Your email was sent successfully. Check your inbox.

An error occurred while sending the email. Please try again.

Proceed reservation?

Export
Filter
  • English  (459)
  • Undetermined  (79)
  • Washington, D.C : The World Bank  (340)
  • [Erscheinungsort nicht ermittelbar] : Taylor & Francis  (198)
  • Education  (538)
Datasource
Material
Language
  • English  (459)
  • Undetermined  (79)
  • Spanish  (1)
Years
Author, Corporation
Publisher
Keywords
Subjects(RVK)
  • 1
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Chapter 1 Introduction (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032617336 , 9781032649542
    Language: Undetermined
    Pages: 1 Online-Ressource (22 p.)
    Keywords: Education ; Educational psychology ; Examinations & assessment ; Didactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment
    Abstract: This volume presents a novel, theoretical, micro-analytical model – the 3A Methodology – for assessing the quality of school education Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students’ learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term. This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    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
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    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
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 7
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 8
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 9
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 10
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 11
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 12
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 13
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 14
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 15
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 16
    Online Resource
    Online Resource
    Effective Use of Collective Peer Teaching in Teacher Education : Maximizing Student Learning (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003403586 , 9781003817826 , 9781032517261 , 9781032513461
    Language: Undetermined
    Pages: 1 Online-Ressource (144 p.)
    Series Statement: Routledge Research in Teacher Education
    Keywords: Peer teaching ; Teachers Training of ; Teachers In-service training ; Educational leadership ; Education
    Abstract: "Effective Use of Collective Peer Teaching in Teacher Education investigates the learning benefits of letting students assume leadership roles in the classroom, emphasizing both theoretical analysis and first-hand empirical research conducted with pre-service teachers. Building on Vygotsky's (1987) sociocultural theory of human learning and research on collective intelligence, this volume introduces peer teaching as a pedagogical practice with a significant and underexplored learning potential. The first part of the book focuses on findings from two separate teacher education programmes, whilst the second analyses the learning processes through three conceptualized learning positions: peer teacher learning, peer student learning, and collective peer learning. Investigating the balance and interaction of these processes, the book argues that teaching and learning cannot at length be separated from each other and discusses the practical implications of this idea. The book will appeal to researchers, faculty, and teacher educators with interests in theories of learning and international and comparative education. Its crucial insights into how learning can be maximized in the classroom will provide a nuanced picture of the complexity of learning processes"--
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 17
    Online Resource
    Online Resource
    Research with International Students : Critical Conceptual and Methodological Considerations (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003290803 , 9781032269825 , 9781032269832
    Language: Undetermined
    Pages: 1 Online-Ressource (302 p.)
    Series Statement: Internationalization in Higher Education Series
    Keywords: Students, Foreign Research ; Research Methodology ; Research ; International education ; Education and globalization ; Foreign study Social aspects ; Educational anthropology ; Higher & further education, tertiary education ; Education
    Abstract: This must-read book combines carefully selected contributions to form a collective scholarly critique of existing research with international students, focusing on key critical and conceptual considerations for research where international students are participants or co-researchers. It pushes forward new agendas for the future of research with international students in global contexts, posing new sets of problems, provocations, and possibilities. Bringing together a range of interdisciplinary scholars, this book explores the many facets of research, which centres international students and their experiences. Each chapter concludes with practical reflection questions, suggestions for researchers, and examples in existing research to support research designs and aid in developing high-quality, critical research on this topic. Bringing fresh perspectives to the topic of research with international students, the book focuses on: Outlining current problems with existing research, including the ways that international students may be stereotyped, homogenised, Othered, or framed through deficit and colonial narratives (Re)-conceptualising key ideas that underpin research which are currently taken for granted Developing reflection points and practical guidance for new research designs which centre criticality and ethics Outlining ways that discourses and narratives about international students can be made more complex, particularly in reflection of their intersectional identities This key text is essential reading for researchers at all career stages to reflect on issues of power, inequality, and ethics, whilst developing understandings about critical choices in research design, analysis, and the presentation of findings
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 18
    Online Resource
    Online Resource
    Chapter 3 Droit de cité : The Digital Lab as Digital Milieu (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032027630 , 9781032027654
    Language: Undetermined
    Pages: 1 Online-Ressource (16 p.)
    Keywords: Library & information services ; Teaching of students with English as a second language (TESOL) ; Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Economic systems & structures
    Abstract: When King’s Digital Lab was established in late 2015 it was conceived as both a craft factory (working with colleagues to produce digital outputs) and a technical experiment (a site where the intersection of technology and the humanities could be explored). Significant progress has been made on both of those fronts: dozens of projects have been enabled, operational white papers have been shared, and research outputs have explored the intellectual and philosophical aspects of the laboratory environment. It is now possible to move beyond the techniques that enabled this success and use insights from the philosophy of technology to explore long-standing concerns about the role of technology in society. In doing so, the laboratory would become an applied techno-philosophical experiment. More radically, it could rehabilitate the use of technical objects in the humanities and reject technophobia as not only unproductive but unethical. Technical (digital) objects could thus be accorded droit de cité in the field of the humanities. This perspective fits well with emerging work in the humanities that highlights the history of the field, its relationship to modelling, the indeterminacy of computer technology, and the potential for human-machine relations to be reconciled through aesthetics
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 19
    Online Resource
    Online Resource
    Chapter 17 Researching Family Lives, Schooling and Structural Inequality in Rural Punjab : The Power of a Habitus Listening Guide (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409337 , 9781032409306
    Language: Undetermined
    Pages: 1 Online-Ressource (20 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: This chapter advances a novel theoretic-methodological approach to the analysis of qualitative data. The aim is to achieve a deeper understanding of the relationship between social inequality and educational outcomes in post-colonial rural Southern contexts. It operationalises the Habitus Listening Guide (Arnot & Naveed, 2014) derived from Bourdieu’s theory of cultural reproduction and contemporary narrative theory. The chapter describes the application of four listenings using a dialogic, multi-layered, analysis of interview transcripts. It uncovers the polyphonic voices of four members of Munawar Hussain’s family, describing the impact of the rural social structure on their educational and occupational biographies. Inter-narrativity is generated through repeated listenings of the social structure, of paired father-mother and son-daughter and then of father-son and mother-daughter narratives, and a final mythic-ritual listening which makes audible when religious beliefs are called into play. These beliefs either contribute to the maintenance of poverty and social inequality, and yet inspire strategies to disrupt power structures through education as a religious duty. Each listening reveals the dialectic relationship between the hierarchal post-colonial social order and its school system, and the family’s gendered and generational educational aspirations, strategies, and outcomes
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 20
    Online Resource
    Online Resource
    The Fabrication of the Autonomous Learner : Ethnographies of Educational Practices in Switzerland, France and Germany (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003379676 , 9781032460079 , 9781032460086
    Language: Undetermined
    Pages: 1 Online-Ressource (238 p.)
    Keywords: Educational psychology ; Philosophy & theory of education ; Educational strategies & policy ; Education
    Abstract: This book provides a thorough and detailed analysis of how the figure of the ‘autonomous learner’ shapes educational practices. It unpacks the impact of current educational reform discourse that focuses on the individual pupil as a learner, while neglecting the social dimensions of classroom practices. In view of the yet unknown requirements of the knowledge economy, students are demanded to take more responsibility for their learning and to become self-reliant, independent, lifelong learners. In turn, teachers are asked to tailor education to the individual needs of their students and to foster their individual learning trajectories. Based on in-depth fieldwork and long-term observation of interactions in classrooms and other scholastic settings, scholars from three European countries – France, Germany and Switzerland – show how the translation of the figure of the ‘autonomous learner’ into classrooms is shaped by distinct cultural traditions. Chapters analyse teaching routines and conceptions of self-reliance involved in autonomy-oriented settings and discuss how these change the sociality of the classroom. They scrutinize how autonomy is used to differentiate between students and how it contributes to the reproduction of social inequality. The book brings into dialogue two neighbouring research traditions that research autonomous learning from a sociological perspective and which have largely ignored each other until now. In so doing, the contributions engage a critical perspective for a careful empirical analysis in order to better understand what is being done in the name of autonomy. Providing insight into the many facets of developing and nurturing self-standing pupils across various educational contexts, this is ideal reading for scholars in the field of education, as well as teachers and decision-makers across the educational sector
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 21
    Online Resource
    Online Resource
    Real-Life Decision-Making (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003406709 , 9781000936896 , 9781032524399 , 9781032524382
    Language: Undetermined
    Pages: 1 Online-Ressource (140 p.)
    Keywords: Education ; Management decision making ; Human-computer interaction ; Artificial intelligence
    Abstract: Have you ever experienced a decision situation that was hard to come to grips with? Did you ever feel a need to improve your decision-making skills? Is this something where you feel that you have not learned enough practical and useful methods? In that case, you are not alone! Even though decision-making is both considered and actually is a very important skill in modern work-life as well as in private life, these skills are not to any reasonable extent taught in schools at any level. No wonder many people do indeed feel the need to improve but have a hard time finding out how. This book is an attempt to remedy this shortcoming of our educational systems and possibly also of our common, partly intuition-based, decision culture. Intuition is not at all bad, quite the contrary, but it has to co-exist with rationality. We will show you how. Methods for decision-making should be of prime concern to any individual or organisation, even if the decision processes are not always explicitly or even consciously formulated. All kinds of organisations, as well as individuals, must continuously make decisions of the most varied nature in order to prosper and attain their objectives. A large part of the time spent in any organisation, not least at management levels, is spent gathering, processing, and compiling information for the purpose of making decisions supported by that information. The same interest has hitherto not been shown for individual decision-making, even though large gains would also be obtained at a personal level if important personal decisions were better deliberated. This book aims at changing that and thus attends to both categories of decision-makers. This book will take you through a journey starting with some history of decision-making and analysis and then go through easy-to-learn ways of structuring decision information and methods for analysing the decision situations, beginning with simple decision situations and then moving on to progressively harder ones, but never losing sight of the overarching goal that the reader should be able to follow the progression and being able to carry out similar decision analyses in real-life situations. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 22
    Online Resource
    Online Resource
    Chapter Foreword : Reimagining Education Research Practices – from the South to North (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409337 , 9781032409306
    Language: Undetermined
    Pages: 1 Online-Ressource (6 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: Sharlene Swartz, Nidhi Singal, Madeleine Arnot, research methods, educational research methods, research methods in education, Global South, southern contexts, decolonization, decolonizing education
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 23
    Online Resource
    Online Resource
    Chapter The Promise of Laboratories : An Introduction to Digital Humanities Laboratories in the 21st Century (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032027630 , 9781032027654
    Language: Undetermined
    Pages: 1 Online-Ressource (20 p.)
    Keywords: Library & information services ; Teaching of students with English as a second language (TESOL) ; Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Economic systems & structures
    Abstract: This book is about digital humanities laboratories, places where the humanities take up new digital and computational technologies for teaching and research, which often grow out of—or turn into—other contemporary labs configurations: research software engineering labs, digital heritage labs, feminist labs, and social labs. In this introduction, the editors present the goal of the volume, which is to discuss the concept of a laboratory in digital humanities from a broad range of perspectives: epistemological, infrastructural, technological, and socio-cultural. This book offers a reflection on how to interrogate the organisational structures of digital humanities, how to reimagine a “critical laboratory” with great sensitivity towards racial, gender, and indigenous issues, and what can be offered to other humanities fields interested in laboratories (e.g., science and technology studies, media studies, and cultural heritage studies). Laboratories have become an important lens for investigating the development of the field of digital humanities and its connections with science, technology, industry, and society, drawing on interdisciplinary approaches from science and technology studies, infrastructure studies, philosophy of technology, feminism, postcolonial studies, and critical digital pedagogy. This collection aims to pave the way toward “laboratory studies” as a new research direction in digital humanities
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 24
    Online Resource
    Online Resource
    Discursive Thinking Through of Education : Learning from Those Who Transform the Universe (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003450726 , 9781000993998 , 9781032585819 , 9781032585802
    Language: Undetermined
    Pages: 1 Online-Ressource (176 p.)
    Series Statement: Routledge International Studies in the Philosophy of Education
    Keywords: Philosophy & theory of education ; Social & political philosophy ; Education
    Abstract: This book is a contribution to the philosophical discourse on education. Education is considered a tool of philosophy. Education (paideia) and politics (politeia) are equal in importance for building a sustainable society free from feud and unhappiness. Discursive thinking through of education is based on Plato’s dialogues and the results of epistemological, metaphysical and ethical research in the fields of cosmology, sociology and neuroscience. The author demonstrates the potential of the threefold scheme of philosophy, a Platone philosophandi ratio triplex, for ordering individual and collective discourse and way of life in strict accordance with the intelligible complexity of the expanding cosmos. An essential read for students and scholars interested in the crossroad between education and philosophy
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 25
    Online Resource
    Online Resource
    International Students from Asia in Canadian Universities : Institutional Challenges at the Intersection of Internationalization, Racialization and Inclusion (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781000930801 , 9781003329800 , 9781032360072 , 9781032360065
    Language: Undetermined
    Pages: 1 Online-Ressource (296 p.)
    Series Statement: Routledge Studies in Global Student Mobility
    Keywords: Education ; Higher & further education, tertiary education
    Abstract: This book explores how the recruitment and retention of Asian international students in Canadian universities intersects with other institutional priorities. Responding to the growing need for new insights and perspectives on the institutional mechanisms adopted by Canadian universities to support Asian international students in their academic and social integration to university life, it crucially examines the challenges at the intersection of two institutional priorities: internationalization and anti-racism. This is especially important for the Asian international student group, who are known to experience invisible forms of discrimination and differential treatment in Canadian post-secondary education institutions. The authors present new conceptualisations and theoretical perspectives on topics including international students’ experiences and understandings of race and racism, comparisons with domestic students and/or non-Asian students, institutional discourse and narratives on Asian international students, comparison with other university priorities, cross-national comparisons, best practices, and recent developments linked to the COVID-19 pandemic. Foregrounding the institutional strategies of Canadian universities, as opposed to student experience exclusively, this direct examination of institutional responses and initiatives draws out similarities and differences across the country, compares them within the broader array of university priorities, and ultimately offers the opportunity for Canadian universities to learn from each other in improving the integration of Asian international students and others to their student body. It will appeal to teacher-scholars, researchers and educators with interested in higher education, international education and race and ethnic studies
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 26
    Online Resource
    Online Resource
    Developing a Didactic Framework Across and Beyond School Subjects : Cross- and Transcurricular Teaching (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003367260 , 9781032433202 , 9781032434292
    Language: Undetermined
    Pages: 1 Online-Ressource (269 p.)
    Series Statement: Routledge Research in Education
    Keywords: Education ; Curriculum planning & development ; Secondary schools ; Philosophy & theory of education
    Abstract: Centred around a contemporary conception of Bildung, this book effectively demonstrates how the aims of cross- and transcurricular teaching can be reconciled, resulting in a didactic framework for teaching and learning in secondary schools that can be applied internationally. Chapters present a nuanced and unified approach to fusing theory and practice by offering accounts of some of the most promising teaching methods from leading scholars in the field of curriculum research. These methods include dialogic teaching or movement integration, transversal competences like digital or entrepreneurial thinking, and topics that call for crosscurricular approaches, like sustainability or citizenship. Addressing diverse worries and criticisms of crosscurricular teaching, the book includes international viewpoints and trends such sustainability, citizenship, and student motivation to present a comprehensive and systematic scholarly treatment of crosscurricular didactics within the classroom. It further addresses important challenges that have been widely ignored, like how to evaluate crosscurricular work. Ultimately, this volume makes a highly novel contribution to the field of crosscurricular didactics, and will be of interest to researchers, scholars, academics in the fields of secondary education teaching and learning, educational science, and curriculum design. Those interested more broadly in the theory of education will also find the volume of use
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 27
    Online Resource
    Online Resource
    Chapter 13 Swedish teachers’ digital competence – infrastructures for teaching and working (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409863 , 9781032409870
    Language: Undetermined
    Pages: 1 Online-Ressource (14 p.)
    Keywords: Education ; Open learning, home learning, distance education
    Abstract: Swedish teachers’ digital competence refers to aspects of teaching as well as teachers’ work in a broader context. In this chapter, 19 Swedish teachers’ digital competence is analyzed as infrastructures for teaching and working, thereby setting digital competence in the context of teachers’ work in and out of the classroom. This chapter contributes to an understanding of how contextual factors of teachers’ digital competence relate to infrastructures for teaching and working and illuminates how contributing to teachers’ digital competence is both an individual and a collective responsibility. The analysis highlights the challenges that teachers face and suggests how these can be understood and conceptualized in relation to individual and structural levels of schooling, and to teaching and working infrastructures
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 28
    Online Resource
    Online Resource
    Chapter 1 Recentring, Reframing and Reimagining the Canons of Educational Research (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409337 , 9781032409306
    Language: Undetermined
    Pages: 1 Online-Ressource (19 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: This chapter reviews the current canons of educational research and considers how they can be uncoupled from hegemonic knowledge paradigms which privilege Northern contexts. It outlines contributions from decolonial thinking and Southern theory and shows what must change if new epistemologies and ontologies are to emerge. It focuses on Southern epistemologies that illuminate ways of researching education in Southern contexts by students from the South researching their own contexts, and those trained in the North but researching Southern contexts. We consider critically the ways in which qualitative and quantitative research into structures, processes, and interactions have been challenged historically and the contemporary debates about whether, and if so how, such ethical and practical approaches can be transferred and be of value within Global South societies. Important insights are provided by experienced education researchers tackling the challenge of creating, identifying, or adapting research ethics, methods of data collection, and forms of data analysis
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 29
    Online Resource
    Online Resource
    Early Childhood Language Education and Literacy Practices in Ethiopia : Perspectives from Indigenous Knowledge, Gender and Instructional Practices (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003424956 , 9781000985894 , 9781032544564 , 9781032534428
    Language: Undetermined
    Pages: 1 Online-Ressource (214 p.)
    Series Statement: Routledge Research in Language Education
    Keywords: Education ; Primary & middle schools ; Teaching of students with English as a second language (TESOL)
    Abstract: This edited volume explores how indigenous knowledges and practices can be instrumental in improving literacy outcomes and teacher development practices in Ethiopia, aiding children’s long-term reading, and learning outcomes. The chapters present research from a collaborative project between Ethiopia and Norway and demonstrate how students can be supported to think pragmatically, learn critically and be in possession of the citizenship skills necessary to thrive in a multilingual world. The authors celebrate multilingualism and bring indigenous traditions such as oracy, storytelling, folktales to the fore revealing their positive impact on educational attainment. Addressing issues of language diversity and systematic ignorance of indigenous literacy practices, the book plays a necessary role in introducing Ethiopia’s cultural heritage to the West and, hence, bridges the cultural gaps between the global north and global south. Arguably contributing one of the first publications on early literacy in Ethiopian languages, this book will appeal to scholars, researchers and postgraduate students studying the fields of early years literacy and language, indigenous knowledge and applied linguistics more broadly
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 30
    Online Resource
    Online Resource
    Digital Humanities and Laboratories : Perspectives on Knowledge, Infrastructure and Culture (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003185932 , 9781032027630 , 9781032027654
    Language: Undetermined
    Pages: 1 Online-Ressource (310 p.)
    Series Statement: Digital Research in the Arts and Humanities
    Keywords: Library & information services ; Teaching of students with English as a second language (TESOL) ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Economic systems & structures ; Education ; Teaching of a specific subject ; Library and information services ; Higher education, tertiary education ; Educational equipment and technology, computer-aided learning (CAL) ; Economic systems and structures ; Digital humanities laboratory; computational lab; laboratory studies; interdisciplinarity; collaboration; infrastructure; epistemology; research software engineering; postcolonial; feminist pedagogy
    Abstract: Digital Humanities and Laboratories explores laboratories dedicated to the study of digital humanities (DH) in a global context and contributes to the expanding body of knowledge about situated DH knowledge production. Including contributions from a diverse, international range of scholars and practitioners, this volume examines the ways laboratories of all kinds contribute to digital research and pedagogy. Acknowledging that they are emerging amid varied cultural and scientific traditions, the volume considers how they lead to the specification of digital humanities and how a locally situated knowledge production is embedded in the global infrastructure system. As a whole, the book consolidates the discussion on the role of the laboratory in DH and brings digital humanists into the interdisciplinary debate concerning the notion of a laboratory as a critical site in the generation of experimental knowledge. Positioning the discussion in relation to ongoing debates in DH, the volume argues that laboratory studies are in an excellent position to capitalize on the theories and knowledge developed in the DH field and open up new research inquiries. Digital Humanities and Laboratories clearly demonstrates that the laboratory is a key site for theoretical and critical analyses of digital humanities and will thus be of interest to scholars, students and practitioners engaged in the study of DH, culture, media, heritage and infrastructure
    Note: English
    URL: teilw. kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 31
    Online Resource
    Online Resource
    Educational Research Practice in Southern Contexts : Recentring, Reframing and Reimagining Methodological Canons (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003355397 , 9781032409337 , 9781032409306
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Educational strategies & policy ; Sharlene Swartz, Nidhi Singal, Madeleine Arnot, research methods, educational research methods, research methods in education, Global South, southern contexts, decolonization, decolonizing education
    Abstract: Bringing together a unique collection of 18 insightful and innovative internationally focused articles, Educational Research Practice in Southern Contexts offers reflections, case studies, and critically, research methods and processes designed to decentre, reframe, and reimagine educational research in ways that question existing approaches and operationalise the tenets of decolonising theory. This anthology represents a valuable teaching resource with which to challenge the conventional canons of educational research theory and practice. It provides readers with the chance to read high quality examples of research that critique current ways of doing research and to reflect on how research methods can contribute to the project of decolonising knowledge production in and about education in, for example, Africa, South Asia, Asia and Latin America. It grapples with everyday dilemmas and tricky ethical questions about protection, consent, voice, cultural sensitivity and validation, by engaging with real-world situations and increasing the potential for innovation and new collaborations. Educational Research Practice in Southern Contexts will be essential reading for anyone teaching educational research methods and will encourage novice and experienced researchers to rethink their research approaches, disentangle the local and global, and challenge those research rituals, codes and field work practices which are often unproblematically assumed to be universally relevant
    Note: English
    URL: teilw. kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 32
    Online Resource
    Online Resource
    Digitalization and Digital Competence in Educational Contexts : A Nordic Perspective from Policy to Practice (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409863 , 9781032409870 , 9781003355694
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Open learning, home learning, distance education ; Digital competence, teachers, infrastructures for teaching and working, challenges
    Abstract: Digital competence, teachers, infrastructures for teaching and working, challenges
    Note: English
    URL: teilw. kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 33
    Online Resource
    Online Resource
    Chapter 3 Towards the Theory of Content Transformation (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032617336 , 9781032649542
    Language: Undetermined
    Pages: 1 Online-Ressource (18 p.)
    Keywords: Education ; Educational psychology ; Examinations & assessment ; Didactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment
    Abstract: This volume presents a novel, theoretical, micro-analytical model – the 3A Methodology – for assessing the quality of school education. Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students’ learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term. This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 34
    Online Resource
    Online Resource
    Chapter 6 Content-Focused Approach for Improving Teaching and Learning : 3A Methodology for Didactic Case Studies (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032617336 , 9781032649542
    Language: Undetermined
    Pages: 1 Online-Ressource (23 p.)
    Keywords: Education ; Educational psychology ; Examinations & assessment ; Didactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment
    Abstract: This volume presents a novel, theoretical, micro-analytical model – the 3A Methodology – for assessing the quality of school education. Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students’ learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term. This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 35
    Online Resource
    Online Resource
    Reimagining Innovation in Education and Social Sciences : Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2022), September 10-11, 2022, Surabaya, Indonesia (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003366683 , 9781000911336 , 9781032432939 , 9781032432977
    Language: Undetermined
    Pages: 1 Online-Ressource (412 p.)
    Keywords: Education
    Abstract: Certainly, the pandemic has affected several aspects of life. Several modifications have been made and are now continuing. The number of innovations has expanded substantially, particularly in the fields of education and social sciences. Innovations are produced by educators, scientists, and professionals. These innovations must be distributed to aid the development of society in the sphere of education and beyond. After the eradication of the disease, we shall assist one another in conquering it and then develop and prosper together. This volume contains the works of educators, researchers, practitioners, and academics presenting the most recent research results, issues, and practical difficulties and solutions found in the domains of Education, Cultural Studies, Applied Linguistics, and Community Services. Reimagining is a creative method to approach or address challenges associated with innovation in the fields of education, cultural studies, applied linguistics, community services, or social sciences. Due to the topic areas covered in this proceeding, it is appropriate for instructors, researchers, practitioners, and academics who specialize in the aforementioned subjects. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Funded by Universitas Negeri Surabaya, Indonesia
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 36
    Online Resource
    Online Resource
    Chapter 8 Learning of written language : A study focused on a group of deaf and hard-of-hearing students in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (29 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: The deaf and hard-of-hearing sometimes experience constraints that differ from those of hearing people; plus, when this physiological state (deafness) coincides with other disorders, learning to write becomes exceptionally difficult. The main interest of this chapter includes the strategies that hard-of-hearing and deaf (non-hearing) children devise to learn to write and how they use writing in the development of knowledge in the Haitian context. It is a matter of understanding how these children manage to learn to read and write, and of analyzing impacts of judgements on their school performances. As deafness, seen in particular from the angle of sensorimotor disorder is described as phenomenon that impose social specific limitations on children, this chapter is to study the impacts of pedagogical practices on the learning process of written language. The deafness as a characteristic of a community of people that are culturally and linguistically different community, is notably studied
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 37
    Online Resource
    Online Resource
    Invention Pedagogy - The Finnish Approach to Maker Education (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003287360 , 9781032251974 , 9781032262505 , 9781000810028
    Language: Undetermined
    Pages: 1 Online-Ressource (304 p.)
    Series Statement: Routledge Research in STEM Education
    Keywords: Teaching of students with English as a second language (TESOL) ; Education
    Abstract: This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discusses what can be learnt and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 38
    Online Resource
    Online Resource
    Contestations of Citizenship, Education, and Democracy in an Era of Global Change : Children and Youth in Diverse International Contexts (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003197881 , 9781032055121 , 9781032055138 , 9781000787177
    Language: Undetermined
    Pages: 1 Online-Ressource (284 p.)
    Series Statement: Critical Global Citizenship Education
    Keywords: Education ; Educational strategies & policy ; Philosophy & theory of education
    Abstract: Contestations of Citizenship, Education, and Democracy in an Era of Global Change: Children and Youth in Diverse International Contexts considers the shifting social, political, economic, and educational structures shaping contemporary experiences, understandings, and practices of citizenship among children and youth in diverse international contexts. As such, this edited book examines the meaning of citizenship in an era defined by monumental global change. Chapters from across both the Global South and North consider emerging formations of citizenship and citizen identities among children and youth in formal and non-formal education contexts, as well as the social and civic imaginaries and practices to which children and youth engage, both in and outside of schools. Rich empirical contributions from an international team of contributors call attention to the social, political, economic, and educational structures shaping the ways young people view citizenship and highlight the social and political agency of children and youth amid increasing issues of polarization, climate change, conflict, migration, extremism, and authoritarianism. The book ultimately identifies emergent forms of citizenship developing in formal and non-formal educational contexts, including those that unsettle the nation-state and democracy. Edited by a team of academics with backgrounds in education, citizenship, and youth studies, this book will appeal to scholars, researchers, and faculty who work across the broader field of youth civic engagement and democracy, as well as international and comparative education and citizenship
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 39
    Online Resource
    Online Resource
    Chapter 7 Left-handedness attempts at dyslateralization, duress, and performance in reading and writing (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (29 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: This chapter deals with the sensorimotor predominance in connection with hindrances to the learning of reading and writing in a group of 120 left-handed pupils, aged 9 to 20, educated in ten schools located in the western and southern departments of Haiti. Manual, visual and auditory preference is studied in relation to linguistic performance in left-handed students, sometimes ignored but often forced to favor the side which hemispherical development has not made naturally dominant. Poor performance was certainly observed, but it is not directly linked to these students' left-handedness. It is preponderantly the consequence of asymmetries contrary to the cerebral hemisphere, of a somewhat underhand attempt at 'dyslateralization', due to the failure of an educational system characterized by shortcomings and prejudices built around the phenomenon of laterality and problems emanating from unsuitable educational and linguistic practices. This creates constraints that prevent these students from thriving. Because the teaching strategies, methods and the school environment are designed and adapted to benefit right-handed students, left-handed people have a disability
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 40
    Online Resource
    Online Resource
    Chapter 1 The challenges of expansion and democratization of education : A historical look at school exclusion in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (32 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: The history of public education in Haiti has been characterized by an idealistic notion of extending the enlightenment of education throughout the country. This notion is reflected in the establishment of an important legal arsenal which, since the 19th century, has defined three main principles of the Haitian school system. These three principles have been a constant throughout the history of the country. They were intended to promote the expansion and democratization of schools in Haiti. Overshadowed by academic liberalism, the principles of free and compulsory education remain, however, merely an illusion for the majority of the country's children. Despite pompous speeches from its political leaders, Haiti has failed to catch up with the expansion and democratization of schools. Its educational system faces many challenges, including the problem of access to school, the lack of physical infrastructure and the shortage of qualified teaching staff. These challenges have extended the exclusion and inequality which stem from the contempt of the Haitian elites for the education of the people, in particular those in the countryside, and in an economic model based on food, not industry
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 41
    Online Resource
    Online Resource
    Chapter 3 Representation of children with disabilities and cognitive justice in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (27 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: It is a well-known fact that the Haitian education system is marked by school segregation as a corollary of social segregation (Joint, 2008; Tardieu 2017; Abraham, 2019). This system of educational apartheid maintains the structural exclusion of disadvantaged and vulnerable children from quality education. In other words, it maintains the learning gap between children from urban and rural areas; between learners from upscale neighborhoods and those from slums; between those of 'well-educated' parents and those of uneducated and impoverished parents. But what about children with disabilities? What kind of reception or educational relationship is provided in the education system for children with physical disabilities or learning disabilities? The results of this research mainly revolve around four key notions, namely: social representations, the social model of disability, pedagogical relations and cognitive justice. They highlight the weight of the social representations of people with disabilities on the forms of educational relationships built and practiced at school. While expectations are high in terms of human resources and adapted teaching materials, this study reveals that all public education policies guided by the principles of inclusion and cognitive justice must act upstream on the underlying thought patterns. These constitute deep obstacles to the intellectual and social emancipation of children with disabilities
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 42
    Online Resource
    Online Resource
    Chapter New Lenses : An Introduction to Innovations in Peace and Education Praxis (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032203027 , 9781032203065
    Language: Undetermined
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education
    Abstract: In this chapter, the editors provide an overview of Innovations in Peace and Education Praxis. First, the chapter situates the book within the peace and education literatures. Drawing attention to calls for transdisciplinary scholarship and new lenses for peace education praxis, this chapter highlights how the book seeks to navigate through existing absences in the field, interrogate limits, open space for new and generative work, and reflect on their implications for scholars, researchers, students, practitioners, and educators. Second, the chapter reviews how the edited collection was developed, the influence of the Cambridge Peace and Education Research Group (CPERG), and why the process of creation was as important as the final product. Third, the chapter outlines the book’s theoretical contributions to peace and education including its examination of transdisciplinary scholarship, praxis beyond binaries and rooted in ontological justice, second-order reflexivity, and an expansion of epistemological horizons beyond cognitive-centred modes of knowledge and representation. Finally, the chapter introduces each of the subsequent ten chapters that follow. The editors argue the new lenses brought forward do not offer templated answers but rather a constellation of insights, questions, challenges, and innovative examples of praxis which might help us collectively imagine new paths forward
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 43
    Online Resource
    Online Resource
    Chapter 1 Approaching Taboos and Controversial Issues in Foreign Language Education (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032116075 , 9781032116105
    Language: Undetermined
    Pages: 1 Online-Ressource (21 p.)
    Keywords: Education
    Abstract: Taboos are not a new phenomenon. Yet, taboos change over time as social customs change, discard old taboos, and create new ones. What does not change, however, is how taboos regulate the way in which we live together in different communities and how they influence our behaviours. Notwithstanding the ubiquity of all sorts of taboos in daily life, many of them do not seem to find their way into foreign language classrooms easily. This is particularly surprising if we consider the growing importance of critical language pedagogy approaches to foreign language learning. Despite relevant efforts there, teachers, pre-service teachers, and learners often appear to feel discomfort as conversations about controversial issues such as mental illnesses, disabilities, racism, conspiracy theories, violence, and gender unfold. Consequently, classroom materials as well as suitable approaches to these issues in foreign language learning are needed. Taking this as a starting point, this introductory chapter argues for the integration of taboos and controversial topics into the foreign language classroom. It first investigates the concept of critical pedagogy in general and critical (foreign) language pedagogy more specifically. It then discusses taboos in the context of critical language pedagogy, arguing that despite numerous challenges, the foreign language classroom provides the perfect space for discussing some controversial topics with students—primarily by exploring a variety of different texts dealing with taboos instead of personalising a topic, which would be more common in communicative approaches. The chapter closes with a practical framework that provides suggestions for handling taboos in foreign language education
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 44
    Online Resource
    Online Resource
    Chapter 9 Neither Online, Nor Face-To-Face, But Integrated Career Guidance: Introducing New Ways of Engaging Undergraduate Students in Career Learning and Reflective Careering (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032081144 , 9781032081137
    Language: Undetermined
    Pages: 1 Online-Ressource (18 p.)
    Keywords: Education ; Organization & management of education ; Careers guidance ; Higher & further education, tertiary education
    Abstract: This chapter sets out the integrated guidance approach and explores its potential to transform the way in which career education and guidance is delivered in higher education. Integrated guidance is an approach which makes effective use of digital technologies. It is comprised of an ontological basis informed by critical social justice, a pedagogic basis informed by social learning theories and an approach to instructional design which explores the affordances offered by different technologies and approaches and sequences them using pedagogic models derived from Salmon and others. The approach is illustrated by a detailed hypothetical case study which is returned to repeatedly throughout the chapter
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 45
    Online Resource
    Online Resource
    Brokering in Education Research-Practice Partnerships : A Guide for Education Professionals and Researchers (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003334385 , 9781032358758 , 9781032368993
    Language: Undetermined
    Pages: 1 Online-Ressource (269 p.)
    Keywords: Organization & management of education ; Educational strategies & policy ; Education ; Teacher training
    Abstract: Educational leaders, researchers, and community members have found collaborating on research supports improvement in their schools, districts, and the wider community – but how do we go about developing these partnerships? With essential tools, frameworks, and tips for brokering in research-practice partnerships (RPPs), this practical book provides guidance on cultivating and sustaining impactful relationships and supportive infrastructure with partners. Through the careful brokering of these partnerships, RPP brokers can bridge the gap between education research and practice, bringing people together to build a more equitable educational system. Written by RPP leaders, researchers, and professionals, this handbook explores how brokering can: Support the production and use of partnership research Develop and nurture meaningful relationships, even in the face of challenging circumstances Build individual competencies to manage an RPP and strengthen the partnership Develop partnership governance Implement effective administrative structures Design processes and communications routines Assess and continuously improve the partnership This is an essential read for any educational leader, higher education faculty, researcher, or other community member who wants to understand the types of activities and responsibilities required of an RPP broker and the strategies to become an effective broker of RPPs aimed at educational improvement and equitable transformation
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 46
    Online Resource
    Online Resource
    Chapter Afterword : Reflections on a Post/Critical Peace Education (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032203027 , 9781032203065
    Language: Undetermined
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education
    Abstract: This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education. Drawing on the work of the Cambridge Peace and Education Research Group as well as international scholars, this book responds to calls for transdisciplinary peace and education praxis and presents innovative examples of peace and education research practices, peace interventions in educational settings, and alternative ontologies in peace and education work. Foregrounding the concept of ‘second-order reflexivity’, the book prioritises the lived experiences and viewpoints of struggling populations regarding the worth of ‘peace’ as grounded within their contexts. Ultimately, this book showcases how the practices of peace education and research can challenge the binaries of modern and postmodern approaches and provide examples of holistic transdisciplinary approaches that embrace complexity and criticality. Contributing new knowledge to peace and education, this volume will be of great interest to academics, post-graduate students and researchers in the field of peace education, peace studies and development studies
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 47
    Online Resource
    Online Resource
    Chapter 6 Negotiating the Arabic and English Space in UAE Higher Education : The Ownership of English in the English-Medium Instruction Context (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (25 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: The United Arab Emirates puts tremendous effort into protecting the Arabic language and reinforcing its position as the language of the country’s constitution and national identity. The country’s higher education system is built on English-medium instruction, which, alongside the worldwide adherence to native-like norms that accompanies English as a global language, appears to reduce the opportunities for Arab students to take ownership of English. This chapter focuses on the negotiable space between Arabic and English in a United Arab Emirates English-medium instruction higher education context. Data were triangulated from self-reflections by thirty Emirati students (20 females and 10 males) and interviews with four faculty members of maths and information technology who taught through English. The findings show that while English-medium instruction is considered a form of multilingual education, Arabic was believed to have a positive impact on the students’ control over their university courses. The chapter provides implications for how multiple competencies can help Arab students exercise ownership of English, reduce their linguistic and cultural insecurities, and retain their identity while learning in an English-medium instruction context
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 48
    Online Resource
    Online Resource
    Chapter 5 English-Medium Instruction in Emirati Higher Education : The Importance of Choice and Agency (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: This chapter begins by providing an overview of the many educational reforms which have taken place in the United Arab Emirates within its short history as a nation. Pushed forward by neoliberalism and globalisation, such reforms have largely focused on increasing amounts of English-medium instruction at all levels of education. In the United Arab Emirates, not only does English dominate teaching and learning, but its ‘de facto lingua franca’ status in public domains has led to heated debates centred around the effects of ‘Englishisation’ on the Arabic language, as well as its impact on local cultural identities. The chapter discusses the concept of agency with reference to student and teacher roles in English-medium instruction settings. Specifically, the sociolinguistic implications of English-medium instruction for Arabic-speaking university students are explored. It is argued that often structural constraints such as ‘English only’ classroom policies reinforce monolingual ideologies, with English also acting as a gatekeeper to academic success, so that naturally occurring translingual practice is deprecated. Referencing previous research, the chapter will conclude by advocating the need for increased choice and agency surrounding English-medium instruction in order for educational experiences to be empowering rather than subtractive
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 49
    Online Resource
    Online Resource
    Chapter 3 The Future Isn’t What It Used to Be! Revisiting the Changing World of Work After Covid- 19 (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032081144 , 9781032081137
    Language: Undetermined
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education ; Organization & management of education ; Careers guidance ; Higher & further education, tertiary education
    Abstract: This chapter explores the future of work. It argues that while predicting the future is very difficult, this has not prevented a wide variety of commentators from seeking to make such predictions. Covid-19 has resulted in a substantial reimagining of the future of work. Prior to the pandemic, the future was imagined as one of automation, digital technology, globalisation, and the reduction in the utility of human beings unless they could increase their adaptability and flexibility. After the pandemic, the future of work is characterised in terms of a shift to remote working practices, accelerating technological change, growing unemployment, and inequality. Such changes have led commentators to call for increased government engagement in the economy and the workplace, and for new thinking and investment from businesses to manage the changes. Such shifts and changes, if they come to pass, require an active and robust response from career educators. Educators should encourage students to view predictions about the future critically, to recognise their contingency and support them to take both individual and collective action to shape the future
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 50
    Online Resource
    Online Resource
    Justice, Education, and the World of Today : Philosophical Investigations (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003327332 , 9781032355351 , 9781032355368
    Language: Undetermined
    Pages: 1 Online-Ressource (263 p.)
    Series Statement: Routledge International Studies in the Philosophy of Education
    Keywords: Education ; Higher & further education, tertiary education ; Philosophy & theory of education
    Abstract: This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 51
    Online Resource
    Online Resource
    Chapter 4 Language Policies and Ideologies in Qatar : Is Resistance to English-Medium Instruction the Right Resistance? (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: Neoliberalism, globalisation, and English language hegemony have contributed to the adoption of Western “travelling policies” in the Arab Gulf states, such as building knowledge-based economies and the implementation of English-medium instruction in schools and universities. In Qatar, as well as in other Arab Gulf states like the United Arab Emirates, this has led to ideologies of English-medium instruction and Arabic-medium instruction being in competition with each other. The result of these ideologies in Qatar has been several abrupt shifts between English-medium instruction and Arabic-medium instruction in language policies for government schools and the leading national university, and other broader efforts to preserve and promote the Arabic language. This chapter first provides an overview of the macro sociolinguistic situation and the roles, status, and functions of English in Qatar. It then describes the shifts between English-medium instruction and Arabic-medium instruction in language policies and implications for cultural and linguistic identities in Qatar. Finally, the chapter reflects on Qatar’s strong resistance to EMI among the Arab Gulf states and the future of English-medium instruction and Arabic-medium instruction in the country
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 52
    Online Resource
    Online Resource
    Chapter 13 Reflective Practice : Professional Learning for Faculty at an EMI Institution in the UAE (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: A key element in bringing long-term change in teacher practice is engaging teachers in reflection. While being a reflective practitioner is an important part of being an educator, using systematic reflection to help improve teaching practice requires training and mentorship. This chapter describes a professional development programme that utilised the Scholarship of Teaching and Learning framework in an English as a Medium of Instruction university in the United Arab Emirates. The programme aimed to raise awareness among faculty of the benefits of reflective practice and guide them through the process of designing their own classroom interventions to help measure the extent to which their teaching strategies and materials were effective in supporting students successfully attain their learning outcomes. Measures of impact are presented, while three case studies from faculty members who attended the Scholarship of Teaching and Learning programme are used to further illustrate the effect of the programme on teaching practice. The chapter concludes with tips on how to implement a Scholarship of Teaching and Learning programme to provide faulty in a multinational higher education institution with transformative professional development
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 53
    Online Resource
    Online Resource
    Chapter 2 Current discussions on plurilingual pedagogy: Language learning implications in the Arabian Peninsula (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032326450 , 9781032326467
    Language: Undetermined
    Pages: 1 Online-Ressource (16 p.)
    Keywords: Education ; linguistics
    Abstract: English Medium Instruction within higher education is in continuous change as it evolves to meet the needs of both faculty and students. In this chapter, the focus is on highlighting the “transformative” aspects of adopting plurilingual and translanguaging pedagogy to improve language learning, especially in countries within the Arabian Peninsula where English is not the first language. The chapter also sheds light on how instructors could be provided with theoretical frameworks that help them cater to the various multilingual backgrounds brought to the learning environment by the students, which, in turn, impact the design and implementation of teaching activities. These activities could involve plurilingual and translanguaging practices, which at times gather negative perceptions. Therefore, this chapter also examines the reasons for acceptance and the tensions faced by educators when transitioning into new pedagogical practices, highlighting the practical implications of plurilingualism and translanguaging to assist English language in education in countries within the Arabian Peninsula. The goal here is to serve the social and educational transformation of current models of bi/multilingual education in these countries
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 54
    Online Resource
    Online Resource
    Taming the Wild Horse of Shadow Education : The Global Expansion of Private Tutoring and Regulatory Responses (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003318453 , 9781032331560 , 9781032331553
    Language: Undetermined
    Pages: 1 Online-Ressource (171 p.)
    Keywords: Education
    Abstract: Zhang analyses the phenomenon of private supplementary tutoring from a global perspective. The expansion of such tutoring alongside schooling is among the striking global shifts since the turn of the century. In many countries over half of the relevant cohorts of children receive private tutoring, with that proportion in some locations exceeding 80%. The sector has far-reaching implications for social inequalities, (in)efficiencies in educational processes, study burdens on students, family finances, innovation, and employment. Yet greatly-needed government regulations have typically been slow to catch up with the phenomenon. Commentary in the volume juxtaposes countries with strong regulations with counterparts having weak regulations. Conceptually, the book considers forces changing the roles of multiple stakeholders, including governments, entrepreneurs, teachers, families and students. A useful read for students and researchers interested in comparative education and governance
    Note: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 55
    Online Resource
    Online Resource
    Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (42 pages)
    Parallel Title: Erscheint auch als Krafft, Caroline Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt
    Keywords: Children and Youth ; Early Childhood Development ; Education ; Education Quality ; Home Environment ; Inequality ; Poverty Reduction ; Pre-Primary ; Pre-Primary Child Development Investment ; Primary Education Investment ; School Readiness Indicators ; Social Development ; Socioeconomic Inquality
    Abstract: By the time children in low- and middle-income countries start primary school, large socioeconomic disparities are evident in children's learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in low- and middle-income countries. This paper examines how pre-primary quality, stimulation at home, and early childhood development vary by socioeconomic status for pre-primary students in the Arab Republic of Egypt. The results demonstrate substantial socioeconomic inequality in stimulation at home, more so than in pre-primary quality and inputs, although there is variation in the degree of inequality across different dimensions of pre-primary quality. "Double inequality" is observed, where students with less stimulating home environments experience slightly lower quality pre-primary inputs. There are particularly large pre-primary inequities in structural quality (physical environment) and less inequity in process quality (pedagogy). These results suggest that targeted investments in pre-primary education in Egypt are necessary to reduce inequality in school readiness but are likely insufficient to close the socioeconomic status gap in children's development. Investing in interventions to improve vulnerable children's home learning environments, as well as investing in quality pre-primary, is critical to address disparities in children's development
    DOI: 10.1596/1813-9450-10317
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 56
    Online Resource
    Online Resource
    Policy Lessons on Supporting Women Entrepreneurs (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Gender Innovation Lab Federation Causal Evidence Series
    Keywords: Education ; Gender ; Gender and Development ; Gender and Economics ; Gender and Education ; Gender Monitoring and Evaluation ; Innovation ; Socio-Emotional Skills ; Women Entrepreneurs
    Abstract: Entrepreneurship can be a pathway to employment and economic empowerment for women. Over half of the women in developing countries are or aspire to be entrepreneurs, but most of them run subsistence oriented micro-businesses that are not seen as key drivers of innovation and growth. Among formal firms, the share of women-led businesses decreases as the size of the firm increases. Multiple factors-including lack of skills, networks, and access to finance, technology, and markets-constrain women's decision to become entrepreneurs and affect their choices concerning which sector to enter, how much to put into their firms, and which business practices and technology to adopt. Contextual factors, such as social norms, access to childcare, and risk of gender-based violence, also contribute to the gender gap in firm performance documented by the Africa GIL and the EAP GIL. The GIL Federation is generating rigorous evidence around the world to understand what works, and what does not, in addressing the differential constraints restricting the growth of women-led firms. This note presents evidence on five key findings
    DOI: 10.1596/39427
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 57
    Online Resource
    Online Resource
    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
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 58
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 59
    Online Resource
    Online Resource
    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
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 60
    Online Resource
    Online Resource
    North and Northeastern Development Initiative (NEDI) : Boosting Shared Prosperity for the North and Northeastern Counties of Kenya (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other ESW Reports
    Keywords: Climate-Smart Agriculture ; Education ; Education Finance ; Energy Resources Development ; Health Economics and Finance ; Health Systems ; Health, Nutrition and Population ; Inclusion ; Investment and Investment Climate ; Macroeconomics and Economic Growth ; NEDI ; Off-Grid Solar Access ; Transport and Trade ; Water and Sanitation
    Abstract: Kenya's north and northeastern region is a host to 11 percent of the total population scattered across 63 percent of the country's landmass. The arid and semi-arid region experiences recurrent droughts that create vulnerabilities for the nomadic pastoralist communities, pervasive insecurity, suffers fragility, and has been a host to the largest population of refugees in sub-Saharan Africa over the last three decades. These policy choices contributed to the significant lag in most of the development indicators for this region compared to the rest of the country. The region has huge infrastructure deficits, low literacy rates, and contributes only a modest 4.7 percent to the national gross domestic product. To address the socio-economic disparities and inequality challenges, the Government of Kenya with support from World Bank (WB) launched the North and Northeastern Development Initiative (NEDI) in 2018. The NEDI, the region's first significant, integrated, and transformative investment, cuts across foundational sectors including energy, water, transport, social protection, displacement, and agriculture
    DOI: 10.1596/40174
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 61
    Online Resource
    Online Resource
    Making Teacher Policy Work (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: CDR Approach ; Education ; Effective Schools and Teachers ; Motivation ; Skills and Knowledge ; Teacher Policy ; Teachers
    Abstract: This report zooms into what lies behind the success or failure of teacher policies: how teachers experience these policies, and how systems scale and sustain these policies. The report argues that for policies to be successful, they need to be designed and implemented with careful consideration of the barriers that could hinder teachers' take-up of the policy (individual-level barriers), and the barriers that could hinder the implementation and sustainability of policies at scale (system-level barriers). Teacher polices too often fail to yield meaningful changes in teaching and learning because both their design and implementation overlook how teachers perceive, understand, and act in response to the policy and because they miss what is needed at a system level to achieve and sustain change. To avoid this, policymakers need to go beyond what works in teacher policy to how to support teachers in different contexts to adopt what works, while making sure it is implementable at scale and can be sustained over time. This requires unpacking teacher policies to consider the barriers that might hinder success at both the individual and system levels, and then putting in place strategies to overcome these barriers. The report proposes a practical framework to uncover the black box of effective teacher policy and discusses the factors that enable their scalability and sustainability. The framework distills insights from behavioral science to identify the barriers that stand in the way of the changes targeted by the policy and to develop strategies to overcome them. The framework is used to examine questions such as: What changes are required at an individual level to achieve the specific goals of a given teacher policy What barriers constrain the adoption of these changes How can the policy be better designed and implemented to tackle these barriers Moreover, the report draws on evidence from quantitative and qualitative studies on successful and failed teacher policies to examine the factors that make teacher policy operationally and politically feasible such that it can work at scale and be sustained over time
    DOI: 10.1596/40579
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 62
    Online Resource
    Online Resource
    Use of Assistive Education Technologies to Support Children with Visual and Hearing Difficulties in the East Asia and Pacific Region (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Assistive Technology ; Economic Growth ; Edtech ; Education ; Hearing Impairment ; Inclusive Education ; Inflation ; Information and Communication Technologies ; Social Protections and Labor ; Visual Impairment
    Abstract: Evidence on the uptake, use, and impact of EdTech at scale on participation and learning among students with disabilities in low- and middle-income countries remains very limited. This report presents findings on access to EdTech for children with difficulties in hearing and vision in middle-income countries (MICs) in the East Asia and Pacific (EAP) region using three approaches: (i) a systematic regional literature review; (ii) interviews with 17 actors from the education technology private sector across the EAP region; and (iii) case studies from four countries: Vietnam, the Philippines, China, and Tonga. The main findings from the literature review are that most EdTech solutions in EAP MICs were applied at very small scale, with a focus on the tech testing stage, and only two of the 13 identified studies from a sample of 1,661 studies measured changes in student learning outcomes. The private sector interviews indicate qualitatively that most actors in this space are unaware of the needs of children with vision and hearing disabilities, and that other challenges such as profitability and general inequalities related to access to devices and high-speed internet receive the most attention. The case studies report no examples of national deployment of any assistive education technology, though there are multiple examples of small-scale digital approaches developed by individual schools or NGOs and shared locally or, in two cases, regionally. In looking at country contexts for the case studies, we found a lack of publicly available data on spending for assistive EdTech in EAP, a lack of data on (a) prevalence of disabilities among the student population, (b) student learning, and (c) student persistence in higher grades
    DOI: 10.1596/40510
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 63
    Online Resource
    Online Resource
    Using Principles of Universal Design for Assessment (UDA) to Design Accessible Learning Assessments : Toolkit (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Accessibility ; Accessible Learning ; Accessible Special Technologies ; Augmentative and Alternative Communication ; Climate Change and Health ; Climate Change Impacts ; Disability ; Education ; Inclusive Education ; Social Protections and Labor
    Abstract: The purpose of this toolkit is to generate knowledge on how to develop and adapt assessment tools using principlesof universal design that yield reliable and valid data andinformation to track the learning outcomes of marginalizedlearners, including learners with disabilities
    DOI: 10.1596/40493
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 64
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 65
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 66
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 67
    Online Resource
    Online Resource
    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
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 68
    Online Resource
    Online Resource
    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
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 69
    Online Resource
    Online Resource
    Steering the Human Development Strategy for a Sustainable Green Economy in the Slovak Republic (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Active Labor Market Program ; Adult Skills Development ; Basic Green Skills ; Education ; Education Reform and Management ; Educational Outcome Policy ; Environment ; Green Issues ; Green Transition Skills Development ; Human Capital Crisis ; Science and Technology Development ; Skills Development and Labor Force Training, Digital Skills Development ; Social Protections and Labor, Economics of Education
    Abstract: The rippling effects of multiple overlapping crises on the economy, declining education outcomes, and inability of the education system to meet the upcoming needs of the labor market puts the Slovak Republic in a human capital crisis. There is a misalignment between the supply and outcomes of the education system and requirements of the labor market. Education-to-work pathways through vocational and tertiary education are insufficient to prepare students for the green economy transition. Education-to-work pathways need to be flexible to align worker choices with needs of the labor market. This policy note provides a deep dive into the education situation in the Slovak Republic and proposes specific policy recommendations aiming at the skilling and reskilling toward the green and digital agenda, utilizing European and international experiences in this area
    DOI: 10.1596/39823
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 70
    Online Resource
    Online Resource
    The Longer Students Were Out of School, the Less they Learned (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (17 pages)
    Parallel Title: Erscheint auch als Patrinos, Harry Anthony The Longer Students Were Out of School, the Less they Learned
    Keywords: Covid-19 Pandemic ; Education ; Education and Society ; Emergency Remote Learning ; Learning Loss ; Quality Of Remote Teaching ; School Closure ; Vaccination and Education
    Abstract: COVID-19 led to school closures and emergency remote learning systems. It is feared that students learned less when they were remote. This paper analyzes school closures during the pandemic using a unique data base. The determinants of the duration of school closures estimates were used to instrument school closures - stringency of lockdown and vaccination - and causally estimate the impact of duration on learning. It is estimated that for every week that schools were closed, learning levels declined by almost 1 percent of a standard deviation. This means that a 20 week closure, for example, would reduce learning outcomes by 0.20 standard deviation, almost one year of schooling
    DOI: 10.1596/1813-9450-10420
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 71
    Online Resource
    Online Resource
    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
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 72
    Online Resource
    Online Resource
    Approaches to Deliver Inclusive Education in Sub-Saharan Africa and South Asia (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Access and Equity in Basic Education ; Accessibility ; Child-Focused ; Curriculum and Instruction ; Disability ; Education ; Education Reform and Management ; Inclusive Education ; Social Development ; Social Inclusion and Institutions
    Abstract: This report presents a review of different approaches in service delivery being implemented in the regions of Sub-Saharan Africa (SSA) and South Asia (SA) to ensure the inclusion of children with disabilities in education. The review examines in what ways (and the extent to which) different approaches have been operationalized and contextualized to enable the inclusion of children with disabilities in mainstream education systems, focusing specifically on primary schooling
    DOI: 10.1596/40120
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 73
    Online Resource
    Online Resource
    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
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 74
    Online Resource
    Online Resource
    Foundational Learning Compact Umbrella Trust Fund Progress Report : January 2021 - September 2022 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: COVID-19 ; Edtech ; Education ; Education Indicators and Statistics ; Education Reform and Management ; FLC ; Foundational Learning ; Teachers
    Abstract: The FLC Progress Report showcases initiatives that have helped create tools and knowledge for countries to improve foundational learning through their educational systems. Since it is the first such report for the FLC, it will cover the transition to the FLC from the previous SABER3 program to its incarnation as the FLC umbrella trust fund. It will also examine recent and current challenges, including the slowdown in the pace of implementation during the COVID related school and ministry closures. The pandemic both stymied and shaped how the FLC initiatives worked, where we worked, and when we worked. We have had to adapt. Fortunately, implementation has picked up in the last year and technical teams have been working tirelessly to accelerate implementation
    DOI: 10.1596/40398
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 75
    Online Resource
    Online Resource
    Assistive Technologies for Children with Disabilities in Inclusive and Special Schools in Indonesia (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Access and Equity in Basic Education ; Assistive Technology ; Children with Disabilities ; Education ; Education For All ; Educational Populations ; Inclusive Schools ; Special Education
    Abstract: This empirical study of the Indonesian context aims to rigorously examine availability and usage of AT for children with disabilities. It reviews key challenges and support needed in both inclusive and special schools, focusing on teachers in primary and secondary education in Ministry of Education, Culture, Research and Technology (MoECRT). Key questions included: 1) What is the availability and use of AT for students with disabilities in schools in Indonesia? 2) In what ways can teachers, schools, and local and national stakeholders work together to promote equitable and quality learning through AT for children with disabilities? To answer these questions, this study employed a mixed method to enhance the validity and quality of evidence based analysis of AT for children with disabilities in Indonesia, including a national level teacher survey with over 2,000 teachers who participated voluntarily, focus group discussions with teachers, school principals and policy makers as well as an international review of practices on AT for children with disabilities to address the lack of previous studies in Indonesia
    DOI: 10.1596/40387
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 76
    Online Resource
    Online Resource
    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
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 77
    Online Resource
    Online Resource
    Experimental Evaluation of a Financial Education Program in Elementary and Middle School Grades (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (53 pages)
    Parallel Title: Erscheint auch als Piza, Caio Experimental Evaluation of a Financial Education Program in Elementary and Middle School Grades
    Keywords: Behavioral Modification ; Education ; Elementary Education ; Finance and Financial Sector Development ; Financial Education ; Financial Law ; Financial Literacy ; Financial Proficiency Promotion ; Law and Development ; Middle School Financial Literacy
    Abstract: This paper investigates whether providing financial education in elementary and middle school grades improves students' financial proficiency and actual behavior. It uses a cluster randomized control trial to evaluate a pilot program implemented in 101 Brazilian municipal schools in 2015. The findings show positive impacts on financial proficiency, mainly among middle school students, and suggestive evidence of improvements in short-term behavioral outcomes. However, the analysis indicates that the program did not impact students' school achievements in both the short and longer terms, which suggests that the program's effects were not strong enough to shift students' behavior decisions
    DOI: 10.1596/1813-9450-10511
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 78
    Online Resource
    Online Resource
    Violent Discipline and Parental Behavior : Short- and Medium-Term Effects of Virtual Parenting Support to Caregivers (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (94 pages)
    Parallel Title: Erscheint auch als Dinarte Diaz, Lelys Violent Discipline and Parental Behavior: Short- and Medium-Term Effects of Virtual Parenting Support to Caregivers
    Keywords: Child Abuse ; Child Emotional Wellbeing ; Child Maltreatment ; Disciplining Behavior ; E-Learning Intervention ; Early Childhood Development ; Education ; Health, Nutrition and Population ; Parental Stress Reduction ; Public Health Promotion ; Social Development ; Street Children ; Urban Development ; Violence Against Children
    Abstract: Approximately 75% of children aged 2 to 4 worldwide are regularly subjected to violent discipline across the globe. This paper studies the impact of a virtually-delivered intervention on positive parenting practices in Jamaica. Short-term results indicate that the intervention improves caregiver knowledge (0.52 SD) and attitudes around violence (0.2 SD) and leads to meaningful changes in caregiver disciplining behaviors, with a 0.12 SD reduction in violence against children. Treatment children also experience fewer emotional problems (0.17 SD). Medium-term results (nine months later) show reductions in caregiver depression (0.12 SD), anxiety (0.16 SD), and parental stress (0.16 SD) for treatment caregivers. The virtual delivery has important scalable policy implications which could help decrease violence against children across the globe
    DOI: 10.1596/1813-9450-10507
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 79
    Online Resource
    Online Resource
    Toward a K-12 Blended Learning Framework for Saudi Arabia (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Blended Learning ; Climate Change Mitigation and Green House Gases ; Economic Growth ; Education ; Energy and Environment ; ICT ; Information and Communication Technologies ; K-12
    Abstract: This report proposes a preliminary guiding framework to define and deploy blended learning models at the K-12 level in the Kingdom of Saudi Arabia. Drawing lessons from international examples and good practices, the proposed framework aims to provide key considerations for the strategic and effective use and integration of Information and Communications Technology (ICT) in K-12 schools
    DOI: 10.1596/40466
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 80
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 81
    Online Resource
    Online Resource
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 82
    Online Resource
    Online Resource
    Preparatory School Years and Maternal Employment in Romania (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (43 pages)
    Parallel Title: Erscheint auch als Robayo-Abril, Monica Preparatory School Years and Maternal Employment in Romania
    Keywords: Childcare ; Early Childhood Development ; Economics of Gender ; Education ; Female Employment ; Gender ; Gender and Social Policy ; Gender Informatics ; Gender Norms and Childcare ; Government Policy ; Public Policy ; Time Allocation and Labor Supply
    Abstract: This paper uses the introduction of preparatory school classes targeting six-year-old children in Romania to study whether universal, compulsory, public care provision could increase female employment. Results from difference-in-difference estimations show that the reform resulted in rising employment rates for mothers of six-year-old children. The effect is lower for mothers living in households with elderly people, but larger for those facing stronger trade-offs prior to the reform. Overall, investing in universal, compulsory, public childcare is beneficial and could significantly increase female employment and labor force participation rates
    DOI: 10.1596/1813-9450-10638
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 83
    Online Resource
    Online Resource
    Coaching in Economic Inclusion : Learning from Existing Models and Casting a Way Forward (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: PEI In Practice
    Keywords: Coaching ; Education ; Implementation ; Staffing ; Tools
    Abstract: Coaching is used in 90 percent of economic inclusion programs and is increasingly seen as a critical component of such interventions (Andrews and others 2021). It is a cross-cutting element in economic inclusion programming, facilitating all other components of a program and facilitating the 'human side' of interventions by providing participants with the extra support and advice they need to take full advantage of program resources. This In Practice paper shares insights and lessons learned from a comprehensive literature review of economic inclusion interventions and their approach to coaching. It explores coaching along seven design parameters: scope of coaching, depth of coaching, type of coaching (individual versus group), level of engagement, caseload, staffing, and coaching tools
    DOI: 10.1596/40738
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 84
    Online Resource
    Online Resource
    Policy Lessons on Improving Education Outcomes (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Gender Innovation Lab Federation Causal Evidence Series
    Keywords: Education ; Gender ; Gender and Development ; Gender and Education ; Gender Gap ; Gender Monitoring and Evaluation ; Improvement ; Training
    Abstract: Significant progress has been made in closing gender gaps in primary and secondary enrollment rates worldwide. However, girls still have lower expected years of schooling than boys in some regions, particularly in Sub-Saharan Africa, and boys have worse educational outcomes than girls in other countries, most notably in Latin America and the Caribbean. Barriers to the continuation of schooling for girls are linked to child marriage, early pregnancies, sexual harassment, and social norms around girls' education. The COVID-19 pandemic has also impacted schooling of both girls and boys. The transition to remote learning hurt girls who often have fewer technical skills and less access to the internet than boys.3 In other cases, boys had higher economic opportunities than girls and were more likely to drop out from school in response to the economic stress generated by the pandemic.4 The GIL Federation is generating rigorous evidence around the world to understand what works, and what does not, in narrowing gender gaps in education. This note presents evidence on three key findings
    DOI: 10.1596/39432
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 85
    Online Resource
    Online Resource
    Improving Enrollment and Learning through Videos and Mobiles : Experimental Evidence from Northern Nigeria (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (69 pages)
    Parallel Title: Erscheint auch als Orozco-Olvera, Victor Improving Enrollment and Learning through Videos and Mobiles: Experimental Evidence from Northern Nigeria
    Keywords: Basic Education ; DIME ; Disruptive Technologies ; Early Marriage ; Early Parenthood ; Education ; Education and Digital Divide ; Gender Bias ; Gender Norms ; Girls Aspirations ; Learning ; Learning Poverty ; School Enrollment ; Self-Efficacy
    Abstract: In northern Nigeria, half of primary school-age children attend school, half of girls are married before turning 15, and one in five people can read a whole sentence. Conducted in rural, low literate communities governed by traditional norms, this paper presents the results of a cluster randomized controlled trial that tested community screenings to reshape parental aspirations and attitudes toward education, and as a reinforcing arm, the distribution of mobiles with engaging apps to teach 6-9-year-old children to read. Twelve months after the screenings, children were 42 percent less likely to be out of school, but as expected, their learning levels did not improve. In the communities that were provided the mobile reinforcer, literacy and numeracy skills increased by 0.46 and 0.63 standard deviation, respectively. The impacts of the combined intervention on school attendance and learning gains were similar for boys and girls. For non-targeted older siblings, the intervention increased learning by 0.34 and 0.47 standard deviation and reduced the likelihood of teenage pregnancy and early entrance into the labor market by 13 and 14 percent, respectively. The mechanisms behind these effects include improved parental aspirations and expectations, improved attitudes and social norms, higher self-efficacy beliefs of parents, and increased time for home learning activities. Relative to other educational investments that have been evaluated in developing countries, the combined intervention is highly effective and cost-effective
    DOI: 10.1596/1813-9450-10413
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 86
    Online Resource
    Online Resource
    Protecting Human Capital Through Shocks and Crises : How lessons learned from the COVID-19 response across Eastern Europe and the South Caucasus can be used to build better and more resilient human development systems (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Social Analysis
    Keywords: COVID-19 ; Disease Control and Prevention ; ECA ; Education ; Education Reform and Management ; Health and Education ; Health, Nutrition and Population ; Human Capital ; Resilience ; Social Protections and Assistance ; Social Protections and Labor
    Abstract: Risk and uncertainty are on the rise, and countries across Europe and Central Asia (ECA) are not immune from it. The region is being hit by crises, conflicts, and continued uncertainty that are negatively affecting people's livelihoods in the short term and prosperity in the long term. Then COVID-19 hit, inflicting massive harm on people's wellbeing, livelihoods, and human capital. Lockdowns prevented people from working, school closures prevented students from learning, and overwhelmed hospitals had to defer important treatments. This report explores how to strengthen the resilience of health, education, and social protection systems to better protect people's human capital from the long-term effects of recurrent shocks and crises
    DOI: 10.1596/39716
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 87
    Online Resource
    Online Resource
    Analysis of Teacher Stock versus Flow in Primary Education in East Asia and the Pacific Middle-Income Countries : A Simple Model and Results from Simulation between 2020 and 2030 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (11 pages)
    Parallel Title: Erscheint auch als Tanaka, Nobuyuki Analysis of Teacher Stock versus Flow in Primary Education in East Asia and the Pacific Middle-Income Countries: A Simple Model and Results from Simulation between 2020 and 2030
    Keywords: Curriculum and Instruction ; Education ; Literacy ; Primary Education Professional Development ; Teacher Quality ; Teacher Training ; Teacher Workforce Planning
    Abstract: Too many children are not learning to read in the East Asia and Pacific region's middle-income countries. In some countries in the region, such as the Lao People's Democratic Republic and the Philippines, more than 90 percent of 10-year-olds cannot read and understand an age-appropriate text. To accelerate learning in these countries, better teaching will be needed. To improve teacher quality in the next 10 years, where should countries focus their attention? On improving the teaching skills and content knowledge of their existing stock of teachers, on recruiting and better training new teachers, or on doing both? This paper contributes to this discussion by addressing two policy questions: (i) will East Asia and Pacific's middle-income countries need more or fewer teachers in the coming decade, and (ii) quantitatively, how important will the newly recruited teachers be (the flow) relative to the teaching workforce who have already been recruited (the stock)? To answer these questions, the paper uses a simple model that projects the required number of primary school teachers in each of the East Asia and Pacific region's 22 middle-income countries. The model is based on several factors, such as: (i) the size of future cohorts of children, (ii) the proportion of those cohorts who end up in school, (iii) the pupil-to-teacher ratio, and (iv) teacher attrition. Two key messages emerge with an important policy implication. First, significant heterogeneity exists across the 22 countries, with seven countries projected to need fewer teachers overall in the next 10 years relative to the teacher stock in 2020, while the rest will need to expand their teacher workforce. Second, despite this heterogeneity, in every East Asia and Pacific country, teachers who are already "in the system" are expected to constitute the majority of teachers still employed in 2030. In some countries, teachers who have already been recruited will constitute more than 70 percent of those who will be in schools in 2030. The finding has an important policy implication, namely: if countries want to improve the quality of teaching in schools, their primary focus in the next 10 years should be on improving the stock, that is, the quality of their current teacher workforce (through more and better teacher professional development)
    DOI: 10.1596/1813-9450-10479
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 88
    Online Resource
    Online Resource
    Regional Integration for Higher Education Development : Options for the South Asia Region (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Economics of Education ; Education ; Education Finance ; Education Reform and Management ; Enabling Factors ; Higher Education ; Integration ; Regional Cooperation
    Abstract: Higher education systems in South Asia have undergone significant changes in the past two decades. Each country in the region has experienced a rapid rise in university enrollment, fueled by demographic growth and the resulting expansion of secondary education. However, in the absence of sufficient financial resources to accommodate increasing student numbers, most higher education institutions are facing daunting challenges. Unlike the recent evolution in Europe and East Asia, South Asian higher education systems and institutions have made little progress in working together so far, notwithstanding the positive results of a few noteworthy partnerships, such as the creation of the South Asian University. The ability of South Asian nations to work together in the higher education sphere will, to a significant extent, determine their capacity to support the development efforts of their respective countries in an effective and dynamic manner. Against this backdrop, the main objective of this report is to explore the potential for increased regional collaboration and integration in higher education in the South Asia region
    DOI: 10.1596/40059
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 89
    Online Resource
    Online Resource
    COVID-19 as an Opportunity to Build Resilient Education Systems : Drawing Lessons from Five Countries in Eastern Europe and the South Caucasus (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: COVID-19 ; Education ; Education Reform ; Pandemic
    Abstract: In response to the COVID-19 pandemic, education systems had to redeploy inputs typically used in schools to remote education. This significantly reduced average student learning, with disadvantaged students experiencing a disproportionately large decline. Not closing these learning losses will have long-lasting effects on productivity and economic growth and dampen social mobility. In the five Eastern European countries analyzed in this paper, not acquiring sufficient learning is not a challenge that began with the pandemic. Perhaps the pandemic and the attention it is bringing to students' learning loss will create the political conditions to implement long-awaited education reforms to reduce the learning gaps and create better conditions for disadvantaged students, the core element of resilient education systems. This paper shows that using data to guide policy decisions, standardized tests as a diagnostic tool, and remediation policies should become permanent features of education systems. The pandemic pushed forward the use of technology in education. Using technology through online tutoring or Computer Assisted Learning can, when designed appropriately, improve students' academic performance, socio-emotional skills, and psychological well-being
    DOI: 10.1596/40049
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 90
    Online Resource
    Online Resource
    Learning Recovery to Acceleration : A Global Update on Country Efforts to Improve Learning and Reduce Inequalities (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: COVID-19 ; Education ; Education Indicators and Statistics ; Education Reform and Management ; Learning Acceleration ; Learning Poverty
    Abstract: Before the COVID-19 pandemic, global learning levels were unacceptably low. In 2019, learning poverty, the share of children unable to read and understand a simple text by age 10, had reached 57 percent in low- and middle-income countries (World Bank and others 2022b). This constituted a global learning crisis. Despite significant expansion in access to schooling in most low, and middle-income countries over the past 50 years to near-universal levels for primary school, progress in improving global learning levels had stalled. This report, Learning Recovery to Acceleration: A Global Update on Country Efforts to Improve Learning and Reduce Inequalities, takes stock of what countries have done so far to recover and accelerate learning since reopening schools, and what we have learned from their experience. It follows the RAPID Framework for Learning Recovery and Acceleration, which we published with the Bill and Melinda Gates Foundation, U.K.'s Foreign, Commonwealth and Development Office (FCDO), UNESCO, UNICEF and USAID in 2022 as a menu of policy actions based on past evidence and on policies that many countries were already implementing. To a large extent, many of the policies and interventions needed to recover from the pandemic setbacks and accelerate learning are known. One lesson is clear: political and financial commitment are vital for improving learning and reducing inequality. Effective education strategies require societies' determination to make education a priority and devote the necessary human and financial resources to end the learning crisis. Policymakers, schools, and communities must work urgently to recover learning, tackle deep-rooted systemic challenges, and build resilience to future disruptions
    DOI: 10.1596/40012
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 91
    Online Resource
    Online Resource
    Central African Republic - Public Expenditure Review in Key Human Development Sectors : Summary (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2109
    Keywords: Education ; Education Finance ; Finance and Financial Sector Development ; Health ; Health Economics and Finance ; Health, Nutrition and Population ; HRM ; Human Development ; Macro Fiscal Context ; Public and Municipal Finance ; Public Expenditure ; Sustainability
    Abstract: This is an overview of the CAR Human Development (HD) Public Expenditure Review (PER). This overview provides an analytical basis to decision-makers and stakeholders for the formulation of ambitious yet fiscally responsible interventions to improve human capital outcomes in CAR. The PER examines public expenditure trends of the education, health, and social protection (SP) sectors with a focus on adequacy, efficiency, and equity of expenditures as well as human resource management (HRM). The primary objective is to provide analytical insights for government policy development and prioritization strategy as it seeks to achieve a resilient recovery and rebuild its education and health sectors and establish a strong SP system which will help the poorest households invest and protect their own human capital. The PER can also serve as a useful source of knowledge and information to development partners seeking to deepen the impact of their support to the human capital development sectors. The recommendations put forth by the PER are those identified as fiscally sustainable and most important for rebuilding and strengthening human capital development sectors, including a focus on future human resource (HR) recruitment needed in the education and health sectors
    DOI: 10.1596/40337
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 92
    Online Resource
    Online Resource
    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
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 93
    Online Resource
    Online Resource
    Plant Closings and the Labor Market Outcomes of Displaced Workers : Evidence from Mexico (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (35 pages)
    Parallel Title: Erscheint auch als Arias, Francisco Plant Closings and the Labor Market Outcomes of Displaced Workers: Evidence from Mexico
    Keywords: Difference in Difference ; Education ; Education and Employment ; Employment and Unemployment ; Gender ; Gender and Economic Policy ; Gender and Employment ; Job Displacement ; Job Loss Impact by Education ; Labor Market ; Poverty Reduction ; Wages ; Wages, Compensation and Benefits
    Abstract: This paper investigates the impacts of job displacement on subsequent labor market outcomes, focusing on differentiated effects by educational groups and gender. The findings show that job separations caused by plant closings result in sizable and long-lasting wage reductions, with an average decline of -7.5 percent over a nine-year period relative to workers who did not experience job losses. A stronger effect is estimated for highly educated workers than for low educated workers, with initial effects being 18.4 and 9 percent wage drops, respectively. For working hours, the effect on low educated workers is double the effect on highly educated workers, with 3.0 and 1.5 additional hours per week, respectively. Using the rotating panel of the survey, difference in differences coefficients are estimated, removing time-invariant individual heterogeneity. Compared to ordinary least squares, the difference in differences estimates reduce the magnitude of the average impacts of plant closing on wages, from -7.5 to -4.7 percent, and on working hours from 1.4 to 0.53 additional hours. These results suggest that the ordinary least squares estimates are upwardly biased due to omitted individual worker heterogeneity. The paper discusses another potential remaining source of endogeneity concerning the quality of the match between employers and workers
    DOI: 10.1596/1813-9450-10536
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 94
    Online Resource
    Online Resource
    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
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 95
    Online Resource
    Online Resource
    The Adequacy of Public Expenditure on Education and the Needs Post-COVID-19 : April 2023 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 11872
    Keywords: Access and Equity in Basic Education ; Covid-19 Pandemic Impact On Education Spending ; Curriculum and Instruction ; Education ; Education Finance ; Education Funding Indicators ; Education Reform ; Education Reform and Management ; Education Spending Per Child ; Educational Outcome Focus ; Evidence-Based Education Policy ; Gender Equity in Education ; Teacher Effectiveness
    Abstract: Education needs to recover the space it lost in national budgets because of COVID-19. Many LICs and LMICs decreased the prioritization of education spending with the onset of COVID-19. Half of these countries reduced their annual spending on education in 2020, compared to 28 percent in 2019. Emerging evidence suggests that after falling in 2020, the share of education in national budgets of LICs and MICs recovered in 2021 but by 2022 it remained below its 2019 pre-pandemic level. Meanwhile, many HICs protected education shares over that period and some even increased resources specifically for learning recovery. Education financing needs to expand to ensure sufficient per-capita spending to meet national education goals. Given variation across countries, common international benchmarks on education spending should not be used deterministically to assess the adequacy of financing. Spending per school-age child, the most accurate indicator of financing adequacy, averages US53 dollars in LICs, US318 dollars in LMICs, US980 dollars in UMICs and US7,800 dollars in HICs. These stark differences surpass differences in countries' living standards and costs of delivering education services. Many LICs and LMICs that meet common international benchmarks on education spending (such as 4-6 percent of GDP or 15-20 percent of public budgets) still spend very little per school-age child due to their small state budgets and large young populations
    DOI: 10.1596/40619
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 96
    Online Resource
    Online Resource
    Using Education Technology to Improve K-12 Student Learning in East Asia Pacific : Promises and Limitations (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Covid-19 ; EAP ; Edtech ; Education ; Health Service Management and Delivery ; Health Systems Development and Reform ; ICT Applications ; Implementor Effect ; Information and Communication Technologies ; K-12 ; Learning For All ; Pre-Pandemic Learning ; Student Learning
    Abstract: We use global and regional data to show that it is possible to use EdTech to improve student learning in EAP. We present evidence that the broadcast/dual teacher model often supports student learning gains, while other approaches, including assistive EdTech, show promise. Others, such as e-readers, remote teacher-training and AI interventions have yet to demonstrate positive impacts on student learning at scale in the EAP context. Based on evidence from the EAP region and globally, we show that as the scale of EdTech interventions increases, the effect on learning generally decreases. The largest impacts tend to come from smaller-scale interventions conducted by non-governmental institutions rather than large-scale interventions by governments. We find that as the use of EdTech expands in the EAP region, it tends to increase existing learning inequalities, since not all families and schools are able to pay for, access, and use it effectively. In this companion paper to the EAP regional flagship "Fixing the Foundation: Teachers and Basic Education in East Asia and Pacific", we present the results of a regional survey of middle-income countries showing that, contrary to available evidence, most education decision makers believe that EdTech was effective in supporting student learning during COVID-19 school closures. We recommend several evidence-based EdTech interventions in EAP including the "broadcast" or dual-teacher model, and call for improved approaches for future research that consider scale, dosage and heterogeneity of impact to evaluate EdTech interventions
    DOI: 10.1596/40508
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 97
    Online Resource
    Online Resource
    Europe and Central Asia 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: Climate Change Impacts ; Debt Indicators ; Economic Growth ; Education ; Environment ; Fiscal Indicators ; GDP ; GHG ; Inflation ; Life Expectancy At Birth ; Macroeconomics and Economic Growth ; Poverty Assessment ; 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 Europe and Central Asia 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: 10.1596/40474
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 98
    Online Resource
    Online Resource
    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
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 99
    Online Resource
    Online Resource
    The Effects of Differential Exposure to COVID-19 on Educational Outcomes in Guatemala (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (45 pages)
    Parallel Title: Erscheint auch als Ham, Andres The Effects of Differential Exposure to COVID-19 on Educational Outcomes in Guatemala
    Keywords: COVID Impace on Student Learning ; COVID-19 Differential Exposure ; COVID-19 Impact on Education ; Dropout Rate ; Education ; Educational Policy and Planning ; Government Education Policy ; Grade Promotion During Pandemic ; School Switching
    Abstract: This paper studies the effects of differential exposure to COVID-19 on educational outcomes in Guatemala. The government adopted a warning index (ranging from 0 to 10) to classify municipalities by infection rates in 2020, which was then used by the Ministry of Education in 2021 to establish a "stoplight" system for in-person instruction. Using administrative panel data for all students in Guatemala, the study employs a difference-in-differences strategy that leverages municipal differences over time in the warning index to estimate the effects of the pandemic on dropout, promotion, and school switching. The results show that municipalities with a higher warning index had significantly larger dropout, lower promotion rates, and a greater share of students switching from private to public schools. These effects were more pronounced during the first year of the pandemic. The findings show differential effects by the level of instruction, with greater losses for younger children in initial and primary education. The results are robust to specification choice, multiple hypothesis adjustments, and placebo experiments, suggesting that the pandemic has had heterogeneous consequences
    DOI: 10.1596/1813-9450-10308
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 100
    Online Resource
    Online Resource
    Maternal Work and Children's Development : Examining 20 Years of Evidence (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (27 pages)
    Parallel Title: Erscheint auch als Lo Bue, Maria C Maternal Work and Children's Development: Examining 20 Years of Evidence
    Keywords: Child Development ; Child Welfare ; Childcare ; Early Child and Children's Health ; Education ; Gender Equality ; Health, Nutrition and Population ; Household Income ; Industry and trade ; Maternal Labor Force Participation ; Maternal Work Review of Evidence ; Quality Daycare
    Abstract: Maternal work may affect children positively through increased household income, higher control of mothers over available income, and expansion of maternal information networks through work contacts and greater decision-making power of mothers as they become more economically empowered. However, maternal work may reduce maternal time spent with children. If maternal time is not substituted for time of equal quality by other caregivers, children's development may be penalized. Stress associated with work may also decrease the quality of parenting. This review summarizes causal evidence on the relationship between maternal work and children's development. The majority causal studies find positive or 0 impacts of maternal work on children's development
    DOI: 10.1596/1813-9450-10305
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
Close ⊗
This website uses cookies and the analysis tool Matomo. More information can be found here...