International Assessment Surveys of Educational Achievement in Developing Countries: Why Education Economists Should Care
In: Comparative economic studies, Band 57, Heft 4, S. 655-668
ISSN: 1478-3320
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In: Comparative economic studies, Band 57, Heft 4, S. 655-668
ISSN: 1478-3320
International audience ; Using data from a survey conducted recently in Madagascar, this article analyses what teachers and school directors do when they are at work and how they manage the pedagogical process. The results show that in only 15% of the sample schools do all of the teachers and school directors consistently perform the tasks considered essential to their role. Engagement at work is found to be significantly lower among contract teachers than among civil service teachers, and the ability of teachers to manage the pedagogical process does not improve with accumulated experience. Other noteworthy features in the results are that the principal is the key agent in the school and that leadership is vitally important in developing effective schools.
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In: Economics of education review, Band 21, Heft 4, S. 394-395
ISSN: 0272-7757
In: Research policy: policy, management and economic studies of science, technology and innovation, Band 30, Heft 4, S. 673-680
ISSN: 1873-7625
In: Economics of education review, Band 17, Heft 1, S. 83-92
ISSN: 0272-7757
In: Mélanges de la Casa de Velazquez, Band 24, Heft 1, S. 401-410
ISSN: 2173-1306
In: The journal of developing areas, Band 52, Heft 2, S. 27-39
ISSN: 1548-2278
In: The journal of development studies, Band 52, Heft 11, S. 1628-1646
ISSN: 1743-9140
In: The journal of development studies: JDS, S. 1-19
ISSN: 0022-0388
In: The journal of development studies: JDS, Band 52, Heft 11, S. 1628-1646
ISSN: 0022-0388
In: Economic Development and Cultural Change, Band 51, Heft 3, S. 699-717
ISSN: 1539-2988
Education, as any other activity, is hard to produce. Not only is it difficult to produce for the community in charge of teaching services, but also for the fellows who receive the instruction, as they bear, besides the direct expenses of their education, the opportunity costs, mainly in form of an unwon salary. We will primordially refer to the first of the two mentioned aspects of the cost of higher education, without denying the importance of the private expenses in higher education-rather difficult to cipher as a result of the shortage of adequate statistics, on the other hand. In that way, the purpose of this work is, firstly, to describe the recent evolution of the funds assigned to the Spanish universities and, secondly, to analyse the participation and effort made by the Government in terms of further education. After that general view, we will procede to make a microeconomic analysis of the cost of producing at universities. ; La educación, como cualquier otra actividad, es difícil de producir. No solo es difícil producir para la comunidad a cargo de los servicios de enseñanza, sino también para los becarios que reciben la instrucción, ya que tienen, además de los gastos directos de su educación, los costos de oportunidad, principalmente en forma de un salario bajo. Nos referiremos primordialmente al primero de los dos aspectos mencionados del coste de la educación superior, sin negar la importancia de los gastos privados en la educación superior, algo difícil de cifrar como resultado de la escasez de estadísticas adecuadas, por otro lado. . De esta forma, el objetivo de este trabajo es, en primer lugar, describir la evolución reciente de los fondos asignados a las universidades españolas y, en segundo lugar, analizar la participación y el esfuerzo realizado por el Gobierno en materia de educación superior. Después de esa visión general, procederemos a hacer un análisis microeconómico del coste de producción en las universidades.
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In: Economics of education review, Band 20, Heft 2, S. 139-149
ISSN: 0272-7757