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"We propose a model that combines statistical discrimination and educational sorting that explains why blacks get more education than do whites of similar cognitive ability. Our model explains the difference between blacks and whites in the relations between education and AFQT and between wages and education. It cannot easily explain why, conditional only on AFQT, blacks earn no more than do whites. It does, however, suggest, that when comparing the earnings of blacks and whites, one should control for both AFQT and education in which case a substantial black-white wage differential reemerges. We explore and reject the hypothesis that differences in school quality between blacks and whites explain the wage and education differentials. Our findings support the view that some of the black-white wage differential reflects the operation of the labor market"--National Bureau of Economic Research web site

This paper seeks to uncover the realities behind the integration, or lack thereof, of Environmental Education into the core science curriculum as well as suggestions to successfully integrating it. There is an urgent need for transformative environmental education and action-based environmental participation, concerns also echoed by the international community. The schools should be vested with an environmental mission about/for/in the environment. Educational legislation for science education and practice are bridged by a myriad of difficulties to successfully integrating it (Hart, 2002; Metz et al., 2010). Effective strategies for integration as well as teachers' preparedness and professional development are among the steps towards successful integration.Key-words: Environmental education, science education, knowledge mobilization, scientifically-literate citizens, teachers' professional development.

[The author tried] to review how the debate of the significance of community for political thinking and citizenship education has emerged out, of the liberalism versus communitarian debate and the revival of a civic republican conception of politics. This raises the issue of how do we develop through community involvement, especially on the local level, a more deliberative and democratic politics which can also provide a more political framework for citizenship education. Thus community involvement in the new citizenship curriculum based on the pedagogy of service learning must address the question of how the learning experience can be best structured to challenge students to become learning experience can be best structured to challenge students to become 'political' and aware of the political significance of civic engagement in local communities. (DIPF/orig.).

For over a hundred years, psychologists and human biologists have been engaged in an often heated debate as to whether 'heredity' or 'environment' should be viewed as the determining factor in the creation of the human personality. For teachers and educationists, the discussion has tended to focus on how the human mind functions and intellectual powers develop. The controversy is often simply expressed in terms of 'nature' versus 'nurture,' with some scientists declaring that human beings are a product of a transaction between the two. To many, such enquiry and speculation is little more than

This handbook focuses on and compares the education systems in the three Americas: North, Central and South America, and includes a chapter on most countries in the region. The chapters follow a common structure and include schematic diagrams of the structure of mainstream education from pre-primary to tertiary level. Each chapter starts with a description of the historical and social foundations of the education system from the post-World War II period up to today, including political, economic and cultural contexts and conditions. By highlighting important dates and structural decisions, the current education system can be understood as resulting from past developments. The first part ends with a description of the transitions to the labour market that are offered, and the way in which these are organized in the education system described. The second part consists of an overview of the institutional and organizational principles as well as the structure of education from pre-primary to tertiary level. It includes a focus on legislative bases and financial provisions for the education system and a description of the structure by using the ISCED-classification. It further includes information of the supply of human resources such as teachers and other educators. The third and final part of the handbook discusses selected educational trends and aspects. In this context, three topics are of particular interest: dealing with inequality, ICT and digitization activities, and STEM-related policies and programmes.

"We consider redistributional taxation between people with and without human capital if education is endogenous and if individuals differ in their perceptions about own ability. Those who see their ability as low like redistributive taxation because of the transfers it generates. Those who see their ability as high may also like redistributive taxation because it stops other people receiving education and increases the quasi rents on their own human capital. It is surprising that this rather indirect effect can overcompensate them for the income loss from taxation and make the overconfident want higher taxes than the less confident do. The results, however, turn out to be in line with empirical evidence on the desired amount of redistribution among young individuals." (author's abstract)

This ed. first published 1973. ; Bibliography: p. 239-244. ; Mode of access: Internet. ; 2

The indispensable role of knowledge in this global era where every aspect of the world has been digitalised cannot be compromised with. This is because, knowledge is one of the key factors of economic development. This is because no country can achieve sustainable economic development without investment in education. The objective of this study was to carry out a trends analysis of government expenditure on education in Akwa Ibom State of South-South Nigeria. Secondary data employed were from Niger Delta citizens and Budget platform, National Bureau of Statistic's Human Development Index 2018 Report, Federal Ministry of Education and Akwa Ibom State Ministry of Finance. The data collected were analyzed using Ordinary Least Square, the result indicated that government education expedition boost economic development but the impact is fairly small. While the result on secondary schools enrolment [SSE] showed a position impact on economic development, primary schools enrolment [PSE] weakens economic development. Arising from the finding, the study recommends that the mechanism through which education funding are disbursed should be efficient to adequately serve all sub-sectors in the education sector for even economic development.

AbstractTo date, there has been little opposition to the growing influence of cognitive neuroscience in education from the education profession itself. However there is growing criticism from the fields of psychology and philosophy. This paper aims to summarize the central arguments found in literature critical of the claims made by cognitive neuroscientists who advocate its potential to improve education. The paper is organized around three sections which draw together assessments from psychology, philosophy and sociology of education. The first, "Brain, Mind and Culture," lays out the general argument against neuro‐education and evaluates two common assumptions made by advocates of neuro‐education: that there is a causal relationship between brain and mind and that learning is a central tenet of education. The second section, "Promises and Problems," critically considers an example of neuro‐educational research and then goes on to discuss how neuro‐education has detrimental consequences for two necessary conditions of liberal subject‐based education; disciplinarity and pedagogic authority. The final section, "Discourses of Risk, Vulnerability and Optimal Outcomes," considers wider sociological literature to locate neuro‐education within its contemporary cultural context. The paper concludes with a summary of the main philosophical and moral objections to neuro‐education.

Drawing on current scholarship, Education and Society takes students on a journey through the many roles that education plays in contemporary societies. Addressing students' own experience of education before expanding to larger sociological conversations, Education and Society helps readers understand and engage with such topics as peer groups, gender and identity, social class, the racialization of achievement, the treatment of immigrant children, special education, school choice, accountability, discipline, global perspectives, and schooling as a social institution. The book prompts students to evaluate how schools organize our society and how society organizes our schools. Moving from students to schooling to social forces, Education and Society provides a lively and engaging introduction to theory and research and will serve as a cornerstone for courses such as sociology of education, foundations of education, critical issues in education, and school and society.

This article is part of a Masters research in progress and has as its object the Brazilian State facing the right to education. By means of a documental research, on the basis of the Federal Constitution of 1988, the Law of Guidelines and Bases 9.394/1996 and other documents aimed to discuss how this right has materialized throughout history. The results show that the right to education is a fundamental dimension of citizenship, which is related to a conception of the State and their form of government. This right extends beyond the idea of set of rules, guidelines and actions, because it is linked to the commitment of thinking a model other society with a division of wealth more fairly

<div><p><em>As education is being increasingly promulgated as an effective tool to reduce poverty, it is pivotal to evaluate the impact of different levels of education on poverty. This chapter analyzes the relationship between education and poverty in Punjab, using data from the primary survey of 1520 households collected over 2008-2010 from rural and urban habitations. Analysis has been done at the household as well as the individual level. Apart from making simple comparisons between standard of living, income and education level, logistic regression has been employed to sort out the determinants of poverty.</em></p><p><em>Standard of living and PCI are positively associated with education level at the household as well as the individual level, implying improvement in educational attainments reduces the likelihood of being poor. The results of logistic regression are in line with the generally accepted theory that educational attainment is critical in declining the incidence of poverty and should be given due consideration in implementing poverty alleviation programs. As one would expect, experience is negatively related with poverty status. </em></p></div>

Education is an important tool for the development of human potential. Organizations and individuals interested in development consider knowledge, skills and attitudes, obtained through formal, non-formal and incidental learning, as invaluable assets. Therefore, it is necessary to reflect on fundamental elements that shape the process through which education is attained: How do people learn, and what are the conditions that facilitate effective learning? Answers to these questions demonstrate that no education can be politically neutral, because there is no value-free education. The traditional or Indigenous education systems in Nigeria, which covered (and still cover) physical training, development of character, respect for elders and peers, development of intellectual skills, specific vocational trainings, developing a sense of belonging and participation in community affairs, and understanding, appreciating and promoting the cultural heritage of the community were, and are, not value-free. In other words, the goals and purpose of education, the content, the entire process and the procedures chosen for evaluation in education are all value-laden. This book attempts to show that the teaching-learning process in higher education, and religion, taught and learned through non-formal and informal education (or the hidden curriculum), and other socialization processes within and outside the formal school system, all interface to determine the persons that women become.

AbstractHow do coalitional dynamics matter for the capacity of states to maintain social inclusion in coordinated models of capitalism? Taking its departure in scholarship emphasizing the influence of employers on the extent of state intervention in post-industrial economies, this paper argues that employer influence depends on which actors they team up with – unions or parties. If unions depend on employers for their organizational influence in a policy field, unions become a strong coalitional partner for employers in weakening demands for inclusiveness from the parliamentary arena. Conversely, if unions have influence independent of any coalition with employers, both unions and employers are likely to team up with political parties aligned with their preferences. This makes the level of inclusion resulting from increased state intervention more fluctuating, depending on who holds government power. A comparative study of reforms of Danish and Austrian vocational education institutions corroborates the empirical purchase of the argument.