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  • MPI Ethno. Forsch.  (8,043)
  • Education  (8,043)
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  • 101
    Online Resource
    Online Resource
    Greening Public Human Development Buildings in Croatia : Support for the Implementation of the European Green Deal in the Croatian Health and Education Sectors (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Education ; Environment ; Environment and Health ; European Union Green Deal (EUGD) Implementation ; Green Issues ; Greening HD Infrastructure ; Health Policy and Management, Education Sector Strategy ; Health, Nutrition and Population, Education Reform and Management ; Human Development Buildings ; Sustainable Public Buildings ; Sustainable Public Health Facilities
    Abstract: The goal of this policy note is twofold: first, to identify and propose how to address some of the key regulatory and implementation hurdles that Croatia and potentially other EU Member States are facing in greening their HD infrastructure while improving HD outcomes; and second, to compile best practices and examples in green design, construction, and renovation of public HD buildings. The Note will also provide guidance and encourage dialogue among relevant policy makers at national, regional, and local levels, and with targeted clients. Furthermore, the recommendations would address the importance of green skills development and other related topics relevant to the implementation of EUGD. Overall, the analysis results and the recommendations on these issues could also be useful for World Bank experts and other external stakeholders focused on the green economy and human development
    DOI: 10.1596/39825
    URL: Deutschlandweit zugänglich
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  • 102
    Online Resource
    Online Resource
    Improving Enrollment and Learning through Videos and Mobiles : Experimental Evidence from Northern Nigeria (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (69 pages)
    Parallel Title: Erscheint auch als Orozco-Olvera, Victor Improving Enrollment and Learning through Videos and Mobiles: Experimental Evidence from Northern Nigeria
    Keywords: Basic Education ; DIME ; Disruptive Technologies ; Early Marriage ; Early Parenthood ; Education ; Education and Digital Divide ; Gender Bias ; Gender Norms ; Girls Aspirations ; Learning ; Learning Poverty ; School Enrollment ; Self-Efficacy
    Abstract: In northern Nigeria, half of primary school-age children attend school, half of girls are married before turning 15, and one in five people can read a whole sentence. Conducted in rural, low literate communities governed by traditional norms, this paper presents the results of a cluster randomized controlled trial that tested community screenings to reshape parental aspirations and attitudes toward education, and as a reinforcing arm, the distribution of mobiles with engaging apps to teach 6-9-year-old children to read. Twelve months after the screenings, children were 42 percent less likely to be out of school, but as expected, their learning levels did not improve. In the communities that were provided the mobile reinforcer, literacy and numeracy skills increased by 0.46 and 0.63 standard deviation, respectively. The impacts of the combined intervention on school attendance and learning gains were similar for boys and girls. For non-targeted older siblings, the intervention increased learning by 0.34 and 0.47 standard deviation and reduced the likelihood of teenage pregnancy and early entrance into the labor market by 13 and 14 percent, respectively. The mechanisms behind these effects include improved parental aspirations and expectations, improved attitudes and social norms, higher self-efficacy beliefs of parents, and increased time for home learning activities. Relative to other educational investments that have been evaluated in developing countries, the combined intervention is highly effective and cost-effective
    DOI: 10.1596/1813-9450-10413
    URL: Deutschlandweit zugänglich
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  • 103
    Online Resource
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    Analysis of Teacher Stock versus Flow in Primary Education in East Asia and the Pacific Middle-Income Countries : A Simple Model and Results from Simulation between 2020 and 2030 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (11 pages)
    Parallel Title: Erscheint auch als Tanaka, Nobuyuki Analysis of Teacher Stock versus Flow in Primary Education in East Asia and the Pacific Middle-Income Countries: A Simple Model and Results from Simulation between 2020 and 2030
    Keywords: Curriculum and Instruction ; Education ; Literacy ; Primary Education Professional Development ; Teacher Quality ; Teacher Training ; Teacher Workforce Planning
    Abstract: Too many children are not learning to read in the East Asia and Pacific region's middle-income countries. In some countries in the region, such as the Lao People's Democratic Republic and the Philippines, more than 90 percent of 10-year-olds cannot read and understand an age-appropriate text. To accelerate learning in these countries, better teaching will be needed. To improve teacher quality in the next 10 years, where should countries focus their attention? On improving the teaching skills and content knowledge of their existing stock of teachers, on recruiting and better training new teachers, or on doing both? This paper contributes to this discussion by addressing two policy questions: (i) will East Asia and Pacific's middle-income countries need more or fewer teachers in the coming decade, and (ii) quantitatively, how important will the newly recruited teachers be (the flow) relative to the teaching workforce who have already been recruited (the stock)? To answer these questions, the paper uses a simple model that projects the required number of primary school teachers in each of the East Asia and Pacific region's 22 middle-income countries. The model is based on several factors, such as: (i) the size of future cohorts of children, (ii) the proportion of those cohorts who end up in school, (iii) the pupil-to-teacher ratio, and (iv) teacher attrition. Two key messages emerge with an important policy implication. First, significant heterogeneity exists across the 22 countries, with seven countries projected to need fewer teachers overall in the next 10 years relative to the teacher stock in 2020, while the rest will need to expand their teacher workforce. Second, despite this heterogeneity, in every East Asia and Pacific country, teachers who are already "in the system" are expected to constitute the majority of teachers still employed in 2030. In some countries, teachers who have already been recruited will constitute more than 70 percent of those who will be in schools in 2030. The finding has an important policy implication, namely: if countries want to improve the quality of teaching in schools, their primary focus in the next 10 years should be on improving the stock, that is, the quality of their current teacher workforce (through more and better teacher professional development)
    DOI: 10.1596/1813-9450-10479
    URL: Deutschlandweit zugänglich
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  • 104
    Online Resource
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    Learning during the Pandemic : Evidence from Uzbekistan (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (25 pages)
    Parallel Title: Erscheint auch als Iqbal, Syedah Aroob Learning during the Pandemic: Evidence from Uzbekistan
    Keywords: COVID-10 Impacts ; COVID-19 Pandemic ; Curriculum and Instruction ; Digital Divide ; Education ; Learning Loss ; No Learning Loss ; School Closures ; Social Inequality
    Abstract: School closures induced by the COVID-19 pandemic led to concerns about student learning. This paper evaluates the effect of school closures on student learning in Uzbekistan, using a unique dataset that allows assessing change in learning over time. The findings show that test scores in math for grade 5 students improved over time by 0.29 standard deviation despite school closures. The outcomes among students who were assessed in 2019 improved by an average of 0.72 standard deviation over the next two years, slightly lower than the expected growth of 0.80 standard deviation. The paper explores the reasons for no learning loss
    DOI: 10.1596/1813-9450-10474
    URL: Deutschlandweit zugänglich
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  • 105
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    COVID-19 as an Opportunity to Build Resilient Education Systems : Drawing Lessons from Five Countries in Eastern Europe and the South Caucasus (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: COVID-19 ; Education ; Education Reform ; Pandemic
    Abstract: In response to the COVID-19 pandemic, education systems had to redeploy inputs typically used in schools to remote education. This significantly reduced average student learning, with disadvantaged students experiencing a disproportionately large decline. Not closing these learning losses will have long-lasting effects on productivity and economic growth and dampen social mobility. In the five Eastern European countries analyzed in this paper, not acquiring sufficient learning is not a challenge that began with the pandemic. Perhaps the pandemic and the attention it is bringing to students' learning loss will create the political conditions to implement long-awaited education reforms to reduce the learning gaps and create better conditions for disadvantaged students, the core element of resilient education systems. This paper shows that using data to guide policy decisions, standardized tests as a diagnostic tool, and remediation policies should become permanent features of education systems. The pandemic pushed forward the use of technology in education. Using technology through online tutoring or Computer Assisted Learning can, when designed appropriately, improve students' academic performance, socio-emotional skills, and psychological well-being
    DOI: 10.1596/40049
    URL: Deutschlandweit zugänglich
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  • 106
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    The Adequacy of Public Expenditure on Education and the Needs Post-COVID-19 : April 2023 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 11872
    Keywords: Access and Equity in Basic Education ; Covid-19 Pandemic Impact On Education Spending ; Curriculum and Instruction ; Education ; Education Finance ; Education Funding Indicators ; Education Reform ; Education Reform and Management ; Education Spending Per Child ; Educational Outcome Focus ; Evidence-Based Education Policy ; Gender Equity in Education ; Teacher Effectiveness
    Abstract: Education needs to recover the space it lost in national budgets because of COVID-19. Many LICs and LMICs decreased the prioritization of education spending with the onset of COVID-19. Half of these countries reduced their annual spending on education in 2020, compared to 28 percent in 2019. Emerging evidence suggests that after falling in 2020, the share of education in national budgets of LICs and MICs recovered in 2021 but by 2022 it remained below its 2019 pre-pandemic level. Meanwhile, many HICs protected education shares over that period and some even increased resources specifically for learning recovery. Education financing needs to expand to ensure sufficient per-capita spending to meet national education goals. Given variation across countries, common international benchmarks on education spending should not be used deterministically to assess the adequacy of financing. Spending per school-age child, the most accurate indicator of financing adequacy, averages US53 dollars in LICs, US318 dollars in LMICs, US980 dollars in UMICs and US7,800 dollars in HICs. These stark differences surpass differences in countries' living standards and costs of delivering education services. Many LICs and LMICs that meet common international benchmarks on education spending (such as 4-6 percent of GDP or 15-20 percent of public budgets) still spend very little per school-age child due to their small state budgets and large young populations
    DOI: 10.1596/40619
    URL: Deutschlandweit zugänglich
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  • 107
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    Experimental Evaluation of a Financial Education Program in Elementary and Middle School Grades (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (53 pages)
    Parallel Title: Erscheint auch als Piza, Caio Experimental Evaluation of a Financial Education Program in Elementary and Middle School Grades
    Keywords: Behavioral Modification ; Education ; Elementary Education ; Finance and Financial Sector Development ; Financial Education ; Financial Law ; Financial Literacy ; Financial Proficiency Promotion ; Law and Development ; Middle School Financial Literacy
    Abstract: This paper investigates whether providing financial education in elementary and middle school grades improves students' financial proficiency and actual behavior. It uses a cluster randomized control trial to evaluate a pilot program implemented in 101 Brazilian municipal schools in 2015. The findings show positive impacts on financial proficiency, mainly among middle school students, and suggestive evidence of improvements in short-term behavioral outcomes. However, the analysis indicates that the program did not impact students' school achievements in both the short and longer terms, which suggests that the program's effects were not strong enough to shift students' behavior decisions
    DOI: 10.1596/1813-9450-10511
    URL: Deutschlandweit zugänglich
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  • 108
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    Using Education Technology to Improve K-12 Student Learning in East Asia Pacific : Promises and Limitations (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Covid-19 ; EAP ; Edtech ; Education ; Health Service Management and Delivery ; Health Systems Development and Reform ; ICT Applications ; Implementor Effect ; Information and Communication Technologies ; K-12 ; Learning For All ; Pre-Pandemic Learning ; Student Learning
    Abstract: We use global and regional data to show that it is possible to use EdTech to improve student learning in EAP. We present evidence that the broadcast/dual teacher model often supports student learning gains, while other approaches, including assistive EdTech, show promise. Others, such as e-readers, remote teacher-training and AI interventions have yet to demonstrate positive impacts on student learning at scale in the EAP context. Based on evidence from the EAP region and globally, we show that as the scale of EdTech interventions increases, the effect on learning generally decreases. The largest impacts tend to come from smaller-scale interventions conducted by non-governmental institutions rather than large-scale interventions by governments. We find that as the use of EdTech expands in the EAP region, it tends to increase existing learning inequalities, since not all families and schools are able to pay for, access, and use it effectively. In this companion paper to the EAP regional flagship "Fixing the Foundation: Teachers and Basic Education in East Asia and Pacific", we present the results of a regional survey of middle-income countries showing that, contrary to available evidence, most education decision makers believe that EdTech was effective in supporting student learning during COVID-19 school closures. We recommend several evidence-based EdTech interventions in EAP including the "broadcast" or dual-teacher model, and call for improved approaches for future research that consider scale, dosage and heterogeneity of impact to evaluate EdTech interventions
    DOI: 10.1596/40508
    URL: Deutschlandweit zugänglich
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  • 109
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    Using Principles of Universal Design for Assessment (UDA) to Design Accessible Learning Assessments : Toolkit (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Accessibility ; Accessible Learning ; Accessible Special Technologies ; Augmentative and Alternative Communication ; Climate Change and Health ; Climate Change Impacts ; Disability ; Education ; Inclusive Education ; Social Protections and Labor
    Abstract: The purpose of this toolkit is to generate knowledge on how to develop and adapt assessment tools using principlesof universal design that yield reliable and valid data andinformation to track the learning outcomes of marginalizedlearners, including learners with disabilities
    DOI: 10.1596/40493
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  • 110
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    Europe and Central Asia Macro Poverty Outlook : Country-by-country Analysis and Projections for the Developing World, Annual Meetings 2023 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2119
    Keywords: Climate Change Impacts ; Debt Indicators ; Economic Growth ; Education ; Environment ; Fiscal Indicators ; GDP ; GHG ; Inflation ; Life Expectancy At Birth ; Macroeconomics and Economic Growth ; Poverty Assessment ; Poverty Indicators ; Poverty Reduction
    Abstract: This edition of the Macro Poverty Outlooks periodical contains country-by-country forecasts and overviews for GDP, fiscal, debt and poverty indicators for the developing countries of the Europe and Central Asia region. Macroeconomic indicators such as population, gross domestic product and gross domestic product per capita, and where available, other indicators such as primary school enrollment, life expectancy at birth, total greenhouse gas emissions and inflation, among others, are included for each country. In addition to the World Bank's most recent forecasts, key conditions and challenges, recent developments and outlook are briefly described for each country in the region
    DOI: 10.1596/40474
    URL: Deutschlandweit zugänglich
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  • 111
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    Strengthening Basic Education System and Improving Learning Outcomes in Tanzania : A World Bank Policy Note for Tanzania - Mainland (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 11872
    Keywords: Access To Basic Education ; Education ; Education Governance ; Education Quality ; Free Education ; Gender and Development ; Gender and Law ; School Learning Environment ; Teacher Quality
    Abstract: The implementation of the fee-free basic education policy (FBEP) in Tanzania since 2015 has led to consistent growth in the education sector. However, the rapidly increasing school-age population has been creating demands for additional resources and capacity that are often not met. Persistent challenges related to institutional governance and insufficient education spending toward core teaching and learning matters further hinder service delivery and result in inadequate learning outcomes. This note draws evidence from existing studies and available data, taking a holistic approach to assess the performance of the basic education system in Mainland Tanzania in the last decade. It describes the basic service delivery indicators but also goes beyond to analyze the underlying challenges in institutional governance and basic education financing. Recognizing that basic education can deliver fundamental literacy, numeracy, as well as socioemotional skills which are crucial building blocks for continued education and training, employment, and lifelong fulfillment for all Tanzanian citizens, the policy note highlights the following areas that require attention: equitable access; learning outcomes; quantity, quality, and management of teachers; school learning environment; the curriculum and language of instruction; national examinations and learning assessments; and governance and finance
    DOI: 10.1596/40468
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  • 112
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    Mozambique Gender Assessment : Leveraging Women and Girls' Potential (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 7800
    Keywords: Adolescent Pregnancy ; Child Marriage ; Economic Inclusion ; Education ; Food and Nutrition Policy ; Gender ; Health ; Livestock and Animal Husbandry ; Trade Facilitation ; Violence Against Women ; Women and Girls ; Women's Leadership
    Abstract: This gender assessment has been prepared as an input for the preparation of the World Bank's Country Partnership Strategy for Mozambique (2023-2027). However, this assessment is not limited to areas of the World Bank's current country engagement; rather, it seeks to provide a general overview of the key challenges and opportunities facing Mozambican women and girls across different dimensions of their lives. The assessment adopts a life-cycle approach identifying key inflection points in the lives of women and girls that either limit or facilitate their empowerment. The assessment is based on a desk review of available studies, reports, and data from Mozambique, and draws on global evidence, largely from the Africa region
    DOI: 10.1596/40464
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  • 113
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    Unlocking the Potential of Women and Adolescent Girls in Madagascar - Challenges and Opportunities in Education : Cahier 1 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2209
    Keywords: Access and Equity in Basic Education ; Access To Education ; Adult Literacy ; Agency ; Education ; Gender ; Gender and Education ; Gender Barrier To Education ; Gender Bias in Education ; Girls Primary Education
    Abstract: This thematic note is part of a broader mixed-method study on gender inequalities in Madagascar, which intends to illustrate the key gender gaps in the country and shed light on the unique challenges that young Malagasy women face in their educational, professional, and family trajectories. Due to the persistence of financial, social, and institutional barriers, Malagasy women and girls encounter significant disadvantages across all dimensions of well-being and are unable to access opportunities in an equal manner with men and boys in the country. They are largely constrained in their ability to accumulate human capital in education and health, and to participate in economic opportunities; and they face severe limitations in agency and decision-making, particularly with respect to family formation. Women and girls also appear to be disproportionally affected by the impacts of climate change and the COVID-19 pandemic, which further widen preexisting gender gaps and amplify vulnerability to poverty, violence, and discrimination. This thematic note discusses in detail the status of girls' and women's education in Madagascar and proposes several strategic lines of action to assist girls and young women in completing schooling. This note is accompanied by the overview of all study findings and three thematic notes that present in-depth insights in the following key dimensions: health, economic opportunities, and agency
    DOI: 10.1596/40428
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  • 114
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    Preparatory School Years and Maternal Employment in Romania (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (43 pages)
    Parallel Title: Erscheint auch als Robayo-Abril, Monica Preparatory School Years and Maternal Employment in Romania
    Keywords: Childcare ; Early Childhood Development ; Economics of Gender ; Education ; Female Employment ; Gender ; Gender and Social Policy ; Gender Informatics ; Gender Norms and Childcare ; Government Policy ; Public Policy ; Time Allocation and Labor Supply
    Abstract: This paper uses the introduction of preparatory school classes targeting six-year-old children in Romania to study whether universal, compulsory, public care provision could increase female employment. Results from difference-in-difference estimations show that the reform resulted in rising employment rates for mothers of six-year-old children. The effect is lower for mothers living in households with elderly people, but larger for those facing stronger trade-offs prior to the reform. Overall, investing in universal, compulsory, public childcare is beneficial and could significantly increase female employment and labor force participation rates
    DOI: 10.1596/1813-9450-10638
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  • 115
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    Hans Tietgens und die Erwachsenenbildung : Gespräche über frühe wegweisende Texte (2023)
    Bilefeld : wbv Media GmbH & Co. KG
    Details
    ISBN: 9783763971701
    Language: German
    Pages: 1 Online-Ressource (229 p.)
    Series Statement: Erwachsenenbildung und lebensbegleitendes Lernen - Forschung & Praxis
    Keywords: Education ; Education / Adult & Continuing Education ; Erwachsenenbildungswissenschaft; Geschichte der Erwachsenenbildung; Theorie-Praxis-Verhältnis; Hans Tietgens; Erwachsenenbildung; Weiterbildung; Volkshochschule; Lernen; politische Bildung; OpenLibrary 2022
    Abstract: Alle, die sich mit der Geschichte der Professionalisierung der Erwachsenen- und Weiterbildung in Wissenschaft und Praxis befassen, treffen früher oder später auf Hans Tietgens. Er hat die institutionalisierte Erwachsenenbildung maßgeblich geprägt und gilt noch heute als ihr Vordenker. Welche aktuelle Bedeutung haben seine gut 50 Jahre alten Texte über das Unterrichten von und Lernen mit Erwachsenen? Wiltrud Gieseke und Bernd Käpplinger sprechen mit jüngeren Menschen aus Wissenschaft und Praxis der Erwachsenenbildung über Texte von Tietgens. In den Dialogen entstehen gemeinsame Suchbewegungen, um die historische Dimension der Texte für die Gegenwart zu erschließen
    URL: kostenfrei
    URL: kostenfrei
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  • 116
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    The Oxford handbook of higher education in the Asia-Pacific region (2023)
    Oxford : Oxford University Press
    Details
    ISBN: 9780191964619
    Language: English
    Pages: 1 Online-Ressource (xxi, 944 pages)
    Series Statement: Oxford handbooks online
    Series Statement: Business and management
    Parallel Title: Erscheint auch als
    DDC: 378.5
    Keywords: Education, Higher ; Education, Higher ; Education ; Education
    Abstract: With three of the world's largest economies, Asia is poised to home half of the world's middle class-both the driver and the product of higher education. This handbook presents country case-studies and explores cross-cutting trends to offer an understanding of higher education achievements, failings, potential, and limitations in the region.
    DOI: 10.1093/oxfordhb/9780192845986.001.0001
    URL: Volltext  (lizenzpflichtig)
    URL: lizenzpflichtig
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  • 117
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    Japan Occupied : Survival of Academic Freedom (2023)
    Singapore : Springer Nature Singapore | Singapore : Imprint: Springer
    Details
    ISBN: 9789811985829
    Language: English
    Pages: 1 Online-Ressource(XIII, 200 p. 1 illus.)
    Edition: 1st ed. 2023.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Asia—Politics and government. ; Japan—History. ; Education—History. ; World politics. ; World history. ; Education and state. ; Asia ; Japan ; Education
    Abstract: 1. Religion and Education in Pre-war Japan: Building a New Identity and Suppressing “Dangerous Thoughts” -- 2. The GHQ’s Initial Reforms: The Dismantling of Japan -- 3. General Headquarters (GHQ) vs. Japanese Communist Party -- 4. University Reform -- 5. Communism in Universities.
    Abstract: This book documents Japan's psychological deterioration caused by its defeat in August 1945. Also, Japan’s traumatic transformation from authoritarianism to democracy is detailed. The study exposes an ideological war between the Soviet Union and the USA within American-occupied Japan, which triggered violent polarization among the Japanese. Under General MacArthur’s tutorage, the defeated Japanese were expected to become a peace-loving people, but the Cold War derailed Japan’s progress toward freedom and democracy. The “Red Purge,” instituted by MacArthur's Headquarters (GHQ) from 1949 to 1950, triggered the devastating side effects on Japan's academic freedom and freedom of speech. Stanford University Professor Dr. Walter C. Eells (1886–1962) served at the GHQ as an influential education adviser and became the most vocal advocate of the Red Purge. Japanese Marxist historians have constructed the popular postwar narrative of the Red Purge, blaming the GHQ for every failure. The vast archival materials, including the GHQ papers, Eells papers, and Japanese-language documents, revealed that the Red Purge was a serious propaganda battle between the Americans and the Soviets in a war-torn Japan. This propaganda war engendered the violently polarized political climate, in which the conservative Japanese government behaved according to the dictates of US Cold War policy. By revealing feverish tensions within the GHQ regarding communist influences in Japanese universities, this study sheds bright new light on the Red Purge and its lasting impact on Japan's political future.
    DOI: 10.1007/978-981-19-8582-9
    URL: lizenzpflichtig
    URL: Cover
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  • 118
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    Learning in the Age of Digital and Green Transition : Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022), Volume 2 (2023)
    Cham : Springer International Publishing | Cham : Imprint: Springer
    Details
    ISBN: 9783031261909
    Language: English
    Pages: 1 Online-Ressource(XXIV, 1073 p. 318 illus., 278 illus. in color.)
    Edition: 1st ed. 2023.
    Series Statement: Lecture Notes in Networks and Systems 634
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education—Data processing. ; 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 ways to quickly respond to these new needs. These were the aims connected with the 25th International Conference on Interactive Collaborative Learning (ICL2022), which was held in Vienna, Austria, from September 27 to 30, 2022. Since its beginning in 1998, this conference is devoted to new approaches in learning with a focus on collaborative learning in higher education. This book contains papers in the fields of: • New Learning Models and Applications • Project-Based Learning • Engineering Pedagogy Education • Research in Engineering Pedagogy • Teaching Best Practices • Real World Experiences • Academia-Industry Partnerships • Trends in Master and Doctoral Research. Interested readership includes policymakers, academics, educators, researchers in pedagogy and learning theory, school teachers, the learning industry, further and continuing education lecturers, etc.
    DOI: 10.1007/978-3-031-26190-9
    URL: lizenzpflichtig
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  • 119
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    Managing Pandemic and Correcting Development Fundamentals : India’s Great Challenge (2023)
    Singapore : Springer Nature Singapore | Singapore : Imprint: Springer
    Details
    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
    DOI: 10.1007/978-981-19-8680-2
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    Post-Crash Economics and the Covid Emergency in the Global Economy : Interdisciplinary Issues in Teaching and Research (2023)
    Cham : Springer International Publishing | Cham : Imprint: Palgrave Macmillan
    Details
    ISBN: 9783031316050
    Language: English
    Pages: 1 Online-Ressource (XI, 186 p. 4 illus., 1 illus. in color.)
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Teachers—Training of. ; Education—Economic aspects. ; Schools of economics. ; Econometrics. ; Macroeconomics. ; Teachers ; Education ; Post-Crash economics ; Heterodox economics ; Teaching economics ; Financial Economics ; Business Economics ; Interdisciplinary Economics ; Covid-19 ; Aufsatzsammlung
    Abstract: 1. Introduction: the financial crisis, the Covid pandemic and the future of economics. By Abdullah Yusuf, Carlo Morelli and Omar Feraboli, University of Dundee -- 2. COVID-19 and the Future of Higher Education. By Abdullah Yusuf, University of Dundee, Mehdi Chowdhury, Bournemouth University, and Ian Roache, University of Dundee -- 3. Assessing the education needs of the Rohingya refugees and the impacts of COVID-19. By Roberta Dumitriu, University of Dundee -- 4. COVID-19 and economic development in sub-Saharan Africa: has the pandemic taught us anything we didn't already know?. By Kevin Deane, Julia Chukwuma and Lorena Lombardozzi, Open University -- 5. Covid 19: A comparison of equality-promoting policy-responses related to education across Europe. By Daniela Tavasci and Luigi Ventimiglia, Queen Mary University of London -- 6. What is opportunity cost?. By Martin Jones, University of Dundee -- 7. Labour Rights, Full Employment, and a Dynamic Market Economy. By Morris Altman, University of Dundee -- 8. An Analysis on the State of Economics Education in Scottish Universities. By Louis Bryson, University of Dundee -- 9. Experiences and Reflections on being taught undergraduate economics. By Emma Madill, Stoyanka Stoimenova, Louis Bryson, University of Dundee -- 10. Post-Crash Economics: What are the implications of the 2007 crisis for the teaching of economics?. By Omar Feraboli, University of Dundee.
    Abstract: This book continues the ongoing debate about the need for alternative, interdisciplinary and heterodox approaches to teaching economics at university. It deals with challenges currently faced by economists, pursues an interdisciplinary approach to enhance collaboration with academics from disciplines other than economics, and analyses several questions and issues related to the 2007-08 financial crisis and the current Covid-19 emergency. The Covid pandemic has shown the flaws of the current neoliberal model and the inability of mainstream economic theory to address the problems created by the pandemic. The book engages with an academic audience interested in incorporating a wider range of economic approaches in their research and teaching, and with undergraduate and postgraduate economics students who are trying to understand the limitations of their current economics syllabi. The novelty of the book is the active involvement of undergraduate and postgraduate students who contribute to this volume with three chapters. The book will be of interest to a wide range of researchers, students and teachers interested in interdisciplinary and heterodox economics. Abdullah Yusuf is a Lecturer in International Relations at the University of Dundee, UK. His research interests include issues of International Peacekeeping and the Politics of the United Nations. He is also interested in broader Middle East Politics; ‘War on Terror’; Radical Islamic movements; Religion and International Relations. Carlo J. Morelli is Senior Lecturer in Economics at the University of Dundee, UK, and has published work in economic and business history. His recent work includes studies of economic transformation, the management of decline in the jute industry and the food retailing industry. Omar Feraboli is Lecturer in Economics at the University of Dundee, UK. His main fields of research are international finance and international trade, in particular applied computable general equilibrium (CGE) models and trade policy issues.
    DOI: 10.1007/978-3-031-31605-0
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    Selbstverwirklichung als pädagogische Aufgabe : Untersuchung zu einem impliziten Konzept der Pädagogik zwischen Individualisierung und Gemeinsinn (2023)
    Wiesbaden : Springer Fachmedien Wiesbaden | Cham : Springer International Publishing AG
    Details
    ISBN: 9783658413477 , 3658413476
    Language: German
    Pages: 1 Online-Ressource (XI, 231 Seiten) , 9 Abb.
    Edition: 1st ed. 2023
    Series Statement: Soziale Arbeit in Theorie und Wissenschaft
    Parallel Title: Erscheint auch als Metzler, Pia Katharina Selbstverwirklichung als pädagogische Aufgabe
    DDC: 306.36
    Keywords: Industrial sociology ; Teaching ; Education ; Sociology of Work ; Pedagogy ; Education Science ; Hochschulschrift
    DOI: 10.1007/978-3-658-41347-7
    URL: https://doi.org/10.1007/978-3-658-41347-7
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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    Die Unterrichtsnachbesprechung in der zweiten Phase der Lehrerausbildung : Konzepte und Strategien der Beteiligten (2023)
    Wiesbaden : Springer Fachmedien Wiesbaden | Imprint: Springer VS
    Details
    ISBN: 9783658411213
    Language: German
    Pages: 1 Online-Ressource (XIII, 283 S. 29 Abb., 7 Abb. in Farbe)
    Edition: 1st ed. 2023
    Parallel Title: Printed edition
    DDC: 338.9
    Keywords: Communication in economic development ; Professional education ; Vocational education ; Education ; Hochschulschrift
    DOI: 10.1007/978-3-658-41121-3
    URL: https://doi.org/10.1007/978-3-658-41121-3
    URL: kostenfrei
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
    URL: kostenfrei
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    Handbook of Youth Development : Policies and Perspectives from India and Beyond (2023)
    Singapore : Springer Nature Singapore | Cham : Springer International Publishing AG
    Details
    ISBN: 9789819949694 , 9819949696
    Language: English
    Pages: 1 Online-Ressource (XXVI, 544 Seiten) , 46 illus., 36 illus. in color.
    Edition: 1st ed. 2023
    Parallel Title: Erscheint auch als Handbook of Youth Development
    DDC: 361.3
    Keywords: Social service ; Sociology ; Public health ; Education ; Social Work ; Sociology ; Public Health ; Education
    DOI: 10.1007/978-981-99-4969-4
    URL: https://doi.org/10.1007/978-981-99-4969-4
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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    Negotiating Religion and Non-religion in Childhood : Experiences of Worship in School (2023)
    Cham : Springer International Publishing | Cham : Springer International Publishing AG
    Details
    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
    DOI: 10.1007/978-3-031-39860-5
    URL: https://doi.org/10.1007/978-3-031-39860-5
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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    Childhood and Youth in India : Engagements with Modernity (2023)
    Cham : Springer Nature Switzerland | Cham : Palgrave Macmillan
    Details
    ISBN: 9783031318207
    Language: English
    Pages: 1 Online-Ressource (XIII, 295 p. 6 illus)
    Edition: 1st ed. 2023
    Series Statement: Studies in Childhood and Youth
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 305.2
    Keywords: Sociology of Family, Youth and Aging ; Children, Youth and Family Policy ; Children and Youth Work ; International and Comparative Education ; Childhood Education ; Sociology ; Social groups ; Family policy ; Social service ; International education  ; Comparative education ; Education ; Children
    DOI: 10.1007/978-3-031-31820-7
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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    Education, Research and Business Technologies : Proceedings of 21st International Conference on Informatics in Economy (IE 2022) (2023)
    Singapore : Springer Nature Singapore | Singapore : Imprint: Springer
    Details
    ISBN: 9789811967559
    Language: English
    Pages: 1 Online-Ressource(XII, 380 p. 159 illus., 132 illus. in color.)
    Edition: 1st ed. 2023.
    Series Statement: Smart Innovation, Systems and Technologies 321
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Business—Data processing. ; Education—Economic aspects. ; Computational intelligence. ; Big data. ; Business ; Education
    Abstract: Micro-Services as Key Enabler of a Cloud-Native Architecture -- The Importance of Security and Safety in a Smart City -- Cyber Range Technology Stack Review -- IOT Security Challenges for Smart Homes -- An Overview of Security Issues in Smart Contracts on the Blockchain -- Agile Business Systems Development Paradigms – Technological and Human Resource Perspectives -- Identification of Qualitative Weak Signals Coming from Asset Management Working Practices to Feed Forward-Looking Investment Pensions Funds Models -- Digital Competences in the Public Sector – Challenges for Universities -- Transport System in Bucharest -- General Characteristics of the Assisted E-Learning System in Computer Science -- E-Learning in Romania: An Overview on Software Solutions from Private Initiatives.
    Abstract: This book includes high-quality research papers presented at 21st International Conference on Informatics in Economy (IE 2022), which is held in Bucharest, Romania, during May 2022. This book covers research results in business informatics and related computer science topics, such as IoT, mobile-embedded and multimedia solutions, e-society, enterprise and business solutions, databases and big data, artificial intelligence, data mining and machine learning, quantitative economics.
    DOI: 10.1007/978-981-19-6755-9
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    Violence – Reason – Fear : Interdisciplinary approaches and theoretical approaches (2023)
    Wiesbaden : Springer Fachmedien Wiesbaden | Wiesbaden : Imprint: Springer
    Details
    ISBN: 9783658408862
    Language: English
    Pages: 1 Online-Ressource(XI, 211 p. 4 illus.)
    Edition: 1st ed. 2023.
    Parallel Title: Erscheint auch als Violence – reason – fear
    Parallel Title: Erscheint auch als
    Keywords: Education—History. ; Education—Philosophy. ; Social sciences. ; Educational sociology. ; Educational psychology. ; Education ; Education ; Gewalt und Missbrauch in der Gesellschaft ; SOCIAL SCIENCE / Violence in Society ; Violence in society ; Konferenzschrift 2017 ; Gewalt ; Gewalttätigkeit ; Medien ; Politik
    Abstract: Violence: Historical and Social Theoretical Perspectives? -- Violence of Culture or Culture of Violence? -- Foreignness and Fear.
    Abstract: The book explores the question of the significance of fear and reason in the context of cultural violence and subjective different experiences of violence. Perspectives from the social sciences, educational philosophy, and cultural studies open up an interdisciplinary approach to violence from culture and the media, the experience of fear and vulnerability, and strangeness and rage. The editors Dr. Jutta Ecarius is professor of educational science at the University of Cologne. Dr. Johannes Bilstein is Professor of Education at the Düsseldorf Academy of Arts. This book is a translation of an original German edition. The translation was done with the help of artificial intelligence (machine translation by the service DeepL.com). A subsequent human revision was done primarily in terms of content, so that the book will read stylistically differently from a conventional translation.
    DOI: 10.1007/978-3-658-40886-2
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    Risks and Resilience of Emerging Economies : Essays in Honour of Professor Ajitava Raychaudhuri (2023)
    Singapore : Springer Nature Singapore | Singapore : Imprint: Springer
    Details
    ISBN: 9789819940639
    Language: English
    Pages: 1 Online-Ressource (XVII, 329 p. 66 illus., 62 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. ; International trade. ; Macroeconomics. ; Finance. ; Regional economics. ; Spatial economics. ; Development ; Covid-19 Pandemic ; International Trade ; Finance ; Banking ; Labour ; Education ; Gender ; Festschrift ; Aufsatzsammlung
    Abstract: COVID-19: A Means of Exploitation -- Has GST Really Benefitted the States? An Analysis of Impact of GST on States’ Indirect Tax Revenue and on Economic Formalization with Special Focus on West Bengal -- Digital Transformation, Digital Entrepreneurship, and Economy: A Cross-Country Analysis using Moderated Mediation Modelling Technique -- Bi-Directional Causality between Volatility in the Growth of Output and Growth of Price: Evidence from Rice Production in India using ARCH/GARCH and Panel VECM Approach -- Unlocking the GVC Potentials in India: Role of Trade Facilitation -- Exchange Rate Pass-Through in South Asian Countries -- Export Decision and Export Performance of Manufacturing Firms An Experience from Indian Organized Sector -- The impact of global financial crisis on the efficiency of Indian banks: Evaluation with data envelopment analysis -- Does Government Effectiveness and Regulatory Framework of a Country Influence the Performance of MFIs? An Empirical Study on Selected Asian Countries -- Subaltern Urbanization: The Birth of Census Towns in India -- Gendered Occupational Segregation and Its Cost In India: Evidence From NSSO Data -- Does Job Prospect Influence School Enrolment for Women in South Asia? -- Regional Patterns and Dynamics of Learning Outcomes in India -- Factors Determining Gender Differential of Educational Outcomes in India: Analysis Based on Spatial Panel Econometric Models -- Inheritance of Educational Attainment: Instance of Caste certificate in India.
    Abstract: This book is an innovative exercise to unravel recent advances in development fundamentals in emerging economies through Indian lens that include various aspects of macroeconomics, international trade, finance, and issues connected to social sector that have become more important in post-pandemic world. The book throws light on efficacy of existing policies and need of reform in policy framework to enhance growth and development and reduce gender disparities in the context of India and other emerging economies. The papers included in different chapters use frontline techniques to discuss various issues that in turn will be of great help for graduate and postgraduate teaching as well as for research. The book substantially contributes to the growing literature on issues relating trade, development, finance, and social sector in light of threat posed by COVID-19 pandemic in emerging market economies and extends the frontiers of knowledge.
    DOI: 10.1007/978-981-99-4063-9
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    Mobile Phones and Development in Africa : Does the Evidence Meet the Hype? (2023)
    Cham : Springer International Publishing | Cham : Imprint: Palgrave Macmillan
    Details
    ISBN: 9783031418853
    Language: English
    Pages: 1 Online-Ressource (XXI, 174 p. 23 illus., 22 illus. in color.)
    Series Statement: Palgrave Studies in Agricultural Economics and Food Policy
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Development economics. ; Technology ; Information technology. ; Agriculture ; Wireless communication systems. ; Mobile communication systems. ; Stagnant economic growth ; Climate volatility ; Poverty ; Communication device ; Financial service device ; Digitized development ; Agriculture and trade ; Education ; Health sector ; Social protection ; Politics
    Abstract: 1. Where there is no phone -- 2. The Economics of the Phone -- 3. Digitizing Development -- 4. Living up to the Hype? -- 5. Rethinking ICT4D? -- 6. Conclusion.
    Abstract: "A must read for any development policy maker or practitioner especially if they are thinking about how and where digital technologies can add value and improve the livelihoods of the poor…Most important of all…(they) provide a framework to think about when and how digital is the solution." —Tavneet Suri, Louis E. Seley, Professor of Applied Economics, Massachusetts Institute of Technology " I strongly recommend this book to all researchers and students interested in this area." —Yaw Nyarko, Professor of Economics and Director of NYU Africa House, Center for Technology and Economic Development, New York University "This is a very important book about a technology that has transformed all of our lives along multiple dimensions—mobile phones. This book cuts through the hype and hyperbole, and it provides a meaningful and theory-informed treatment of how information technology is shaping economic development in low-income countries—as a communication device and a financial service device." —Erwin Bulte, Professor of Development Economics, Wageningen University This book focuses on the impact of information technology on the lives and livelihoods of rural households in sub-Saharan Africa, where simple mobile phones have leapfrogged traditional communication and financial technologies, and thus, arguably, offer some of the greatest potential for development. Drawing on primary and secondary research from a variety of disciplines, the authors examine the evolution of mobile phone coverage and adoption in sub-Saharan Africa over the past two decades, before exploring the main channels through which mobile phones can affect development. They then review initiatives on “digitizing development” and evaluate empirical evidence on their impact. The book argues that digital has yet to live up to the hype, ending with a set of questions that stakeholders should ask (and answer) when using digital technology for promoting development. Jenny C. Aker is Professor of Development Economics at the Fletcher School and the Department of Economics at Tufts University, Non-Resident Fellow at the Center for Global Development, Senior Researcher at Wageningen University, and co-Chair on “Digital Trust” at the Fondation pour les Etudes et Recherches sur le Développement International (FERDI). Joël Cariolle is Research Officer at the FERDI (France) and Associate Researcher at the CERDI – University Clermont-Auvergne. He conducts research on digitalization and development, and he contributes to the FERDI “Digital Trust” Chairs.
    DOI: 10.1007/978-3-031-41885-3
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    Elemente des Storytellings in Bildung, Kulturwissenschaften und Marketing : Ein maschinell generierter Forschungsüberblick (2023)
    Berlin, Heidelberg : Springer Berlin Heidelberg | Imprint: Springer
    Details
    ISBN: 9783662662939
    Language: German
    Pages: 1 Online-Ressource (IX, 126 S.)
    Edition: 1st ed. 2023
    Parallel Title: Printed edition
    DDC: 306
    Keywords: Culture—Study and teaching ; Education
    DOI: 10.1007/978-3-662-66293-9
    URL: https://doi.org/10.1007/978-3-662-66293-9
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    Education, Human Capital Investment, and Innovation in the Contemporary Japanese Economy (2023)
    Singapore : Springer Nature Singapore | Singapore : Imprint: Springer
    Details
    ISBN: 9789811987007
    Language: English
    Pages: 1 Online-Ressource (XIII, 52 p. 20 illus., 14 illus. in color.)
    Series Statement: Kobe University Social Science Research Series
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education—Economic aspects. ; Labor economics. ; Economic development. ; Technological innovations. ; Education ; Educational attainment ; Teacher resource allocation ; Class size ; Pupil-teacher ratios ; Human capital investment ; Labor turnover ; Nash bargaining ; Liquidity of employment
    Abstract: Chapter 1:- Relationship between educational attainment and class size: Effects of teacher resource allocation -- Chapter 2:- Investment in general and specific human capital: Social optimality via labor turnover -- Chapter3:-Necessity of openness to stimulate innovation: An investigation into causes of slow innovation.
    Abstract: This book analyzes education in Japan from the viewpoint of “the stagnant current Japanese economy”. Tomoyuki Tamagawa, a long-time mathematics teacher in junior high school, is now a vice principal. He and Tamotsu Nakamura have written Chapter 1 of this book together because they believe that the loss of vitality in the Japanese economy is due to the problem of human capital formation in school education. Shinji Oi has worked for many years at a Japanese broadcasting station and has extensive experience in human resource development. In Chapter 2, he analyzes the relationship between optimal human capital investment and labor market mobility, based on his recognition of the importance of vocational training, or human capital investment at the firm and the necessity for good allocation of human resources. Tokuji Saita is well versed not only in the realities and practices in the financial industry but also in the financial system as a whole. In Chapter 3, based on his long experience in the financial industry, he analyzes and points out the importance of “openness” of innovation from a macroeconomic point of view.
    DOI: 10.1007/978-981-19-8700-7
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    (Re)Storying Human/Earth Relationships in Environmental Education : Becoming (Partially) Posthumanist (2023)
    Singapore : Springer Nature Singapore | Singapore : Imprint: Springer
    Details
    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. .
    DOI: 10.1007/978-981-99-2587-2
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    Educating Community Interpreters and Translators in Unprecedented Times (2023)
    Cham : Springer International Publishing | Cham : Imprint: Palgrave Macmillan
    Details
    ISBN: 9783031326776
    Language: English
    Pages: 1 Online-Ressource(XXVI, 379 p. 28 illus., 7 illus. in color.)
    Edition: 1st ed. 2023.
    Series Statement: Palgrave Studies in Translating and Interpreting
    Parallel Title: Erscheint auch als Educating community interpreters and translators in unprecedented times
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    ES 700
    Keywords: Translating and interpreting. ; Language policy. ; Communication in medicine. ; Teachers ; Education ; Translating and interpreting - Study and teaching ; Translators - Training of
    Abstract: Chapter 1: Introduction: Community Interpreting and Translation in Unprecedented Times -- Part 1 -- Chapter 2: Community Interpreter and Translator Education During the Pandemic: Case Studies Around the World -- Chapter 3: Africa -- Chapter 4: America -- Chapter 5: Asia -- Chapter 6: Europe (1) -- Chapter 7: Europe (2) -- Chapter 8: Oceania -- Part 2 -- Chapter 9: Educational Technology and Assessment in Online Learning -- Chapter 10: Government and Industry Practice in Response to the Pandemic -- Chapter 11: Conclusion.
    Abstract: "This book project has collected important work from educators/trainers all over the world, sharing their views and experiences on how they have faced the challenges during COVID19. The significant contribution of this book actually goes beyond the critical time of the pandemic but also to the future development of the education, curriculum design and the use of new technology for the training of community interpreters and translators." -Ester Leung, Associate Professor, University of Melbourne, Australia "The COVID-19 pandemic represents a singular global event impacting all of humanity at the same time. For interpreting and translation educators, it meant an overnight and wholesale pivot to remote instruction, often pushing past long-held assumptions about the limits of online skills acquisition. Around the world, instructors and students integrated learning into technology in experimental and innovative ways. In the process, our understanding of what is possible when technology is leveraged to teach interpreters and educators has been greatly expanded. This book documents important insights, processes and advancements in interpreter and translation education coming out of the global response to the pandemic." -Katharine Allen, Principal, Words Across Borders, USA This edited book features contributions from interpreter and translator educators globally, in which they discuss changes to teaching, assessment and practice as a result of the COVID-19 pandemic. The chapters provide a comprehensive picture of educators’ responses to challenges and opportunities. The book will be of interest to students, researchers and educators, as well as government language policymakers and stakeholders of translation and interpreting agencies. Miranda Lai is a Senior Lecturer and Trainer in Interpreting and Translating Studies at RMIT University, Australia. Oktay Eser is Professor in Translation and Interpreting Studies at Amasya University, Turkey. Ineke Crezee is full Professor at Auckland University of Technology, New Zealand. She is New Zealand’s first Professor of Translation and Interpreting. In 2020 she was appointed Officer of the New Zealand Order of Merit for Services to Interpreter and Translator Education.
    DOI: 10.1007/978-3-031-32677-6
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    Creative approaches to technology-enhanced learning for the workplace and higher education : proceedings of ‘The Learning Ideas Conference’ 2023 (2023)
    Cham : Springer Nature Switzerland | Cham : Imprint: Springer
    Associated volumes
    Details
    ISBN: 9783031416378
    Language: English
    Pages: 1 Online-Ressource (xvii, 711 p. 155 illus., 127 illus. in color.)
    Series Statement: Lecture notes in networks and systems volume 767
    Series Statement: Lecture notes in networks and systems
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Computational intelligence. ; Education. ; Education ; Education
    Abstract: Cybersecurity Awareness, Education, and Workplace Training Using Socially Enabled Intelligent Chatbots -- Creating Binge-Worthy e-Learning Experiences -- Thinking and Chatting Deontically — Novel Support of Communication for Learning and Training with Time Travel Prevention Games -- Corrective vs. Nurturing Feedback in Design Education: Alternative Models of Critique that Positively Impact -- Improving Sonographer-Patient Communication in a Diverse and Multicultural Environment through Role-Plays with Digital Humans -- Psychology In STEM Education: From the Classroom to Society -- Creating Cloud Experts: The Power of an Innovative, Hybrid Learning Approach -- A Pedagogy for Engineering Concepts Focusing on Experiential Learning -- Exploring Differences in Work Environment and Work Engagement as Moderated by Psychological Capital -- What’s Behind the Learning Management System: Algorithmic Design in Online Learning -- A Participatory Museum for Intercultural Development: Innovative Fruition of South-Asian Art Collections in Italy -- Promoting Positive Ageing Lifestyles and Wellbeing Through the Use of Social Media to Facilitate and Enhance Creative Decision-Making -- Learning and Performance Technology for the Performing Arts -- Fuel Your Top Five: Using What You Know to Make Real Change.
    Abstract: New technologies provide us with new opportunities to create new learning experiences, leveraging research from a variety of disciplines along with imagination and creativity. The Learning Ideas Conference was created to bring researchers, practitioners, and others together to discuss, innovate, and create. The Learning Ideas Conference 2023 was the 16th annual conference and was held as a hybrid event. The conference took place from June 14–16, 2023., both in New York and online, and included a special track: The ALICE (Adaptive Learning via Interactive, Collaborative and Emotional Approaches) Special Track. Topics covered in this book include among others: online learning methodologies, diversity and inclusion in learning, case studies in university and corporate settings, new technologies in learning (such as virtual reality, augmented reality, holograms, and artificial intelligence), adaptive learning, and project-based learning. The papers included in this book are of interest to researchers in pedagogy and learning theory, university faculty members and administrators, learning and development specialists, user experience designers, and others.
    DOI: 10.1007/978-3-031-41637-8
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    Granularity: An Ontological Inquiry Into Justice and Holistic Education (2023)
    Cham : Springer International Publishing | Cham : Imprint: Springer
    Details
    ISBN: 9783031415388
    Language: English
    Pages: 1 Online-Ressource(XV, 475 p. 3 illus.)
    Edition: 1st ed. 2023.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Political science ; Buddhism. ; Religion ; Continental Philosophy.
    Abstract: Precursions -- Loose Threads -- Interpermeation, or All Philosophical Positions Are Valid -- Malabou’s Heidegger and Granularity -- Žižek and Granularity -- Egoity, Infinity, and (W)holistic Education -- Imagination and Hyperholistic Education -- The Three Moments and Absolute Justice -- References -- Index.
    Abstract: This book presents an original exploration of philosophical questions pertaining to the ways we grasp the Absolute by bringing together the Buddhist notion of interpermeation of all phenomena into contemporary strains of thought in continental philosophy. This text introduces an ontological concept, granularity, deploying it to probe questions concerning the intersection of ontology, ethics, and education. A wide range of issues in metaphysics are covered—including being, nothingness, unity, plurality, truth, change, transformation, subjectivity, contradiction, coherence, potentiality—from the perspective of thinkers such as Hegel, Heidegger, Badiou, Meillassoux, Malabou, Žižek, and Harman. The text deploys granularity in arguing for an ethics of unconditional hospitality within education. This volume is intended for students and researchers working in the areas of philosophy of education, philosophy of religion, and continental philosophy.
    DOI: 10.1007/978-3-031-41538-8
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    Learning about Social Entrepreneurship and Management in Times of Social Transformation (2023)
    Cham : Springer International Publishing | Cham : Imprint: Springer
    Details
    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. .
    DOI: 10.1007/978-3-031-47708-9
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    Why Teaching Art Is Teaching Ethics (2023)
    Cham : Springer Nature Switzerland | Cham : Imprint: Springer
    Details
    ISBN: 9783031195112
    Language: English
    Pages: 1 Online-Ressource(XIII, 162 p. 2 illus.)
    Edition: 1st ed. 2023.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education—Philosophy. ; Philosophy. ; Aesthetics. ; Education
    Abstract: Utility, Principle, Virtue -- Particularism -- Perception and Representation -- Imagination and Metaphor -- Aesthetic Illumination -- Literary Expression -- Aristotle and Jane Austen -- Directions. .
    Abstract: This exhaustively-researched, carefully-focused book asks whether imagination, emotion and art can enlighten our sense of right and wrong, looking at this question through the lens of moral philosophy with contributions from cognitive science, psychology and neurology. If moral thinking is simply logical reasoning or following God-given law, why did the poet Shelley say that “the great instrument of moral good is the imagination”? Why does ethical reasoning tend towards absolutes: something is either right or wrong, period, while a thoughtful minority values the “priority of the particular” – that unique aspects of a situation may come closer to the heart of the matter than any general rules could? Are emotions, as many philosophers in history have theorized, only a distraction from the clear perception of duty, or do feelings add something important, even critical, to how we judge good and bad, right and wrong? Can great works of art and literature embody imagination, the particular, and emotions to illuminate human life in ways crucial to ethical thinking? This book introduces an original idea in philosophy, “moral density,” which for the first time elucidates the profound relation between art and ethics. Written for the literate layperson, an academic or technical background is not necessary, so this book will be of interest not only to philosophers and educators, but to all who are concerned with what is good, and how to see it and teach it.
    DOI: 10.1007/978-3-031-19511-2
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    Auswirkungen von Standardisierung auf Zentralabitur und Unterricht : Empirische und systemtheoretische Analysen zum Fach Geographie (2023)
    Wiesbaden : Springer Fachmedien Wiesbaden | Wiesbaden : Imprint: Springer VS
    Details
    ISBN: 9783658406639
    Language: German
    Pages: 1 Online-Ressource(XV, 401 S. 16 Abb., 5 Abb. in Farbe.)
    Edition: 1st ed. 2023.
    Series Statement: Empirische Forschung in den gesellschaftswissenschaftlichen Fachdidaktiken
    Parallel Title: Erscheint auch als
    Keywords: Teachers—Training of. ; Education—Research. ; Educational sociology. ; Test-taking skills. ; Study Skills. ; Education ; Teachers
    Abstract: Einleitung -- Theoretische Konzeption,- Forschungsdesign -- Eigene empirische Perspektiven auf die forschungsleitende Frage: Wie ist Geographieunterricht angesichts des Zentralabiturs möglich? -- Wie ist Geographieunterricht angesichts des Zentralabiturs möglich? Diskussion und systemtheoretische Einordnung der Ergebnisse -- Fazit und Ausblick.
    Abstract: In diesem Open-Access-Buch werden mithilfe der forschungsleitenden Frage: „Wie ist Geographieunterricht angesichts des Zentralabiturs möglich?“ die Auswirkungen der Einrichtung beziehungsweise funktionalen Umdeutung des Zentralabiturs in den Bundesländern untersucht und systemtheoretisch interpretiert. In einer quantitativen Studie wird gezeigt, dass die Standardisierungsbemühungen der Bildungspolitik durch die Umsetzung in der Schulorganisation zu standardisierten Zentralabiturprüfungsaufgaben auf der Ebene der Bundesländer führen. In einer qualitativen Interviewstudie werden die Möglichkeiten von Geographielehrer_innen nachvollzogen, angesichts des Zentralabiturs zu handeln. Die Ergebnisse beleuchten das Zusammenspiel von Zentralabitur, Unterricht und unterrichtlichen Klausuren und die Rolle von Akteur_innen. Die individuellen Handlungsphänomene divergieren, dennoch können Typen identifiziert werden, die sich hinsichtlich der Intensität und der Frequenz der schulischen Gestaltung unterscheiden. Die systemtheoretische Interpretation der empirischen Ergebnisse kommt zu dem Ergebnis, dass der Unterricht – und damit das Erziehungssystem als Ganzes – durch Selbst- und Fremdbeschränkung sowie durch Konkurrenz von Vermittlung/Aneignung und Selektion gefährdet ist. Die Autorin Johanna Mäsgen ist wissenschaftliche Mitarbeiterin am Geographischen Institut der Universität zu Köln. Ihr Forschungsschwerpunkt ist die systemtheoretische und resonanztheoretische Analyse von gesellschaftlichen und individuellen Transformationsprozessen.
    Note: Open Access
    DOI: 10.1007/978-3-658-40663-9
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    Ethics in Social Science Research in Indonesia (2023)
    Singapore : Springer Nature Singapore | Singapore : Imprint: Springer
    Details
    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.
    DOI: 10.1007/978-981-99-1153-0
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    Contextualizing the COVID Pandemic in India : A Development Perspective (2023)
    Singapore : Springer Nature Singapore | Singapore : Imprint: Springer
    Details
    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.
    DOI: 10.1007/978-981-99-4906-9
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    Methodology for Research with Early Childhood Education and Care Professionals : Example Studies and Theoretical Elaboration (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031145834
    Language: Undetermined
    Pages: 1 Online-Ressource (181 p.)
    Series Statement: International Perspectives on Early Childhood Education and Development
    Keywords: Pre-school & kindergarten ; Education
    Abstract: This open access book addresses the growing trend in the field of early childhood education and care (ECEC) research named collaborative knowledge building in which researchers and ECEC personnel collaborate. This kind of research encompasses a number of approaches, such as design studies, action studies, Learning Studies, Lesson Studies, and combined research and development studies. There are important differences between these approaches, but they also share some features, which makes it possible to see them as examples of a particular tradition of knowledge building. Collaborative knowledge building constitutes close ties between developing practices of early childhood education and care, and generating empirically grounded theoretical knowledge. This book contributes to the methodology of practices-developing research by mapping this movement through exemplifying themes actualised in such studies, and through conceptualizing important and recurring gains and challenges. It also describes how the latter can be taken on
    Note: English
    URL: kostenfrei
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    Doing Research: A New Researcher's Guide (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031190780
    Language: Undetermined
    Pages: 1 Online-Ressource (136 p.)
    Series Statement: Research in Mathematics Education
    Keywords: Education ; Study & learning skills: general ; Teaching of a specific subject
    Abstract: This book is about scientific inquiry. Designed for early and mid-career researchers, it is a practical manual for conducting and communicating high-quality research in (mathematics) education. Based on the authors' extensive experience as researchers, as mentors, and as members of the editorial team for the Journal for Research in Mathematics Education (JRME), this book directly speaks to researchers and their communities about each phase of the process for conceptualizing, conducting, and communicating high-quality research in (mathematics) education. In the late 2010s, both JRME and Educational Studies in Mathematics celebrated 50 years of publishing high-quality research in mathematics education. Many advances in the field have occurred since the establishment of these journals, and these anniversaries marked a milestone in research in mathematics education. Indeed, fifty years represents a small step for human history but a giant leap for mathematics education. The educational research community in general (and the mathematics education community in particular) has strongly advocated for original research, placing great emphasis on building knowledge and capacity in the field. Because it is an interdisciplinary field, mathematics education has integrated means and methods for scientific inquiry from multiple disciplines. Now that the field is gaining maturity, it is a good time to take a step back and systematically consider how mathematics education researchers can engage in significant, impactful scientific inquiry
    Note: English
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    Chapter 1 The challenges of expansion and democratization of education : A historical look at school exclusion in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (32 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: The history of public education in Haiti has been characterized by an idealistic notion of extending the enlightenment of education throughout the country. This notion is reflected in the establishment of an important legal arsenal which, since the 19th century, has defined three main principles of the Haitian school system. These three principles have been a constant throughout the history of the country. They were intended to promote the expansion and democratization of schools in Haiti. Overshadowed by academic liberalism, the principles of free and compulsory education remain, however, merely an illusion for the majority of the country's children. Despite pompous speeches from its political leaders, Haiti has failed to catch up with the expansion and democratization of schools. Its educational system faces many challenges, including the problem of access to school, the lack of physical infrastructure and the shortage of qualified teaching staff. These challenges have extended the exclusion and inequality which stem from the contempt of the Haitian elites for the education of the people, in particular those in the countryside, and in an economic model based on food, not industry
    Note: English
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    Chapter 7 Left-handedness attempts at dyslateralization, duress, and performance in reading and writing (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (29 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: This chapter deals with the sensorimotor predominance in connection with hindrances to the learning of reading and writing in a group of 120 left-handed pupils, aged 9 to 20, educated in ten schools located in the western and southern departments of Haiti. Manual, visual and auditory preference is studied in relation to linguistic performance in left-handed students, sometimes ignored but often forced to favor the side which hemispherical development has not made naturally dominant. Poor performance was certainly observed, but it is not directly linked to these students' left-handedness. It is preponderantly the consequence of asymmetries contrary to the cerebral hemisphere, of a somewhat underhand attempt at 'dyslateralization', due to the failure of an educational system characterized by shortcomings and prejudices built around the phenomenon of laterality and problems emanating from unsuitable educational and linguistic practices. This creates constraints that prevent these students from thriving. Because the teaching strategies, methods and the school environment are designed and adapted to benefit right-handed students, left-handed people have a disability
    Note: English
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    Chapter 3 Representation of children with disabilities and cognitive justice in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (27 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: It is a well-known fact that the Haitian education system is marked by school segregation as a corollary of social segregation (Joint, 2008; Tardieu 2017; Abraham, 2019). This system of educational apartheid maintains the structural exclusion of disadvantaged and vulnerable children from quality education. In other words, it maintains the learning gap between children from urban and rural areas; between learners from upscale neighborhoods and those from slums; between those of 'well-educated' parents and those of uneducated and impoverished parents. But what about children with disabilities? What kind of reception or educational relationship is provided in the education system for children with physical disabilities or learning disabilities? The results of this research mainly revolve around four key notions, namely: social representations, the social model of disability, pedagogical relations and cognitive justice. They highlight the weight of the social representations of people with disabilities on the forms of educational relationships built and practiced at school. While expectations are high in terms of human resources and adapted teaching materials, this study reveals that all public education policies guided by the principles of inclusion and cognitive justice must act upstream on the underlying thought patterns. These constitute deep obstacles to the intellectual and social emancipation of children with disabilities
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    Social Media for Civic Education : Engaging Youth for Democracy (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031108655
    Language: Undetermined
    Pages: 1 Online-Ressource (161 p.)
    Series Statement: Palgrave Studies in Educational Media
    Keywords: Educational strategies & policy ; Cultural studies ; Education ; Media studies ; Politics & government
    Abstract: This open access book provides the theoretical and pedagogical foundations for a promising new approach to civic education: using social media to teach civics. While many measures indicate that youth civic engagement has long been in decline, many of these measures fail to take into account all of the ways that youth can interact with civic life. One of these understudied ways is through social media, including platforms like Twitter, where young people have the opportunity to encounter the news, engage with people in power, and bring attention to the needs in their community. Throughout this volume, Chapman explores how and why teachers can use social media to teach civics, as well as how it might meet the needs of students in ways other approaches do not
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    Invention Pedagogy - The Finnish Approach to Maker Education (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003287360 , 9781032251974 , 9781032262505 , 9781000810028
    Language: Undetermined
    Pages: 1 Online-Ressource (304 p.)
    Series Statement: Routledge Research in STEM Education
    Keywords: Teaching of students with English as a second language (TESOL) ; Education
    Abstract: This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discusses what can be learnt and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly
    Note: English
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    Contestations of Citizenship, Education, and Democracy in an Era of Global Change : Children and Youth in Diverse International Contexts (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003197881 , 9781032055121 , 9781032055138 , 9781000787177
    Language: Undetermined
    Pages: 1 Online-Ressource (284 p.)
    Series Statement: Critical Global Citizenship Education
    Keywords: Education ; Educational strategies & policy ; Philosophy & theory of education
    Abstract: Contestations of Citizenship, Education, and Democracy in an Era of Global Change: Children and Youth in Diverse International Contexts considers the shifting social, political, economic, and educational structures shaping contemporary experiences, understandings, and practices of citizenship among children and youth in diverse international contexts. As such, this edited book examines the meaning of citizenship in an era defined by monumental global change. Chapters from across both the Global South and North consider emerging formations of citizenship and citizen identities among children and youth in formal and non-formal education contexts, as well as the social and civic imaginaries and practices to which children and youth engage, both in and outside of schools. Rich empirical contributions from an international team of contributors call attention to the social, political, economic, and educational structures shaping the ways young people view citizenship and highlight the social and political agency of children and youth amid increasing issues of polarization, climate change, conflict, migration, extremism, and authoritarianism. The book ultimately identifies emergent forms of citizenship developing in formal and non-formal educational contexts, including those that unsettle the nation-state and democracy. Edited by a team of academics with backgrounds in education, citizenship, and youth studies, this book will appeal to scholars, researchers, and faculty who work across the broader field of youth civic engagement and democracy, as well as international and comparative education and citizenship
    Note: English
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  • 149
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    Pädagogische Wissenschaft in der DDR : Ideologieproduktion, Systemreflexion und Erziehungsforschung (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781559721
    Language: German
    Pages: 1 Online-Ressource (630 Seiten)
    Series Statement: Bildungsgeschichte. Forschung - Akzente - Perspektiven
    Parallel Title: Erscheint auch als Tenorth, Heinz-Elmar, 1944 - Pädagogische Wissenschaft in der DDR
    RVK:
    DV 2175
    Keywords: Geschichte 1945-1995 ; Education ; Pädagogik ; Bildungsforschung ; Deutschlandbild
    Abstract: With their analyses, the Berlin historians of education provide for the first time a historiographically well-founded and systematically grounded history of the development and status of scientific pedagogy in the GDR. It is no longer interpreted solely in ideology-political and critical terms as an auxiliary of SED educational policy, but is comprehensively analyzed in its own practice as a system of different forms of knowledge. As a scientific pedagogy, it developed from 1945 to 1989 in the conflictual field between science and politics, pedagogical practice and educational research, central institutions and individual work into a discipline of its own shape, in the process increasingly also according to its self-understanding a researching discipline in a difficult and highly politicized context
    Abstract: Die Berliner Bildungshistoriker geben mit ihren Analysen erstmals eine historiographisch fundierte und systematisch grundierte Geschichte der Entwicklung und des Status der wissenschaftlichen Pädagogik der DDR. Sie wird nicht mehr allein ideologiepolitisch und -kritisch als Erfüllungsgehilfin der SED-Bildungspolitik interpretiert, sondern in ihrer eigenen Praxis als ein System differenter Wissensformen umfassend analysiert. Als wissenschaftliche Pädagogik hat sie sich von 1945 bis 1989 im konflikthaften Feld zwischen Wissenschaft und Politik, pädagogischer Praxis und erziehungswissenschaftlicher Forschung, zentralen Institutionen und individueller Arbeit zu einer Disziplin eigener Gestalt entwickelt, im Prozess zunehmend mehr auch nach ihrem Selbstverständnis eine forschende Disziplin in einem schwierigen und hoch politisierten Kontext
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  • 150
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    Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement : Selected Papers by A. Jackson Stenner (2023)
    Singapore : Springer Nature
    Details
    ISBN: 9789811937477
    Language: Undetermined
    Pages: 1 Online-Ressource (325 p.)
    Keywords: Mensuration & systems of measurement ; Education ; Psychological testing & measurement ; Probability & statistics
    Abstract: The papers by Jack Stenner included in this book document the technical details of an art and science of measurement that creates new entrepreneurial business opportunities. Jack brought theory, instruments, and data together in ways that are applicable not only in the context of a given test of reading or mathematics ability, but which more importantly catalyzed literacy and numeracy capital in new fungible expressions. Though Jack did not reflect in writing on the inferential, constructive processes in which he engaged, much can be learned by reviewing his work with his accomplishments in mind. A Foreword by Stenner's colleague and co-author on multiple works, William P. Fisher, Jr., provides key clues concerning (a) how Jack's understanding of measurement and its values aligns with social and historical studies of science and technology, and (b) how recent developments in collaborations of psychometricians and metrologists are building on and expanding Jack's accomplishments. ​ This is an open access book
    Note: English
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  • 151
    Online Resource
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    Educational Data Analytics for Teachers and School Leaders (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031152665
    Language: Undetermined
    Pages: 1 Online-Ressource (238 p.)
    Series Statement: Advances in Analytics for Learning and Teaching
    Keywords: Education ; Probability & statistics
    Abstract: Educational Data Analytics (EDA) have been attributed with significant benefits for enhancing on-demand personalized educational support of individual learners as well as reflective course (re)design for achieving more authentic teaching, learning and assessment experiences integrated into real work-oriented tasks. This open access textbook is a tutorial for developing, practicing and self-assessing core competences on educational data analytics for digital teaching and learning. It combines theoretical knowledge on core issues related to collecting, analyzing, interpreting and using educational data, including ethics and privacy concerns. The textbook provides questions and teaching materials/ learning activities as quiz tests of multiple types of questions, added after each section, related to the topic studied or the video(s) referenced. These activities reproduce real-life contexts by using a suitable use case scenario (storytelling), encouraging learners to link theory with practice; self-assessed assignments enabling learners to apply their attained knowledge and acquired competences on EDL. By studying this book, you will know where to locate useful educational data in different sources and understand their limitations; know the basics for managing educational data to make them useful; understand relevant methods; and be able to use relevant tools; know the basics for organising, analysing, interpreting and presenting learner-generated data within their learning context, understand relevant learning analytics methods and be able to use relevant learning analytics tools; know the basics for analysing and interpreting educational data to facilitate educational decision making, including course and curricula design, understand relevant teaching analytics methods and be able to use relevant teaching analytics tools; understand issues related with educational data ethics and privacy. This book is intended for school leaders and teachers engaged in blended (using the flipped classroom model) and online (during COVID-19 crisis and beyond) teaching and learning; e-learning professionals (such as, instructional designers and e-tutors) of online and blended courses; instructional technologists; researchers as well as undergraduate and postgraduate university students studying education, educational technology and relevant fields
    Note: English
    URL: kostenfrei
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  • 152
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    Schulsysteme beschreiben und gestalten : Bildungsmonitoring in der Schweiz (2023)
    Wiesbaden : Springer Nature
    Details
    ISBN: 9783658388515
    Language: Undetermined
    Pages: 1 Online-Ressource (328 p.)
    Series Statement: Educational Governance
    Keywords: Education ; Educational strategies & policy ; Political science & theory ; Schweiz ; Schulreform ; Bildungsreform
    Abstract: In diesem Open-Access-Buch werden die folgenden Fragen untersucht: Was bedeutet Bildungsmonitoring in der Schweiz? Welche Erwartungen und Zielsetzungen werden damit verbunden, welche Instrumente etabliert, welche Produkte vorgelegt? Das Buch zeigt, wie und durch welche Akteure mit welchen Interessen die Dauerbeobachtung der Bildungssysteme in den letzten 30 Jahren maßgeblich umgebaut wurde. Bildungsmonitoring wird dabei als Instrument der politischen Kommunikation dargestellt
    Note: German
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  • 153
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    Vom "Türkenjoch" zu "Deutschlands Freundschaft für die Türkei" : der Wandel des Wissens über das Osmanische Reich in deutschen Geschichtsschulbüchern 1839-1918 (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781559868
    Language: German
    Pages: 1 Online-Ressource (320 Seiten) , Illustrationen
    Series Statement: Wie die Türken in unsere Köpfe kamen Band 4
    Series Statement: Wie die Türken in unsere Köpfe kamen
    Parallel Title: Erscheint auch als Hellmanzik, Timm Gerd Vom „Türkenjoch“ zu „Deutschlands Freundschaft für die Türkei“
    Dissertation note: Dissertation Universität Hamburg 2022
    Keywords: Pädagoge ; Schulbuch ; Education ; Türkei ; Osmanisches Reich ; Hochschulschrift ; Deutschland ; Türkei ; Türkenbild ; Narrativ ; Geschichtsbild ; Stereotyp ; Schulbuch ; Diskursanalyse ; Kulturkontakt ; Transnationale Politik ; Postkolonialismus ; Bildungswesen ; Bildungspolitik ; Geschichtsunterricht ; Geschichte 1839-1918
    Abstract: The change of saying "From the Turkish yoke" to "Germany's friendship for Turkey" shows the changed perception of the Ottoman Empire in German history textbooks of the 19th and early early 20th century. This book offers comprehensive insights into historical textbook texts and their ways of representing "Turks" and "Turkey", which have hardly been taken into account in research on the history of education. It documents the interplay of images of the self and the other within the the pedagogical discourse of the time from a transnational and transnational and postcolonial perspective
    Abstract: Der Wandel des Sprechens "Vom Türkenjoch" zu "Deutschlands Freundschaft für die Türkei" zeigt die veränderte Wahrnehmung des Osmanischen Reichs in deutschen Geschichtsschulbüchern des 19. und frühen 20. Jahrhunderts. Das vorliegende Buch bietet umfassende Einblicke in historische Schulbuchtexte und ihre Darstellungsweisen von "Türken" und "der Türkei", die in der bildungshistorischen Forschung bisher kaum Berücksichtigung fanden. Es dokumentiert das Wechselspiel von Selbst- und Fremdbildern innerhalb des pädagogischen Diskurses der damaligen Zeit aus transnationaler und postkolonialer Perspektive.
    Note: Literatur- und Abbildungsverzeichnis: Seite 299-320 , German
    DOI: 10.35468/5986
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  • 154
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    Is Education Losing the Race with Technology? : AI's Progress in Maths and Reading (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264639676 , 9789264920378 , 9789264765153
    Language: English
    Pages: 1 Online-Ressource (111 p.) , 21 x 28cm.
    Series Statement: Educational Research and Innovation
    Keywords: Künstliche Intelligenz ; Lesen ; Mathematik ; Bildungsniveau ; Qualifikation ; Erwachsene ; OECD-Staaten ; Education
    Abstract: Advances in artificial intelligence (AI) are ushering in a large and rapid technological transformation. Understanding how AI capabilities relate to human skills and how they develop over time is crucial for understanding this process. In 2016, the OECD assessed AI capabilities with the OECD’s Survey of Adult Skills (PIAAC). The present report follows up the earlier study, collecting expert judgements in 2021 on whether computers can solve the PIAAC literacy and numeracy tests. It is part of a comprehensive ongoing project on assessing AI. This study shows that AI could potentially outperform large shares of the population on PIAAC – 90% of adults in literacy and 57-88% of adults in numeracy. AI’s literacy capabilities had improved considerably since the 2016 assessment. According to experts, AI will solve the entire literacy and numeracy tests by 2026. These findings have important implications for employment and education. Large shares of the workforce use literacy and numeracy skills daily at work with a proficiency comparable or below that of computers. AI could affect the literacy- and numeracy-related tasks of these workers. In this context, education systems should strengthen the foundation skills of students and workers and teach them to work together with AI.
    DOI: 10.1787/73105f99-en
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  • 155
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    In Defense of Free Speech in Universities : A Study of Three Jurisdictions (2023)
    [Erscheinungsort nicht ermittelbar] : University of Michigan Press
    Details
    ISBN: 9780472076406 , 9780472056408
    Language: Undetermined
    Pages: 1 Online-Ressource (306 p.)
    Keywords: Academic freedom ; Education, Higher Political aspects ; Freedom of speech ; Freedom of speech ; Freedom of speech ; Freedom of speech ; Education ; Organization & management of education ; Political structures: democracy ; Ethical issues: censorship ; Constitutional & administrative law ; EDUCATION / Administration / Higher ; LAW / Constitutional
    Abstract: In this book, Amy Lai examines the current free speech crisis in Western universities. She studies the origin, history, and importance of freedom of speech in the university setting, and addresses the relevance and pitfalls of political correctness and microaggressions on campuses, where laws on harassment, discrimination, and hate speech are already in place, along with other concepts that have gained currency in the free speech debate, including deplatforming, trigger warning, and safe space. Looking at numerous free speech disputes in the United Kingdom, the United States, and Canada, the book argues for the equal application of the free speech principle to all expressions to facilitate respectful debates. All in all, it affirms that the right to free expression is a natural right essential to the pursuit of truth, democratic governance, and self-development, and this right is nowhere more important than in the university
    Note: English
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  • 156
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    Gebärdensprachdolmetschen als Beruf (2023)
    Bielefeld : transcript Verlag | The Hague : OAPEN FOUNDATION
    Details
    ISBN: 9783839462942 , 9783837662948
    Language: German
    Pages: 1 Online-Ressource (450 p.)
    Series Statement: Kultur und soziale Praxis
    DDC: 305.43
    Keywords: Geschichte ; Gehörlosigkeit ; Gebärdensprache ; Dolmetscher ; Professionalisierung ; Institutionalisierung ; Social & cultural anthropology, ethnography ; Social work ; Philosophy & theory of education ; Österreich ; Gehörlose ; Gebärdensprachdolmetschen ; Professionalisierung ; Beruf ; Österreich ; Institutionalisierung ; Übersetzen ; Arbeit ; Bildung ; Kulturanthropologie ; Sozialpädagogik ; Bildungsforschung ; Bildungssoziologie ; Pädagogik ; Deaf Persons ; Sign Language Interpreting ; Professionalisation ; Profession ; Austria ; Institutionalization ; Translating ; Work ; Education ; Cultural Anthropology ; Social Pedagogy ; Educational Research ; Sociology of Education ; Pedagogy ; Hochschulschrift ; Hochschulschrift ; Electronic books
    Abstract: Die Professionalisierung des Gebärdensprachdolmetschens ist ein kontingenter, fortdauernder und kompetitiver Prozess, bei dem Grenzziehungsarbeit eine zentrale Rolle spielt. Nadja Grbic rekonstruiert in ihrer theoretisch fundierten Untersuchung dessen Entwicklung in Österreich seit dem 19. Jahrhundert, zeigt institutionelle Bedingungen der Professionalisierung auf und gibt Einsichten in Wahrnehmungsmuster, Handlungslogiken und Entscheidungsprozesse der Akteur*innen. Damit entwirft sie einen alternativen Erklärungsrahmen zu Fortschrittsmodellen, der über den Fall des Gebärdensprachdolmetschens hinaus eine differenzierte Betrachtung der Vielgestaltigkeit translatorischer Tätigkeiten ermöglicht.
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  • 157
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    Taboos and Controversial Issues in Foreign Language Education : Critical Language Pedagogy in Theory, Research and Practice (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032116075 , 9781032116105 , 9781003220701
    Language: Undetermined
    Pages: 1 Online-Ressource
    Series Statement: Routledge Research in Language Education
    Keywords: Education ; Critical language pedagogy; taboo topics; controversial topics; PARSNIP; foreign language education; foreign language teaching; foreign language learning; critical literacies ; thema EDItEUR::J Society and Social Sciences::JN Education
    Abstract: Taboos are not a new phenomenon. Yet, taboos change over time as social customs change, discard old taboos, and create new ones. What does not change, however, is how taboos regulate the way in which we live together in different communities and how they influence our behaviours. Notwithstanding the ubiquity of all sorts of taboos in daily life, many of them do not seem to find their way into foreign language classrooms easily. This is particularly surprising if we consider the growing importance of critical language pedagogy approaches to foreign language learning. Despite relevant efforts there, teachers, pre-service teachers, and learners often appear to feel discomfort as conversations about controversial issues such as mental illnesses, disabilities, racism, conspiracy theories, violence, and gender unfold. Consequently, classroom materials as well as suitable approaches to these issues in foreign language learning are needed. Taking this as a starting point, this introductory chapter argues for the integration of taboos and controversial topics into the foreign language classroom. It first investigates the concept of critical pedagogy in general and critical (foreign) language pedagogy more specifically. It then discusses taboos in the context of critical language pedagogy, arguing that despite numerous challenges, the foreign language classroom provides the perfect space for discussing some controversial topics with students—primarily by exploring a variety of different texts dealing with taboos instead of personalising a topic, which would be more common in communicative approaches. The chapter closes with a practical framework that provides suggestions for handling taboos in foreign language education
    Abstract: NUR Chapter 1 Approaching Taboos and Controversial Issues in Foreign Language Education Ludwig, Christian; Summer, Theresa (2023) + Chapter 1 Approaching Taboos and Controversial Issues in Foreign Language Education Open Access
    Note: English
    URL: teilw. kostenfrei
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  • 158
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    Handbuch Familiensoziologie (2023)
    Wiesbaden : Springer VS
    Details
    ISBN: 9783658352196
    Language: German
    Pages: 1 Online-Ressource (XI, 872 Seiten) , Illustrationen, Diagramme
    Edition: 2., aktualisierte und ergänzte Auflage
    Parallel Title: Erscheint auch als
    DDC: 305.2
    Keywords: Sociology of Family, Youth and Aging ; Education ; Children, Youth and Family Policy ; Sociology of Education ; Sociology ; Social groups ; Education ; Family policy ; Educational sociology ; Familiensoziologie ; Aufsatzsammlung ; Aufsatzsammlung ; Familiensoziologie
    DOI: 10.1007/978-3-658-35219-6
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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    URL: Volltext  (lizenzpflichtig)
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    München BSB
    München UB
    Würzburg UB
    Regensburg UB
    BSZ
    KOBV
    BVB
    Bayreuth UB
    MPI Ethno. Forsch.
  • 159
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    Hegemonie bilden : pädagogische Anschlüsse an Antonio Gramsci (2023)
    Weinheim : Beltz Juventa
    Details
    ISBN: 9783779953722
    Language: German
    Pages: 1 Online-Ressource (320 Seiten)
    Edition: 1. Auflage
    Parallel Title: Erscheint auch als Hegemonie bilden
    RVK:
    CI 7177
    Keywords: Education ; Aufsatzsammlung ; Gramsci, Antonio 1891-1937 ; Hegemonie ; Kulturpädagogik ; Bildungstheorie ; Erziehungsphilosophie ; Hegemonie ; Pädagogik
    Abstract: Antonio Gramsci gilt als meistzitierter italienischer Autor in den Geistes- und Sozialwissenschaften seit Machiavelli. Die Auseinandersetzung mit Gramsci prägt nicht nur die Cultural Studies, sondern ist auch Grundlage für Perspektiven kritischer Pädagogik. Das gilt auch zunehmend für den deutschsprachigen Diskurs, in dem bisher eine systematische Rezeption von Gramscis Werk in den Erziehungs- und Bildungswissenschaften aussteht. Der vorliegende Band versammelt aktuelle transdisziplinäre und transnationale Beiträge und versteht sich als Anstoß zum Weiterdenken – in a Gramscian way. Die freie Verfügbarkeit der E-Book-Ausgabe dieser Publikation wurde ermöglicht durch die Deutsche Forschungsgemeinschaft, den Fachinformationsdienst Erziehungswissenschaft und Bildungsforschung und ein Netzwerk wissenschaftlicher Bibliotheken zur Förderung von Open Access in den Erziehungs- und Bildungswissenschaften
    Note: Literaturangaben
    URL: kostenfrei
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  • 160
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    Grenzziehungen und Grenzbeziehungen des Disziplinären : Verhältnisbestimmungen (in) der Erziehungswissenschaft (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt GmbH & Co. KG
    Details
    ISBN: 9783781560420
    Language: German
    Pages: 1 Online-Ressource (135 Seiten) , Illustrationen
    Series Statement: Beiträge zur Theorie und Geschichte der Erziehungswissenschaft 49
    Series Statement: klinkhardt forschung.
    Parallel Title: Erscheint auch als Grenzziehungen und Grenzbeziehungen des Disziplinären
    Keywords: Education ; Aufsatzsammlung ; Pädagogik ; Wissenschaftsforschung ; Interdisziplinarität ; Geschichte
    Abstract: The attempts to talk about educational science, to measure it and to give it a certain theoretical and systematic order go hand in hand with the definition of its boundaries and relationships. This volume looks at discursive inclusions and exclusions, the 'in-between' positioning of educational science, the drawing, shifting and debating of boundaries to the 'social outside' by the 'educational science inside'. The logics of reception and participation in educational science discourses, the establishment of sub-disciplines, the organisation of science policy controls or the utilisation of findings are just as relevant as methodologically reconstructive relationships
    Abstract: Die Versuche, über Erziehungswissenschaft zu sprechen, sie zu vermessen und ihr eine gewisse theoretische sowie systematische Ordnung zu verleihen, gehen einher mit Grenz- und Verhältnisbestimmungen. Dieser Band betrachtet diskursive Ein- und Ausschließungen, die ‚Zwischen‘-Positionierung der Erziehungswissenschaft, die Grenzziehungen, -verschiebungen und -debatten zum ‚gesellschaftlichen Außen‘ durch das ‚erziehungswissenschaftliche Innen‘. Die Rezeptions- und Beteiligungslogiken in erziehungswissenschaftlichen Diskursen, die Etablierung von Subdisziplinen, die Ordnungen wissenschaftspolitischer Steuerungen oder die Inanspruchnahme von Erkenntnissen sind dabei ebenso relevant wie methodisch rekonstruktive Verhältnissetzungen
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  • 161
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    Innovative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education : Proceedings of ‘The Learning Ideas Conference’ 2022 (2023)
    Cham : Springer International Publishing | Cham : Imprint: Springer
    Details
    ISBN: 9783031215698
    Language: English
    Pages: 1 Online-Ressource(XVIII, 622 p. 197 illus., 166 illus. in color.)
    Edition: 1st ed. 2023.
    Series Statement: Lecture Notes in Networks and Systems 581
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education—Data processing. ; Education—Research. ; Computational intelligence. ; Education. ; Education ; Education
    Abstract: CyEd: A Cyberinfrastructure for Computer Education -- Socio-Affective Profiles in Virtual Learning Environments: Using Learning Analytics -- Adaptive Scaffolding Toward Transdisciplinary Collaboration: Reflective Polyvocal Self-study -- Emergency Remote Teaching: A Case Study -- Cascades of Concepts of Virtual Time Travel Games for the Training of Industrial Accident Prevention -- Emotional Intelligence: A Journey Inside the Emotional Life within an Immersive Interactive Setting -- Creating Affective Collaborative Adult Teams and Groups Guided by Spiral Dynamic Theory -- Experiential Learning in Digital Contexts – A Case Study -- Models and Methods of Online Team Teaching -- Implementation of a Talent Development Program in Higher Education -- The Use of Indie4all Platform for Visually Impaired Students on the Acquisition of Learning Objects with Computational Thinking Practices in Μusic, Math and Physics.
    Abstract: New technologies provide us with new opportunities to create new learning experiences, leveraging research from a variety of disciplines along with imagination and creativity. The Learning Ideas Conference was created to bring researchers, practitioners, and others together to discuss, innovate, and create. The Learning Ideas Conference 2022 was the 15th annual conference and was the first time the conference was held as a hybrid event. The conference took place from June 15 to 17, 2022, both in New York and online, and included two special tracks: The Adaptive Learning via Interactive, Collaborative and Emotional Approaches (ALICE) Special Track and a track on Inclusive Learning. Topics covered in this book include, among others, online learning methodologies, diversity and inclusion in learning, case studies in university and corporate settings, new technologies in learning (such as virtual reality, augmented reality, holograms, and artificial intelligence), adaptive learning, and project-based learning. The papers included in this book are of interest to researchers in pedagogy and learning theory, university faculty members and administrators, learning and development specialists, user experience designers, and others.
    DOI: 10.1007/978-3-031-21569-8
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    MPI Ethno. Forsch.
  • 162
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    Book
    Postmigrantische Generation : das intergenerationale Familiengedächtnis als Bildungsprozess (2023)
    Bielefeld : transcript
    Details
    ISBN: 9783837666786 , 3837666786
    Language: German
    Pages: 381 Seiten , 24 cm x 15.5 cm, 657 g
    Series Statement: Postmigrantische Studien Band 13
    Series Statement: Postmigrantische Studien
    Parallel Title: Erscheint auch als
    Dissertation note: Dissertation Leopold-Franzens-Universität Innsbruck 2022
    DDC: 305.90691209436
    RVK:
    MS 2000
    RVK:
    MS 3600
    RVK:
    LB 56000
    Keywords: Weitergabe ; Intergenerationentransfer ; Migration ; Erinnerung ; Generationsbeziehung ; Bildungsprozess ; Einwanderung ; Familie ; Österreich ; Generation ; Familie ; Bildung ; Arbeitsmigration ; Migration ; Familiengedächtnis ; Biografieforschung ; Erinnerung ; Erzählung ; Bildungsforschung ; Bildungssoziologie ; Pädagogik ; Family ; Education ; Labour Migration ; Family Memory ; Biographical Research ; Memory ; Narrative ; Educational Research ; Sociology of Education ; Pedagogy ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Österreich ; Einwanderung ; Erinnerung ; Weitergabe ; Familie ; Generationsbeziehung ; Bildungsprozess ; Migration ; Familie ; Generationsbeziehung ; Intergenerationentransfer
    URL: Inhaltsverzeichnis  (lizenzpflichtig)
    URL: Inhaltsverzeichnis  (lizenzpflichtig)
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    BSZ
    GBV
    BVB
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  • 163
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    Not lost in translation : The implications of machine translation technologies for language professionals and for broader society (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (60 p.) , 21 x 28cm.
    Series Statement: OECD Social, Employment and Migration Working Papers no.291
    Keywords: Education ; Employment ; Social Issues/Migration/Health ; Australia ; Canada ; France ; Germany ; Italy ; New Zealand ; Singapore ; Sweden ; United Kingdom ; United States
    Abstract: The paper discusses the implications of recent advances in artificial intelligence for knowledge workers, focusing on possible complementarities and substitution between machine translation tools and language professionals. The emergence of machine translation tools could enhance social welfare through enhanced opportunities for inter-language communication but also create new threats because of persisting low levels of accuracy and quality in the translation output. The paper uses data on online job vacancies to map the evolution of the demand for language professionals between 2015 and 2019 in 10 countries and illustrates the set of skills that are considered important by employers seeking to hire language professionals through job vacancies posted on line.
    DOI: 10.1787/e1d1d170-en
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  • 164
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    Education policy outlook in Australia (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (58 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.67
    Keywords: Bildungspolitik ; Bildungswesen ; Australien ; Education ; Australia
    Abstract: This country policy profile on education in Australia is part of the Education Policy Outlook series. Building on the first policy profile for Australia (2013), it offers a concise analysis of where the education system stands today and how this compares to other systems. The profile analyses the evolution of ongoing and emerging related policy efforts in Australia, including education responses to the COVID-19 pandemic. It also offers relevant international policy examples that may serve as possible inspiration as policy makers work to address Australia's key challenges and priorities. The report brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as recent OECD data, relevant thematic and country-specific work, and other international and national evidence. It also benefits from the Education Policy Outlook's ongoing comparative analysis of resilience and responsiveness in education policy.
    DOI: 10.1787/ce7a0965-en
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  • 165
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    Micro-credentials for lifelong learning and employability : Uses and possibilities (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (44 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.66
    Keywords: Bildungsabschluss ; Bildungspolitik ; Weiterbildung ; Lebenslanges Lernen ; Education ; Employment
    Abstract: Micro-credentials are increasingly prominent in discussions around education, training and labour market policy. Policymakers, educators and trainers across the world envision micro-credentials to be an innovation with a multitude of potential uses and benefits – a sort of all-purpose solution for the problems confronting education, training and labour market systems – and some have begun to integrate them into existing practice and policy frameworks. However, evidence on the value and impact of micro-credentials remains scarce, limiting commitment on the part of stakeholders. This paper examines what is known about both the potential and limitations of micro-credentials with respect to enhancing learners’ labour market participation and outcomes, widening pathways from upper secondary to higher education, improving completion of higher education, and promoting social inclusion among disadvantaged learners.
    DOI: 10.1787/9c4b7b68-en
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  • 166
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    The uses of process data in large-scale educational assessments (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (23 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.286
    Keywords: Education
    Abstract: The digital transition in educational testing has introduced many new opportunities for technology to enhance large-scale assessments. These include the potential to collect and use log data on test-taker response processes routinely, and on a large scale. Process data has long been recognised as a valuable source of validation evidence in assessments. However, it is now being used for multiple purposes across the assessment cycle. Process data is being deliberately captured and used in large-scale, standardized assessments – moving from viewing it as a "by-product" of digital assessment, to its use "by design" to extend understanding of test-taker performance and engagement. While these techniques offer significant benefits, they also require appropriate validation practices to ensure that their use supports reliable inferences and do not introduce unintended negative consequences.
    DOI: 10.1787/5d9009ff-en
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  • 167
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    Comment les établissements d’enseignement primaire publics sont-ils financés ? (2023)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (7 p.) , 21 x 28cm.
    Series Statement: Les indicateurs de l'éducation à la loupe no.82
    Parallel Title: Parallele Sprachausgabe How are public primary schools funded?
    Keywords: Education
    Abstract: La manière dont les gouvernements décident du niveau de financement des établissements d’enseignement primaire publics varie considérablement, même si elle fait en général appel à une combinaison de critères réglementés et de critères discrétionnaires. Des restrictions sont en outre généralement imposées sur les modalités d’utilisation des fonds alloués, qui doivent ainsi être affectés à des catégories de dépenses spécifiques. Cette pratique n’est toutefois pas universelle et les établissements de certains pays de l’OCDE disposent d’une autonomie considérable pour l’affectation de leurs ressources, même s’ils n’ont en revanche que peu d’influence sur le montant initial des fonds qui leur sont attribués.
    DOI: 10.1787/462c666e-fr
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  • 168
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    Stratégie de l’OCDE sur les compétences au Luxembourg (version abrégée) : Évaluation et recommandations (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264972032 , 9789264664326 , 9789264662537
    Language: French
    Pages: 1 Online-Ressource (40 p.) , 21 x 28cm.
    Series Statement: Études de l'OCDE sur les compétences
    Parallel Title: Parallele Sprachausgabe OECD Skills Strategy Luxembourg: Assessment and Recommendations
    Keywords: Education ; Luxembourg
    Abstract: Les compétences sont la clé d’un avenir meilleur et déterminent la capacité des pays et des personnes à s’épanouir dans un monde de plus en plus interconnecté et en rapide mutation. Les mégatendances, comme la transformation numérique, la mondialisation, les changements démographiques et climatiques, remodèlent le monde du travail et la société, suscitant une demande croissante pour des niveaux de compétences plus élevés et de nouveaux ensembles d’aptitudes. Les projets fondés sur la Stratégie de l’OCDE sur les compétences offrent aux pays une approche stratégique et globale permettant d’évaluer les défis et les possibilités qui se présentent à eux en matière de compétences et de les aider à mettre en place des systèmes de compétences plus efficaces. L’OCDE travaille en collaboration avec les pays afin d’élaborer des réponses stratégiques adaptées aux besoins spécifiques de chacun d’eux en matière de compétences. Cette approche s’appuie sur le cadre stratégique de l’OCDE sur les compétences, qui permet d’examiner ce que les pays sont susceptibles d’améliorer pour permettre : 1) l’acquisition de compétences utiles tout au long de la vie ; 2) l’utilisation efficace des compétences dans le cadre professionnel et social ; 3) le renforcement de la gouvernance des systèmes de compétences. Ce rapport, Stratégie de l’OCDE sur les compétences au Luxembourg : Évaluation et recommandations, définit les possibilités et formule des recommandations afin d’élargir les offres de formation des adultes adaptées au marché du travail, d’orienter et d’encourager les choix de compétences, d’attirer et de retenir les talents étrangers pour combler le manque de compétences et de renforcer la gouvernance des données sur les compétences au Luxembourg. Cette version abrégée présente le résumé ainsi qu’un aperçu de l’analyse et des recommandations contenues dans le rapport complet. Le rapport est disponible en anglais dans son intégralité sur le site de l’OCDE.
    DOI: 10.1787/dcf9ea51-fr
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  • 169
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    What systematic connections should we have around schools to support the work of teachers? : Global lessons and the potential of ambition loops (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (80 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.296
    Keywords: Education
    Abstract: Co-constructing a long-term sustainable vision on the future of teaching is a policy priority for many countries as society rapidly changes. There is a need to create space in the teacher debate to look forward for inspiration and to learn from contemporary change in other professions, such as the concept of “connective professionalism”. There is also a paradox to navigate. On the one hand, the idea of change can be daunting. This leads to people seeking comfort in the known. On the other hand, the status quo is unlikely to provide the solutions required for a prosperous and sustainable future for the teaching profession. In this paper, we introduce an Ambition loops tool to create preferred future scenarios that can support the work of teachers, add to the prosperity for students and communities, and support transformation of education to meet contemporary challenges while focusing on current needs. The framework has an iterative design and outlines ambitions relevant to all stakeholders in the school-community, education community and broader societal sectors. The current framework statements have been distilled from a review of the research as well as engagement with experts and practitioners.
    DOI: 10.1787/77de597c-en
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  • 170
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    The Geography of Higher Education in Québec, Canada (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264985223 , 9789264465602 , 9789264612228
    Language: English
    Pages: 1 Online-Ressource (104 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Parallel Title: Parallele Sprachausgabe La géographie de l'enseignement supérieur au Québec, Canada
    Keywords: Hochschule ; Räumliche Verteilung ; Innovation ; Quebec (Provinz) ; Education ; Canada
    Abstract: Québec is mobilised to become an innovation and entrepreneurial leader in North America, giving higher education institutions (HEIs) a central role in this drive. HEIs are pivotal in developing skills and nurturing talent, connecting and contributing to their communities, including firms, public authorities and civil society. The Stratégie québécoise de recherche et d’investissement en innovation (SQRI) has placed HEIs at the fore front of the provincial innovation and entrepreneurship efforts, including with an explicit spatial approach, through the “innovation zones”. This review assesses the “geography of higher education” in Québec through the examination of ten case study HEIs. These case studies represent examples of innovative and entrepreneurial HEIs that support entrepreneurship and innovation in their communities. In particular, the case studies tell the story of the province of Québec in creating sustainable entrepreneurship and innovation, connecting actors and mobilising resources and policies. The review offers actionable policy recommendations to generate further progress in this direction.
    DOI: 10.1787/becf3c60-en
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  • 171
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    Innovating Assessments to Measure and Support Complex Skills (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264528369 , 9789264378506 , 9789264563384
    Language: English
    Pages: 1 Online-Ressource (254 p.) , 21 x 28cm.
    Keywords: Qualifikation ; Messung ; Education
    Abstract: Policy makers around the world recognise the importance of developing young people’s 21st century skills like problem solving, creative thinking, self-regulation and collaboration. Many countries also include these skills as part of the intended learning outcomes of their education systems. To shift intention into practice, educational assessments need to better measure what matters. Innovative assessments are needed that combine conceptual, technological and methodological advances in educational measurement. This report explores new approaches to measuring complex skills through a practical and applied assessment design lens, bringing together perspectives from leading experts to consider what we can learn from the learning sciences to define more authentic assessment experiences and expand the range of skills we are able to measure in both disciplinary and cross-disciplinary contexts of practice. The report also examines how technology can expand our possibilities for innovation, including the creation of more interactive and immersive problems and the generation of meaningful sources of potential evidence about students’ proficiency. Finally, the report explores how we can make sense of the rich data captured in interactive digital environments using new analytical approaches, and how we can ensure the valid interpretation and use of results from innovative assessments.
    DOI: 10.1787/e5f3e341-en
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  • 172
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    Gender, Education and Skills : The Persistence of Gender Gaps in Education and Skills (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264403338 , 9789264621619 , 9789264670921
    Language: English
    Pages: 1 Online-Ressource (56 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Keywords: Bildungsniveau ; Bildungspolitik ; Qualifikation ; Geschlecht ; Geschlechterdiskriminierung ; OECD-Staaten ; Education ; Social Issues/Migration/Health
    Abstract: The 2023 Gender, Education and Skills Report on the persistence of gender gaps in education and skills presents fresh insights on progress towards gender equality in education. The report tries to understand why teen boys are more likely than girls, on average, to fail to attain a baseline level of proficiency in reading, mathematics and science, and why high-performing girls do not continue investing in developing skills in areas such as mathematics and science, when compared to high-performing boys. The report also describes that, despite overall gender gaps in mathematics and science being quite small, young women continue to be under-represented in STEM-related fields after leaving school. These career choices are also reflected in gender disparities in the labour market: tertiary-educated women earn 76% of the earnings of their male peers. This could be possible because men are more likely than women to pursue studies in fields associated with higher earnings, such as engineering, manufacturing and construction, and ICTs, while women still choose fields associated with lower earnings, including education, welfare, and arts and humanities.
    DOI: 10.1787/34680dd5-en
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  • 173
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    Estudio multidimensional de El Salvador : Prioridades estratégicas para un desarrollo sólido, inclusivo y sostenible (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264758193 , 9789264555716 , 9789264464360
    Language: Spanish
    Pages: 1 Online-Ressource (528 p.) , 21 x 28cm.
    Series Statement: Caminos de Desarrollo
    Parallel Title: Parallele Sprachausgabe Multi-dimensional Review of El Salvador: Strategic Priorities for Robust, Inclusive and Sustainable Development
    Keywords: Education ; Governance ; Development ; El Salvador
    Abstract: El Salvador ha consolidado importantes avances en su desarrollo en los últimos 30 años. El fin de la guerra civil en 1992 señaló el establecimiento de una democracia liberal y de un modelo de desarrollo abierto basado en la exportación, que contribuyó a reducir la pobreza y la desigualdad. Sin embargo, el modelo de la posguerra no ha generado el dinamismo económico o los puestos de trabajo que el país necesita. El crecimiento económico fue moderado en los años previos a la pandemia de COVID-19, promediando 2.4%, y la productividad creció al 0.1% durante la pasada década. Para impulsar un desarrollo más sólido, inclusivo y sostenible son necesarias acciones decisivas. Basándose en un análisis multidimensional del desarrollo en El Salvador este informe plantea cuatro recomendaciones prioritarias: 1) sentar las condiciones para la transformación productiva y la modernización de la economía; 2) aumentar la cantidad, calidad y pertinencia de la educación; 3) gestionar mejor los recursos hídricos para llevar agua y saneamiento a todos de manera sostenible; y 4) modernizar el Estado para que pueda generar bienes públicos clave – desde la seguridad ciudadana a la educación o la salud – de manera eficaz, y conducir el país hacia la próxima etapa de su desarrollo.
    DOI: 10.1787/926438d3-es
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  • 174
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    A Bayesian workflow for the analysis and reporting of international large-scale surveys : A case study using the OECD Teaching and Learning International Survey (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (47 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.291
    Keywords: Education
    Abstract: This report aims to showcase the value of implementing a Bayesian framework to analyse and report results from international large-scale surveys and provide guidance to users who want to analyse the data using this approach. The motivation for this report stems from the recognition that Bayesian statistical inference is fast becoming a popular methodological framework for the analysis of educational data generally, and large-scale surveys more specifically. The report argues that Bayesian statistical methods can provide a more nuanced analysis of results of policy relevance compared to standard frequentist approaches commonly found in large-scale survey reports. The data utilised for this report comes from the OECD Teaching and Learning International Survey (TALIS). The report provides steps in implementing a Bayesian analysis and proposes a workflow that can be applied not only to TALIS but to large-scale surveys in general. The report closes with discussion of other Bayesian approaches to international large-scale survey data, in particularly for predictive modelling.
    DOI: 10.1787/588c4a12-en
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  • 175
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    Managing student transitions into upper secondary pathways (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (91 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.289
    Keywords: Education
    Abstract: Many factors influence students’ experiences in upper secondary education and beyond, including upper secondary curricula, programme design and support for students. But a good transition from earlier levels of education is the first, essential step in a successful journey through upper secondary education and into further education and/or employment. The design of transition systems can mitigate existing inequities in education, but it can also accentuate them. Transitions can also influence student well-being. They can have either a negative impact, for example through highly competitive systems that can be stressful for students and narrow their development, or a positive impact, for example by helping to construct young people’s sense of agency and ability to make informed decisions about their future. This paper looks at how countries manage students’ transition into upper secondary education and the main policy implications of each transition point and how they can influence student outcomes.
    DOI: 10.1787/663d6f7b-en
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  • 176
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    The demand for language skills in the European labour market : Evidence from online job vacancies (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (54 p.) , 21 x 28cm.
    Series Statement: OECD Social, Employment and Migration Working Papers no.294
    Keywords: Education ; Social Issues/Migration/Health ; Austria ; Belgium ; Bulgaria ; Croatia ; Cyprus ; Czech Republic ; Denmark ; Estonia ; Finland ; France ; Germany ; Greece ; Hungary ; Ireland ; Italy ; Latvia ; Lithuania ; Luxembourg ; Malta ; Netherlands ; Poland ; Portugal ; Romania ; Slovak Republic ; Slovenia ; Spain ; Sweden ; United Kingdom
    Abstract: This paper investigates the demand for language skills using data on online job vacancies in 27 European Union member countries and the United Kingdom in 2021. Evidence indicates that although Europe remains a linguistically diverse labour market, knowing English confers unique advantages in certain occupations. Across countries included in the analyses, a knowledge of English was explicitly required in 22% of all vacancies and English was the sixth most required skill overall. A knowledge of German, Spanish, French and Mandarin Chinese was explicitly demanded in between 1% and 2% of all vacancies. One in two positions advertised on line for managers or professionals required some knowledge of English, on average across European Union member countries and across OECD countries in the sample. This compares with only one in ten positions for skilled agricultural, forestry and fishery workers and among elementary occupations.
    DOI: 10.1787/e1a5abe0-en
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  • 177
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    Catching up on lost learning opportunities : Research and policy evidence on key learning recovery strategies (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (26 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.292
    Keywords: Education
    Abstract: Climate change and natural disasters, the COVID-19 pandemic, and geopolitical shocks have increasingly disrupted school education around the world in recent years. Whether leading to school closures, school destructions or repeated interruptions in students’ learning experiences, these external shocks have translated into lost learning opportunities for students. In this context, education systems face heightened pressure to become ever more resilient, enhance the efficiency of public spending and address emerging learning gaps. This working paper highlights key education strategies for helping students catch up on lost learning opportunities and bridge learning gaps, based on a review of research and policy evidence from OECD and non-OECD countries. It examines a range of academic strategies to address learning gaps, including i) adapting instructional strategies and pedagogies to individual needs, ii) extending and adapting the time of instruction, and iii) providing curricular flexibility and enabling fluid learning pathways within the school system. It provides research evidence on the effectiveness of such strategies, together with examples of their large-scale implementation and cost-effectiveness considerations. While this paper presents programmes of general interest for all countries, a separate policy brief targets learning recovery strategies for students in Ukraine.
    DOI: 10.1787/a69c5909-en
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  • 178
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    The geography of higher education of Newfoundland and Labrador, Canada : Assessing the role of Memorial University within its regional innovation ecosystem (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (50 p.) , 21 x 28cm.
    Series Statement: OECD SME and Entrepreneurship Papers no.39
    Keywords: Education ; Industry and Services ; Canada
    Abstract: This paper analyses Memorial University’s contribution to the economic development of the province of Newfoundland and Labrador in Canada, specifically focusing on the university’s contributions to the provincial ocean economy. It analyses the university’s public engagement, entrepreneurship, and collaboration strategies, programs, and relationships to understand Memorial’s regional impact.
    DOI: 10.1787/5599133d-en
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  • 179
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    Digital technologies to support young children with special needs in early childhood education and care : A literature review (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (38 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.294
    Keywords: Education
    Abstract: This review examines the current literature on the use of digital technologies to support young children with special needs in early childhood education and care (ECEC). It identifies four key areas of focus, which relate to understanding and articulating the purpose and focus for integrating assistive technologies (ATs) in ECEC; activating and integrating expertise in ECEC; developing an engaged community of experience and practice; and promoting and supporting quality AT design. Foundations for further developments are evident across the research literature and the review derives recommendations to provide direction for ECEC policy makers and staff, educational institutions and allied support networks for achieving the promise of AT for children with special needs in ECEC.
    DOI: 10.1787/34f9d9e8-en
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  • 180
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    Skills in Latin America : Insights from the Survey of Adult Skills (PIAAC) (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264343344 , 9789264841857 , 9789264865280
    Language: English
    Pages: 1 Online-Ressource (147 p.) , 21 x 28cm.
    Series Statement: OECD Skills Studies
    Keywords: Bildungsniveau ; Qualifikation ; Erwachsene ; Jugendliche ; Erwachsenenbildung ; Weiterbildung ; Lateinamerika ; Education
    Abstract: Human capital is a key determinant of success for individuals and economies alike. Literacy and numeracy are key foundations for higher-order cognitive skills, while solving problems in technology-rich environments is increasingly important, as information and communications technology (ICT) spreads into all aspects of life. Despite remarkable recent increases in enrolment and educational attainment, the countries of Latin America lag behind in skills development among both secondary school students and the wider adult population. Young adults are still struggling in the labour market, while employers report skill shortages are a barrier to business. As countries in the region seek to shift their economies into higher value-added activities to escape the “middle-income trap”, they will need to improve the skills of their working-age population across the board. This report explores the situation of youth and adults in Latin America by using data from the Survey of Adult Skills (PIAAC) from Chile, Ecuador, Mexico and Peru and the Programme for International Student Assessment (PISA) from Argentina, Brazil, Chile, Colombia, Costa Rica, the Dominican Republic, Mexico, Panama, Peru and Uruguay. These data have been supplemented by results from the World Bank STEP survey of adults living in urban areas of Bolivia and Colombia.
    DOI: 10.1787/5ab893f0-en
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  • 181
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    Empowering Young Children in the Digital Age (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264779440 , 9789264901612 , 9789264746381
    Language: English
    Pages: 1 Online-Ressource (248 p.) , 21 x 28cm.
    Series Statement: Starting Strong
    Keywords: Digitalisierung ; Kinder ; Jugendliche ; Social Web ; Education
    Abstract: Digitalisation is transforming education as well as social and economic life, with implications for childhood. Early Childhood Education and Care (ECEC), with its immense potential to shape children’s early development, learning and well-being, can play a major role in addressing the opportunities and risks that digitalisation brings to young children. Digitalisation also creates new ways of working that have the potential to lead to quality improvement in the ECEC sector. This report provides a 360-degree view of the challenges of digitalisation in ECEC and possible policy responses.
    DOI: 10.1787/50967622-en
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  • 182
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    Roadmap for scaling up local school community engagement to inform education policy making in Ireland (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (48 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.80
    Keywords: Education ; Ireland
    Abstract: During the last decade, several OECD countries have been supporting citizen engagement in policy making to better respond to increasingly volatile environments and complex problems. Ireland has a strong tradition and culture of partnership models and stakeholder engagement in education policy making. However, a desire to explore new opportunities for school community engagement and how they could support existing national consultation processes contributed to the exploration of alternative forms of stakeholder engagement in education. This has prompted the Teaching Council in collaboration with a range of Government Departments and national stakeholders, to request assistance from the European Commission's Directorate-General for Structural Reform Support (DG REFORM) for the project "Support to improve local community engagement in Ireland's education policy development". Drawing from international examples, existing stakeholder engagement practices in Ireland, the contributions of a wide range of education stakeholders and a pilot exercise, this report proposes a model and roadmap for exploring the potential of school community engagement to further support policy making across the Irish education system.
    DOI: 10.1787/8eb17b2c-en
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  • 183
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    Child participation in decision making : Implications for education and beyond (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (85 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.301
    Keywords: Education
    Abstract: Child empowerment is on the policy agenda of education systems around the world, in particular since the increasing emphasis in policy and research discourse on supporting children's participation rights. A large body of literature suggests that child participation in making decisions on matters that affect them is not only essential from a child rights perspective, but also that it is associated with several positive outcomes from the individual to societal level. In OECD countries there are many domains in which children can and do actively participate in making decisions, including regarding their education. This paper explores how and where children can participate in decision making, with a focus on policies and practices in OECD education systems. It outlines key considerations for child participation, including barriers that many systems are struggling to overcome.
    DOI: 10.1787/a37eba6c-en
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  • 184
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    Où se trouvent les enseignants expérimentés? (2023)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (4 p.) , 21 x 28cm.
    Series Statement: L'enseignement à la loupe no.45
    Parallel Title: Parallele Sprachausgabe Where to find experienced teachers?
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: L'importance des enseignants expérimentés ne saurait être sous-estimée. Ils peuvent en effet contribuer à améliorer les résultats des élèves, mais aussi la qualité globale de l'enseignement en soutenant leurs collègues moins expérimentés. Ce numéro de la série L'Enseignement à la loupe (Teaching in Focus [TIF]) analyse leur répartition entre les établissements sous les deux angles distincts, mais complémentaires, de l'égalité et de l'équité.
    DOI: 10.1787/b0b0bc00-fr
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  • 185
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    New PISA results: strengthening education systems in the wake of the pandemic (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (6 p.) , 21 x 28cm.
    Series Statement: PISA in Focus no.123
    Keywords: Education
    Abstract: As the global benchmark in educational assessments, PISA results are always hotly anticipated. The eighth round of PISA assessment was originally planned to take place in 2021 but the disruption caused by COVID-19 forced the assessment to be postponed by a year. The first results of PISA 2022 will be unveiled in two volumes on 5 December 2023. The focus of PISA 2022 is mathematics, with an emphasis on mathematics reasoning, to highlight its importance in tackling complex real-life challenges. The first volume examines how student performance in mathematics, reading and science as well as equity in education evolved before and after the pandemic. The second volume of PISA 2022 identifies "resilient education systems" that maintained or promoted student learning, equity, and well-being amid the pandemic.
    DOI: 10.1787/62fc50a3-en
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  • 186
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    Indicators of inclusion in education : A framework for analysis (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (70 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.300
    Keywords: Education
    Abstract: Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.
    DOI: 10.1787/d94f3bd8-en
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  • 187
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    Putting AI to the test : How does the performance of GPT and 15-year-old students in PISA compare? (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (8 p.) , 21 x 28cm.
    Series Statement: OECD Education Spotlights no.6
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: Advancements in artificial intelligence (AI) are laying the groundwork for extensive and rapid transformations in society. Understanding the relationship between AI capabilities and human skills is essential to ensure policy responsiveness to ongoing and incoming changes. The OECD has tracked how well AI systems fare on tasks from the Programme for International Student Assessment (PISA), comparing AI performance to that of 15-year-old students in the test's core domains of reading, mathematics and science. Tests were conducted using the Generative Pre-Trained Transformer (GPT) family of large language models (LLMs), the AI behind ChatGPT, which took the world by storm after its public release in late 2022. Results show that both GPT versions outperform average student performance in reading and science. In addition, we observe rapid advances in mathematics where AI capabilities are quickly catching up with those of students. In November 2022, GPT-3.5 could answer 35% of a set of PISA mathematics tasks, a level of performance significantly below that of humans, who answer 51% of the tasks successfully on average. However, by March 2023, GPT-4 answered 40% of the tasks successfully. Policy implications of these results are discussed in this paper.
    DOI: 10.1787/2c297e0b-en
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  • 188
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    Guide de l'enseignant sur l'évaluation sommative en classe des élèves au Maroc (2023)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (123 p.) , 21 x 28cm.
    Keywords: Education ; Morocco
    Abstract: Le guide présent est l'un des deux guides préparés par l'OCDE pour aider les enseignants au Maroc à effectuer des évaluations en classe et à renforcer leurs pratiques pédagogiques. Au Maroc, le contrôle continu vise à mesurer l'apprentissage des élèves à la fin d'une période d'apprentissage et contribue aux décisions concernant la progression et/ou la certification d'un élève. Ce guide présente les principes clés pour un contrôle continu de qualité au Maroc. Il porte sur les étapes principales de l'évaluation de l'apprentissage des élèves dans la classe : de l'élaboration, à la passation, à la correction, et à la communication des résultats des épreuves. Il aborde également des potentiels traitement inéquitables, liés aux caractéristiques des élèves ou de la classe, qui peuvent se produire pendant le processus de l'évaluation. Le guide a été rédigé par des experts en la matière et a bénéficié des contributions par des inspecteurs pédagogiques et enseignants Marocain dans le cadre d'ateliers au Maroc.
    DOI: 10.1787/2ac20f43-fr
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  • 189
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    An assessment of the professional development of teachers and school leaders, and curriculum and learning resources in Moldova (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (96 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.78
    Keywords: Lehrkräfte ; Lehrplan ; Schule ; Moldawien ; Education ; Moldova, Republic of
    Abstract: The Republic of Moldova considers education a national priority and has been making steady progress in reforming and modernising its education system. The Ministry of Education and Research (MoER) in 2023 launched its Education Development Strategy 2030 and requested the European Union (EU) to engage the OECD to undertake a deeper analysis of selected policy domains that are central to its education reform. This laid the foundation for the project "Support to the implementation of education policies in Moldova", funded by the EU. The MoER expressed a keen interest to learn from international research evidence and relevant international examples to help advance its education reform agenda. This report is the first output of the project that presents an in-depth analysis of two of three selected policy domains: "professional development of teachers and other education professionals" and "curriculum and learning resources" and has been developed by the OECD in collaboration with the UNESCO International Institute for Education Planning. The report will be valuable for Moldova and other countries that are looking to strengthen their school systems.
    DOI: 10.1787/22633a40-en
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  • 190
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    Untapping the potential of resource banks in the classroom (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (65 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.74
    Keywords: Education
    Abstract: Resource banks support learning in classrooms by improving the quality of teacher instruction and assessment. They are typically online platforms that include examples of curriculum-aligned assessment tasks and complementary instruction, assessment and learning materials. These can be used by teachers, students and parents to improve learning in schools. While resource banks have become an important curriculum and assessment tool in many OECD countries, information about them remains scarce. This policy perspective provides a framework to help educators plan, design and use resource banks. First, policymakers should have a thorough concept of the resource bank and carefully plan its governance and resourcing structure. Second, the definition and development of its content and the platform's underlying technology should be guided by quality, security and privacy principles that place users at the centre. Thirdly, once released, it is important to promote awareness of the resource bank to key stakeholders and maintain content and IT-support. This will ensure resource banks have a long-lasting and positive impact on educational practices.
    DOI: 10.1787/f1a19b94-en
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  • 191
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    Guide de l'enseignant sur l'évaluation formative et la différenciation pédagogique des élèves au Maroc (Volume 1) (2023)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 1 Online-Ressource (106 p.) , 21 x 28cm.
    Keywords: Education ; Morocco
    Abstract: Le guide présent est l'un des deux guides préparés par l'OCDE pour aider les enseignants au Maroc à effectuer des évaluations en classe et à renforcer leurs pratiques pédagogiques. Ce guide identifie l'interaction entre l'évaluation formative et la différenciation pédagogique comme une stratégie importante pour promouvoir l'apprentissage de tous les élèves. Il propose des principes clés qui aideront les enseignants à fournir un enseignement de qualité à l'ensemble de la classe, et un soutien plus ciblé aux élèves en difficulté. Ce premier volume est dédié à l'évaluation formative. L'évaluation formative consiste à évaluer les acquis et les progrès des élèves à différentes moments du processus d'apprentissage pour mettre en lumière leurs forces et difficultés, donner des retours aux élèves, et adapter l'enseignement en conséquence. Le guide a été rédigé par des experts en la matière et a bénéficié des retours des acteurs locaux, notamment du Ministère de l'Éducation au Maroc.
    DOI: 10.1787/98329707-fr
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  • 192
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    Measuring Innovation in Education 2023 : Tools and Methods for Data-Driven Action and Improvement (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264737686 , 9789264600201 , 9789264731882
    Language: English
    Pages: 1 Online-Ressource (287 p.) , 21 x 28cm.
    Series Statement: Educational Research and Innovation
    Keywords: Bildungsforschung ; Bildung ; Innovation ; Messung ; OECD-Staaten ; Education ; Science and Technology
    Abstract: Measuring innovation in education and understanding its drivers and obstacles is essential to improve the quality of the education sector – and of specific educational establishments. Are pedagogical and administrative practices changing in the expected direction? Do educational institution have a positive innovation culture that supports innovation? What are the drivers of innovation that policy makers or institution leaders could influence to achieve the systems' educational objectives? How much do countries invest in educational research? This book proposes insights and tools to policy makers and education leaders willing to drive change based on data and evidence and new tools and methodologies for education policy makers and institution leaders to answer those questions. Based on the research literature and the long experience of innovation and research surveys, these tools are meant either for a statistical collection or to engage in self-reflection at the institutional level. Three aspects of innovation are covered: educational innovation at the system level, innovation culture within educational institutions, innovation towards equity in education. A questionnaire to measure educational research and experimental development expenditures and implementation and new methodologies to measure certain aspects of educational innovation and educational research based on big data and bibliometrics are also presented.
    DOI: 10.1787/a7167546-en
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  • 193
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    Engaging young citizens : Civic education practices in the classroom and beyond (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (16 p.) , 21 x 28cm.
    Series Statement: OECD Education Policy Perspectives no.65
    Keywords: Education
    Abstract: Many OECD countries have implemented programmes and policies specifically targeting the development of civic skills and values in schools. Some of the most successful practices steer away from knowledge-transfer-based learning, and towards experiential learning practices which empower children by placing them in the centre of the learning process. The benefits of experience-based learning programmes also have the potential to reach beyond the classroom walls, allowing schools and students to create and strengthen relationships with the communities around them.
    DOI: 10.1787/2166378c-en
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  • 194
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    Ensuring Quality Digital Higher Education in Hungary (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264421868 , 9789264786059 , 9789264690561
    Language: English
    Pages: 1 Online-Ressource (206 p.) , 21 x 28cm.
    Series Statement: Higher Education
    Keywords: Studium ; Hochschulpolitik ; Digitalisierung ; Ungarn ; Education ; Hungary
    Abstract: The emergence of fully online, hybrid and blended forms of higher education has led governments, quality assurance agencies and higher education institutions (HEIs) across the OECD to reflect on how to ensure that digital education provides learners with opportunities to reach learning and employment outcomes similar to those achieved through traditional in person instruction. Building on stakeholder engagement and comparative analysis, this report offers an assessment of Hungary’s quality assurance system for higher education and, more specifically, its strengths and weaknesses for assuring the quality of digital higher education. It offers recommendations and policy options to support the ongoing reform of Hungary’s higher education accreditation system as well as a list of potential digital education indicators to be integrated in the assessment frameworks used by the Hungarian Accreditation Committee (MAB) for the accreditation of higher education institutions.
    DOI: 10.1787/5f44fd6f-en
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  • 195
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    Advancing Digital Maturity in Croatia’s Higher Education System (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264576896 , 9789264666740 , 9789264981454
    Language: English
    Pages: 1 Online-Ressource (189 p.) , 21 x 28cm.
    Series Statement: Higher Education
    Keywords: Digitalisierung ; Hochschule ; Kroatien ; Education ; Croatia
    Abstract: The Croatian government views digitalisation as a way to improve access to higher education and increase its attractiveness. To this end, it is investing in modernising digital infrastructure and building capacity to effectively integrate digital technologies into the higher education sector. This report provides an account of the activities and findings of a project on assessing and improving digital maturity in Croatian higher education institutions, which was carried out by the OECD and funded by the European Union. The objective of the project was to provide support and advice to Croatian authorities as they develop their policy approach to higher education digitalisation. This report details the activities and outcomes of the project. It reviews international best practices related to enhancing the quality of digital higher education. It also provides technical guidance to public authorities on prioritising investments in various forms of digital infrastructure. Finally, it offers guidance to Croatian higher education institutions to support their strategic development process and their investment strategies with regard to digitalisation.
    DOI: 10.1787/c3c8d452-en
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  • 196
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    Propuestas para un plan de acción para reducir el abandono escolar temprano en España (2023)
    Paris : OECD Publishing
    Details
    Language: Spanish
    Pages: 1 Online-Ressource (63 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Proposal for an action plan to reduce early school leaving in Spain
    Keywords: Education ; Spain
    Abstract: El abandono escolar temprano (AET) puede dar lugar a crecientes desafíos individuales y ocasionar elevados costes económicos para los sistemas educativos y las sociedades en general. España ha logrado avances significativos en la reducción del AET en los últimos años; en 2022, la tasa de AET era de 13,9%, casi la mitad de lo observado hace una década. Sin embargo, la tasa media de España sigue siendo de las más elevadas de los países miembros de la OCDE y de la Unión Europea, con notables disparidades regionales. Basándose en la evidencia de la investigación y en las buenas prácticas nacionales e internacionales, y gracias a la contribución de los actores clave del sistema educativo, este informe identifica las fortalezas y los principales desafíos para abordar el AET en España. Determina así cinco áreas de acción y propone una serie de recomendaciones con un enfoque coordinado para reducir el AET en todas las comunidades autónomas y en las ciudades autónomas de Ceuta y Melilla.
    DOI: 10.1787/9bc3285d-es
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  • 197
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    Équité et inclusion dans l'éducation (version abrégée) : La diversité fait la force (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264766358 , 9789264968202 , 9789264782792
    Language: French
    Pages: 1 Online-Ressource (76 p.) , 21 x 28cm.
    Parallel Title: Parallele Sprachausgabe Equity and Inclusion in Education: Finding Strength through Diversity
    Keywords: Education
    Abstract: Les gouvernements et les décideurs en matière d'éducation sont de plus en plus préoccupés par l'équité et l'inclusion dans l'éducation en raison de plusieurs tendances mondiales majeures telles que les changements démographiques, les crises de migration et de réfugiés, l'augmentation des inégalités et le changement climatique. Ces évolutions ont contribué à accroître la diversité au sein des populations nationales et ont suscité des inquiétudes quant à la capacité des systèmes éducatifs à être équitables et inclusifs pour tous les élèves. Ce rapport du projet "La diversité fait la force" examine comment les systèmes éducatifs peuvent répondre à l'augmentation de la diversité et favoriser une plus grande équité et inclusion dans l'éducation. Basé sur un cadre holistique d'étude de la diversité, de l'équité et de l'inclusion dans l'éducation, le rapport examine cinq domaines politiques clés (à savoir la gouvernance, les ressources, le renforcement des capacités, les interventions au niveau des écoles, et le suivi et l'évaluation), fournit des exemples de politiques et de pratiques, et offre des conseils politiques sur la promotion de systèmes éducatifs plus équitables et plus inclusifs.
    DOI: 10.1787/e9be59d0-fr
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  • 198
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    La géographie de l'enseignement supérieur au Québec, Canada (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264901728 , 9789264337640 , 9789264823945
    Language: French
    Pages: 1 Online-Ressource (108 p.) , 21 x 28cm.
    Series Statement: Études de l'OCDE sur les compétences
    Parallel Title: Parallele Sprachausgabe The Geography of Higher Education in Québec, Canada
    Keywords: Education ; Canada
    Abstract: Le Québec aspire à devenir le leader de l'innovation et de l'entrepreneuriat en Amérique du Nord et, pour cela, s'appuie sur les établissements d'enseignement supérieur (EES) qui ont un rôle central dans cette démarche. Les EES permettent le développement des compétences et l'épanouissement des talents, tout en créant de nouveaux liens avec leurs communautés - notamment avec le secteur privé, les pouvoirs publics et la société civile. La Stratégie québécoise de recherche et d’investissement en innovation (SQRI) place les EES au cœur des efforts provinciaux réalisés en matière d'innovation et d'entrepreneuriat, grâce notamment à une approche spatiale explicite à travers les "zones d'innovation". La présente étude évalue la "géographie de l'enseignement supérieur" au Québec à travers dix études de cas d'EES innovants et engagés dans le soutien à l'entrepreneuriat et à l'innovation dans leurs communautés. L’analyse montre aussi dans quelle mesure les EES québécois soutiennent l’entrepreneuriat, l'innovation, la mise en relation entre acteurs, ainsi que la mobilisation de ressources et d'acteurs politiques. Des recommandations politiques implémentables sont proposées afin de continuer à développer cette dynamique.
    DOI: 10.1787/41aede9c-fr
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  • 199
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    Multi-dimensional Review of El Salvador : Strategic Priorities for Robust, Inclusive and Sustainable Development (2023)
    Paris : OECD Publishing
    Details
    ISBN: 9789264956094 , 9789264644663 , 9789264930117
    Language: English
    Pages: 1 Online-Ressource (502 p.) , 21 x 28cm.
    Series Statement: OECD Development Pathways
    Parallel Title: Parallele Sprachausgabe Estudio multidimensional de El Salvador : Prioridades estratégicas para un desarrollo sólido, inclusivo y sostenible
    Keywords: Entwicklung ; Wirtschaftswachstum ; Nachhaltige Entwicklung ; El Salvador ; Education ; Governance ; Development ; El Salvador
    Abstract: El Salvador has made significant development progress in the past 30 years. The end of the civil war in 1992 marked the establishment of a liberal democracy and an open export-led development model, which led to a reduction in poverty and inequality. However, with economic growth averaging a modest 2.4% in the years before the COVID-19 pandemic, and productivity growth of 0.1% over the past decade, the post-war model has not generated the economic momentum or the jobs that the country needs. Decisive action is necessary to kickstart more robust, inclusive and sustainable development. Based on a multi-dimensional analysis of development in El Salvador, this report makes four priority recommendations: 1) build the conditions for a productive transformation and modernisation of the economy; 2) increase the quantity, quality and relevance of education; 3) manage water resources better to deliver water and sanitation for all in a sustainable manner; and 4) modernise the State so it can effectively deliver key public goods, from security to education to health, and successfully steer the next stage in the country’s development.
    DOI: 10.1787/2f3d5e1f-en
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  • 200
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    What can we learn from the PISA reading-fluency test? (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (8 p.) , 21 x 28cm.
    Series Statement: PISA in Focus no.121
    Keywords: Education
    Abstract: Proficient readers use and engage with a variety of texts, including books, online articles and social media. They can find information, understand the literal and the implied meaning, and reflect critically on content and form. But before students can become proficient readers, they must become fluent readers. In every language, once students read fluently, they can devote their effort and attention to higher-level comprehension tasks and engage more deeply with texts. This policy brief examines what we can learn from the results of the assessment of students' reading fluency within the 2018 PISA test, and its importance for teachers.
    DOI: 10.1787/c698b19a-en
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