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| 1 |
ID:
170823
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| 2 |
ID:
163921
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| Summary/Abstract |
One of the most important economic trends of the past 30 years has been the escalating levels of within-country income inequality. Much of the developed world is currently experiencing large increases in income inequality. Indeed, income inequality in the United States now exceeds the previous highs of the 1930s. Recent research has found that increases in income inequality can produce a wide variety of societal ills. This article examines the effects of economic inequality on educational outcomes. Drawing on data provided by the World Bank and the Organisation for Economic Co-operation and Development (OECD) from 2000 through 2015, we find that a country’s level of economic inequality has large, negative effects on its student academic achievement. The effect sizes are largest in math. We examine a variety of potential solutions to lessen within-country economic inequality.
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| 3 |
ID:
140363
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| 4 |
ID:
145546
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| Publication |
New Delhi, Adroit Publishers, 2016.
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| Description |
xvii, 377p.: table, figurehbk
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| Standard Number |
9788187393085
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 058694 | 954.5498/KHA 058694 | Main | On Shelf | General | |
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| 5 |
ID:
124876
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2013.
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| Summary/Abstract |
In the 20 years since independence from the former Soviet Union, the study of Eurasia in International Relations (IR) has received considerable impetus in both the academic and policy circles. Specialized news and analysis outlets have come online, research centers have multiplied within universities, and a variety of think tanks now host dedicated programs. In other words, this still relatively little-known region has glamour. Yet Eurasia remains difficult to situate as an object of study due to its distinctive hybridity: geographical, at the crossroads between Europe and Asia; cultural, Muslim Russianspeaking Turkic peoples with Asian traits and traditions; political, straddling Western and Asian institutional forms domestically, and contiguous to Europe, Asia, Russia, the Middle East, and Afghanistan internationally. Partly as a result of this hybridity, Eurasia is a somewhat elusive object of study. At a minimum, it comprises the two subregions on each shore of the Caspian basin: Central Asia to the east and the Caucasus to the west. Reflecting this elusiveness, Central Asian states (CAS) belong to the Asia-Pacific Regional Group at the United Nations; they are members of the Asian Development Bank and the Economic Commission for the Asia-Paci?c. At the same time, they are members of the Organization for Security and Cooperation in Europe (OSCE), the European Bank for Reconstruction and Development, and the Euro-Atlantic Partnership Council, a North Atlantic Treaty Organization (NATO) ancillary forum. But they also have distinctly Central Asian groupings, such as the Eurasian Development Bank, the UN-af?liated Central Asian Regional Information and Coordination Center, not to mention the Shanghai Cooperation Organization (SCO) and Collective Security Treaty Organization (CSTO). Similarly, the three Caucasian states share most of the same af?liations, except for belonging to the East European Regional Group at the UN
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| 6 |
ID:
092376
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2009.
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| Summary/Abstract |
Choice, diversity and personalisation have been key to the New Labour project in public services. With the emergence of a reinvigorated Conservative party as a credible electoral threat, and the end of the Blair era, it seems appropriate to consider the continuing viability and longevity of the New Labour public service project. In this article, I approach the issue of choice in public services through an examination of the long-running controversy over choice in the English secondary school system. I argue that the opponents of choice have been reluctant to engage with the notion of choice in public services due to concerns over the supposed negative effect that consumer choice has on the equity and quality of service provision. This paper aims to challenge the claim that any element of choice in education necessarily has deleterious effects on social justice. I argue that the case against school choice has not been decisively made and that school choice can, in principle, form part of a socially progressive educational project by redistributing power to service users and helping to maintain popular support for public provision of education.
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| 7 |
ID:
132970
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2014.
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For Palestinian nationalists in Mandate Palestine, British education policy was a source of constant frustration. The shortage of schools, the lack of local control over the curriculum, and the marginalization and de-politicization of Palestinian history constituted major grievances. Proceedings from the Peel Commission reveal much about the rationale behind this policy, particularly the bias toward "rural" education and the attempts to control teachers. Drawing on and complementing the work of A.L. Tibawi, this article seeks to shed light on the nationalists' protests by examining both the responses of officials brought before the Commission, as well as the government's history curriculum during the Mandate. In doing so, the research shows that education policy was constructed to maintain the underdevelopment of Palestine and to hinder state-building efforts that could compete with those of the Zionists.
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| 8 |
ID:
082208
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2008.
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Although it is commonly believed that democracy promotes public services such as education, efforts have just started to evaluate empirically how the recent trend of democratization affects education services in the developing world. This article reports on the first regionwide investigation in East Asia. By studying the effects of democracy on multiple education indicators in a time-series-cross-section dataset of eight East Asian countries/political entities, the article examines whether democratic governments increase education spending and access and which social groups are favored in the process. The statistical results, which are corroborated by findings from two case studies, show that democracy plays a progressive role in promoting education spending and school enrollment at the basic level in East Asia
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| 9 |
ID:
181830
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An education system needs valid and objective information on student learning outcomes at a sufficiently disaggregated geographical level. Such data can inform policymakers on specific aspects in each geographical area that require attention and provide an indication of the returns to public investments in education. They are the starting point for any effort to improve the performance of an education system. Without information on learning outcomes, policy reforms or higher public investments in education are unlikely to be effective. Indonesia’s education system does not currently have such information. In this paper, we take advantage of a government policy to change the mode of the national examination administration, from paper-based to computer-based testing, to estimate the quality of education in Indonesia at the district level. Our results indicate that education quality across the country’s districts is highly heterogeneous. The gap in results between the highest-scoring and lowest-scoring districts shows that children in the latter have been attending schools for nine years with minimal learning outcomes. We find that, over the course of one year, the average quality of education has increased slightly and the variation in quality has declined slightly. However, these national averages mask significant heterogeneities across and within districts.
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| 10 |
ID:
139269
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This article investigates the educational attainment, employment and living conditions of young Roma adults in Bulgaria, Hungary and Romania with the aid of national generations and gender surveys and other sources of information. It shows that in spite of a small improvement in the educational attainment of young Roma in comparison to the generation of their parents, the educational achievement and employment gaps have increased considerably during the post-communist period. The article also compares living conditions of the Roma with other population groups. It concludes with a discussion of policy challenges.
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| 11 |
ID:
099490
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2010.
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e aim of the study is to investigate the current situation of language testing in Turkish public high schools through test development and grading procedures as well as examining the potential benefits through the implementation of the CEFR and non-traditional assessment procedures.
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| 12 |
ID:
107207
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2011.
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This article considers possible future directions for education policy and public service governance under the Conservative-led coalition government. The article considers the extent to which Conservatives might develop a distinctive strategy for managing public services that breaks decisively with that of the New Labour era. The coalition faces a markedly different political and economic context for public service reform compared to its predecessor. This article argues that these contextual constraints make a continuation of the New Labour governing strategy less viable, but unresolved tensions in the coalition education policies enacted to date may hinder the development of a novel project for education reform. As a consequence, the New Labour education project seems likely to remain largely intact for the foreseeable future.
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| 13 |
ID:
155415
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The reform of the school system, which has been conducted by the Coalition and Conservative governments since 2010, has largely been austerity-driven. In spite of the governments’ pledge to protect their budgets, schools have been severely hit by spending cuts. The reform programme has itself been integral to the fiscal consolidation plans by promoting a more cost-effective system of state schooling. This article discusses the relationship between austerity and reform, and looks at the consequences for the concept of public service. Some specific aspects of the new institutional framework are examined, especially the creation of an independent state sector made up of academies and free schools, which has entrenched the involvement of private sector firms in education. The overhaul of the school system, which started nearly thirty years ago, has now reached a new decisive stage. However, considering the complex relationship between multiple actors and the opposing forces at work, one cannot say with any certainty that it will cause the demise of public service state education.
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| 14 |
ID:
161846
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In the past few decades, the Chinese Ministry of Education has promoted “suzhi jiaoyu” (quality education) reforms. However, little is known about their impact. This paper evaluates an important component of the reforms that replaces using total scores with a letter grade system in high school admissions. I find that this change in student performance measurement achieved its intended goal of balancing learning across subjects but hindered high achievers with imbalanced performance. This paper also discusses how the measurement reform influenced the gender gap in achievements.
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| 15 |
ID:
177539
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| Summary/Abstract |
THE WORLD has changed in the blink of an eye in 2020 after being struck by a new virus that triggered a pandemic, put people all over the planet under enormous stress and confronted many countries with social and economic problems needing urgent solution. One way or another, the COVID-19 pandemic has affected practically everyone in the world. There have been prompt large-scale suspensions of business in many economic sectors, including manufacturing, tourism, air transportation, hospitality, and entertainment. Other sectors have been adapting to the new reality. The latter sectors include education - the pandemic has affected more than two billion learners in 192 countries [12] and has forced schools and universities to go over to distance learning.
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| 16 |
ID:
082687
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2008.
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| Summary/Abstract |
This article explores how Zambian youth encounter HIV/AIDS in their schools and communities, and presents ways in which they demonstrate their agency in creating new language, identities, and self-conceptions in response to these encounters. Utilizing qualitative interviews, participant observation, and student diaries, this study suggests that the role and delivery of schooling must be re-examined given high teacher mortality, teacher misinformation, and young people's exposure to the disease outside of schools. Students' diverse experiences in and outside of school shape their knowledge and beliefs about HIV/AIDS in a time when all social institutions in Zambia have been affected by the disease
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| 17 |
ID:
149305
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Making sense of the behavior of local government officials is important for understanding the operation of large multi-tiered governance systems such as China. Local officials have often been seen as self-serving maximizers of the ‘local interest’, adopting the best possible strategies of action allowed by the circumstance of the time. A prevailing view in the literature, influenced by frames of analysis provided by principal–agent theory, is that local officials are shirkers and rent-seekers. In fiscal policy, where resources have normally been tight, this means local hoarding of resources, shirking of spending responsibilities and assertive bidding for central projects, resulting in inefficiencies in resource allocation. Recently a substantial inflow of central funding into local education offers an opportunity to reassess this characterization of local strategic behavior. How have local leaders responded at a time of relative fiscal abundance? Did they seek to increase ever more funding inflow and reduce local responsibility? Examining aggregate statistics at the national level and local case materials from the central part of the Chinese hinterland, this article finds that available evidence does lend some support to previous observations of local fiscal behavior, such as diverting funds. However, other expenditure patterns in the presence of relative abundance of central funds present strong evidence that this behavior masks a deeper motivation to act responsibly in the pursuit of shared education reform goals.
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| 18 |
ID:
032457
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| Publication |
Jerusalam, Yehezkel Dror, 1966.
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| Description |
V p
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 004789 | 372.2/DRO 004789 | Main | On Shelf | General | |
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| 19 |
ID:
128519
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