Democratising Educational Opportunities
In: Challenging the Injustice of Poverty: Agendas for Inclusive Development in South Asia, S. 160-196
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In: Challenging the Injustice of Poverty: Agendas for Inclusive Development in South Asia, S. 160-196
In: Families in society: the journal of contemporary human services, Band 41, Heft 7, S. 368-369
ISSN: 1945-1350
In: Parliamentary journal, Band 47, Heft 3, S. 81-82
ISSN: 0048-2994
In: Journal of educational sociology: Kyōiku-shakaigaku-kenkyū, Band 78, Heft 0, S. 303-320
ISSN: 2185-0186
This paper documents inequalities in access to education and educational achievements at basic and secondary education levels in Egypt. Examination of three cohorts suggests that, although basic education has democratized, some inequities in access to general secondary and college education have persisted over the past two decades. The analysis of test-scores from TIMSS and national examinations over time shows that more than a quarter of learning outcome inequality is attributable to circumstances beyond the control of a student, such as socioeconomic background and birthplace. The high level of overall achievement inequality observed makes inequities in learning opportunities between Egyptian youth high compared to other countries in absolute levels. Moreover learning gaps among pupils from different backgrounds appear at early grades. High and unequal levels of expenditures in private tutoring and tracking into vocational and general secondary schools that depends on a high stakes examination substantially contribute to unequal learning outcomes.
BASE
This paper documents inequalities in access to education and educational achievements at basic and secondary education levels in Egypt. Examination of three cohorts suggests that, although basic education has democratized, some inequities in access to general secondary and college education have persisted over the past two decades. The analysis of test-scores from TIMSS and national examinations over time shows that more than a quarter of learning outcome inequality is attributable to circumstances beyond the control of a student, such as socioeconomic background and birthplace. The high level of overall achievement inequality observed makes inequities in learning opportunities between Egyptian youth high compared to other countries in absolute levels. Moreover learning gaps among pupils from different backgrounds appear at early grades. High and unequal levels of expenditures in private tutoring and tracking into vocational and general secondary schools that depends on a high stakes examination substantially contribute to unequal learning outcomes.
BASE
This paper documents inequalities in access to education and educational achievements at basic and secondary education levels in Egypt. Examination of three cohorts suggests that, although basic education has democratized, some inequities in access to general secondary and college education have persisted over the past two decades. The analysis of test-scores from TIMSS and national examinations over time shows that more than a quarter of learning outcome inequality is attributable to circumstances beyond the control of a student, such as socioeconomic background and birthplace. The high level of overall achievement inequality observed makes inequities in learning opportunities between Egyptian youth high compared to other countries in absolute levels. Moreover learning gaps among pupils from different backgrounds appear at early grades. High and unequal levels of expenditures in private tutoring and tracking into vocational and general secondary schools that depends on a high stakes examination substantially contribute to unequal learning outcomes.
BASE
This paper documents inequalities in access to education and educational achievements at basic and secondary education levels in Egypt. Examination of three cohorts suggests that, although basic education has democratized, some inequities in access to general secondary and college education have persisted over the past two decades. The analysis of test-scores from TIMSS and national examinations over time shows that more than a quarter of learning outcome inequality is attributable to circumstances beyond the control of a student, such as socioeconomic background and birthplace. The high level of overall achievement inequality observed makes inequities in learning opportunities between Egyptian youth high compared to other countries in absolute levels. Moreover learning gaps among pupils from different backgrounds appear at early grades. High and unequal levels of expenditures in private tutoring and tracking into vocational and general secondary schools that depends on a high stakes examination substantially contribute to unequal learning outcomes.
BASE
This paper documents inequalities in access to education and educational achievements at basic and secondary education levels in Egypt. Examination of three cohorts suggests that, although basic education has democratized, some inequities in access to general secondary and college education have persisted over the past two decades. The analysis of test-scores from TIMSS and national examinations over time shows that more than a quarter of learning outcome inequality is attributable to circumstances beyond the control of a student, such as socioeconomic background and birthplace. The high level of overall achievement inequality observed makes inequities in learning opportunities between Egyptian youth high compared to other countries in absolute levels. Moreover learning gaps among pupils from different backgrounds appear at early grades. High and unequal levels of expenditures in private tutoring and tracking into vocational and general secondary schools that depends on a high stakes examination substantially contribute to unequal learning outcomes.
BASE
In: Journal of visual impairment & blindness: JVIB, Band 77, Heft 6, S. 282-286
ISSN: 1559-1476
Traditional special education programs for disabled students so often tend to curtail decision-making experiences that students are unprepared for adult responsibilities. Career choices for both men and women with visual impairments may be blunted by fear of failure as well as by role stereotyping. There are numerous resources that can help with self-assessment and realistic career decisions. Some are generic, and go beyond the vocational rehabilitation system. Growing opportunities for lifelong education, and federal and industrial job-training programs, open new vistas. Undergraduate education now increasingly focuses on job-preparation courses.
In: Australian quarterly: AQ, Band 40, Heft 4, S. 29
ISSN: 1837-1892
In: Asian journal of research in social sciences and humanities: AJRSH, Band 12, Heft 8, S. 31-44
ISSN: 2249-7315
In: 중소연구, Band 34, Heft 3, S. 15-40
In: Münchner Beiträge zur Bildungsforschung v.28
In: Münchner Beiträge zur Bildungsforschung Bd. 28