Sophisticated monograph focussing on attainment at the end of secondary/high school education (and the interface with tertiary education). Combines re-analysis of secondary literature (including official statistics, institutional histories, interview data) and analysis of qualitative and quantitative primary research using descriptive and inferential statistics, value-added analysis and grounded theory. The results show the siginificance and weakness of both the mid-twentieth century classic analyses of social clas and the late-twentieth century feminist approaches. Shows how a joint considera
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In this article, the educational attainment of Indigenous peoples of working age (25 to 64 years) in Canada is examined. This diverse population has typically had lower educational levels than the general population in Canada. Results indicate that, while on the positive side there are a greater number of highly educated Indigenous peoples, there is also a continuing gap between Indigenous and non-Indigenous peoples. Data also indicate that the proportion with less than high school education declined, which corresponds with a rise of those with a PSE; the reverse was true in 1996. Despite these gains, however, the large and increasing absolute numbers of those without a high school education is alarming. There are intra-Indigenous differences: First Nations with Indian Status and the Inuit are not doing as well as non-Status and Métis peoples. Comparisons between the Indigenous and non-Indigenous populations reveal that the documented gap in post-secondary educational attainment is at best stagnant. Out of the data analysis, and based on the history of educational policy, we comment on the current reform proposed by the Government of Canada, announced in February of 2014, and propose several policy recommendations to move educational attainment forward.
In this article, the educational attainment of Indigenous peoples of working age (25 to 64 years) in Canada is examined. This diverse population has typically had lower educational levels than the general population in Canada. Results indicate that, while on the positive side there are a greater number of highly educated Indigenous peoples, there is also a continuing gap between Indigenous and non-Indigenous peoples. Data also indicate that the proportion with less than high school education declined, which corresponds with a rise of those with a PSE; the reverse was true in 1996. Despite these gains, however, the large and increasing absolute numbers of those without a high school education is alarming. There are intra-Indigenous differences: First Nations with Indian Status and the Inuit are not doing as well as non-Status and Métis peoples. Comparisons between the Indigenous and non-Indigenous populations reveal that the documented gap in post-secondary educational attainment is at best stagnant. Out of the data analysis, and based on the history of educational policy, we comment on the current reform proposed by the Government of Canada, announced in February of 2014, and propose several policy recommendations to move educational attainment forward.
The effects of residential location at age 16 and current residential location on measures of educational attainment are estimated. Particular attention is given to the effects of migration and family background on educational outcomes. It is shown that central cities and suburbs of large metropolitan areas in the United States have significantly higher levels of educational attainment. The reasons for this include migration of more highly educated individuals to large metropolitan areas and family background factors that are more favorable to higher levels of educational attainment in large urban areas. It is also shown that although urban advantages in schooling for respondents at age 16 have declined over time, urban advantages for respondents when they are older have increased. Data from the National Opinion Research Center's General Social Survey are used.
This article examines the growth of adult enrollment in recent decades in the United States and its impact on the educational attainment of the population. First, in order to better understand the growth of adult enrollment, the change between 1970 and 1990 is decomposed into its demographic elements. Next, the projected growth of enrollment over the next decade is analyzed. Finally, the article examines the cumulative impact of adult enrollment on educational levels, as well as on race and sex differentials in educational attainment. The study draws on data from the Integrated Postsecondary Education Data Systems, the U.S. decennial censuses, and the School Enrollment Supplements of the October 1970, 1980, and 1990 Current Population Surveys. The results highlight the role of the baby-boom generation in spurring the growth of adult enrollment. They also show that adult enrollment contributes significantly to the educational attainment of the U.S. population.
SummaryThe study demonstrates that, regardless of location, a pronounced reduction in fertility is achieved in Sri Lanka by the completion of junior secondary or higher levels of education; the reduction seems to be more marked in rural than in urban areas. Increased efforts to ensure that a significantly higher proportion of girls in Sri Lanka complete at least the junior secondary level would be likely to effect a significant reduction in fertility. It is therefore important in developing countries to explore the potential influence of female educational attainment as an effective weapon towards fertility reduction and to ascertain the extent of the decline in fertility produced by varing degrees of education, according to various characteristics.
