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  • MPI Ethno. Forsch.  (5,455)
  • Bayreuth UB  (43)
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  • 1
    Online Resource
    Online Resource
    Cham : Springer Nature Switzerland | Cham : Imprint: Springer
    ISBN: 9783031432309
    Language: English
    Pages: 1 Online-Ressource (XXI, 454 p. 81 illus., 40 illus. in color.)
    Series Statement: Springer Texts in Business and Economics
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als Kinder, Tony Problem-solving and Learning for Public Services and Public Management
    Keywords: Public administration. ; Knowledge management. ; Political science. ; Technological innovations. ; Learning frameworks ; Public services providers ; Policy-making ; Service models ; Artificial intelligence ; Technology ; Digitalisation ; E-technology ; E-services ; Sustainability ; Inequality ; Climate ; Public goods ; Service users ; Education ; Health ; Security ; Communal living ; E-commerce ; E-democracy
    Abstract: Chapter 1. Introduction -- Chapter 2. Problem-solving and Public Services -- Chapter 3. Public Value, Values, and Public Services -- Chapter 4. E-public Services -- Chapter 5. Local Public Sector Innovation -- Chapter 6. Organising in Self-organising Ecosystems -- Chapter 7. Learners, Teachers and Leaders -- Chapter 8. Entrepreneurial Activity -- Chapter 9. Knowledge Flows and Services Improvements -- Chapter 10. Governances and Sustainability -- Chapter 11. Inequality, Climate and Dialectical Problemsolving -- Chapter 12. Conclusions.
    Abstract: In this textbook readers will acquire knowledge of problem-solving and learning to enhance both efficiency and the experience of service users in rapidly changing service environments, that can create new service models. Emphasizing that, above all else, individuals are at the centre of services, the book goes deeply into the nature of public services and their logic-of-practice. By applying learning and problem-solving approaches, the reader gains practical capabilities in addition to an appreciation of the latest research literature. Following a multidisciplinary, international approach, the book suggests a new typology of problem-framing and presents many examples of how new service solutions can be created in any public service context. The book offers a conceptual toolkit to understand and analyse dynamically changing services and the application of new technologies. Topics covered include pressing issues surrounding public services, such as e-technology, digitalisation, e-services, artificial intelligence, entrepreneurialism, sustainability, climate, inequality, developing economies, and smart cities. Chapters follow a similar structure: issue, problems, what we know, learning framework, worked example, theory and practice conclusions, as well as teacher and learner notes. Addressing advanced undergraduate and graduate students of public administration, public management, political science, sociology, computer science, and information systems, the book will also be a valuable resource for practitioners, i.e. experts and managers in public organizations, professionals in organizations working at the business and public sectors, consultants, and IT suppliers.
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  • 2
    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
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  • 3
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 4
    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
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  • 5
    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
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  • 6
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 7
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 8
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (22 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.88
    Keywords: Bildungsreform ; Indonesien ; Education ; Indonesia
    Abstract: This policy perspective examines Indonesia’s Merdeka Belajar (“Emancipated Learning”) initiative, a comprehensive education reform agenda initiated in 2019. The primary objective of this reform is to enhance learning outcomes, make schooling a more joyful experience, and empower students and school communities. The new "Emancipation Curriculum" emphasises foundational competencies and 21st-century skills and adopts holistic, formative assessment methods. It streamlines content and introduces innovative teaching methods, while increasing teachers' flexibility and autonomy in schools. It also instigates a new model of teacher professional learning. This document contextualises these initiatives within the international education landscape. It offers perspectives on what could help Indonesia ensure the success of these reforms, potentially reshaping the country’s educational future and contributing to its development and prosperity.
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  • 9
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264700079 , 9789264352063 , 9789264592322
    Language: English
    Pages: 1 Online-Ressource (166 p.) , 21 x 28cm.
    Keywords: Informelle Wirtschaft ; Niedriglohn ; Schwarzarbeit ; Qualifikation ; Soziale Mobilität ; Education ; Economics ; Development
    Abstract: This report adds two perspectives on informality. First, it disassembles the mechanics of the deleterious links between informal employment, low-paying work and low skills. It shows that informal employment is highly persistent, and that the vulnerability of informal workers is passed on to their children in the absence of adequate education, skills and social protection policy. Second, the report underscores the double burden of informality and low-paying work that a large share of workers in developing and emerging economies carry, and as such calls for policy solutions that go beyond the formalisation agenda and embrace the goal of social justice.
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  • 10
    Language: English
    Pages: 1 Online-Ressource (41 p.) , 21 x 28cm.
    Series Statement: OECD Artificial Intelligence Papers no.10
    Keywords: Künstliche Intelligenz ; Gesundheitswesen ; Education ; Social Issues/Migration/Health ; Employment ; Science and Technology ; Governance
    Abstract: Artificial intelligence will have profound impacts across health systems, transforming health care, public health, and research. Responsible AI can accelerate efforts toward health systems being more resilient, sustainable, equitable, and person-centred. This paper provides an overview of the background and current state of artificial intelligence in health, perspectives on opportunities, risks, and barriers to success. The paper proposes several areas to be explored for policy makers to advance the future of responsible AI in health that is adaptable to change, respects individuals, champions equity, and achieves better health outcomes for all. The areas to be explored relate to trust, capacity building, evaluation, and collaboration. This recognises that the primary forces that are needed to unlock the value from artificial intelligence are people-based and not technical. The OECD is ready to support efforts for co-operative learning and collective action to advance the use of responsible AI in health.
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  • 11
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (11 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.89
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Early childhood education and care (ECEC) staff are central to promoting young children’s development, learning and well-being. Novice staff, defined as staff with up to three years of experience, account for 27% of staff in TALIS Starting Strong 2018. Novice staff are generally less educated than experienced staff in terms of the level of educational attainment and education or training with a focus specifically on working with children. More novice staff than experienced staff report a strong need for additional professional development in several areas, including “classroom/playgroup/group management” and “working with parents or families”. Policy approaches to support novice staff in ECEC can include ensuring that initial education prepares novice staff for their jobs by providing relevant knowledge specifically on working with children, supporting novice staff to engage in ongoing professional development, and clarifying how novice staff can progress professionally.
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  • 12
    Language: English
    Pages: 1 Online-Ressource (69 p.) , 21 x 28cm.
    Series Statement: OECD Papers on Well-being and Inequalities no.20
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Parental emotional support, alongside material and temporal support, is an important determinant of children's subjective well-being and academic success. However, not all children benefit from the same level of parental support, and there are major differences depending on families' socio-economic status and child gender. Using the PISA 2018 surveys, this paper examines differences in parental support reported by 15-year-olds both within countries according to social status and between girls and boys, and between countries. We show that differences in parental emotional support by parents' education level and child gender are substantial. Some of these differences are (largely) explained by other characteristics such as family wealth, country of origin, and school urbanicity and private/public status. Greater parental emotional support is also found to be associated with higher PISA test scores and greater subjective wellbeing, with little variation by parental education. On the whole, our findings suggest that a significant enhancement in parental support and related child outcomes, especially in countries with lower average levels of parental emotional support, can be attained through a combined effort on several fronts: by addressing monetary and material poverty within families, by facilitating parents in balancing work and taking care of their children, by promoting greater parental involvement in their children's school life, and by offering appropriate services to assist families with special needs and facing greater challenges.
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  • 13
    ISBN: 9789264478763 , 9789264872738 , 9789264489943
    Language: English
    Pages: 1 Online-Ressource (117 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Keywords: Datensicherheit ; Bildungspolitik ; Qualifikation ; IT-Kriminalität ; Frankreich ; Deutschland ; Polen ; Education ; Employment ; Science and Technology ; France ; Germany ; Poland
    Abstract: In an increasingly digital world, the significance of cyber security for individuals, businesses, and governments has never been greater. Rising cyber attacks are challenging current defence and operational capabilities, highlighting a critical shortage of skilled cyber security professionals. This report delves into the demand for cyber security expertise by analysing online job postings in France, Germany and Poland in between 2018 and 2023. It examines trends in the demand for cyber security professionals, the geographical distribution of job opportunities, and the changing skill requirements in this field. Focusing on France, the report also explores cyber security education and training programmes, the characteristics of the programmes, the demographics of enrolled learners, and their outcomes. Additionally, it reviews French policies and initiatives aimed at broadening the cyber security workforce and enhancing educational opportunities in this field. This comprehensive analysis is part of a larger effort to understand the evolving landscape of cyber security policies and professional experiences worldwide.
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  • 14
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (6 p.) , 21 x 28cm.
    Series Statement: Education Indicators in Focus no.84
    Keywords: Education
    Abstract: Private schools cater for around 1 in 5 students from pre-primary to the end of secondary education, a share that has not changed materially since 2015. They enjoy greater autonomy, suffer fewer shortages of all kinds and handled the COVID-19 pandemic better than public schools. Although their students achieved better results in PISA 2022 in many countries, this is mainly because they enrol more students from advantaged socio-economic backgrounds than their public counterparts. The main challenge in many countries today is to increase the social mix in public and private schools, which is why many efforts have been made in this direction over the past decade.
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  • 15
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (10 p.) , 21 x 28cm.
    Series Statement: OECD Education Spotlights no.9
    Keywords: Education
    Abstract: Research evidence in education serves as a compass, directing stakeholders towards informed choices that drive educational progress, enhance teaching methodologies, address inequities and support resource optimisation. Overcoming the challenges of harnessing research evidence in education by policy makers and practitioners involves fostering a culture of research engagement. This Education Spotlight draws on an international Policy Survey conducted with Ministries of Education from 37 education systems, and other evidence from the OECD’s Centre for Educational Research and Innovation publication Who Really Cares About Using Education Research in Policy and Practice? Developing a Culture of Research Engagement (OECD, 2023[1]) and beyond to explore the following questions: • Which systemic conditions, such as resources, infrastructures, and leadership, matter for the development (or transformation) of an organisational and system-level culture of research engagement? How do these conditions relate to one another? • How can these conditions be developed to best support education research engagement from the system level? This Spotlight reflects on the elements at the system level that are crucial for establishing such a culture for policy makers and practitioners. It does so with the understanding that complex systems require thinking strategically and employing systems approaches to knowledge mobilisation, alongside the more commonly used linear models of disseminating evidence or relational ones focusing on partnerships and networks.
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  • 16
    Online Resource
    Online Resource
    [Erscheinungsort nicht ermittelbar] : Bristol University Press
    ISBN: 9781447366317 , 144736631X
    Language: English
    Pages: 1 Online-Ressource (262 pages)
    Edition: 1st ed
    Parallel Title: Erscheint auch als
    DDC: 362.73/2
    Keywords: Youth Institutional care ; Education ; Youth Employment ; Youth Government policy ; Jeunesse - Travail ; Jeunesse - Politique gouvernementale
    Abstract: EPDF and EPUB available Open Access under CC-BY licence. Young people transitioning out of care towards independence, work and adulthood are on the edge of these phases of life. Considering previously neglected groups of care leavers such as unaccompanied migrants, street youth, those leaving residential care, young parents and those with a disability, this book presents cutting-edge research from emerging global scholars. The collection addresses the precarity experienced by many care leavers, who often lack the social capital and resources to transition into stable education, employment and family life. Including the voices of care leavers throughout, it makes research relevant to practitioners and policymakers aiming to enable, rather than label, vulnerable groups.EPDF and EPUB available Open Access under CC-BY licence. Young people transitioning out of care towards independence, work and adulthood are on the edge of these phases of life. Considering previously neglected groups of care leavers such as unaccompanied migrants, street youth, those leaving residential care, young parents and those with a disability, this book presents cutting-edge research from emerging global scholars. The collection addresses the precarity experienced by many care leavers, who often lack the social capital and resources to transition into stable education, employment and family life. Including the voices of care leavers throughout, it makes research relevant to practitioners and policymakers aiming to enable, rather than label, vulnerable groups
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  • 17
    ISBN: 9783031526671
    Language: English
    Pages: 1 Online-Ressource(XVII, 502 p. 143 illus., 116 illus. in color.)
    Edition: 1st ed. 2024.
    Series Statement: Lecture Notes in Networks and Systems 900
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Computational intelligence. ; Education
    Abstract: A Use Cases Driven Design of a Virtual Anatomy -- ADDIE Implementation When Teaching Professional Foreign Language Online in Technological University -- Gamification as a Key Factor for Students' Motivation in EFL Classrooms -- Gamification As An Essential Factor For Developing Management Skills -- The Formation of a Virtual Educational Environment as an Element in the System of Improving the Digital Competences of Teachers -- Approaches To Foreign Language Teaching To Future Engineer-Teachers In The Context Of Digitalization And Distance Learning.
    Abstract: This book contains papers in the fields of educational virtual environments, future of education, project-based learning (PBL), and digital education strategy and engineering pedagogy. The authors currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary. The 26th International Conference on Interactive Collaborative Learning (ICL2023), which took place in Madrid, Spain, between September 26 and 30, 2023, was the perfect place where current trends in higher education were presented and discussed. Since its beginning in 1998, this conference has been devoted to new approaches in learning with a focus on collaborative learning in higher education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in learning and engineering pedagogy. In this way, the authors try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc.
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  • 18
    ISBN: 9783031519796
    Language: English
    Pages: 1 Online-Ressource(XVIII, 553 p. 145 illus., 122 illus. in color.)
    Edition: 1st ed. 2024.
    Series Statement: Lecture Notes in Networks and Systems 899
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Computational intelligence. ; Education
    Abstract: This book contains papers in the fields of collaborative learning, digital transition in education, and AI and learning analytics in engineering education. The authors are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary. The 26th International Conference on Interactive Collaborative Learning (ICL2023), which took place in Madrid, Spain, between September 26 and 30, 2023, was the perfect place where current trends in higher education were presented and discussed. Since its beginning in 1998, this conference has been devoted to new approaches in learning with a focus on collaborative learning in higher education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in learning and engineering pedagogy. In this way, the authors try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc.
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  • 19
    ISBN: 9789819965298
    Language: English
    Pages: 1 Online-Ressource(XVI, 442 p. 121 illus., 105 illus. in color.)
    Edition: 1st ed. 2024.
    Series Statement: Smart Innovation, Systems and Technologies 367
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Computational intelligence. ; Business ; Big data. ; Education
    Abstract: Personalized Big Data Access: Value for Medical Staff -- Investigating the European Union minimum wage setting mechanisms through the Directive (EU) 2022/2041 -- A Formal Intelligent Metric System for Measuring Cyber Security Maturity -- Modeling the impact of Natural Gas and Oil Price Crisis on Inflation -- Modeling Literary Preferences Using Complex Networks and Centrality Measures -- Impact of personalization on improving a chatbot’s performance. Case study for a banking virtual assistant -- Analyzing the antecedents of fake news sharing in online social networks -- The Costs of Virtual Solutions for the Educational System -- Production and Transportation Model with Environmental Pollution Constraints -- Regional Development and the Role of Public Sector Digital Maturity -- Exploring the Relationship Between Income Inequality and Education: An Analysis Using PISA Test Results and the Gini Coefficient -- Educational Innovations Based on Metaverse in the Development of Smart Cities -- A Citation-based Scientometric Analysis of Published Articles from Bucharest University of Economic Studies -- Main Characteristics and Cyber Security Vulnerabilities of IoT Mobile Devices -- Attitudes towards digital transformation in economics education -- Personalized Big Data Access: Value for Medical Staff -- A Quantitative Approach to Default Probability Estimation using the ZPP Model: a Study for LUNA and FTT Virtual Currencies -- Leveraging Website Analytics to Enhance User Experience with Pop-ups and Drive Sales Conversions -- Application of Artificial Intelligence techniques in the detection of Financial Bubbles -- An Analytical Framework for Pervasive Games in The Cultural Sector: Expanding the Boundaries of Play in 8 Dimensions -- The Use of Blockchain Technology for Managing a Voting Process.
    Abstract: This book includes high-quality research papers presented at 22nd International Conference on Informatics in Economy (IE 2023), which is held in Bucharest, Romania, during May 2023. This book covers research results in business informatics and related computer science topics, such as IoT, mobile-embedded and multimedia solutions, e-society, enterprise and business solutions, databases and big data, artificial intelligence, data mining and machine learning, quantitative economics.
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  • 20
    Online Resource
    Online Resource
    Cham : Springer Nature Switzerland | Cham : Imprint: Palgrave Macmillan
    ISBN: 9783031494918
    Language: English
    Pages: 1 Online-Ressource(XIX, 313 p. 5 illus.)
    Edition: 1st ed. 2024.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Social sciences ; Knowledge, Theory of. ; Science ; Political science
    Abstract: 1. Bad Philosophy, the Climate Crisis, and other Global Problems -- 2. Bad Academic Philosophy Responsible for Global Problems -- 3. The Post-Cartesian Blunder, and The Failure to Develop Philosophy as Critical Fundamentalism -- 4. The Post-Newtonian Blunder, and The Failure to Develop Aim-Oriented Empiricism -- 5. The Post-Enlightenment Blunder, and the Failure to Develop Academic Inquiry so as to Become Rationally Devoted to Helping Humanity Create a Civilized World -- 6. What We Need to Do -- 7. Appendix 1 How to Solve Hume’s Problem of Induction -- 8. Appendix 2 How Aim-Oriented Empiricism Would Benefit Science.
    Abstract: Universities have long been dominated by a philosophy of inquiry that may be called knowledge-inquiry. This holds that, in order to do justice to the basic humanitarian aim of helping to promote human welfare, academic inquiry must, in the first instance, seek knowledge and technological know-how. First, knowledge is to be acquired; once acquired, it can be applied to help promote human welfare. But this philosophy of knowledge-inquiry is an intellectual and humanitarian disaster. It violates three of the four most elementary rules of rational problem solving conceivable, and as a result fails to give priority to the task of helping humanity resolve those conflicts and problems of living, such as the climate and nature crises, that need to be resolved if we are to make progress to a better world – a world in which there is peace, democracy, justice, liberty, and sustainable prosperity, for all. Very few academics today are aware of this rationality scandal. We urgently need to bring about a revolution in universities around the world, wherever possible, so that academic inquiry puts all four rules of rational problem solving into practice, and becomes rationally devoted to helping humanity learn how to make progress towards a better world. Knowledge-inquiry needs to become wisdom-inquiry, rationally devoted to helping humanity create a wiser world. Nicholas Maxwell is Emeritus Reader at University College London. He has devoted much of his working life to arguing we need to bring about a revolution in academia so that it comes to seek and promote wisdom and does not just acquire and apply knowledge. He has published fifteen books on this theme.
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  • 21
    Online Resource
    Online Resource
    Cham : Springer International Publishing | Cham : Imprint: Palgrave Macmillan
    ISBN: 9783031465338
    Language: English
    Pages: 1 Online-Ressource(XXXIII, 259 p. 8 illus., 5 illus. in color.)
    Edition: 1st ed. 2024.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: History, Modern. ; Intellectual life ; Civilization ; Education
    Abstract: Chapter 1. Introduction: An alleged crisis of the humanities -- Chapter 2. The division between the different sciences on the singularly and emphatically human and new branches of science -- Chapter 3. New overlaps and reciprocities between the faculties -- Chapter 4. The contemporary turn -- Chapter 5. Whither goest thou? The present predicament.
    Abstract: This book challenges commonplace assertions that the humanities are presently undergoing a severe crisis as a result of a longstanding decline. Rather than hearkening to the widespread, reactive call for a last-ditch defense of the humanities under attack from an ungracious world, this book fundamentally reverses the perspective and makes a plea for a different, affirmative approach. It contends that the humanities have incessantly arrived at critical turning points since they were first constituted in a form that remains recognizable today and assumed a leading role in knowledge organization with the establishment of the modern university around 1800. Assuming a historical perspective, the monograph takes the human sciences back to their rightful place in the family tree of sciences and gives due recognition to their continuously decisive role in the production of new knowledge and the creation of new fields of knowledge. Situating the ongoing gemmation of the humanities in a broader context, this monograph also offers an encompassing introduction to the over-all development of knowledge in the last two hundred years. Sverre Raffnsøe is Professor of Philosophy at Copenhagen Business School and Editor-in-Chief of Foucault Studies.
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  • 22
    ISBN: 9783031530227
    Language: English
    Pages: 1 Online-Ressource(XVIII, 517 p. 179 illus., 152 illus. in color.)
    Edition: 1st ed. 2024.
    Series Statement: Lecture Notes in Networks and Systems 901
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Computational intelligence. ; Education
    Abstract: This book contains papers in the fields of engineering pedagogy education, research in engineering pedagogy, and games in engineering education. The authors are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary. The 26th International Conference on Interactive Collaborative Learning (ICL2023), which took place in Madrid, Spain, between September 26 and 30, 2023, was the perfect place where current trends in higher education were presented and discussed. Since its beginning in 1998, this conference has been devoted to new approaches in learning with a focus on collaborative learning in higher education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in learning and engineering pedagogy. In this way, the authors try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc.
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  • 23
    ISBN: 9783031533822
    Language: English
    Pages: 1 Online-Ressource(XVIII, 531 p. 137 illus., 108 illus. in color.)
    Edition: 1st ed. 2024.
    Series Statement: Lecture Notes in Networks and Systems 911
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Computational intelligence. ; Education
    Abstract: We are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary.The 26th International Conference on Interactive Collaborative Learning (ICL2023), which will take place in Madrid, Spain, between 26th and 30th September 2023, will be the perfect place where to present and discuss current trends in Higher Education. Since its beginning in 1998 this conference is devoted to new approaches in learning with a focus on collaborative learning in Higher Education. Nowadays the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in Learning and Engineering Pedagogy. In this way we try to bridge the gap between ‘pure’ scientific research and the everyday work of educators.
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  • 24
    Online Resource
    Online Resource
    Cham : Springer Nature Switzerland | Cham : Imprint: Palgrave Macmillan
    ISBN: 9783031322884
    Language: English
    Pages: 1 Online-Ressource(XIX, 231 p. 71 illus., 48 illus. in color.)
    Edition: 1st ed. 2024.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Knowledge, Theory of. ; Ontology. ; Education ; Teaching.
    Abstract: 1. An Ontology of Belongingness through Art and Education -- 2. Belongingness in Civil Society -- 3. Indigenous Queenslanders: Inclusion and Exclusion -- 4. Experiences of Cherbourg (Barambah) -- 5. Cherbourg's Art -- 6. Aboriginality in Art Genre and Pedagogy -- 7. Kabi-Kabi Genre in Art & Education Pedagogy -- 8. Art in Pedagogy -- 9. Reclaming our Belongingness: 'Our Australia'.
    Abstract: The intent of this book focuses on Australia’s First Nations truth, voice, recognition, diversity, and respect. Hope O’Chin explains that knowledge about Australian First Nations culture and learning can be seen through new conceptual lens, which she refers to as an Ontology of Dreaming Hope for Australians. The book proposes to move from ontological propositions embedded in pedagogies and methodologies that center on the relevance of Indigenous epistemes and ways of doing. O’Chin offers a conceptual framing for engaging with Indigenous peoples, and forming communities of belongingness and relationality. She offers suggestions for ways in which art and education can act as ‘healing’ and a way forward towards a more inclusive civil society. Reflexive practice, ethnographic principles, and action research is described in a way that methodologies provide an understanding of a sense of Belonging. O'Chin argues that theoretical research, art, and educational practice can add to the value of determining a strategy of Indigenous art investment within Australia, and to address how art and education can be used to validate contemporary expression of Aboriginality within contemporary Australian society. Ultimately, the book is about Indigenous strengths and what Indigenous ways of being, knowing and doing can offer, and how one might go about honouring and working in this way respectfully. Hope O’Chin is a Kabi-Kabi, Wakka-Wakka, Koa, Gugu-Yalanji elder, educator, and artist. She obtained her PhD from the University of the Sunshine Coast, Queensland, Australia. She has worked within Government and the Private Sector, and, within the Education Sector as a Teacher, Executive Administrator, Tutor, Lecturer, and Senior Lecturer. As an artist, Hope has more than 45 exhibitions.
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  • 25
    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
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  • 26
    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
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  • 27
    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
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  • 28
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 29
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 30
    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
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  • 31
    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
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  • 32
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 33
    ISBN: 9781478025467 , 9781478020653
    Language: English
    Pages: xiv, 480 Seiten , Illustrationen
    Parallel Title: Erscheint auch als Larson, Brooke Lettered Indian
    Keywords: Escuela Profesional de Indígenas de Huarizata (Bolivia) ; 20th century ; 20. Jahrhundert (1900 bis 1999 n. Chr.) ; Indians of South America Education 20th century ; History ; Education Aims and objectives ; SOCIAL SCIENCE / Ethnic Studies / American / Native American Studies ; HISTORY / Latin America / South America ; 20th century history: c 1900 to c 2000 ; Amerikanische Geschichte ; EDUCATION / General ; Education ; HISTORY / Native American ; HISTORY / Social History ; History of the Americas ; Indigene Völker ; Indigenous peoples ; Pädagogik ; SOC008050 ; SOCIAL SCIENCE / Ethnic Studies / Native American Studies ; Social & cultural history ; Sozial- und Kulturgeschichte ; Bolivia ; Bolivien
    Abstract: "Bringing into dialogue the fields of social history, Andean ethnography, and postcolonial theory, The Lettered Indian maps the moral dilemmas and political stakes involved in the protracted struggle over Indian literacy and schooling in the Bolivian Andes. Brooke Larson traces Bolivia's major state efforts to educate its unruly Indigenous masses at key junctures in the twentieth century. While much scholarship has focused on "the Indian boarding school" and other Western schemes of racial assimilation, Larson interweaves state-centered and imperial episodes of Indigenous education reform with vivid ethnographies of Aymara peasant protagonists and their extraordinary pro-school initiatives. Exploring the field of vernacular literacy practices and peasant political activism, she examines the transformation of the rural "alphabet school" from an instrument of the civilizing state into a tool of Aymara cultural power, collective representation, and rebel activism. From the metaphorical threshold of the rural school, Larson rethinks the politics of race and indigeneity, nation and empire, in postcolonial Bolivia and beyond"--
    Description / Table of Contents: To Civilize the Indian: Contested Pedagogies of Race and Nation -- Lettered Aymara: The Insurgent Politics of Literacy and Schooling -- Warisata: Forging an Intercultural School Experiment -- Whose Indian School? Revenge of the Oligarchy -- Instigators of New Ideas: Peasant Pedagogies of Praxis --Enclaves of Acculturation: The North American School Crusade -- The Hour of Vindication: Rural Literacy and Schooling in the Age of Revolution -- Silences, Remembrances, and Reckonings.
    Note: Includes bibliographical references and index , Zielgruppe: 5PB-US-E, Bezug zu Indianern Nordamerikas
    URL: Cover  (lizenzpflichtig)
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  • 34
    Online Resource
    Online Resource
    Cham : Springer Nature Switzerland | Cham : Imprint: Palgrave Macmillan
    ISBN: 9783031576270
    Language: English
    Pages: 1 Online-Ressource(XV, 259 p.)
    Edition: 1st ed. 2024.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy. ; Postcolonialism. ; Hinduism. ; Education ; Imperialism.
    Abstract: 1. James Mill and the History of the History of British India -- 2. The Francophone Postcolonial Thinkers and the Colonizer-Colonized Dialectic -- 3. Primitivizing the Hindus: Hindus as Hierarchical and Oppressive -- 4. Imagining the Hindus and Hinduism -- 5. Mill’s Colonial-Racist Discourse in School Textbooks -- 6. Damaging Psychological Consequences of the Discourse.
    Abstract: Euro-American misrepresentations of the non-West in general, and in particular on Hinduism and ancient India, run deep and have far greater colonial connections than that have been exposed in academia. This book analyzes the psycho-social consequences that Indian American children face after they are exposed to the school textbook discourse on Hinduism and ancient India. The authors show that there is an intimate connection—an almost exact correspondence—between James Mill’s colonial-racist discourse and the current school-textbook discourse. The very parameters and coordinates on which James Mill constructed the discourse are the ones that are being used to describe Hinduism, Hindus, and ancient India in the textbooks currently. Consequently, this archaic and racist discourse, camouflaged under the cover of political correctness, produces in the Indian American children a psychological impact quite similar to what racism is known to produce: shame, inferiority, embarrassment, identity confusion, assimilation, and a phenomenon similar to racelessness where the children dissociate from the tradition and culture of their ancestors. This book argues that the current school textbook discourse on Hinduism and India needs to change so that the Indian American children do not become victims of overt and covert racism. For the change to occur, the first step is to recognize the overarching and pervasive influence of the colonial-racist discourse of James Mill on the textbooks. For the reconstruction of the discourse to take place, the first step is to engage in a through deconstruction, which is what the book attempts. Kundan Singh is a professor at Sofia University, Palo Alto, the president of the Cultural Integration Fellowship, San Francisco, and a senior fellow at Hindupedia, Cupertino. Krishna Maheshwari has an MBA from Harvard Business School, and from Cornell University an MS in Computer Engineering and a BS in Computer Science. He works as the Chief Product Officer at NeuroBlade. Krishna also founded and directs the research institution Hindupedia.
    Note: Open Access
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  • 35
    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
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  • 36
    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
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  • 37
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 38
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 39
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 40
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Access and Equity ; Education ; Education Indicators and Statistics ; Education Reform and Management ; Gender and Education ; Girls and Stem ; National Education Policy ; Tertiary Education System
    Abstract: India has one of the largest and fastest-growing tertiary education systems in the world. The system enrolls 37 million students across nearly 50,000 institutions. The recently endorsed National Education Policy (NEP) aims at a further doubling of the gross enrollment ratio in higher education from 26.3 percent to 50 percent by 2035. Despite its size and growth rate, and the emphasis placed on tertiary education by Indian policymakers in recent times, the system has faced continuous challenges of equitable access, quality, governance, and financing, with the quality of inputs and outputs not keeping pace with the expansion of the sector. The World Bank has supported tertiary education in India through a series of engagements in technical education at the national level, and general tertiary education in specific states. The NEP's proposal for broad-based tertiary education reforms as a key step toward transforming the tertiary education sector in India aligns with the Bank's global tertiary education strategy and presents an opportunity for the Bank's engagement in this area through analytic work, dialogue with key stakeholders, and strategic engagement with states and tertiary education institutions. Based on this analysis, the World Bank in 2020-2021 expanded its engagement in Indian tertiary education through dedicated analytical and advisory work in the NEP context. Focusing on the areas of access and equity, employability, digitalization, internationalization, academic careers, governance, funding, as well as quality assurance, the World Bank conducted a series of virtual events and prepared technical reports discussing the status quo in Indian tertiary education in the context of the proposed NEP reforms and international trends. The report at hand provides a summary of the outcomes of this work
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  • 41
    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
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  • 42
    Language: English
    Pages: 1 Online-Ressource (37 pages)
    Parallel Title: Erscheint auch als Crawford, Michael F Improving Reading Abilities, Attitudes and Practices during COVID: Results from a Home-Based Intervention of Supplementary Texts for young Readers in Cambodia
    Keywords: Early Grade Parental Involvement ; Early Reading ; Education ; Learning Poverty ; Literacy ; Literacy Improvement ; Parents Reading Attitude ; Primary Education ; Quality Education ; Supplementary Reading Materials ; Teaching and Learning Materials
    Abstract: This paper provides results from the randomized control trial project, Promoting Development and Home Reading of Supplementary Texts for Young Readers in Cambodia. One control and three treatment groups were assessed on how literacy and reading habits changed when households were provided a variety of high-quality and low-cost early reading materials along with varying degrees of encouragement toward building better reading habits. The findings show that providing books in isolation was not enough. Rather, books in conjunction with a network of reading supports was found to be an effective means to boost reading outcomes, including reading proficiency measures, frequency of reading, and attitudes toward reading. The results highlight the need for at-home reading materials in poor households as an integral step to improve early reading
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  • 43
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 44
    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
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  • 45
    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
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  • 46
    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
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  • 47
    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
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  • 48
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2209
    Keywords: Adolescent Well-Beng ; Climate Change Mitigation and Green House Gases ; Drop-Out Rate Reduction ; Economic Growth ; Education ; Energy and Environment ; Financial Sector and Social Assistance ; Gender ; Gender and Education ; Gendered Adolescent Health Trends ; Health, Nutrition and Population ; Secondary Education ; Water Resources Management ; Youth Health ; Youth Well-Being
    Abstract: This report focuses on the trends of adolescent and youth well-being in Tanzania, identifying how and why well-being has or has not changed over time. The report conceptualizes well-being holistically. Well-being can be defined as one's ability and opportunity to learn, make decisions, live a healthy life (physically and mentally), be well-nourished, express agency, have peace of mind, and ultimately be economically empowered. Well-being can be accumulated over time and is a composite of multiple aspects that affect the life one lives and the quality of that life. In many ways, how to live a good life and whether one is living this good life has been a key question asked across countries, and there are multiple frameworks that have been used to measure well-being. For the purposes of this study, six domains of well-being are recognized: (1) education and learning, (2) bodily integrity, (3) health, (4) psychological well-being (peace), (5) voice and agency, and (6) economic empowerment and skills. These domains are interconnected, and, also considered is the idea of peace of mind, without which, there is no wellness
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  • 49
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Central Asia ; Disaster Management ; Education ; Higher Education ; Innovation ; Insurance and Risk Mitigation ; Quality Of Teaching ; Regional Integration ; Science and Technology Development
    Abstract: The purpose of this Report is to provide recommendations for addressing common challenges while promoting academic and research excellence in higher education in Central Asia through regional cooperation between Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan. Regional integration of higher education systems in Central Asia has the potential to drive positive changes in the sector and to generate significant economic and social benefits overall. By fostering cooperation, knowledge sharing and resource pooling among universities, the quality of higher education, research and innovation in Central Asia can be enhanced. This can be achieved through the establishment of centers of excellence, world-class universities and regional hubs that can attract highly qualified students and workers. Moreover, the regional integration of higher education systems offers an effective platform for sharing best practices and receiving support from regional leaders. The harmonization of academic standards facilitates the recognition of qualifications across countries, contributing to the mobility of students, faculty and workers, enabling them to participate in regional labor markets. This, in turn, stimulates the development of industries that are important to the economies of Central Asian countries. Finally, greater cooperation in higher education can play a crucial role in establishing a dynamic knowledge-based economy and enable Central Asia to move away from extractive industries - to ultimately achieve competitiveness on the global level
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  • 50
    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
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  • 51
    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
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  • 52
    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
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  • 53
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2209
    Keywords: Climate Impact on Girls ; Education ; Education For All ; Gender ; Gender and Development ; Gender and Economics ; Gender Bias in Education ; Girls Life Choices ; Social Aspects of Climate Change ; Social Development ; Systemic Gender Gaps ; Women and Girls Health ; Women's Agency ; Women's Economic Opportunity
    Abstract: This Overview presents the findings from the mixed-method study on gender inequalities in Madagascar, illustrating the key gender gaps in the country and shedding light on the unique challenges that young Malagasy women face in their educational, professional, and family trajectories. Due to the persistence of financial, social, and institutional barriers, Malagasy women and girls encounter significant disadvantages across all dimensions of well-being and are unable to access opportunities in an equal manner with men and boys in the country. They are largely constrained in their ability to accumulate human capital in education and health, and to participate in economic opportunities; and they face severe limitations in agency and decision-making, particularly with respect to family formation. Women and girls also appear to be disproportionally affected by the impacts of climate change and the COVID-19 pandemic, which further widen preexisting gender gaps and amplify vulnerability to poverty, violence, and discrimination. On the basis of the research findings, the Overview presents key gender gaps in Madagascar and proposes four strategic lines of policy recommendations to (i) assist girls and young women in completing school education, (ii) improve women's and girls' access to professional health care and prevent teenage pregnancy, (iii) enhance women's economic opportunities, and (iv) improve women's and girls' voice and agency through the elimination of all forms of gender-based violence. Four thematic notes accompany this Overview and present detailed findings in the four key dimensions: education, health, economic opportunities, and agency
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  • 54
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 55
    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
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  • 56
    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
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  • 57
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Gender Innovation Lab Federation Causal Evidence Series
    Keywords: Adolescent Girls ; Education ; Gender ; Gender and Education ; Gender and Social Policy ; Gender Monitoring and Evaluation ; Girls Empowerment ; Life Skills
    Abstract: Adolescent girls face multiple challenges that restrict their horizons. They have to make decisions about employment and fertility at an early age with limited access to formal education and under restrictive social norms. Domestic responsibilities limit their time in school and educational achievement, in turn curtailing their ability to enter the labor force. The GIL Federation is generating rigorous evidence on what works, and what does not, in empowering adolescent girls. This note presents evidence on five key findings
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  • 58
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Social Analysis
    Keywords: Access To Educaton ; Becoming Upper-Middle-Income ; Economics of Education ; Education ; Gender and Education ; Gender Inequity ; Gender Monitoring and Evaluation ; Girls Education Gap ; High Stunting Rate ; Human Capital Investment ; Skill Utilization ; Social Development
    Abstract: Pakistan can realize major economic growth and development by investing in its people and their human capital. But the reality is that Pakistan's human capital is low and has improved only marginally over the past three decades. Inequalities in human capital outcomes have persisted or widened over time between the rich and poor, men and women, and rural and urban areas and among the provinces. Human capital outcomes are low across the board, with even the most economically advantaged groups in Pakistan having lower human capital outcomes than less economically advantaged groups in peer countries. Pakistan's Human Capital Index (HCI) value of 0.41 is low in both absolute and relative terms. It is lower than the South Asia average of 0.48, with Bangladesh at 0.46 and Nepal at 0.49. Pakistan's human capital outcomes are more comparable to those in Sub-Saharan Africa, which has an average HCI value of 0.40. To enhance its human capital, Pakistan should adopt a life cycle approach to building, protecting, and deploying human capital, starting before birth, continuing through early childhood development, and schooling, culminating in increasingly productive employment. This calls for a long-term commitment, recognition of the multidimensional and cumulative nature of human capital investments, deliberate efforts from multiple stakeholders and sectors to build on intersectoral linkages, and a continuity of policies across political parties and governments. Many countries previously at Pakistan's level of development have managed to precisely do this, even with regional variations and gaps just as large. Pakistan has the tools to implement the recommendations in this report, provide stewardship for human capital investments, and enhance economic growth over the long term. Pakistan's handling of the COVID-19 pandemic has shown that the country can manage complex challenges, despite its institutional constraints
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  • 59
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Country Gender Assessment
    Keywords: Access and Equity in Basic Education ; Contraceptive Use ; Cutting ; Education ; Female Genital Mutilation ; Gender ; Gender and Health ; Gender and Law ; Gender and Poverty ; Gender-Based Violence ; Girls Education Status ; Maternal Health Access ; Social Conflict and Violence ; Social Development ; Women's Access To Health Services ; Women's Agency ; Women's Economic Opportunity
    Abstract: Evidence shows that Guinean women and girls face important barriers across all dimensions of well-being that prevent them from having access to opportunities on an equal footing with men. The poor agency of women and girls, as reflected in the high prevalence of discriminatory legal and social norms, translates into gaps in health, education, employment, and entrepreneurship, ultimately undermining their capacity to fulfill their potential and imposing important societal costs. This report presents a summary of the key challenges facing Guinean women and girls relative to men and boys. The report has a particular focus on early family formation, a common phenomenon in the country with important implications for girls' and women's well-being and opportunities in life. On the basis of this diagnostic and a review of evidence of what works, the report proposes some strategic lines of action to address the existing constraints and effectively empower Guinean women
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  • 60
    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
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  • 61
    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)
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  • 62
    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
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  • 63
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2190
    Keywords: Education ; Empowerment Factors ; Gender and Development ; Gender and Economics ; Gender and Education ; Gender and Health ; Gender Equality ; Gender Gap ; Health ; Labor ; Labor and Employment Law ; Law and Development ; Women's Empowerment
    Abstract: Advancing gender equality by strengthening women's empowerment is essential for improving development outcomes in Liberia. This report draws on existing literature and data review, as well as new qualitative evidence collected in Liberia. It shows that despite some progress, significant gender gaps still hold back the individual well-being of half of the population. Although abject poverty is part of the story, formal and informal institutions that shift the balance of decision-making power and access to resources away from women also disempower. Eliminating institutional and resource constraints and strengthening women's ability to make choices to improve their lives can leverage women's skills and talents and enhance their contributions to a more prosperous and sustainable Liberia. This report is grounded in the concepts underlying women's and girls' empowerment - namely, a process whereby women and girls who have been denied the ability to make choices and realize them acquire such an ability. The analysis is focused on identifying the constraints Liberian women face in achieving better outcomes in education, health, and productive employment, through the lens of the three pillars of empowerment: context, resources, and agency
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  • 64
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 65
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 66
    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
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  • 67
    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
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  • 68
    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
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  • 69
    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
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  • 70
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 71
    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
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  • 72
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 73
    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
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  • 74
    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
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  • 75
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 76
    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
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  • 77
    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
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  • 78
    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
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  • 79
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 7800
    Keywords: Access and Equity in Basic Education ; Country Gender Assessment ; Education ; Educational Institutions and Facilities ; Gender ; Gender and Development ; Gender and Education ; Gender Norms ; Gendered Educational Outcomes ; Human Rights ; Inequality in Education
    Abstract: Addressing gender inequalities in educational outcomes is crucial from a human rights and development perspective. Building human capital early in life has crucial implications for developmental and labor market outcomes later in life. In this background note, prepared to inform the Romania Gender Assessment 2023, we rely on a variety of data sources to descriptively study gender inequalities in educational outcomes, such as enrollment rates and test scores, in Romania. We analyze these inequalities for the total population as well as for different income groups andregions. Our evidence shows that gender equality in aggregate estimates often masks important inequalities between subgroups. While in some cases, boys outperform girls, there are also cases in which girls outperform boys. These patterns differ across income groups, regions, and educational levels. Based on this evidence, the Romanian government should take a nuanced approach to achieving gender equality in the educational sector. Moreover, we find that--in the case of all indicators--both Romanian girls and boys perform significantly below the European average and thatthere are some negative trends over time, especially with respect to enrollment rates in secondary schools and school performance. Reversing these trends is crucial to ensure the full development of both boys and girls. Moreover, although girls outperform boys in several educational outcomes, these advantages do not translate into the labor market. We identify several constraints that could drive(reversed) gender gaps in educational outcomes: social norms and gender stereotypes (at home and within the schooling system), relatively low public spending on education at nearly all levels, marginalization and discrimination, teenage pregnancy, and school-based violence. We generate evidence on intergenerational educational persistence, which affects girls more. Moreover, we identify a lack of systematic evidence on what works best to close these gaps, and several important data limitations, such as a lack of indicators that clearly identify Roma children. Lastly, we identify ten high-level policy areas and recommend tailored policy interventions to address gender inequalities ineducation in Romania
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  • 80
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 81
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 11872
    Keywords: Adaptation to Climate Change ; Childhood Trauma ; Climate Change and Health ; Disability ; Earthquake Impact On Learning ; Earthquake-Related Learning Loss ; Economic Consequences Of Trauma ; Economic Impact Of Trauma ; Education ; Emotional Damage From Disasters ; Labor Markets ; Post-Traumatic Stress and Learning ; Psychosocial Impact Of Natural Disaster
    Abstract: The recent earthquakes in 11 provinces in Turkiye affected the learning of more than 5 million students. The natural disasters occurred during a global economic contraction and regional conflicts just after special circumstances caused by the COVID-19 pandemic. These challenges resulted in learning losses, emotional and psychosocial damages with expensive economic consequences that is estimated at more than 3.5 percent reduction in Gross Domestic Product (GDP) annually if not tackled carefully and in a timely manner. These challenges require policy decisions to protect the education system and the learning and skills assets given the political commitment to build back better. This report (i) quantified the challenges, (ii) evaluated the immediate steps taken since the 6th of February by the Ministry of National Education (MoNE) and proposes an emergency response system that can be deployed during future disasters and crises, and (iii) recommends a roadmap to support the education system for recovery from the earthquake emergency. The roadmap focuses on the earthquake regions and consists of (i) institutionalizing of an integrated national program targeting education and care aiming at a strong head start for 3-, 4- and 5-years old children and support to mothers and families; (ii) supporting green and resilient reconstruction to provide a learning environment for all children; (iii) establishing a learning catching up program for acceleration and support towards learning and wellbeing of vulnerable groups; (iv) securing the skills asset for improved production and economic growth with a futuristic vision towards green and technological innovations aiming at signature programs in general secondary, vocational education, professional and higher education focusing on the skilling and reskilling agendas; and finally (v) establishing a national center of excellence for education management in emergencies
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  • 82
    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
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  • 83
    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
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  • 84
    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
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  • 85
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Poverty Assessment
    Keywords: Education ; Inequality ; Limited Safety Nets ; Poverty Assessment ; Poverty Monitoring and Analysis, Poverty ; Poverty Reduction, Inequality ; Rural Households ; Telecommunications Sector
    Abstract: The share of Uganda's population that lives below the poverty line has fluctuated over the last seven years, greatly influenced by shocks that have tested the resilience of the people. The COVID-19 pandemic pushed both urban and rural residents into poverty. Inequality, which reflects the extent to which different population groups benefit from Gross Domestic Product (GDP) growth, and affects the transmission of growth into poverty reduction, remained largely unchanged over this period and may even have worsened in urban areas. The findings of this report show that previously identified patterns and drivers of Uganda's poverty changes persisted well into 2020 - shaped by low productivity and high vulnerability. Identified inequality of economic opportunities and unequal accumulation of the human capital could hold back structural change in employment. Accelerating poverty reduction in such a setting requires a two-pronged strategy. While at the macroeconomic level, policies addressing growth fundamentals are important for reducing poverty, from a microeconomic perspective, the report's analysis shows that two strategies will be crucial. The first strategy is to lift the productivity and incomes of poor households in both rural and urban areas. While tackling agricultural productivity and job creation are at the top of the agenda here, making mobile phone services more widely accessible and affordable is a potential opportunity. The second strategy is to strengthen people's resilience to shocks, particularly in rural areas. To have an impact, policies in both these areas will have to address the inequality in opportunities analyzed in the report. This document provides an overview of key report findings and identifies priority actions
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  • 86
    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
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  • 87
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    Language: English
    Pages: 1 Online-Ressource (iv, 67 Seiten) , Illustrationen
    Series Statement: Other education study
    Keywords: Entwicklungspolitik ; Staatensystem ; Internationale Organisation ; Entwicklungshilfe ; Entwicklungsprojekt ; Bildung ; Erziehung ; Erziehungsziel ; Bildungseinrichtung ; Zugang ; Ergebnis ; Projekt ; Bilanz ; Childhood Development ; Climate Action ; Conflict and Development ; Early Childhood Development ; Edtech ; Education ; Education for All ; Fragility ; Gender ; Gender and Education ; Girls and Women ; Learning ; Moving Out of Poverty ; Pandemic ; Poverty Reduction ; Teachers
    Abstract: As the largest external financier of education in low- and middle-income countries, the World Bank is committed to ensuring that all children around the world have free, inclusive, equitable, and quality education to achieve their potential. Our portfolio of investments in education has continued to grow, and our projects focus on ensuring that high-quality learning takes place for everyone, everywhere. In "Realizing Education's Promise: A World Bank Retrospective", we explore our operations and research across the globe since the first World Development Report (WDR) on education in 2018, which illuminated the scale of the learning crisis. In this new publication, we spotlight major milestones in our work over the past five years, highlighting successes, reflecting on what remains to be done, and sharing our vision for the way forward
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  • 88
    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
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  • 89
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 90
    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
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  • 91
    Language: English
    Pages: 1 Online-Ressource (37 pages)
    Parallel Title: Erscheint auch als Yarrow, Noah What i Really Want: Policy Maker Views on Education in East Asia Pacific
    Keywords: Access and Equity in Basic Education ; Bureaucracy ; Discrete Choice ; Education ; Education In Middle Income Countries ; Education Inclusion ; Education Policy Priority ; Education Reform and Management ; Educational Institutions and Facilities ; Effective Schools and Teachers ; Improving Secondary School Completion
    Abstract: This paper reports the views and perceptions of randomly selected education policy makers in the East Asia Pacific region, based on surveys of 651 senior public officials in 14 middle-income countries. The findings show that officials tend to prioritize increasing secondary school completion over improving learning quality, and they severely underestimate learning poverty and do so by a larger margin than officials in other countries. Officials were most likely to cite system capacity as the primary constraint to improving learning. The findings show that officials' support for gender equality and disability inclusion is high. Interviewed officials tend to oppose violence against students and prefer to invest in in-service teacher training or early-grade reading compared to other options, such as EdTech or inclusion for students with disabilities. This mix of alignment and misalignment between policy makers' goals and the stated goals of development partners can inform future engagement in policy dialogue, analysis, and information campaigns
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  • 92
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 93
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    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
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  • 94
    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
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  • 95
    Online Resource
    Online Resource
    Singapore : Springer Nature Singapore | Singapore : Imprint: Springer
    ISBN: 9789819925872
    Language: English
    Pages: 1 Online-Ressource(XVIII, 124 p. 23 illus. in color.)
    Edition: 1st ed. 2023.
    Series Statement: Children: Global Posthumanist Perspectives and Materialist Theories
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Science—Social aspects. ; Education—Philosophy. ; Environmental education. ; Science ; Education
    Abstract: Environmental Education in these Times of the Anthropocene -- Researcher Worldings: Lady/Backpacker Storytelling -- Researcher/Teacher Worldings: Relationships with Land and Pedagogy -- Researcher/Teacher/Environmental Education Worldings: Negotiating a Lived Curriculum -- Researcher/Teacher/Environmental Education Worldings: Agential Worldings Outside the Classroom -- Becoming (Partially) Posthumanist.
    Abstract: This book is situated in the simultaneous thinking (theory) and doing (action) of posthumanist performativity and new materialist methodologies to bring forth a multitude of stories that demonstrate co-constituted and co-implicated worldmaking practices. It is written in response to the fact that our Earth is at a critical juncture. As atmospheric temperatures rise and cast unprecedented and wide-spread social and ecological crises across the planet, social and ecological injustices and threats cannot be separated from globalising, neoliberal, capitalist, and colonial discourses that proliferate through anthropocentric and humancentric logics. Manifesting in binary classifications that position the human as separate from the Earth, and dominant categories of the human in hierarchies of power, such logics homogenise and institutionalise the field of environmental education and result in an over-emphasis on instrumentalist, technicist, and mechanistic teaching and learning practices. Exploring the affects emerging within, and between, an assemblage comprising Researcher/Teacher/Environmental Education Worldings, this book seeks to understand how the researcher makes sense of herself with/in the broader ecologies of the world; collaborative processes with an elementary-school teacher in Saskatchewan, Canada, as actualised through four co-created and co-implemented multisensory researcher/teacher enactments (Mindful Walking, Mapping Worlds, Eco-art Installation, and Photographic Encounters); and how the researcher/teacher organises themselves with Land-based pedagogies, environmental education curriculum policy, and wider discourses of Western education. This book does not propose a better way of teaching and learning in environmental education. Rather, showing how difference between categories is relationally bound, this book offers a conceptual (re)storying of human/Earth relationships in environmental education for social and ecological justice in these times of the Anthropocene. .
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  • 96
    Online Resource
    Online Resource
    Singapore : Springer Nature Singapore | Singapore : Imprint: Springer
    ISBN: 9789819949069
    Language: English
    Pages: 1 Online-Ressource (XI, 314 p. 100 illus., 89 illus. in color.)
    Series Statement: India Studies in Business and Economics
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Development economics. ; Political planning. ; Labor economics. ; Medical economics. ; COVID-19 ; Development Economics ; India ; Labour ; Health ; Gender ; Education ; Public Policy ; Aufsatzsammlung
    Abstract: An Unequal Recovery – The Income and Employment Fallout of the Pandemic -- Impact of the COVID-19 pandemic on India’s Financial Sector -- Macroeconomic Performance During COVID Recession and Recovery -- Impact of COVID‑19 on agricultural markets: assessing the roles of commodity characteristics, disease caseload and market reforms -- COVID-19 and Education in India: A New Education Crisis in the Making -- The COVID-19 pandemic and gendered division of paid work, domestic chores and leisure: evidence from India’s first wave -- Chronicling the observed gendered effects in India’s labour markets during COVID-19 -- COVID, Social Protection and Women's Work -- Over-nutrition and COVID Prevalence in India: Evidence and Implications -- India’s COVID-19 Vaccination Drive: How did we fare? -- The Impact of COVID-19 on Risk Perception and Wellbeing in India -- Livelihoods and Government Support in the Wake of the Covid-19 Pandemic in Rural Bihar -- Role of Trust in Effective Policy making: Lessons from the Pandemic.
    Abstract: This book brings together contributions that explore various dimensions of the pandemic from a long-term development perspective. It also analyzes the existing policy responses and the gaps therein, to enable a greater understanding of how public policy – during a pandemic like COVID-19 – can be better aligned with the developmental challenges faced by individuals and households in India. Through its thirteen contributions, the book highlights the connection between the pandemic and development as deep and multilayered, and not unidirectional. It highlights how the existing inequalities and inequities in the system determined who gets impacted and to what extent, and how soon they can recover, if at all. It analyzes policies and programmes that have been implemented based mostly on the immediate pandemic crisis, and responded less to the pre-existing conditions that have shaped socio-economic outcomes. The book would be a great resource to study possible future responses to similar health disasters in a multi-cultural, multi-religion, multi-caste and multi-class melting pot like India.
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  • 97
    Online Resource
    Online Resource
    Cham : Springer International Publishing | Cham : Springer International Publishing AG
    ISBN: 9783031398605 , 3031398602
    Language: English
    Pages: 1 Online-Ressource (VII, 262 Seiten)
    Edition: 1st ed. 2023
    Series Statement: Studies in Childhood and Youth
    Parallel Title: Erscheint auch als Shillitoe, Rachael Negotiating Religion and Non-religion in Childhood
    DDC: 305.2
    Keywords: Sociology ; Social groups ; Religion and sociology ; Education ; Spirituality ; Children ; Sociology of Family, Youth and Aging ; Sociology of Religion ; Education ; Spirituality ; Childhood Education
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 98
    Online Resource
    Online Resource
    Singapore : Springer Nature Singapore | Singapore : Imprint: Springer
    ISBN: 9789811986802
    Language: English
    Pages: 1 Online-Ressource (XV, 316 p. 137 illus., 124 illus. in color.)
    Series Statement: India Studies in Business and Economics
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Development economics. ; Economic development. ; Economic policy. ; Social policy. ; Finance, Public. ; Covid Pandemic ; COVID-19 ; Fiscal Management ; Poverty ; Inequality ; Health ; Education ; Konferenzschrift
    Abstract: The complexity of Managing COVID-19: How Important is Good Governance? -- Covidonomics or the Curious Case of a Supply Constrained Keynesian Equilibrium -- Contact Intensity, Unemployment and Finite Change -The Case of Entertainment Sector under Pandemic -- Financing Economic Recovery: The Covid Challenge -- Transformation in Higher Education in the Post-Covid Era: A Perspective from Economics -- Pandemic-induced Poverty in India after the First Wave of COVID-19: An Elaboration of Two Earlier Estimates -- Trends, Patterns and Regional Variations of Covid-19 Pandemic in India at Sub-National Level: Analysis based on Spatial Econometric Method -- Unequal Inequalities in India: Income and Non-Income Dimensions -- Exploring the Significance of Food Insecurity Mediated Poverty and Low Productivity Traps: Furthering Policy by Reconciling Secondary Data with Primary Surveys -- State-level Exports: An Alternate Exploration using ASI Unit Level Data -- Subaltern Culture and Happiness in Tribal Communities of West Bengal -- Is GST Reform Pro-Poor In India? -- Public Expenditure Quality of States for Education and Health, Does Rationalisation of Grants Matter?.-Measurement and Determinants of Efficiency of Government and Government Aided Secondary School in Kolkata: An Application of Data Envelopment Approach.
    Abstract: This book discusses the extent and nature of COVID-19 pandemic in India and its effect on the society and economy. The suggested management practices discussed here are also not stereotype. At the same time, it highlights deficiency in development fundamentals in India on several dimensions, especially health, education, quality of public spending, taxation orientation, external trade involvement across states, etc., deficiencies which create an inbuilt bottleneck toward the creation of a more equal society. While discussing these, the book throws light on how they were expectedly exacerbated by the sudden negative shock in the form of COVID-19 pandemic. Thus, the book has highlighted the COVID pandemic and its response in India in the background of certain less discussed aspects of development fundamentals. The contents would be of interest to researchers and students studying socioeconomic aspect of developmental economics and also to policy makers and non-government entities involved in mitigating effects of pandemic in the socioeconomic sphere.
    Note: "This volume is a collection of chapters comprising (i) the invited papers presented by four very eminent economists Professors Kaushik Basu, Dipankar Dasgupta, Abhirup Sarkar and Sugata Marjit at the Webinar on COVID-19 pandemic held on 5-6 March 2021, organised by Planning and Development Unit (NITI Aayog), Jadavpur University (PDU); (ii) some invited papers presented at the other seminar/conferences organised by PDU; and (iii) the outcome of different projects sanctioned by PDU and completed by different faculty members of the Department of Economics, Jadavpur University." - Site v
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  • 99
    Online Resource
    Online Resource
    Singapore : Springer Nature Singapore | Singapore : Imprint: Springer
    ISBN: 9789819911530
    Language: English
    Pages: 1 Online-Ressource(XXIV, 152 p. 2 illus., 1 illus. in color.)
    Edition: 1st ed. 2023.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Research—Methodology. ; Anthropology—Research. ; Education—Research. ; Philosophy and social sciences. ; Political science. ; Ethics. ; Research ; Education ; Anthropology
    Abstract: Chapter 1. Introduction -- Chapter 2. Before Research -- Chapter 3. Ethics During Research -- Chapter 4. Post-Research -- Chapter 5. Research Misconduct -- Chapter 6. Recommendations.
    Abstract: This textbook presents ethical guidelines for conducting research in the social sciences, focused on Indonesia. As a country with a fast-growing research environment, the real-life cases of ethical issues that arise in Indonesia can teach both aspiring and established researchers how to approach the complexity of research ethics and dilemmas. With technological advancement affecting how research is conducted, the necessary ethical guidelines for research are also evolving. The instantaneous nature of information movement has made confidentiality in research data more critical than before, and any negligence in protecting research participants has an unprecedented scope of damage. The methods book synthesises hundreds of worldwide ethical guidelines and past issues that social science researchers will find highly relevant. Arranged chronologically to represent each research stage—from research preparation to post-research—the book prepares researchers to mitigate ethical crises. Relevant to all social scientists, both emerging and established, conducting research in Indonesia, this co-published textbook between Springer and OBOR is also relevant to researchers beyond the archipelago. It is also an indispensable teaching resource for lecturers in research methods and ethics across social science disciplines.
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  • 100
    ISBN: 9783031477089
    Language: English
    Pages: 1 Online-Ressource(VII, 172 p. 1 illus.)
    Edition: 1st ed. 2023.
    Series Statement: Ethical Economy, Studies in Economic Ethics and Philosophy 66
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Nonprofit organizations. ; Business ethics. ; Economic sociology. ; Education
    Abstract: Chapter 1. Introduction. Learning about Social Entrepreneurship and Management in Times of Social Transformation -- Chapter 2. The Solutions to the Future are Problem-Oriented: The intersection between social entrepreneurship, sustainable skills, and problem-oriented project learning -- Chapter 3. The role of the social entrepreneur when designing for social sustainability -- Chapter 4. Participation in social innovation processes: a case study of Roskilde University Impact Hub -- Chapter 5. Social Entrepreneurship and the governance context of Areas of Limited Statehood -- Chapter 6. Socially responsible innovation between corporate social responsibility and social entrepreneurship. Towards holistic integration of stakeholder management, ethics, and sustainable development goals -- Chapter 7. Leadership of social entrepreneurship in a multi-stakeholder context: A specific domain or specific contextualities of leadership theories? -- Chapter 8. How is social innovation emerging in the Danish humanitarian sector? -- Chapter 9. Evaluating Social Impact -- Chapter 10. Arts-based creativity and culture in social entrepreneurship -- Chapter 11. Do we need utopia for a theory of social innovation as social change?
    Abstract: The book brings together perspectives on entrepreneurship research, education and practice to understand social entrepreneurship in its wider societal, political and economic context. Its unique contribution comes from its interdisciplinary approach that spans from the societal to the organizational level, with specific focus social innovation and management. It views management of social entrepreneurship and social enterprise in light of its societal context and employs social innovation to critically assess social entrepreneurship as driver of change. The emergence of social entrepreneurship as an academic field is linked to several societal trends such as public austerity, financial crises, new social challenges and a growing counter-movement to globalised capitalism. Generally seen as organisations serving both social and economic objectives, social enterprises, social innovation and social entrepreneurship have their roots in civil society, civic activism or the solidarity economy, but also manifest themselves as for-profit companies, with new organisational forms emerging and old ones changing. The contributions in this book elucidate these developments and the role of social entrepreneurs and social enterprises. Furthermore, the book offers great insight into the specific ways of managing, leading and creating innovation in social enterprises as well as perspectives on how to understand their social impact or value creation. .
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