Suchergebnisse

In this paper it is shown that education has a strong and significant effect on incomes from regular employment. The data base used is the 1974/75 Integrated Rural Survey

This report contradicts the commonly held view that women in Cote d'Ivoire are less likely than men to work for wages because of child-related obligations and low wage rates. Instead, it finds that limited participation can be attributed, at least in part, to their having less education. This report uses recent survey data from Cote d'Ivoire to investigate gender differences in education attainment and participation in the labor market. The authors estimate a model based on the simultaneous determination of wages and choice of participation in the labor market, and examine the differences between males and females in access to schooling

Analysis of the primary education sector of Bangladesh against the socioeconomic and political background, as part of the preparations for the SIDA supported General Education Project. Survey of major issues: financial imbalances; community involvement; standards of schooling; school facilities; teachers; curriculum and textbooks. Brief review of nonformal primary education and literacy. Recommendations for improvement are made for the next universal primary education phase. (CESO/DÜI)

The book starts from the assumption that the concept of identity is central to individual academics and to the workings of academic systems. The author argues that the higher education reforms and consequent changes in academic institutions have created an impetus towards a more structured environment, encouraging new, "professional" academic identities. Drawing on communitarian theories of identity, she asks whether this has meant a weakening of the dominance of the discipline in academic identity formation and development. The book is based on extensive fieldwork in eleven English higher education institutions and seven disciplines. Part One and Two set the conceptual framework and outline briefly the extent of policy change at national and institutional levels. Part Three focuses on two specific policy initiatives as case studies, the quality assurance policies of the early 1990s and research assessment. The author considers the responses to them of academic leaders, higher education institutions and academics in the basic units, and examines how far they have affected the institutional environment and the framework of assumptions within which academics work. Part Four develops the themes of academic identity development, continuity and change in depth, focusing first on the process of becoming an academic and then on three key roles: Researcher, teacher and manager. Each chapter demonstrates the impacts of policy upon the dynamic between individuals and different types of discipline and institution and what they mean for academic identities. (HoF/text adopted)

Many believe that equality of opportunity will be achieved when the prospects of children no longer depend upon the wealth and education of their parents. The institution through which the link between child and parental prospects may be weakened is public education. Many also believe that democracy is the political institution that will bring about justice. This study, first published in 2006, asks whether democracy, modeled as competition between political parties that represent different interests in the polity, will result in educational funding policies that will, at least eventually, produce citizens who have equal capacities (human capital), thus breaking the link between family background and child prospects. In other words, will democracy engender, through the educational finance policies it produces, a state of equal opportunity in the long run?