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on Education |
| By: | Daniel Salinas |
| Abstract: | During the past century, access to education increased in countries all over the world. Up until the early decades of the 20th century, people attended school for only a few years. Towards the end of the century, adults in high-income countries completed 12 years of schooling, on average. Today in OECD countries, a larger share of the population than ever before completes tertiary education. For many, especially socio-economically disadvantaged students whose parents had attained only low levels of education, this expanded access to education has led to upward educational mobility – attaining a higher level of education than their parents did.But just as economic growth does not necessarily reduce income inequality, so the expansion of access to education does not automatically result in greater equity in educational attainment. For that to happen, disadvantaged students need to benefit as much as or more than advantaged students. A recent PISA report, Equity in Education, explores how upward educational mobility has changed over recent decades. It finds that, despite the expansion of access, socioeconomic disparities in the completion of tertiary education remain large. However, the report also shows that when students with low-educated parents perform at high levels by age 15, as measured by PISA, their chances of completing tertiary education improve considerably. |
| Date: | 2019–08–27 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduddd:99-en&r=all |
| By: | Michael Doersam (Federal Institute for Vocational Education and Training, 53175 Bonn, Germany); Verena Lauber (Federal Ministry for Economic Affairs and Energy, 10115 Berlin, Germany) |
| Abstract: | A recent education reform in Germany reduced the duration of academic high school education by one year but left the curriculum, and total class time unchanged. We use a unique data set of university students to investigate the effects of this reduction in years of schooling on academic achievements at the tertiary level. By exploiting variation in the implementation of the reform across school types over time, we isolate the reform effect from cohort, state, and school type effects. Our results suggest that the reform lowers the opportunity costs of schooling and facilitates an earlier labor market entry as we find no detrimental effects while students are one year younger on average. |
| Keywords: | Education Economics; School Duration; Academic Achievement; Difference-in-Differences |
| JEL: | I21 H52 C21 |
| Date: | 2019–05–19 |
| URL: | http://d.repec.org/n?u=RePEc:knz:dpteco:1903&r=all |
| By: | Burger, Kaspar |
| Abstract: | Given recent evidence of rising levels of social segregation in European countries, this study uses standardized data from the Program for International Student Assessment (n = 171,159; 50.5% male) to examine the extent to which education systems in Europe are socially segregated and whether social segregation in the school system affects achievement gaps between students of different social origin. Results suggest that the degree of social segregation within education systems varied substantially across countries. Furthermore, multilevel regression models indicate that the effect of socioeconomic status on student achievement was moderately but significantly stronger in more segregated education systems, even after controlling for alternative system-level determinants of social inequality in student achievement. These findings provide original evidence that social segregation in education systems may contribute to the intergenerational transmission of educational (dis)advantage and thus serve to exacerbate wider problems of socioeconomic inequality in Europe. |
| Keywords: | Cross-national comparison Social segregation Standardized assessment European education systems Multilevel |
| JEL: | I21 I24 |
| Date: | 2019 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:95309&r=all |
| By: | Subburaj Alagarsamy (Institute of Management, Christ (Deemed to be University), Bangalore, India Author-2-Name: Margret Vijay Author-2-Workplace-Name: Centre for Foundation Studies, Villa College, 20373, Male,' Maldives Author-3-Name: Author-3-Workplace-Name: Author-4-Name: Author-4-Workplace-Name: Author-5-Name: Author-5-Workplace-Name: Author-6-Name: Author-6-Workplace-Name: Author-7-Name: Author-7-Workplace-Name: Author-8-Name: Author-8-Workplace-Name:) |
| Abstract: | Objective - The concept of education is entirely outdated. Currently, many higher education institutions are adopting blended learning pedagogy to nurture 21st-century skills. The integration of ICT has become a recent global trend in education with universities and colleges using Learning Management Systems (LMS) as their primary method of disseminating and administrating teaching and learning processes. The exploration of the factors crucial for successful implementation of LMS is therefore essential. However, most literature on this topic focuses on the technical quality of LMS's, and few address the educational quality and efficiency of LMS. Previous research also fails to discuss the conceptualization and measurement of LMS success. This study aims to construct and validate an instrument to measure LMS success in higher education institutions. Methodology/Technique - Various IS success frameworks were used to design the constructs in this study. A quantitative methodology was adopted with the sample of 379 randomly selected responses from university/college students, academics, and course administrators from India (n=297) and the Maldives (n=82). IBM SPSS AMOS 25 was used to check the validity and reliability of the instrument and to identify the measurement invariance. Findings & Novelty - This study concludes that information quality, educational quality, system quality, service quality, intention to use, user satisfaction, and net benefits are the critical constructs for measuring LMS success. The findings of this study can be used to support scholars in developing and examining other information system-related theories, as well as to higher education institutions while implementing different LMS's. |
| Keywords: | Learning Management Systems; Invariance; IS Success; Validation; Higher Education. |
| JEL: | A20 A23 A29 I23 |
| Date: | 2019–06–22 |
| URL: | http://d.repec.org/n?u=RePEc:gtr:gatrjs:gjbssr539&r=all |