The Effects of Free Secondary School Track Choice: A Disaggregated Synthetic Control Approach
In: CESifo Working Paper No. 8879
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In: CESifo Working Paper No. 8879
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Working paper
In: IZA Discussion Paper No. 14033
SSRN
Working paper
In: Economic notes, Band 47, Heft 2-3, S. 353-386
ISSN: 1468-0300
We study the effects of a peer‐to‐peer learning environment designed for lower secondary schools that provides financial education using games, videos and other materials provided online. We exploit a quasi‐experimental setting with a control group to evaluate the effects of the learning environment and to distinguish them from the effects of a general economics course. We use two different samples from subsequent years to check the robustness of the results. Our results demonstrate the positive effects of financial education on financial knowledge, but no significant effects are shown in terms of savings behaviour. Further, although we find that girls improve their scores much more than boys after the educational intervention, we also find that this results from general education rather than from the specific intervention. Finally, we find that increased knowledge and enhanced savings behaviour are strongly correlated, supporting the notion that financial education holds promise for changing financial behaviour.
In: Journal of LGBT youth: an international quarterly devoted to research, policy, theory, and practice, Band 11, Heft 4, S. 364-387
ISSN: 1936-1661
In: Kasetsart journal of social sciences, Band 43, Heft 1
ISSN: 2452-3151
In: Journal of urban affairs, S. 1-24
ISSN: 1467-9906
In: Economics of education review, Band 56, S. 40-51
ISSN: 0272-7757
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 20, Heft 3, S. 249-281
ISSN: 1467-873X
In: Curriculum Inquiry, Band 20, Heft 3, S. 249
In: Uluslararası Avrasya Sosyal Bilimler Dergisi: International Journal Of Eurasia Social Sciences, Band 11, Heft 40, S. 519-529
ISSN: 2146-1961
The purpose of the study was to explore the work motivation among secondary school teachers. The table revealed that 23.67% secondary school teachers have low level of work motivation, 47% secondary school teachers have average level of work motivation and 29.33% secondary school teachers have high level of work motivation. 20% female teachers have low level of work motivation, 48% female teachers have average level of work motivation and 32% female secondary school teachers have high level of work motivation. Similarly 27.33% male secondary school teachers have low level of work motivation, 46% male secondary school teachers have average level of work motivation and 26.67% male secondary school teachers have high level of work motivation. 12% government secondary school teachers have low level of work motivation, 49.33% government secondary school teachers have average level of work motivation and 16% government secondary school teachers have high level of work motivation. Similarly 35.33% private secondary school teachers have low level of work motivation, 44.67% private secondary school teachers have average level of work motivation and 20% private secondary school teachers have high level of work motivation. There was no significant difference in the work motivation of male and female secondary school teachers. There was significant difference in the work motivation of government and private secondary school teachers.
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In: IZA Discussion Paper No. 7940
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In: Futures: the journal of policy, planning and futures studies, Band 20, Heft 2, S. 177
ISSN: 0016-3287
In: Social scientist: monthly journal of the Indian School of Social Sciences, Band 3, Heft 5, S. 52
This paper examines violence in Ugandan secondary schools in the past, at present and in the future. It starts by identifying the different forms of violence, before dealing with each of the forms holistically, arguing that the concept has several dimensions which collectively limit school and student educational achievement. The paper thus suggests efforts to be made to curb violence in Ugandan secondary schools. The paper brings out the fact that violence in Ugandan secondary schools has a long history. Efforts have been put in place to prevent violence though it remains a mountainous task that schools have to grapple with lest it spreads into the future. The paper ends by calling upon Government and other stakeholders to constantly make efforts towards the elimination of all forms of violence in all Ugandan secondary schools.
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