Suchergebnisse

- Need to assess equity and efficiency of investment of time, effort, and money into Koreans' development of English ability from standpoint of economic resource allocation - One-third of all primary and secondary school students' private tutoring expenditures go toward English study; college students and adults also invest substantial time and effort in English learning - Equity Issue: So-called "English gap" between income classes and across regions - There exist large disparities in private education investment between income groups and differing degrees of English exposure across regions despite similar income levels - Large class- and region-based differences in English scores on National Assessment of Educational Achievement (NAEA), College Scholastic Ability Test (CSAT), and Test of English for International Communication (TOEIC) - English ability more strongly influenced by environment than other subjects and used as screening device for entrance to colleges and companies, indicating significance in terms of equality of opportunity - Three questions associated with efficiency of resource allocation for English education: (1)To what extent are people rewarded in the labor market for their English education investments? (2)Is it desirable to have English-related experience used as a device for screening and signaling? (3)Are employees' English abilities matched with the needs of their position? - English experience beneficial in job applicant screening and interviews, but TOEIC score found to be more important in determining full-time employment status, workplace scale, and salary - Wage premium for English proficiency may be associated more with worker's other capabilities than English-related productivity improvements ·No connection observed between premium and job demands for English proficiency ·College students found to sacrifice studies and activities in other areas due to their perception that companies value English-related experience - Mismatch between workplace English demands and employee proficiency by job type ·Lower frequency of use in business/clerical positions relative to high levels of investment and proficiency owing to demands for related experience in application process ·Far lower investment and proficiency than needed for positions in sciences and medicine/pharmaceuticals ·Need for rethink practice of using English as a screening device for gauging the abilities of liberal arts (as opposed to science) students - Rational, ongoing efforts required from primary/secondary schools, universities, companies, and government to enhance equity and efficiency of investments in English education - Schools: Promote practicality of English teaching and prevent English gap from growing - Universities: Prevent English study from interfering with development of other student capabilities - Companies: Demand appropriate level of English proficiency for position - Government: Promote equity and efficiency of investment through improvements to public education and hiring practices

The demographic shift occurring in Serbia has had a profound effect on the education system. The student population has declined by 21 percent in primary schools and 13 percent in secondary schools since 2000, but the school network has changed little since then. This has resulted in many schools with few students. Furthermore, the total number of teachers working in the education system has been increasing until very recently, creating further pressures on the education sector wage bill. In recognition of such challenges in the education sector as well as other social sectors, the Government of Serbia has embarked on a program to review the organizational and functional structures of service delivery, supported by a Stand-By Arrangement (SBA) approved by the International Monetary Fund (IMF) in February 2015. The purpose of the program is to enhance productivity and performance in the delivery of public services while also reducing the wage bill in the public administration.

High poverty rates in rural areas of the Socialist Republic of Vietnam & the important function of rural diversification for the national economy require a consistent program for rapid & sustained rural development. Against this background, the role of education in development & the present situation of education in rural Vietnam are analyzed using statistical data from the Vietnamese government, UNESCO, & other sources. In the light of limited resources, a twofold strategy for improved rural education is discussed. Reforms of the country's financial & institutional framework need to be carried out in tandem with curriculum reforms, new approaches to educational research, & teacher training. 4 Tables, 31 References. Adapted from the source document.

Together with the collapse of the communist regime in Poland, the question about a new way of organizing social life arose. Almost the entire political class has opted for a return to the pattern of a liberal democracy. Under the new system, a number of important issues had to be tackled, including the question of the supreme values or ideals presented to students by state schools, including those of higher education. The author notes that putting forward these ideals results from the fact of handing down to the younger generation what in the development of society so far has proved to be most valuable. A model of such education was proposed in the 1960s by the British philosopher of education Richard S. Peters. Since societies develop, their ideals change as well. On the basis of the example of the last hundred and fifty years of development of the Anglo-Saxon culture, the author shows the tension between the two ideals of civil society organization, the first coming from John Stewart Mill and other from John Rawls. Understanding what is most valuable in social life must be reflected in the content and forms used by public education. This is what seems to be the key justification of the need to communicate values and ideals to pupils and students by schools and universities. Concluding, the author poses a number of important questions regarding the specific understanding of a liberal democracy by states such as Poland, which are returning to this economic and political system after decades of enslavement. ; Projekt Operacyjny Polska Cyfrowa POPC.02.03.01-00-0039/18

"In this collection, local experts use personal narratives and empirical data to explore the history of Mexican American and Puerto Rican education in the Chicago Public Schools (CPS) system. The essays focus on three themes: the historical context of segregated and inferior schooling for Latina/o/x students; the changing purposes and meanings of education for Latina/o/x students from the 1950s through today; and Latina/o/x resistance to educational reforms grounded in neoliberalism. Contributors look at stories of student strength and resistance, the oppressive systems forced on Mexican American women, the criminalization of Puerto Ricans fighting for liberatory education, and other topics of educational significance. As they show, many harmful past practices remain the norm--or have become worse. Yet Latina/o/x communities and students persistently engage in transformative practices shaping new approaches to education that promise to reverberate not only in the city but nationwide. Insightful and enlightening, Latina/o/x Education in Chicago brings to light the ongoing struggle for educational equity in the Chicago Public Schools"--

The economics of education gradually became institutionalized in the period following the Second World War. Human capital theory was the central pillar in this process. Nevertheless, it did not go unchallenged. The first challenges came from within the mainstream itself, but economists affiliated to other paradigms also called human capital theory into question. This applied in particular to the work of the radical economists. The aim of this article is to document this critical episode in the history of ideas in the economics of education. To that end, the nature of the radical economists' critique is examined and it is shown how it connects to human capital theory.

Kenya is among the African countries that have made notable advances in the quest for Universal Primary Education (UPE). Major landmarks in this regard include free primary education, increased enrolments, and an attempt to democratize education governance through decentralized management. However, the road towards full attainment of UPE has also been marked by increasingly complex internal inefficiencies in the form of increased dropout rates, congested classrooms, shortage of teachers and basic facilities, and a policy framework that favours centralism over inclusivity. Equity concerns, with regard to gender, region, ethnicity, and socio-economic background also abound. Furthermore, overemphasis on primary education may have locked out other sectors of education from their due policy and fiscal attention. Such shortcomings compromise the ideal of UPE, namely the provision of an education that is equitable and meaningful to all—including underserved populations.

This article employs historical records, cultural traditions, and insights from recent interviews with history teachers to trace the beginnings of history teaching and the political landscape that has shaped school history and history curricula in Ghana. The article argues that history education in Ghana has survived the ravages of time, Western historiographical ideals and imperialist ambitions as well as politically motivated legislations and reforms. The article concludes that history education is regaining its grounds in Ghanaian schools and raises implications for teacher education and resource provision in schools. The article contributes to an understanding of the evolution of history education in Ghana and the impact of colonial and political forces on curricula, teaching and learning of African history. ; https://upjournals.up.ac.za/index.php/yesterday_and_today/article/view/3614 ; pm2022

English
In contrast to the widespread local popularity of the police-led Drug Abuse Resistance Education (DARE) school-based programme, evaluation studies have consistently questioned its sustained impact on adolescent drug use. Our focus in this article is on the role of state government in DARE policy. Semi-structured personal interviews were conducted with 30 people, including past or present state agency officials and external researchers. These cases are organised chronologically along three time periods: (1) the genesis and expansion of DARE; (2) the resiliency of the programme to negative evaluation evidence; and (3) the decline of DARE.