Suchergebnisse

Should education be subsidized for the purpose ofredistribution? The usual argument against subsidies to education abovethe primary level is that the rich take up most education, soa subsidy would increase inequality. We show that there is acounteracting effect: an increase in the stock of human capitalreduces the return to human capital and, therefore, pre-tax income inequality decreases.We consider a Walrasian world withperfect capital and insurance markets. Hence, in the absence ofa strive for redistribution, the market generates the efficient levelof investment in human capital. When there is a demand forredistribution, the general equilibrium effects on relative wagesmight make a subsidy to education an ingredient of a second-bestoptimal redistribution policy. Stimulating human capitalformation results in a compression of the wage distribution, and hencereduces the need for distortionary redistributive taxation. Wealso study the political viability of education subsidies.

This paper wrestles with the concept of care and its role in the movement towards abolitionist education. I draw from my experiences as a teacher / ethnographer in an alternative high school, called FREE LA, that serves and was created by system-impacted young people who have been pushed out of or barred from, or otherwise refused to participate in, traditional schooling. Grounded in students' perceptions of how this space departs from traditional schools and other carceral institutions, I grapple with their consistent emphasis on care. Students' juxtaposition between the type of care they experienced in traditional schools, and a different type of care experienced at FREE LA, leads me to consider both the violent genealogies of conditional care as endemic to state schooling, and the potential for reclaiming old-new genealogies of unconditional care that map radically reimagined educational space(s). The juxtaposition between these two types of care opens broader questions about the limitations of educational reform and the possibilities for abolitionist departure.

Considers (83) S. 2723, (83) S. 2724, (83) S. 2856. ; Considers legislation to establish state and White House Conferences on Education, establish a National Advisory Committee on Education, and authorize research in education. ; Record is based on bibliographic data in CIS US Congressional Committee Hearings Index. Reuse except for individual research requires license from Congressional Information Service, Inc. ; Indexed in CIS US Congressional Committee Hearings Index Part VI ; Considers (83) S. 2723, (83) S. 2724, (83) S. 2856. ; Considers legislation to establish state and White House Conferences on Education, establish a National Advisory Committee on Education, and authorize research in education. ; Mode of access: Internet.

The present research attempts to understand the fair representation of communities in scheduled castes (SCs) with educational achievement graduates and above in selected states of India. Diversity, Evenness and Inequality are examined by applying the indices Shannon-Weinner diversity, Buzas and Gibson evenness, and Theil inequality. We analysed census 2011 data comprising all graduates in the age group 20–24 years of age. Analysis of the Shannon diversity index affirms that not all the communities of SCs are equitably represented with education level graduation and above. The study illustrates that only a few communities with huge populations have education level attainment of graduates and above. Whereas the communities with smaller populations are underrepresented, and in some communities, the representation is nil. This corroborates the importance of identifying communities that are still underrepresented even after implementing affirmative action. The Shannon-winner index assessment indicates that the level of diversification across the communities within SCs of selected states does not differ. Further comparison of the quintessential value of and the perfect value of diversification by community's attainment in education level graduates and above reveals discrepancy and was the highest in the state of Tamil Nadu, with a differing value of 2.5, and the least in the state of Punjab, with a value of 1.6. The first step of the investigation identified the least diversification, lack of evenness, and inequalities between the communities of SCs by representation in education level graduate and above in the selected states of India. Hence, prioritizing rarely represented communities needs immediate attention.

Appendix, pp.[12]-18, contains the memorial, approved by the Commissioners of the Common School Fund and the Common Council of New York City, and the Legislature's "Act in relation to the Free School Society of New York." ; Contains arguments in explanation and support of a memorial presented to the New York Legislature by the trustees of the Free School Society of the City of New York "in relation to a proposed change of the present system of Free or Charity Schools into Public or General Schools" (p.[3]). ; Mode of access: Internet.

On the labour market, an important aspect is the resizing of jobs due to automation, respectively globalization. Technological changes have led to the need to acquire higher skills. The acquired knowledge and skills can lead to an increase in the ability of graduates to enter the labour market. Thus, for the member countries of the European Union, the article presents an analysis of the share of the population with age between 25 and 64 years, with a tertiary level of education. Likewise, the degree of insertion of graduates of tertiary education programs can be influenced by the economic activities carried out by economic agents. Analysis of employment rates for graduates of tertiary education programs is important. From this point of view, an analysis of the educational fields of the graduates is presented. The used comparative statistical analysis considered the study of the evolution of the number of tertiary level graduates, as well as of the educational fields, for the period 2013-2020, for the member countries of the European Union. Also, the 25-64 age group was selected, and for this the evolution of the share of people with tertiary education was studied. The importance of the degree to which graduates occupy a job after graduation, led to the selection of another indicator – the employment rate (for the period 2012-2021). The rate of participation in continuing professional education and training programs was another indicator for which a comparative statistical analysis was carried out. For all these analyses the existing database on the EUROSTAT website was used. The creation of new jobs involves, and also requires, new skills. For people in the field of work, the updating of skills, respectively their improvement, can be achieved by participating in education and professional training programs. At the same time, this subsequent participation in education and professional training programs is an indicator analysed in the article. The presented data show us that in 2021, approximately half of the population aged between 25 and 64, with tertiary education, was the majority in Ireland, Luxembourg, Cyprus, Sweden, Lithuania. The evolution of the number of graduates, at the level of the European Union, shows us that the number of graduates is increasing, so that in 2020 there were 4.24 million tertiary level graduates. It was found that in 2020 most graduates came from France, Germany, Spain, Italy, Poland. Also, in 2020, the most graduates were for the field of business, administration, and law, followed by: engineering, manufacturing and construction, health and welfare, and education. The lowest share of graduates was for the field of agriculture, forestry, fisheries, and veterinary. It was found that in 2021 the employment rate for people aged between 25 and 64, with a tertiary level of education, was high for: Malta, Poland, Hungary, Romania. The lowest values were registered in: Greece, Spain, Italy, Cyprus. At the same time, in the period 2013-2019, the values of the participation rate in education and professional training programs for people aged between 25 and 64, with a tertiary level of education, remained relatively constant, oscillating between 18.0% and 18.7%.