are examined in the new perspectival space of ‘criticality scholarship’. Pursuing his own political and philosophical aspirations, the author endeavours to link a critical education with the promotion of democracy and social justice. Opportunities for further empirical and theoretical research are signposted. The book will be of interest to scholars in educational philosophy. Marc James Deegan is a retired Australian and English barrister and a former legal academic. He works with Reader Services in the Bodleian Library, University of Oxford, UK.
    DOI: 10.1007/978-3-031-57330-9
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  • 73
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    Social Accountability Initiatives in Morocco, Tunisia, and Lebanon : Civic Innovation in the Arab World After 2011 (2024)
    Cham : Springer Nature Switzerland | Cham : Imprint: Palgrave Macmillan
    Details
    ISBN: 9783031513220
    Language: English
    Pages: 1 Online-Ressource(XIII, 210 p. 6 illus., 3 illus. in color.)
    Edition: 1st ed. 2024.
    Series Statement: EADI Global Development Series
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Political science. ; Middle East ; Africa ; Demokratisierung ; Gesellschaft ; Entwicklung ; Politische Beteiligung ; Gemeindeverwaltung ; Politische Mobilisierung ; Marokko ; Tunesien ; Libanon
    Abstract: 1. Introduction -- 2. Social Accountability in review -- 3. Social Accountability in Morocco -- 4. Social Accountability in Tunisia -- 5. Social Accountability in Lebanon -- 6. Conclusion.
    Abstract: This Open Access Pivot represents the first extensive exploration of social accountability within the Arab world following the 2011 Arab uprisings. Drawing on insights from development studies, comparative politics, and Middle East studies, the authors explore the evolution of accountability as a governance concept, review theories on social accountability’s role in improving public service delivery, and categorize types of social accountability initiatives, highlighting respective strengths and weaknesses. Detailed country chapters provide a solid basis for the comparative approach which reveals major variations in meanings of accountability, mobilization strategies, and official responses, rooted in the specific sociopolitical contexts of each country. Moreover, the book analyzes the influence of political and economic elites as well as the nature of popular mobilisation on accountability dynamics in the region. The authors conclude by discerning differences and commonalities across cases and offer recommendations for policymakers, donors, and practitioners seeking to enhance the effectiveness of social accountability initiatives. They address challenges such as the lack of enforcement mechanisms, the difficulty of scaling up initiatives, and the ambiguous effects of international interventions. This pioneering Pivot fills a significant void in the study of social accountability in the MENA region and provides a compelling framework for future research and policy design, making it an indispensable resource for experts and scholars. Ward Vloeberghs is Senior Lecturer in Political Science at Erasmus University College Rotterdam, the Netherlands, where he serves as Head of the Social and Behavioural Sciences Department. He researches (Arab) elites through their symbolic and material articulations of power. Sylvia I. Bergh is Associate Professor in Development Management and Governance at the International Institute of Social Studies (ISS), Erasmus University Rotterdam, and Senior Researcher at the Research Group Multilevel Regulation and the Centre of Expertise on Global and Inclusive Learning at The Hague University of Applied Sciences. She has published widely on state-society relations in the MENA region. .
    Note: Open Access
    DOI: 10.1007/978-3-031-51322-0
    URL: kostenfrei
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    Colonial discourse and the suffering of Indian American children : a francophone postcolonial analysis (2024)
    Cham, Switzerland : Palgrave Macmillan
    Details
    ISBN: 9783031576270
    Language: English
    Pages: 1 Online-Ressource (xv, 259 Seiten)
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy. ; Postcolonialism. ; Hinduism. ; Education ; Imperialism.
    Abstract: 1. James Mill and the History of the History of British India -- 2. The Francophone Postcolonial Thinkers and the Colonizer-Colonized Dialectic -- 3. Primitivizing the Hindus: Hindus as Hierarchical and Oppressive -- 4. Imagining the Hindus and Hinduism -- 5. Mill’s Colonial-Racist Discourse in School Textbooks -- 6. Damaging Psychological Consequences of the Discourse.
    Abstract: Euro-American misrepresentations of the non-West in general, and in particular on Hinduism and ancient India, run deep and have far greater colonial connections than that have been exposed in academia. This book analyzes the psycho-social consequences that Indian American children face after they are exposed to the school textbook discourse on Hinduism and ancient India. The authors show that there is an intimate connection—an almost exact correspondence—between James Mill’s colonial-racist discourse and the current school-textbook discourse. The very parameters and coordinates on which James Mill constructed the discourse are the ones that are being used to describe Hinduism, Hindus, and ancient India in the textbooks currently. Consequently, this archaic and racist discourse, camouflaged under the cover of political correctness, produces in the Indian American children a psychological impact quite similar to what racism is known to produce: shame, inferiority, embarrassment, identity confusion, assimilation, and a phenomenon similar to racelessness where the children dissociate from the tradition and culture of their ancestors. This book argues that the current school textbook discourse on Hinduism and India needs to change so that the Indian American children do not become victims of overt and covert racism. For the change to occur, the first step is to recognize the overarching and pervasive influence of the colonial-racist discourse of James Mill on the textbooks. For the reconstruction of the discourse to take place, the first step is to engage in a through deconstruction, which is what the book attempts. Kundan Singh is a professor at Sofia University, Palo Alto, the president of the Cultural Integration Fellowship, San Francisco, and a senior fellow at Hindupedia, Cupertino. Krishna Maheshwari has an MBA from Harvard Business School, and from Cornell University an MS in Computer Engineering and a BS in Computer Science. He works as the Chief Product Officer at NeuroBlade. Krishna also founded and directs the research institution Hindupedia.
    DOI: 10.1007/978-3-031-57627-0
    URL: Volltext  (kostenfrei)
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    The Oxford handbook of international studies pedagogy (2024)
    New York, NY : Oxford University Press
    Details
    ISBN: 9780197544921
    Language: English
    Pages: 1 online resource , illustrations.
    Series Statement: Oxford handbooks online
    Parallel Title: Erscheint auch als
    DDC: 370.116
    Keywords: Foreign study ; Critical pedagogy ; International education ; International relations ; Education ; Education
    Abstract: 'The Oxford Handbook of International Studies Pedagogy' brings together world class scholars to describe and analyze a wide array of pedagogical approaches and developments in International Studies. It reflects the extraordinary creativity visible in the ways instructors in International Studies interact, engage, and struggle with the students in their classrooms.
    Note: Includes index. - Description based on online resource and publisher information; title from PDF title page (viewed on February 8, 2024)
    DOI: 10.1093/oxfordhb/9780197544891.001.0001
    URL: lizenzpflichtig
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    Augmented education in the global age : artificial intelligence and the future of learning and work (2023)
    New York : Routledge Taylor & Francis
    Details
    ISBN: 9781003230762
    Language: English
    Pages: 1 Online-Ressource (xix, 306 Seiten) , Diagramme, Karten
    Parallel Title: Erscheint auch als Augmented education in the global age
    DDC: 371.33/463
    Keywords: Education ; Artificial intelligence Educational applications ; Artificial intelligence Forecasting ; Adult education, continuous learning ; Bildungsstrategien und -politik ; EDU001030 ; EDUCATION / Computers & Technology ; EDUCATION / Educational Policy & Reform / General ; EDUCATION / General ; EDUCATION / Higher ; Educational equipment & technology, computer-aided learning (CAL) ; Educational strategies & policy ; Erwachsenenbildung, lebenslanges Lernen ; Fernunterricht, Fernstudium ; Higher & further education, tertiary education ; Hochschulbildung, Fort- und Weiterbildung ; Lehrmittel, Lerntechnologien, E-Learning ; Moral & social purpose of education ; Moralische und soziale Absichten von Erziehung ; Open learning, home learning, distance education ; SOCIAL SCIENCE / Sociology / General
    Abstract: "Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work is an edited collection that explores the impact of Artificial Intelligence on learning and work, and how this emerging technology will transform and disrupt our current institutions. Chapters in this book discuss the history of technological revolutions and consider the anxieties and social challenges of lost occupations as well as the new economic and labor opportunities in the evolution of industries. Chapter authors unpack the nature of augmented education, from revamping curriculum and personalizing education, to redesigning learning spaces and redefining teaching in a computational era. Ultimately the book discusses policy and planning for an augmented future, arguing that education systems are undergoing a metamorphosis and will need to adapt in order to support competitive labor systems amid global competition and the race against automating technologies. Bringing together expert perspectives from around the world, this is the exciting, informative collection of research and analysis surrounding the future of work and learning amid rapid, accelerating technological change"--
    Description / Table of Contents: Introduction -- Part 1. Augmented Work in the Global Age -- Part 2. Augmented Learning in the Global Age -- Part 3. Policy and Planning for the Augmented Future.
    Note: Includes bibliographical references and index
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    Schools as hubs for social and emotional learning : Are schools and teachers ready? (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (17 p.) , 21 x 28cm.
    Series Statement: OECD Education Spotlights no.4
    Keywords: Education ; Canada ; China, People’s Republic ; Colombia ; Finland ; Korea, Republic of ; Portugal ; Türkiye ; United States
    Abstract: Schools are perfect hubs for social and emotional learning, but are they ready for this task? To address this question, this Spotlight reports previously unpublished findings from the OECD’s Survey on Social and Emotional Skills (SSES) and discusses their implications for education policy and practice. Both an active promotion in schools and extensive learning opportunities for teachers on relevant topics provide a fertile ground for an effective social and emotional education. They boost teachers’ self-efficacy and use of active learning pedagogies, as well as quality relationships at school. The Spotlight also points to important differences for teachers of 10- vs. 15-year-old students that can explain higher skills at a younger age. Younger students benefit more often from key elements of an effective social and emotional education in school, i.e. the evaluation of their social and emotional skills and teachers teaming up with parents to reinforce skill promotion. Teachers of 10-year-olds are also more intensively trained and requested to promote social and emotional learning in their work.
    DOI: 10.1787/f6d12db7-en
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  • 78
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    Not lost in translation : The implications of machine translation technologies for language professionals and for broader society (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (60 p.) , 21 x 28cm.
    Series Statement: OECD Social, Employment and Migration Working Papers no.291
    Keywords: Education ; Employment ; Social Issues/Migration/Health ; Australia ; Canada ; France ; Germany ; Italy ; New Zealand ; Singapore ; Sweden ; United Kingdom ; United States
    Abstract: The paper discusses the implications of recent advances in artificial intelligence for knowledge workers, focusing on possible complementarities and substitution between machine translation tools and language professionals. The emergence of machine translation tools could enhance social welfare through enhanced opportunities for inter-language communication but also create new threats because of persisting low levels of accuracy and quality in the translation output. The paper uses data on online job vacancies to map the evolution of the demand for language professionals between 2015 and 2019 in 10 countries and illustrates the set of skills that are considered important by employers seeking to hire language professionals through job vacancies posted on line.
    DOI: 10.1787/e1d1d170-en
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  • 79
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    Growing up Together : Sibling Correlation, Parental Influence, and Intergenerational Educational Mobility in Developing Countries (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (48 pages)
    Parallel Title: Erscheint auch als Ahsan, Md. Nazmul Growing up Together: Sibling Correlation, Parental Influence, and Intergenerational Educational Mobility in Developing Countries
    Keywords: Access and Equity in Basic Education ; Decomposition ; Demographic and Health Surveys (DHS) ; Education ; Educational Populations ; Intergenerational Mobility ; Intergenerational Share ; Regional Educational Mobility Trends ; Sibling Correlation ; Social Analysis ; Social Development ; Years of Schooling
    Abstract: This paper presents credible and comparable evidence on intergenerational educational mobility in 53 developing countries using sibling correlation as a measure, and data from 230 waves of Demographic and Health Surveys. It is the first paper to provide estimates of sibling correlation in schooling for a large number of developing countries using high quality standardized data. Sibling correlation is an omnibus measure of mobility as it captures observed and unobserved family and neighborhood factors shared by siblings when growing up together. The estimates suggest that sibling correlation in schooling in developing countries is much higher (average 0.59) than that in developed countries (average 0.41). There is substantial spatial heterogeneity across regions, with Latin America and Caribbean having the highest (0.65) and Europe and Central Asia the lowest (0.48) estimates. Country level heterogeneity within a region is more pronounced. The evolution of sibling correlation suggests a variety of mobility experiences, with some regions registering a monotonically declining trend from the 1970s birth cohort to the 1990s birth cohort (Latin America and the Caribbean and East Asia and Pacific), while others remained trapped in stagnancy (South Asia and Sub-Saharan Africa). The only region that experienced monotonically increasing sibling correlation is the Middle East and North Africa. The recent approach of Bingley and Cappellari (2019) is used to estimate the share of sibling correlation due to intergenerational transmission. The estimates show that when the homogeneity and independence assumptions implicit in the standard model of intergenerational transmission are relaxed, the estimated share is much larger. In the sample of countries, on average 74 percent of sibling correlation can be attributed to intergenerational transmission, while there are some countries where the share is more than 80 percent (most in Sub-Saharan Africa). This suggests a dominant role for parents in determining the educational opportunities of their children. Evidence on the evolution of the intergenerational share, however, suggests a declining importance of the intergenerational transmission component in many countries, but the pattern is diverse. In some cases, the trend in the intergenerational share is opposite to the trend in sibling correlation
    DOI: 10.1596/1813-9450-10285
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  • 80
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    Policy Lessons on Empowering Adolescent Girls (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Gender Innovation Lab Federation Causal Evidence Series
    Keywords: Adolescent Girls ; Education ; Gender ; Gender and Education ; Gender and Social Policy ; Gender Monitoring and Evaluation ; Girls Empowerment ; Life Skills
    Abstract: Adolescent girls face multiple challenges that restrict their horizons. They have to make decisions about employment and fertility at an early age with limited access to formal education and under restrictive social norms. Domestic responsibilities limit their time in school and educational achievement, in turn curtailing their ability to enter the labor force. The GIL Federation is generating rigorous evidence on what works, and what does not, in empowering adolescent girls. This note presents evidence on five key findings
    DOI: 10.1596/39426
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  • 81
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    Digital Transformation of Philippine Higher Education (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Connectivity ; Digital Transformation ; Education ; Education For the Knowledge Economy ; Government Information Network ; Higher Education ; Higher Education Reform ; ICT Applications ; ICT Policy and Strategies ; Information and Communication Technologies ; Internet ; Social Protections and Labor ; Vocational and Technical Education
    Abstract: The Digital Transformation of Philippine Higher Education recommends a medium-term strategy for the Commission on Higher Education (CHED). Chapter 1 presents an overview of the Philippine higher education sector and analyzes the sectoral and country context for digital transformation of higher education. Chapter 2 discusses the foundations and pillars that support digital transformation as well as the building blocks of common and shared platforms and services for students and academic, research, and administrative stakeholders in higher education. Based on the findings in Chapter 1 and global good practices on digital transformation in Chapter 2, Chapter 3 recommends strategic goals and actions for CHED and HEIs as well as other higher education key players to digitally transform Philippine higher education
    DOI: 10.1596/38481
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  • 82
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    Long-Lived Consequences of Rapid Scale-Up? : The Case of Free Primary Education in Six Sub-Saharan African Countries (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (49 pages)
    Parallel Title: Erscheint auch als Filmer, Deon Long-Lived Consequences of Rapid Scale-Up? The Case of Free Primary Education in Six Sub-Saharan African Countries
    Keywords: Classroom Teachers Performance ; Education ; Education System ; Free Primary Education ; Learning Outcomes ; Primary Education ; School Reforms ; Teacher Quality
    Abstract: Across six Sub-Saharan African countries, grade 4 students of teachers who were hired after a free primary education reform perform worse, on average, on language and math tests-statistically significantly so in language-than students of teachers who were hired before the reform. Teachers who were hired just after the reform also perform worse, on average, on tests of subject content knowledge than those hired before the reform. The results are sensitive to the time frames considered in the analysis, and aggregate results mask substantial variation across countries-gaps are large and significant in some countries but negligible in others. Analysis of teacher demographic and education characteristics-including education level or teacher certification-as well as teacher classroom-level behaviors reveals few systematic differences associated with being hired pre- or post-reform
    DOI: 10.1596/1813-9450-10310
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  • 83
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    Pakistan - Human Capital Review : Building Capabilities Throughout Life (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Social Analysis
    Keywords: Access To Educaton ; Becoming Upper-Middle-Income ; Economics of Education ; Education ; Gender and Education ; Gender Inequity ; Gender Monitoring and Evaluation ; Girls Education Gap ; High Stunting Rate ; Human Capital Investment ; Skill Utilization ; Social Development
    Abstract: Pakistan can realize major economic growth and development by investing in its people and their human capital. But the reality is that Pakistan's human capital is low and has improved only marginally over the past three decades. Inequalities in human capital outcomes have persisted or widened over time between the rich and poor, men and women, and rural and urban areas and among the provinces. Human capital outcomes are low across the board, with even the most economically advantaged groups in Pakistan having lower human capital outcomes than less economically advantaged groups in peer countries. Pakistan's Human Capital Index (HCI) value of 0.41 is low in both absolute and relative terms. It is lower than the South Asia average of 0.48, with Bangladesh at 0.46 and Nepal at 0.49. Pakistan's human capital outcomes are more comparable to those in Sub-Saharan Africa, which has an average HCI value of 0.40. To enhance its human capital, Pakistan should adopt a life cycle approach to building, protecting, and deploying human capital, starting before birth, continuing through early childhood development, and schooling, culminating in increasingly productive employment. This calls for a long-term commitment, recognition of the multidimensional and cumulative nature of human capital investments, deliberate efforts from multiple stakeholders and sectors to build on intersectoral linkages, and a continuity of policies across political parties and governments. Many countries previously at Pakistan's level of development have managed to precisely do this, even with regional variations and gaps just as large. Pakistan has the tools to implement the recommendations in this report, provide stewardship for human capital investments, and enhance economic growth over the long term. Pakistan's handling of the COVID-19 pandemic has shown that the country can manage complex challenges, despite its institutional constraints
    DOI: 10.1596/39629
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  • 84
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    Returns to Education in the Marriage Market : Bride Price and School Reform in Egypt (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (52 pages)
    Parallel Title: Erscheint auch als Deng, Jingyuan Returns to Education in the Marriage Market: Bride Price and School Reform in Egypt
    Keywords: Bride Price and Educational Returns ; Compulsory Education ; Education ; Gender Norms ; Gender, Rural Labor Markets, Female Labor Market Participation ; Marriage Market ; Marriage Tradition ; Returns On Education ; Value of Education
    Abstract: This paper posits marriage market returns as a contributing factor to stagnant female labor force participation despite increasing female education. The paper examines the marriage market returns of female education by exploiting a very direct measure of returns: bride price, a significant amount of resources transferred by the groom at the time of marriage. The paper also looks at current and future husband's wages as additional sources of returns. It addresses endogeneity and identification issues by exploiting a school reform in Egypt that reduced the number of years required to complete primary education from six to five. The staggered rollout of the reform generates exogenous sources of variation in female schooling both across and within cohorts and administrative units. The analysis implements an instrumental variable estimator with fixed effects at the cohort and at the administrative unit level. The estimated return to a bride's compulsory education is about 100% for bride price, about 14% for husband's wage at the time of marriage, and about 16% for a measure of husband's permanent income. Importantly, these returns to education in the marriage market are much higher than the returns to education that Egyptian women experience in the labor market. Additional empirical evidence suggests that educational assortative mating could be an important mechanism through which the marriage market returns are taking place
    DOI: 10.1596/1813-9450-10288
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  • 85
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    Uganda Poverty Assessment Overview : Strengthening Resilience to Accelerate Poverty Reduction in Uganda (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Poverty Assessment
    Keywords: Education ; Inequality ; Limited Safety Nets ; Poverty Assessment ; Poverty Monitoring and Analysis, Poverty ; Poverty Reduction, Inequality ; Rural Households ; Telecommunications Sector
    Abstract: The share of Uganda's population that lives below the poverty line has fluctuated over the last seven years, greatly influenced by shocks that have tested the resilience of the people. The COVID-19 pandemic pushed both urban and rural residents into poverty. Inequality, which reflects the extent to which different population groups benefit from Gross Domestic Product (GDP) growth, and affects the transmission of growth into poverty reduction, remained largely unchanged over this period and may even have worsened in urban areas. The findings of this report show that previously identified patterns and drivers of Uganda's poverty changes persisted well into 2020 - shaped by low productivity and high vulnerability. Identified inequality of economic opportunities and unequal accumulation of the human capital could hold back structural change in employment. Accelerating poverty reduction in such a setting requires a two-pronged strategy. While at the macroeconomic level, policies addressing growth fundamentals are important for reducing poverty, from a microeconomic perspective, the report's analysis shows that two strategies will be crucial. The first strategy is to lift the productivity and incomes of poor households in both rural and urban areas. While tackling agricultural productivity and job creation are at the top of the agenda here, making mobile phone services more widely accessible and affordable is a potential opportunity. The second strategy is to strengthen people's resilience to shocks, particularly in rural areas. To have an impact, policies in both these areas will have to address the inequality in opportunities analyzed in the report. This document provides an overview of key report findings and identifies priority actions
    DOI: 10.1596/39855
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  • 86
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    Unlocking Women's and Girls' Potential : The status of women and girls relative to men and boys in Guinea (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Country Gender Assessment
    Keywords: Access and Equity in Basic Education ; Contraceptive Use ; Cutting ; Education ; Female Genital Mutilation ; Gender ; Gender and Health ; Gender and Law ; Gender and Poverty ; Gender-Based Violence ; Girls Education Status ; Maternal Health Access ; Social Conflict and Violence ; Social Development ; Women's Access To Health Services ; Women's Agency ; Women's Economic Opportunity
    Abstract: Evidence shows that Guinean women and girls face important barriers across all dimensions of well-being that prevent them from having access to opportunities on an equal footing with men. The poor agency of women and girls, as reflected in the high prevalence of discriminatory legal and social norms, translates into gaps in health, education, employment, and entrepreneurship, ultimately undermining their capacity to fulfill their potential and imposing important societal costs. This report presents a summary of the key challenges facing Guinean women and girls relative to men and boys. The report has a particular focus on early family formation, a common phenomenon in the country with important implications for girls' and women's well-being and opportunities in life. On the basis of this diagnostic and a review of evidence of what works, the report proposes some strategic lines of action to address the existing constraints and effectively empower Guinean women
    DOI: 10.1596/39798
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  • 87
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    Can Digital Personalized Learning for Mathematics Remediation Level the Playing Field in Higher Education? : Experimental Evidence from Ecuador (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (30 pages)
    Parallel Title: Erscheint auch als Angel-Urdinola, Diego Can Digital Personalized Learning for Mathematics Remediation Level the Playing Field in Higher Education? Experimental Evidence from Ecuador
    Keywords: Computer Assisted Learning ; Digital Personalized Learning ; Education ; Higher Education ; Mathematics Remediation ; Stem Education ; Teaching at the Right Level
    Abstract: Many Ecuadorian students entering higher education have cognitive skills gaps in mathematics that undermine their ability to assimilate academic contents. This paper presents the results of a randomized controlled trial assessing the effects on academic outcomes of a Digital Personalized Learning Software for mathematics remediation (the ALEKS software) offered to first-year students entering technical and technological higher education programs in Ecuador amid the COVID-19 pandemic. The possibility to use the software led to a large and marginally significant decline in the probability of repeating a course, as well as a very large positive impact on standardized test scores in math. The analysis finds no impact on the probability of enrolling in the third semester. When disaggregating the impacts, the findings show that the effects on repetition are particularly large for male students, possibly because of higher male enrollment in science, technology, engineering, and mathematics disciplines. When assessing the potential mechanisms, the findings show evidence that the software led to a net increase in hours dedicated to studying mathematics. The results suggest that Digital Personalized Learning Software can be a cost-effective solution for math remediation with potential for large-scale application
    DOI: 10.1596/1813-9450-10483
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  • 88
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    Learning during the Pandemic : Evidence from Uzbekistan (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (25 pages)
    Parallel Title: Erscheint auch als Iqbal, Syedah Aroob Learning during the Pandemic: Evidence from Uzbekistan
    Keywords: COVID-10 Impacts ; COVID-19 Pandemic ; Curriculum and Instruction ; Digital Divide ; Education ; Learning Loss ; No Learning Loss ; School Closures ; Social Inequality
    Abstract: School closures induced by the COVID-19 pandemic led to concerns about student learning. This paper evaluates the effect of school closures on student learning in Uzbekistan, using a unique dataset that allows assessing change in learning over time. The findings show that test scores in math for grade 5 students improved over time by 0.29 standard deviation despite school closures. The outcomes among students who were assessed in 2019 improved by an average of 0.72 standard deviation over the next two years, slightly lower than the expected growth of 0.80 standard deviation. The paper explores the reasons for no learning loss
    DOI: 10.1596/1813-9450-10474
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  • 89
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    Realizing education's promise : a World Bank retrospective (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (iv, 67 Seiten) , Illustrationen
    Series Statement: Other education study
    Keywords: Entwicklungspolitik ; Staatensystem ; Internationale Organisation ; Entwicklungshilfe ; Entwicklungsprojekt ; Bildung ; Erziehung ; Erziehungsziel ; Bildungseinrichtung ; Zugang ; Ergebnis ; Projekt ; Bilanz ; Childhood Development ; Climate Action ; Conflict and Development ; Early Childhood Development ; Edtech ; Education ; Education for All ; Fragility ; Gender ; Gender and Education ; Girls and Women ; Learning ; Moving Out of Poverty ; Pandemic ; Poverty Reduction ; Teachers
    Abstract: As the largest external financier of education in low- and middle-income countries, the World Bank is committed to ensuring that all children around the world have free, inclusive, equitable, and quality education to achieve their potential. Our portfolio of investments in education has continued to grow, and our projects focus on ensuring that high-quality learning takes place for everyone, everywhere. In "Realizing Education's Promise: A World Bank Retrospective", we explore our operations and research across the globe since the first World Development Report (WDR) on education in 2018, which illuminated the scale of the learning crisis. In this new publication, we spotlight major milestones in our work over the past five years, highlighting successes, reflecting on what remains to be done, and sharing our vision for the way forward
    DOI: 10.1596/40130
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  • 90
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    Building Better Formal TVET Systems : Principles and Practice in Low- and Middle-Income Countries (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Education ; Education Reform and Management ; Evolving Skills ; Labor Markets ; Low-Income Countries ; Middle-Income Countries ; Social Protections and Labor ; Technical and Vocational Education and Training ; TVET
    Abstract: Reform of formal technical and vocational education and training (TVET) is urgently needed in most low- and middle-income countries. Demographic trends, coupled with higher rates of students completing lower levels of education, can lead to an exponential increase in the number of secondary TVET students in the next 20 years, particularly in low-income countries (LICs). However, there are significant risks attached to expanding a system that is often considered a second-tier educational track and to which challenged learners are often directed. Because of a broken link between TVET systems and labor markets in low- and middle-income countries (LICs and MICs, together: L/MICs), TVET cannot deliver on its promise. The urgency is compounded by megatrends associated with globalization, technological progress, demographic transformation, and climate change, which affect both skills demand and the distribution of economic opportunities. This report offers guidance to policymakers designing and implementing TVET reforms, emphasizing core principles and practical considerations for L/MICs. There is much to be learned from recent L/MIC reform experiences like those in Bangladesh, El Salvador, and Mongolia, about identifying effective reform strategies and the likely impact of megatrends on future demand for TVET. The report focuses on secondary and post-secondary non-tertiary formal TVET, defined as TVET obtained within the formal education system that leads to diplomas, degrees, or other formal certifications. This overview, summarizing the main messages from the report, has three parts. The first, the TVET Promise, looks at the potential of TVET systems to deliver access to equitable, quality, and relevant training and contribute to employment and productivity. The second, the TVET Challenge, articulates the main limitations in practice for L/MIC TVET systems. The third, the Way Forward to Better TVET, proposes three interrelated transformations (three E's) and six policy priorities to help TVET deliver on its promise in L/MICs
    DOI: 10.1596/40072
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    The Rough Road to Services and Livelihood Opportunities in Rural Haiti and the Added Impact of Natural Disasters (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (29 pages)
    Parallel Title: Erscheint auch als Stokenberga, Aiga The Rough Road to Services and Livelihood Opportunities in Rural Haiti and the Added Impact of Natural Disasters
    Keywords: Access of Poor to Social Services ; Access To Markets ; Earthquake ; Education ; Flood ; Gender ; Gender and Equity ; Gender and Rural Development ; Impact of Climate Change ; Infrastructure Economics ; Infrastructure Economics and Finance ; Marginalization ; Marginalized Populations ; Natural Disaster ; Rural Transport
    Abstract: Mobility of goods and people in rural Haiti is constrained by the sparce road network and low maintenance of existing infrastructure. These challenges are further exacerbated by frequent natural disasters, including seasonal floods and earthquakes of significant magnitudes. This study conducted household surveys, qualitative interviews with humanitarian and development organizations on the ground, and spatial and statistical analysis to understand the impact of the relative importance of various constraints to accessing schooling, health care, and livelihood opportunities in rural Haiti, especially focusing on the most marginalized population groups. The various data collected corroborate the conclusion that transport issues-travel time, flooded roads, and lack of continuously functioning public transport services, among others-are central in the local residents' ability to access services and livelihood opportunities. At the same time, for many marginalized people, such as women and people living with a disability, other significant barriers are present, in terms of lack of affordability, inappropriate design of school and health care facilities, risk of assault, discrimination, and cultural norms. Living in a community where roads where damaged by the August 2021 earthquake is associated with reduced odds of having accessed needed health care or sold any of the produced agricultural harvest in the following months and with higher odds of children having missed school. Overall, the findings point to the need for a broad set of interventions-combining infrastructure and complementary policies-to allow everyone, including the most marginalized groups, to gain full access to health, education, and livelihood opportunities
    DOI: 10.1596/1813-9450-10550
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    Rule-Based Civil Service : Evidence from a Nationwide Teacher Reform in Mexico (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (41 pages)
    Parallel Title: Erscheint auch als Bedoya, Juan Rule-Based Civil Service: Evidence from a Nationwide Teacher Reform in Mexico
    Keywords: Administrative and Civil Service Reform ; Civil Service Employment ; Civil Service Reform ; Education ; Education Reform and Management ; Effective Schools and Teachers ; Rule-Based Teacher Hiring ; Social Protections and Labor ; Teacher Hiring Methods ; Teacher Quality
    Abstract: This paper studies the effect of a civil service reform on the skills profile of new teachers in Mexico. The reform mandated the use of rule-based recruitment over discretionary hiring. The results show that the reform led to hiring teachers with higher cognitive skills. The paper also shows that an improvement in the bottom of the skills distribution of new hires drove this change. Two channels explain these effects. First, the reform decreased the prevalence of discretionary hires, who tended to be drawn from the bottom of the skills distribution. Second, the reform improved the screening efficiency of rule-based hiring, making cognitive skills more important determinants of hiring outcomes
    DOI: 10.1596/1813-9450-10540
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    Zanzibar Basic Education Public Expenditure Review (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Public Expenditure Review
    Keywords: Access To Finance ; Basic Education Financing ; Education ; Education Sector Strategy and Lending ; Finance and Financial Sector Development ; Financial Regulation and Supervision ; Policies ; Public and Municipal Finance ; Public Funding ; Public Spending ; Zanzibar
    Abstract: Since 2015, because of healthy economic growth and a strong commitment to strengthening human capital, Zanzibar has made significant progress in the provision of good quality basic education services. Government spending has risen and has supported ambitious plans to provide inclusive and equitable access to quality education and skills training. Since 2015, sector targets for increasing access to public services were largely met in education, and in some instances surpassed. Yet despite these significant successes, the basic education sector continues to face challenges in providing good-quality services and reaching the marginalized. This Zanzibar Basic Education Public Expenditure Review aims to: (i) assess the scale of the financing challenge in basic education (preprimary, primary, and secondary education); (ii) analyze the adequacy, efficiency, and equity of current levels and uses of public spending on education; and (iii) from this analysis, and drawing on relevant international practices, present a set of policy suggestions for improvements in public funding for basic education in Zanzibar
    DOI: 10.1596/40223
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  • 94
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    Middle East and North Africa Macro Poverty Outlook : Country-by-country Analysis and Projections for the Developing World, Annual Meetings 2023 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2119
    Keywords: Debt Indicators ; Education ; Environment ; Fiscal Indicators ; GDP ; GHG ; Health Economics and Finance ; Health Insurance ; Health Monitoring and Evaluation ; Inflation ; Macroeconomics and Economic Growth ; Poverty Indicators ; Poverty Reduction
    Abstract: This edition of the Macro Poverty Outlooks periodical contains country-by-country forecasts and overviews for GDP, fiscal, debt and poverty indicators for the developing countries of the Middle East and North Africa region. Macroeconomic indicators such as population, gross domestic product and gross domestic product per capita, and where available, other indicators such as primary school enrollment, life expectancy at birth, total greenhouse gas emissions and inflation, among others, are included for each country. In addition to the World Bank's most recent forecasts, key conditions and challenges, recent developments and outlook are briefly described for each country in the region
    DOI: 10.1596/40475
    URL: Deutschlandweit zugänglich
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  • 95
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    Strengthening Basic Education System and Improving Learning Outcomes in Tanzania : A World Bank Policy Note for Tanzania - Mainland (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 11872
    Keywords: Access To Basic Education ; Education ; Education Governance ; Education Quality ; Free Education ; Gender and Development ; Gender and Law ; School Learning Environment ; Teacher Quality
    Abstract: The implementation of the fee-free basic education policy (FBEP) in Tanzania since 2015 has led to consistent growth in the education sector. However, the rapidly increasing school-age population has been creating demands for additional resources and capacity that are often not met. Persistent challenges related to institutional governance and insufficient education spending toward core teaching and learning matters further hinder service delivery and result in inadequate learning outcomes. This note draws evidence from existing studies and available data, taking a holistic approach to assess the performance of the basic education system in Mainland Tanzania in the last decade. It describes the basic service delivery indicators but also goes beyond to analyze the underlying challenges in institutional governance and basic education financing. Recognizing that basic education can deliver fundamental literacy, numeracy, as well as socioemotional skills which are crucial building blocks for continued education and training, employment, and lifelong fulfillment for all Tanzanian citizens, the policy note highlights the following areas that require attention: equitable access; learning outcomes; quantity, quality, and management of teachers; school learning environment; the curriculum and language of instruction; national examinations and learning assessments; and governance and finance
    DOI: 10.1596/40468
    URL: Deutschlandweit zugänglich
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  • 96
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    Mozambique Gender Assessment : Leveraging Women and Girls' Potential (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 7800
    Keywords: Adolescent Pregnancy ; Child Marriage ; Economic Inclusion ; Education ; Food and Nutrition Policy ; Gender ; Health ; Livestock and Animal Husbandry ; Trade Facilitation ; Violence Against Women ; Women and Girls ; Women's Leadership
    Abstract: This gender assessment has been prepared as an input for the preparation of the World Bank's Country Partnership Strategy for Mozambique (2023-2027). However, this assessment is not limited to areas of the World Bank's current country engagement; rather, it seeks to provide a general overview of the key challenges and opportunities facing Mozambican women and girls across different dimensions of their lives. The assessment adopts a life-cycle approach identifying key inflection points in the lives of women and girls that either limit or facilitate their empowerment. The assessment is based on a desk review of available studies, reports, and data from Mozambique, and draws on global evidence, largely from the Africa region
    DOI: 10.1596/40464
    URL: Deutschlandweit zugänglich
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  • 97
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    Unlocking the Potential of Women and Adolescent Girls in Madagascar - Challenges and Opportunities in Education : Cahier 1 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2209
    Keywords: Access and Equity in Basic Education ; Access To Education ; Adult Literacy ; Agency ; Education ; Gender ; Gender and Education ; Gender Barrier To Education ; Gender Bias in Education ; Girls Primary Education
    Abstract: This thematic note is part of a broader mixed-method study on gender inequalities in Madagascar, which intends to illustrate the key gender gaps in the country and shed light on the unique challenges that young Malagasy women face in their educational, professional, and family trajectories. Due to the persistence of financial, social, and institutional barriers, Malagasy women and girls encounter significant disadvantages across all dimensions of well-being and are unable to access opportunities in an equal manner with men and boys in the country. They are largely constrained in their ability to accumulate human capital in education and health, and to participate in economic opportunities; and they face severe limitations in agency and decision-making, particularly with respect to family formation. Women and girls also appear to be disproportionally affected by the impacts of climate change and the COVID-19 pandemic, which further widen preexisting gender gaps and amplify vulnerability to poverty, violence, and discrimination. This thematic note discusses in detail the status of girls' and women's education in Madagascar and proposes several strategic lines of action to assist girls and young women in completing schooling. This note is accompanied by the overview of all study findings and three thematic notes that present in-depth insights in the following key dimensions: health, economic opportunities, and agency
    DOI: 10.1596/40428
    URL: Deutschlandweit zugänglich
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  • 98
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    Unlocking the Potential of Women and Adolescent Girls : Challenges and Opportunities for Greater Empowerment of Women and Adolescent Girls in Madagascar (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2209
    Keywords: Climate Impact on Girls ; Education ; Education For All ; Gender ; Gender and Development ; Gender and Economics ; Gender Bias in Education ; Girls Life Choices ; Social Aspects of Climate Change ; Social Development ; Systemic Gender Gaps ; Women and Girls Health ; Women's Agency ; Women's Economic Opportunity
    Abstract: This Overview presents the findings from the mixed-method study on gender inequalities in Madagascar, illustrating the key gender gaps in the country and shedding light on the unique challenges that young Malagasy women face in their educational, professional, and family trajectories. Due to the persistence of financial, social, and institutional barriers, Malagasy women and girls encounter significant disadvantages across all dimensions of well-being and are unable to access opportunities in an equal manner with men and boys in the country. They are largely constrained in their ability to accumulate human capital in education and health, and to participate in economic opportunities; and they face severe limitations in agency and decision-making, particularly with respect to family formation. Women and girls also appear to be disproportionally affected by the impacts of climate change and the COVID-19 pandemic, which further widen preexisting gender gaps and amplify vulnerability to poverty, violence, and discrimination. On the basis of the research findings, the Overview presents key gender gaps in Madagascar and proposes four strategic lines of policy recommendations to (i) assist girls and young women in completing school education, (ii) improve women's and girls' access to professional health care and prevent teenage pregnancy, (iii) enhance women's economic opportunities, and (iv) improve women's and girls' voice and agency through the elimination of all forms of gender-based violence. Four thematic notes accompany this Overview and present detailed findings in the four key dimensions: education, health, economic opportunities, and agency
    DOI: 10.1596/40427
    URL: Deutschlandweit zugänglich
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  • 99
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    Human Capital and Climate Change (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (27 pages)
    Parallel Title: Erscheint auch als Angrist, Noam Human Capital and Climate Change
    Keywords: Bildung ; Klimawandel ; Humankapital ; Wirkungsanalyse ; Verbrauchereinstellung ; Politische Einstellung ; Wahlverhalten ; Umweltökonomik ; EU-Staaten ; Climate Change ; Compulsory Education Laws ; Compulsory Schooling ; Curriculum and Instruction ; Education ; Environmental Curriculum ; Human Capital ; Voting
    Abstract: Addressing climate change requires individual behavior change and voter support for pro-climate policies, yet surprisingly little is known about how to achieve these outcomes. This paper estimates causal effects of additional education on pro-climate outcomes using new compulsory schooling law data across 16 European countries. It analyzes effects on pro-climate beliefs, behaviors, policy preferences, and novel data on voting for green parties-a particularly consequential outcome to combat climate change. Results show a year of education increases pro-climate beliefs, behaviors, most policy preferences, and green voting, with voting gains equivalent to a substantial 35% increase
    DOI: 10.1596/1813-9450-10316
    URL: lizenzpflichtig
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  • 100
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    Greening Public Human Development Buildings in Croatia : Support for the Implementation of the European Green Deal in the Croatian Health and Education Sectors (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Education ; Environment ; Environment and Health ; European Union Green Deal (EUGD) Implementation ; Green Issues ; Greening HD Infrastructure ; Health Policy and Management, Education Sector Strategy ; Health, Nutrition and Population, Education Reform and Management ; Human Development Buildings ; Sustainable Public Buildings ; Sustainable Public Health Facilities
    Abstract: The goal of this policy note is twofold: first, to identify and propose how to address some of the key regulatory and implementation hurdles that Croatia and potentially other EU Member States are facing in greening their HD infrastructure while improving HD outcomes; and second, to compile best practices and examples in green design, construction, and renovation of public HD buildings. The Note will also provide guidance and encourage dialogue among relevant policy makers at national, regional, and local levels, and with targeted clients. Furthermore, the recommendations would address the importance of green skills development and other related topics relevant to the implementation of EUGD. Overall, the analysis results and the recommendations on these issues could also be useful for World Bank experts and other external stakeholders focused on the green economy and human development
    DOI: 10.1596/39825
    URL: Deutschlandweit zugänglich
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