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AbstractWhile Brazil has high rates of adolescent fertility for its below‐replacement total fertility rate, we know little about the causal effects of adolescent childbearing and adolescent union formation for women's education. In this paper, we examine unique data from the 2013 School‐to‐Work Transitions Survey to address the consequences of adolescent childbearing and adolescent union formation on educational outcomes of Brazilian young women. We apply several analytical strategies to address the endogeneity between adolescent childbearing and educational outcomes. Our findings suggest that childbearing during the teenage years is detrimental to the educational attainment of Brazilian women, and that educational disadvantages persist once we take into account mother's selection into adolescent childbearing. The penalty for adolescent mothers ranges from −1.66 to −1.80 fewer years of schooling and from 41 to 35 percent difference in the probabilities of graduating from high school. Additional findings show that marital unions among adolescent mothers have a compounding role at further hindering women's educational progress. Combined, our findings suggest that young mothers, particularly those in a marital union, face additional layers of disadvantages, demonstrating that early family formation is a meaningful stratifier for women in an already highly‐stratified society.

Altres ajuts: EDU2008-00816/EDUC ; The article analyses the 'soft power' that the Federal government of Brazil has gained by designing and implementing a very ambitious Plan for the Development of Education. It draws on fieldwork carried out in the country in 2009 and 2010 in order to conduct a discourse analysis of the strategy deployed by the key political agents. The results show to what extent the Federal government has used some catchwords to underpin a general consensus. It has also convinced the international organisations and civil society organisations that the 'programme ontology' of the programme (e.g. hypotheses on the beneficial impacts of multi-dimensional intervention) is reliable enough to wait for a decade until having a whole evaluation. However, since these agents eventually recall varied kinds of political mobilisation, some contradictions and tensions are already apparent. In general, the analysis unveils a complex interplay of national and supra-national politics of education.

The educational policy in Romania from a policy-cycle approach.

5th International Conference on New Horizons in Education (INTE) -- JUN 25-27, 2014 -- Paris, FRANCE ; WOS: 000383740200122 ; Since its foundation EU aims to increase the number of members, to make the collaboration among its members. EU having the economic characteristics at this point has focuses its politic in some areas such as agriculture, social politics and economics. In order to arrive to its economical targets the education has been considered as instrument.In the field of education EU education cooperation initiatives carried out in accordance with economic objectives of the community. After the Second War, the knowledge, the developments in the communication technologies and the globalisation fact have played great role in the education approach of EU. According to respond the growing expectation of indviduals, EU has been forced to develop education policy with quality and efficient. Education is one of the fundamental rights of individuals. Therefore All member states perceive a need to increase the quality of their education, develop accessed to learning at all stages of life. Its clear that Life-long learning has become the basic point in EU's educational strategy. This concept includes in itself all the stages and forms of education and besides combines them. The aim of this study was to focus on the educational policy of European Union which has the goal of maintaining collaboration and integration among the members of the union within the framework of common cultural values. And also with this study was stressed historical perspective of EU education programmes. (C) 2015 The Authors. Published by Elsevier Ltd.