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Incl. bibl. ; This book focuses on the so-called shadow education system of private supplementary tutoring. In parts of East Asia in particular, such tutoring has long existed on a large scale. It is now becoming increasingly evident in other parts of Asia and in Africa, Europe and North America. Pupils commonly receive feefree education in public schools and then at the end of the day and/or during week-ends and vacations receive supplementary tutoring in the same subjects on a fee-paying basis. Supplementary private tutoring can have positive dimensions. It helps students to cover the curriculum, provides a structured occupation for young people outside school hours, and provides incomes for the tutors. However, tutoring may also have negative dimensions. If left to market forces, tutoring is likely to maintain and increase social inequalities, and it can create excessive pressure for young people who have inadequate time for nonacademic activities. Especially problematic are situations in which school teachers provide extra tutoring in exchange for fees from the pupils for whom the teachers are already responsible as part of their normal jobs. This book begins by surveying the scale, nature and implications of the shadow education system in a range of settings. It then identifies possible government responses to the phenomenon. It encourages a proactive approach through which governments determine which types of tutoring they consider desirable and which types are problematic, and then design appropriate policies.

Walter, N.: How will the new ERM affect EMU? S. 5-12. Mentre, P.: How to achieve Economic and Monetary Union. S. 13-22. Maigret, B. de: Better to have Monetary Union in 1997 than in the next century. S. 23-30. Salin, P.: Beyond Maastricht: Which Monetary Union? S. 31-36. Flemming, J. S.: What future for EMU? S. 37-40

Wird im Jahr 2030 kein Mensch mehr arm sein? Wird niemand mehr hungern müssen? Können alle Kinder wenigstens eine Grundschule besuchen? Konnten wir den Klimawandel abmildern, Städte nachhaltig umgestalten und die Ozeane schützen? Leben wir in friedlichen Demokratien, die die Menschenrechte zu Hause und über die eigenen Grenzen hinaus einhalten? Die 2030-Agenda der Vereinten Nationen und ihre 17 Ziele für nachhaltige Entwicklung versprechen die Transformation unserer Welt. Sie gelten für jedes Land, für die Länder des globalen Südens und des globalen Nordens, und damit auch für Deutschland. Angesprochen ist die ganze Bandbreite der Politik: Wirtschaft, Soziales, Umwelt, Finanzen, Agrar- und Verbraucherpolitik, Verkehr, Städtebau, Bildung und Gesundheit.

"Title XX in Illinois." ; Cover title. ; Mode of access: Internet.

Intro -- FrontMatter -- Preface -- Acknowledgment of Reviewers -- Contents -- 1 Introduction -- 2 Increasing U.S. Competitiveness by Improving Knowledge Creation and Technology Diffusion -- 3 Workforce Development -- 4 Supporting Supply Chains and Small and Medium-sized Enterprises -- 5 Sustainability and the Future of the Institutes -- 6 Key Points Made by Presenters During the Workshop -- References -- APPENDIXES -- Appendix A: Workshop Agenda -- Appendix B: Glossary -- Appendix C: Biographies of Speakers and Planning Committee Members.