Suchergebnisse

This policy note is a diagnostic of the state of Nigerian skills and human capital. It seeks to understand the kinds and levels of human capital that Nigeria possesses to support its efforts toward economic competitiveness over the next two decades. It also looks at inefficiencies of the Nigerian skills-building system, including the barriers to growth, barriers to sharing prosperity, and presents policy recommendations and actions to overcome these constraints. The policy note offers key insights into the drivers of the labor market, the underlying analysis of why Nigeria has been unable to reduce its poverty rate over time, the jobs landscape, and the drivers, dimensions, and directions for skills development to transform the Nigerian economy. The emphasis is on directions for public sector responsibility and public-private partnerships. The study reinforces the nexus between the jobs and the employability. Finally, it provides the analytical bases and policy and programmatic directions for the government of Nigeria in keeping with the World Bank country partnership strategy (FY2014-17)

Opposes school choice and publicly funded vouchers for private schools; US. Opening speech from the Emergency Conference to Save Public Schools and Preserve Democracy, sponsored by the US Communist party, Sept. 1996.

The US educational and correctional systems are quintessential representations of the social welfare state and the penal state, respectively, and are typically configured as opposites. In the war on crime era, however, public schools collaborated with the criminal justice system to become more punitive. The institutions began to share leadership and funding, and developed policies, technologies, cultural practices, and a disciplinary rhetoric in common. In this article, the author explores the structural forces shaping the correctional approach in education. She draws on theories in the sociology of punishment to examine racialized youth punishment as a sociopolitical and economic strategy. This inquiry enables an assessment of the extent to which the sociopolitical economies of the penal state erode the social welfare principles of public schooling. She also ask how the expansion of penality in public schools addresses larger demands for economic growth and offers new strategies for managing populations abandoned at the urban industrial core. Adapted from the source document.

The industrial nations of the world are in the turbulent times of a structural shift from an industrial society to a technological society. This shift is evident in the unprecedented rate and scope of change in science and technology. The infusion of high technologies that constitute the automated factory or the factory of the future is having and will continue to have a profound impact on vocational and technical education. Institutions of secondary and postsecondary occupational education must develop processes to (1) plan and manage strategically, (2) upgrade curriculum and methods of instruction to reflect state-of-the-art technology, (3) develop programs that focus on human resource development, and (4) demonstrate an adequate return on investment in terms of value added to individuals and society. These issues must be addressed if there is to be a closer relationship between occupational education and the economy, and if this nation's people are to be the beneficiaries of science and technology.

In the last two decades, distance education has grown worldwide and is now established as a reliable educational method. Accompanying this development, questions about low rates of student persistence have come to interest governments, institutions, and university management. This article is based on an original local study at a university in Sweden investigating what it takes to get students to continue their enrolment in courses or programs. Teachers' views were captured in interviews and focus groups. These views were analyzed in the context of research in the field catalogued under the keywords "retention" and "persistence" in "distance education" and "distance learning." The results indicate that the teachers would like to see a shift in focus from students to the organization and its technical and administrative teacher and learner support. Staff attitudes, institutional structure, and the management views towards distance education seem to be critical factors.

In the last two decades, distance education has grown worldwide and is now established as a reliable educational method. Accompanying this development, questions about low rates of student persistence have come to interest governments, institutions, and university management. This article is based on an original local study at a university in Sweden investigating what it takes to get students to continue their enrolment in courses or programs. Teachers' views were captured in interviews and focus groups. These views were analyzed in the context of research in the field catalogued under the keywords "retention" and "persistence" in "distance education" and "distance learning." The results indicate that the teachers would like to see a shift in focus from students to the organization and its technical and administrative teacher and learner support. Staff attitudes, institutional structure, and the management views towards distance education seem to be critical factors.