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on Education |
| By: | Yuki, Takako; Igei, Kengo; Demas, Angela |
| Abstract: | This paper examines the quality of policy intent and policy implementation in education policies related to school-based management (SBM) in rural Senegal. For this purpose, we adapted the World Bank diagnostic tool for the SBM system known as SABER-SAA (System Approach for Better Education Result for the policy domain of School Autonomy and Accountability), to conduct a survey of various actors in the education system of Senegal. In terms of policy intent, the results of the assessment show that Senegal is making progress on strengthening the participatory roles of school councils in school operations, and on the management of operational budgets at the municipal level. However, the field survey data show that there are differences between policy intent and implementation, and differences among stakeholders in the degree of policy implementation. In terms of the participation of school councils in school activities, we found that when school councils were active in the implementation of procedural policies, such as holding general assemblies, the amount of financial contributions to the school were larger, and there were more council inspired activities. Furthermore, the variables indicating a more active role for school councils also had a positive and statistically significant association with pass rates in the primary graduation exam. The degree of functionality of the school council was also assisted by supporting measures, such as training and monitoring visits. Other factors positively associated with increased pass rates include: a shared vision by school directors and school councils on commune responsibility towards a school, and the use of comparisons of school performance with the performance of other schools as a motivator for making improvements in the subject school. These findings suggest that strengthening the implementation of policy in the area of participatory school councils, as well as improving linkages with sub-national administrations, is important for better learning outcomes. We also recommend that better use of student assessment information by schools should be promoted in the context of rural Senegal. |
| Keywords: | SABER , system approach , benchmarking , school-based management , school councils , community participation , accountability , assessment , decentralization , primary education , Senegal , World Bank |
| Date: | 2016–02–15 |
| URL: | http://d.repec.org/n?u=RePEc:jic:wpaper:113&r=edu |
| By: | Cathles, Alison (UNU-MERIT, Maastricht University) |
| Abstract: | Projections in Europe and the United States suggest job vacancies will soon be concentrated in positions that require vocational training. This has spurred policy discussions about how vocational education can optimally complement or substitute for general education and highlighted the need to understand more precisely how the mix of skills in a workforce impacts economic growth. Macroeconomic growth literature has traditionally incorporated measures for human capital based on the length of time spent in educational institutions. The need to measure the skills acquired through different kinds of education has been appreciated. Specifically, the insights that might be obtained by comparing the macroeconomic growth of countries with different amounts of vocational education has been apparent, but the long-time series of internationally comparable data required has not been readily available. This paper fills this need by presenting consistent data on Vocational Secondary Schooling at five-year intervals from 1950-2010 for 129 countries. These data are constructed on the basis of existing UNESCO enrolment data and measures of secondary schooling from Barro and Lee. This paper describes both the methods used to construct the internationally comparable vocational secondary education variables and regional trends over the past 60 years. Separating education by type, vocational and general, is a first step toward better linking the educational purpose, at least in terms of workplace skill development, with economic results. The data are fully presented in the Annexes in tables (available here), so that they can be used by others to empirically investigate questions related to vocational education and economic growth. |
| Keywords: | Vocational Education, Education and Economic Development, Human Capital, Skills, Skill formation |
| JEL: | I25 J24 |
| Date: | 2016–01–10 |
| URL: | http://d.repec.org/n?u=RePEc:unm:unumer:2016002&r=edu |
| By: | Liouaeddine, Mariem |
| Abstract: | This article aims to highlight first, the concept of educational democratization. Then it assesses the type of educational democratization achieved in Morocco through the analysis of the evolution of the specific enrollment rate. This indicator shows that the democratization of education is quantitative, qualitative and almost equalized in primary school, uniform in the secondary level and segregated in the high school level |
| Keywords: | Democratization, education, educational inequalities, Morocco |
| JEL: | I21 I24 I28 |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:69256&r=edu |
| By: | Bond, Timothy N.; Bulman, George; Li, Xiaoxiao; Smith, Jonathan |
| Abstract: | Economists have a limited understanding of how sensitive human capital investment is to information about aptitude or likelihood of success. We shed light on this by estimating if students update their college choices in response to large positive and negative information shocks generated by the release of SAT scores. Using new data on when students select colleges to receive their scores, we find that positive shocks cause students to choose more selective colleges that charge higher tuition and have higher graduation rates. Updating is significant for students from high and low income households and for minority and non-minority students. |
| Keywords: | college choice; learning; SAT |
| JEL: | D83 I20 J24 |
| Date: | 2016–02–02 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:69317&r=edu |
| By: | Azimi, Mohammad Naim |
| Abstract: | Computer Assisted Education skills have opened a new era in the system of education around the globe and one of the building blocks in its adaptation in Afghanistan is the economic aspect of its acquisition and utilization which has weakened the process. In this paper, we test the significance of value to volume of the laptops being sold to and utilized by the students and lecturers at school and university levels throughout the period 2002 to 2014 paneling in five laptop retailing companies in Afghanistan. Using Pooled OLS Regression and Fixed Effect Models to test the impact of the panel data, the result shows a significant impact of the sales value on the sale volume of the laptops during the stated period of time. It is also found that the drop in price had increased the sale volume in the stated entities, while cash discount did not reflect a significant value to affect the sales volume overtime. |
| Keywords: | Technology Assisted Education; Constructivist; Fixed Effect Model; Random Effect Model; Academia; Afghanistan |
| JEL: | B4 B41 D4 D46 |
| Date: | 2015–03–07 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:69531&r=edu |
| By: | Mora-Alfaro, Jorge |
| Abstract: | One of the most important dimensions in the development of contemporary higher education is internationalization. The growing economic, political and cultural integration of today's society, favors the intensification of the activities of internationalization by settlements and the various tertiary education systems, as well as the elaboration of public policies to promote global linkages and aggregation of this dimension as a key element in the management of educational institutions in this sector. Among the most notable actions of internationalization are the mobility of students and teachers; the multiplication of networks and institutional and academic associations, in various areas of knowledge. There so, the application of mechanisms of mutual recognition of accredited degrees and programs; the promotion of shared titles or double degree programs; the inclusion in the curriculum of the international dimensions, as well as the proliferation of cross-border programs. All of them are expressions of internationalization in contemporary higher education. The purpose pursued with the study is to carry out an approach to knowledge about the level reached by the processes of internationalization in Costa Rican higher education. The investigation on the main actions promoted in this field, the forms of institutional arrangements adopted for its development, existing institutional policies and the impact of initiatives in institutional life and shape how internationalization is conceptualized, are some of the ways followed to get this purpose. |
| Keywords: | Higher Education, Internationalization, Global Integration |
| JEL: | A20 F20 I2 I23 O3 O30 |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:64271&r=edu |
| By: | Dettling, Lisa J. (Board of Governors of the Federal Reserve System (U.S.)); Goodman, Sarena (Board of Governors of the Federal Reserve System (U.S.)); Smith, Jonathan (College Board) |
| Abstract: | This paper investigates the effects of high-speed Internet on students' college application decisions. We link the diffusion of zip code-level residential broadband Internet to millions of PSAT and SAT takers' college testing and application outcomes and find that students with access to high-speed Internet in their junior year of high school perform better on the SAT and apply to a higher number and more expansive set of colleges. Effects appear to be concentrated among higher-SES students, indicating that while, on average, high-speed Internet improved students' postsecondary outcomes, it may have increased pre-existing inequities by primarily benefiting those with more resources. |
| Keywords: | Broadband; College Choice; Undermatch |
| Date: | 2015–12–01 |
| URL: | http://d.repec.org/n?u=RePEc:fip:fedgfe:2015-108&r=edu |
| By: | Richard V. Burkhauser; Jan-Emmanuel De Neve; Nattavudh Powdthavee |
| Abstract: | The share of income held by the top 1 percent in many countries around the world has been rising persistently over the last 30 years. But we continue to know little about how the rising top income shares affect human well-being. This study combines the latest data to examine the relationship between top income share and different dimensions of subjective well-being. We find top income shares to be significantly correlated with lower life evaluation and higher levels of negative emotional well-being, but not positive emotional well-being. The results are robust to household income, individual's socio-economic status, and macroeconomic environment controls. |
| Keywords: | Top income, life evaluation, well-being, income inequality, World Top Income database, Gallup World Poll |
| JEL: | D63 I3 |
| Date: | 2016–01 |
| URL: | http://d.repec.org/n?u=RePEc:cep:cepdps:dp1400&r=edu |
| By: | Biewen, Martin (University of Tuebingen); Tapalaga, Madalina (University of Tübingen) |
| Abstract: | We study life-cycle educational transitions in an education system characterized by early tracking and institutionalized branches of academic and vocational training but with the possibility to revise earlier decisions at later stages. Our model covers all major transitions ranging from preschool education through primary and secondary schooling to different forms of tertiary education and vocational training. We consider the role of previous decisions and background characteristics at each decision node and also study 'indirect' routes through the system. Our results suggest that the option to revise earlier decisions is even more socially selective than the earlier track choices that are revised later. We also model unobserved heterogeneity and document the sorting of individuals along unobserved characteristics across the stages of the system. |
| Keywords: | educational decisions, tracking, life-cycle, vocational training, non-standard transitions |
| JEL: | I2 C5 |
| Date: | 2016–02 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp9699&r=edu |