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Country-level data on educational indicators and related data for Latin American countries. Version 1. December 2022. Data sources: i) UNESCO-LLECE, TERCE & SERCE Large-scale assessments. ii) Country-level data on religion adherence, ULR: https://scholar.harvard.edu/barro/publications/religion-adherence-data. See Barro, R. J., & McCleary, R. M. (2005). Which countries have state religions? The Quarterly Journal of Economics, 120(4), 1331-1370. iii) World Bank Data. Retrieved from https://data.worldbank.org/ Note: Data for additional Latin American countries will be added for future versions of the dataset

The link between climate change and growing poverty levels makes communities more vulnerable to catastrophes, reducing community resilience to disaster consequences. Development practitioners, planners, and researchers must find novel techniques to build community resilience in the face of an ever-growing hazard in such a circumstance with a spectrum of risk and catastrophe. As a result, the focus of this study was on how school systems, as significant social institutions, might effectively minimize disaster risk in communities. People’s standards, beliefs, and behaviors are greatly influenced by societal institutions. After the family, the school is the second most significant socializing institution, in charge of shaping people’s attitudes, knowledge, behaviors, specialized skills, and values in order to ensure social conformity. The prospect of using school systems to increase catastrophe risk reduction in poor areas of Greece was specifically addressed in this study. The study confirmed that the school curriculum has a positive and significant relationship with disaster risk management. Many advantages are realized, according to the research, if catastrophe risk mitigation is made a priority in Greece’s educational systems. Learning about ideas such as civil protection and incorporating disaster risk management into school curricula are both viewed as vital in enhancing disaster risk management.

Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students’ achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.

This article offers a comparative analysis and interpretation of leadership in the four UK education jurisdictions (Scotland, Wales, England and Northern Ireland), informed by the articles in this special issue and by a project report, all outcomes of an initiative, ‘Educational Leadership, Management and Administration in the United Kingdom: A Comparative Review’, funded by the British Educational Leadership Management and Administration Society. The article explores the constructions of leadership in the school systems of the four jurisdictions and the purposes those constructions are fulfilling concerning the governance of education. The comparative analysis identifies four purposes–relational, institutional-reform focused, masking and space-making. This typology of purposes is used to illuminate the different emphases across the jurisdictions. A relational purpose may be discerned more strongly in Wales and Scotland, a neo-liberal institutional-focused purpose more so in England, and relational and neo-liberal threads are intertwined in Northern Ireland in the context of legacies of community divisions. At the same time in all four jurisdictions, each of the purposes is given expression alongside, intermingling with or challenging neo-liberal threads of change and the dynamic between them helps shape the context in which leaders in the school systems create and practise leadership.

We report on the support from senior leaders, outside agents and parents, experienced by Norwegian elementary school teachers while working with shy students. A national sample completed a questionnaire based on teacher interviews. A descriptive analysis examined experienced support; while a person-centered analysis revealed different profiles of teachers in relation to support. The findings show that teachers perceived some support in this work. But there were two profiles of teachers, one experienced significantly more support than the other. Class size was the only background variable that showed an effect on the profiles. Implications for schools and senior leadership are discussed. This work was supported by Research Council of Norway (Project No. 254982).

Natural disasters may have catastrophic and long‐lasting impacts on communities' physical, economic, and social infrastructure. Slow recovery of educational services following such events is likely to cause traumatic stress in children, lead families to out‐migrate, and affect the community's overall social stability. Methods for quantifying and assessing the restoration process of educational systems and their dependencies on other supporting infrastructure have not received adequate attention. This study introduces, for the first time, a new framework to evaluate the functionality, recovery, and resilience of a school system following severe earthquake events. The framework considers both the quantity and quality of education services provided, school enrollment, and staff employment, as well as the interaction between various agents such as staff, students, parents, administration, and community. A virtual testbed community, Centerville, is utilized to highlight the application of this framework. The impact of school reopening policies on the number of students enrolled as well as the potential for homeschooling is also considered. The availability of various enrollment alternatives for students, backup classroom space and functioning utility systems, and facilitation of staff and supplies transfer between schools substantially increase the resilience of the education service., Key Points A new framework is devised to estimate the resilience and functionality of K‐12 schools after earthquakesThe framework considers the role played by the society on maintaining the schools' functionalityA Markov chain stochastic model, coupled with dynamic optimization, is used to model the near‐optimal school recovery trajectory of the schools

Little evidence exists about how students with Learning disabilities (LD) recognize, understand, and utilize existing supports to ensure successful graduation from high school. In this article we ask: What are the supports available to high school students with LD that help them graduate? (a) What/who are some school-based supports they identify? (b) What/who are some non-school supports they identify? We share data from semi-structured interviews with forty high school students. Findings reveal: teacher support in the form of pedagogical choices, individualized support, and after-school support; counseling expertise in the form of academic advisement and emotional support; effective family-school collaboration; discrete family support outside of school; and various forms of self sustenance. Implications of these findings are discussed before recommendations are made to various stakeholders in the school community with the view to improving supports of students with LD toward helping them successfully graduate.

Due to policies supporting the inclusion of disabled children in mainstream schools and the use of technologies to enable personalized schooling, there are broad research incentives and opportunities to design technologies for disabled children in educational contexts. A workshop at CHI 2018 with researchers and practitioners working on accessible and assistive technologies for children in educational settings [7] raised two on-going challenges in this area: (1) Very few assistive technologies proposed in research are evaluated in context, notably because of the many practical constraints on evaluation when working with these small communities of diverse individuals; (2) The scholars turning their attention to context raise new design preoccupations, such as interdependence, for which we do not yet have a community consensus regarding the suitable approaches to evaluation. Although this workshop was conducted with researchers working with children with visual impairments, these challenges apply more widely to the field of technologies for children with disabilities in educational settings. The purpose of this SIG is to bring together researchers and practitioners to encourage the homogenization of evaluation approaches for accessible and assistive technologies in schools.

The aim of this study was to examine the protruding school concept NPF-säkring at the public school Källbrinksskolan in Sweden. Pupils with neuropsychiatric disabilities are particularly at risk to not reach the goals of the education and to have high school absence, which can lead to social exclusion later in life. The school in this study are well-known through Swedish media and claim that they have a solution to the challenges the Swedish school system face today therefore they have formed their concept specifically to the pupils with neuropsychiatric disabilities. The aim of this study was to perform a case-study to examine what the concept implies, it’s main logics and how it affects the institution. Using triangulation while studying various documents connected to the school concept, as well as one observation at the school after school hours, five main logics of the school concept became distinguishable. The analysis were divided into two parts where the first part focus on the main logics of the concept analyzed through Universal design of learning as a theoretical perspective and the second part consists of the theory of the Institutions three pillars to understand the institutional function and its relation to its context of the society. As a conclusion it came apparent that the main logics consists of physical environment, flexible structure, relational approach, encouragement for students' self-determination and overall approach at the school. The institutional function of the concept is distinctly connected to the increased awareness regarding the consequences of neuropsychiatric disabilities throughout society and by developing a new school concept, the institution there-by question the traditional Swedish school-system.

This contribution aims to investigate whether the Biodanza SRT tool can be an experimental pedagogical approach able to positively stimulate the development of self-esteem, self-confidence, self-efficacy and the promotion of learning and motivation also in school systems. It is an important component to be correlated in the main training processes of the individual. In this regard, for a sample of school-age subjects, a Biodanza laboratory activity was proposed (divided into seven meetings) and, at the end of the same, through a mixed-type questionnaire, the pedagogical effectiveness of this project was assessed.

‘School segregation’ indicates the concentration of a minority into a school that significantly exceeds the presence of the same population living in the surrounding territory. A segregated...

Student bullying behaviour is a long-standing concern in New Zealand schools. International studies consistently show high rates of student reports of this behaviour. Research suggests that bullying behaviour is a socioecological and systemic phenomenon that is best addressed via systems-based and multifaceted approaches implemented using collaborative processes. Less is known about the most effective components of these multifaceted approaches. This article analyses New Zealand Wellbeing@School survey data to suggest ways forward for schools. A multilevel model was used to associate two student and two teacher measures from the same schools. The findings indicate that a mix of school-wide actions were associated with lower levels of student aggressive and bullying behaviour. Five sub-groups of actions are discussed in the light of recent New Zealand and international research. The article concludes with a call to locate anti-bullying approaches within a multifaceted and holistic framework which has the overall aim of promoting wellbeing and healthy social relationships. A holistic approach enables schools to foster protective factors such as belonging, and address risk factors that influence bullying behaviour, as well as a range of desirable education and health outcomes for young people.

This thesis contributes to the growing economic literature on noncognitive skills that are critical for life success, specially for academic success. It comprises four essays based on behavioral and experimental economics approaches, with two main objectives. The first objective is to study two noncognitive skills, namely self-confidence and creativity. We aim at understanding the determinants of self-confidence, and the impact of creative potential on economic outcomes. The second objective is to study how school systems impact educational decisions, educational outcomes and intergenerational mobility, where noncognitive skills may play an important role, specially self-confidence and motivation. We observe an important impact of the noncognitive abilities on behavior and economic results, especially for the educational achievements. Taken all our evidences together, it seems fundamental that schools worry about the development of these noncognitive abilities - and not only of the cognitive abilities. Helping students to have better estimates of self-confidence, favoring the development of creative potential, and stimulating motivation and effort should be part of the education that pupils receive in schools ; promoting then better decisions, better outcomes and a more equitable society., Cette thèse contribue à la littérature économique sur les compétences non cognitives essentielles pour la réussite de la vie, particulièrement pour la réussite scolaire. Elle comprend quatre essais basés sur des approches économiques comportementales et expérimentales, avec deux objectifs principaux. Le premier objectif est d’étudier deux compétences non cognitives, à savoir la confiance en soi et la créativité. Notre but est alors de comprendre les déterminants de la confiance en soi et l’impact de la créativité sur les résultats économiques. Le deuxième objectif est d’étudier comment le système scolaire influence les décisions éducatives, les résultats scolaires et la mobilité intergénérationnelle, secteurs où les compétences non cognitives peuvent jouer un rôle important, en particulier via leurs effets sur la confiance en soi et la motivation. Nous observons un impact important des capacités non cognitives sur le comportement et sur les résultats économiques, notamment en ce qui concerne les décisions éducatives. Tout nous montre à penser que fondamentalement les écoles s’inquiètent du développement de ces capacités non cognitives - et non pas seulement des capacités cognitives. Aider les élèves à avoir de meilleures estimations de leur confiance en soi, favoriser le développement du potentiel créatif, stimuler la motivation et l’effort devraient alors faire partie de l’éducation que les élèves reçoivent dans les écoles ; promouvant alors de meilleures décisions, de meilleurs résultats et une société plus équitable.

晚清兩學制係仿日制，而黃遵憲最先完整介紹並建議仿日。他使日時親身經歷明治維新，藉蒐集文獻、代譯書籍、訪談友人及實地參訪等法撰成《日本雜事詩》與《日本國志》，開研究日本先河，提倡設學興教，鼓勵清仿日變法。後書於甲午戰敗後問世，戊戌維新時，皇帝及變法重臣都讀過。梁啟超將《國志》列為時務學堂必讀之書，倡辦師範教育；盛宣懷創南洋公學，首建師範齋及附設小 學；戊戌時康梁議設各級學堂及京師大學堂以統各省學堂等，均當受黃氏啟迪。但因日持續變革，故不易掌握新況。當制定學制時，他雖未參與但擬藉書喚起朝野正視日本之崛起，對引介日制及建立西式教育實有貢獻。可惜主政者未重視，再派員赴日短期考察，歸國後未參與規劃，報告僅供參考，遂無法設計符合國情的新學制。本文旨在探討黃遵憲對引介日本教育及建立新學制的貢獻。 Huang Zunxian was the first Chinese to compile a description of the Japanese education system and to suggest that China should learn from it. While serving as a Chinese diplomat in Japan, Huang witnessed the Meiji Restoration reforms at first hand. The research and investigations that Huang undertook while in Japan provided the basis for his Poems on Japan and General History of Japan; Huang urged the Qing government to implement educational reforms along Japanese lines. The aim of the present study is to examine the contribution made by Huang Zunxian to the introduction of aspects of the Japanese education system into China during the last years of the Qing Dynasty. Huang’s writings influenced other educational reformers such as Sheng Xuanhuai, Kang Youwei and Liang Qichao. However, the Japanese education system itself continued to evolve during this period, which made it difficult for China to keep upto-date with the latest developments. When the Qing government did finally begin to establish a new education system, Huang Zunxian was not directly involved. Nevertheless, Huang Zunxian can be said to have made a significant contribution towards the introduction into China of aspects of the Japanese education system and towards the establishment of Western-style education in China. Unfortunately, the authorities did not recognize the full value of Huang’s recommendations. As a result, the new education system that was eventually designed was not fully suited to China’s real needs.

In an world that is growing increasingly pluriethnic, the intercultural pedagogy is asked to promotes an intercultural approach based on the epistemological level thus recognizing the crucial need to invest in education as a means of fighting prejudices which arise from a lack of knowledge and a restricted mentality towards anything which presents itself as being different from common national cultural paradigms. Since, in school settings the pedagogy research engages with practical issues and becomes more action-oriented, it is primarily important to investigate the national approaches and attitudes to the integration of young immigrants into the different school systems. Moreover, it also focuses on the way the immigrant receiving countries recognize the role of intercultural education in fostering the training of individuals who can live in a complex and cosmopolitan reality which changes continuously.

V magistrskem delu smo želeli ugotoviti, kakšne so kurikularne razlike v osnovnih in srednjih šolah med sosednjima državama, tj. Slovenijo in Hrvaško, s poudarkom na predmetu matematike. Že ime magistrskega dela napoveduje, da smo se osredotočili na stališča in mišljenja tistih, ki so neposredno vključeni v izobraževalni proces, to so seveda učitelji. Osredotočili smo se na predmet matematike in tako tudi na učitelje oz. profesorje matematike. Zanimala so nas njihovastališča in mnenja glede matematičnih učnih načrtov v posamezni državi. Primerjali smo potek izobraževanja v obeh državah s poudarkom na matematiki, in sicerv predšolskemin osnovnošolskem izobraževanju, v gimnazijahin vse do študija. matematike. Posebno pozornost smo namenili učnim načrtom iz matematike v osnovnih šolah in gimnazijah podrobno smo jih primerjali in prikazali razlike, ki so se pojavile med njima. Primerjali smo tudi uspehe držav na najbolj znanih matematičnih tekmovanjih, kot je recimo matematična olimpijada.Da smo ugotovili, kakšno je stališče osnovno- in srednješolskih učiteljev glede matematičnih učnih načrtov bodisi v Sloveniji bodisi na Hrvaškem, smo izvedli anketo. Pridobljene rezultate smo primerjali ter prišli do nekaterih zelo zanimivih ugotovitev.V empiričnem delu magistrskega dela smo natančno opisali te ugotovitve, kot npr. da so hrvaški učitelji bolj zainteresirani za spremembe matematičnih učnih načrtov kot pa njihovi stanovski kolegi v Sloveniji. Zanimiva je bila ugotovitev, da so slovenski učitelji mnenja, da je težavnost matematike v osnovnih šolah precej zahtevna, nasprotnega mnenja pa so učitelji na Hrvaškem. Prav tako so slovenski učitelji imeli precej več komentarjev in predlogov, kako bi lahko izboljšali matematične učne načrte. In the master's thesis we wanted to see what the real differences between the two neighboring countries, Slovenia and Croatia, are. More specifically, how different are their school systems, curriculums for primary and secondary schools but with the emphasis on mathematics. As the title of master's thesis says our focus was on views and opinions of those who are directly included in education process and they are of course teachers and professors.We were interested in their opinions and views about the state of curriculums in their countries (Slovenia and Croatia). We compared course of education in both countries focusing on mathematics from the very beginning, viz from pre-school education, then primary education, high school all the way to the education of math teachers.Special attention we have paid to the curriculum in mathematics in primary school and high schooland we thoroughly compared and displayed the differences that have emerged between them.We compared the achievements of both countries at the most famous mathematical competitions, such as the Mathematical Olympiad.To learn accurately the views and opinions of math teachersand professors of mathematics from both countries on their curriculum in mathematics and general satisfaction of their current state of curriculum in mathematics, we conducted a survey on math teachers in Slovenia as well as on math teachers in Croatia.Using the results we compared their views, and came up with some interesting insights.In the empirical part of the master thesis they are described in more detail, such as, that Croatian teachers are more open to change in curriculum in mathematics as Slovenian teachers. Furthermore, that the Slovenian teachers think that the difficulty of mathematics in primary schools is rather difficult, while the Croatian teachers considers that the difficulty is not so large. Slovenian teachers have had much more comments and proposals for the improvement of curriculum for mathematics then Croatian teachers.

Sri Lanka is increasingly seeking to ensure that its public school system not only delivers greater shares of students who have completed higher secondary and tertiary education, but also that all students obtain a much better education. Raising teacher effectiveness is considered as crucial for achieving these aims. This paper reviews the literature on teacher management in Sri Lanka, and points to what may be critical teacher management issues. The paper also outlines considerations and options for addressing these issues, informed by international evidence on approaches to improve teacher effectiveness.

School dropout is a growing concern in Central America, and in Latin America as a whole, because of its consequences for economic productivity, the inclusiveness of growth, social cohesion, and increasing youth risks. This paper utilizes more than two decades of household survey data to construct a systematic overview of school dropout at the primary and secondary levels in Central America, including recent trends, causes and consequences, and evidence on what works to reduce dropout. Within each country, poverty, rurality, and indigenous group membership are the strongest correlates of dropout, reflecting several underlying factors that affect the marginal benefits and costs of staying in school. Global and regional evidence increasingly points to common policy priorities for reducing dropout across Central America, including addressing remaining gaps in access at the pre-primary and secondary levels, improving the quality of education at all levels, and strengthening the coverage, targeting, and coherence of existing programs aimed at improving education outcomes. However, additional rigorous evaluations, including cost data, are needed to identify the most effective specific approaches in each country.

Across European countries, the expansion of education has increased during the 20th century the opportunities of young people’s access to and within schooling, but it has not reduced socioeconomic and cultural inequality both in term of labour market’s entry and participation to the democratic public life. This paper proposes an analysis of the ways in which education systems are institutionalised in Europe and the effects of this institutionalisation on educational inequality, young people’ labor market entry and the promotion of their active citizenship: three hot topics in the EU agenda framing the implementation of the European knowledge societies. Educational inequality becomes particularly evident at the transition point from lower to upper secondary education as this passage confronts young people with new (adult) expectations, status and practices and contributes to their positioning in a segmented labor market and an unequal society. Therefore, our special focus is set on the kinds of transitions foreseen in the education systems of the eight countries participating to an EU-funded research project on the Governance of Educational Trajectories in Europe (GOETE). The aim is to highlight how different the tasks of education are interpreted through the systemic structure of the different national education systems., Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education, Vol 11, No 1 (2016)

This article analyses the following three basic trends of school educational systems: traditional, "active" and modern schools. Based on comparative analysis, the article reviews the main principles of education, the content of teaching, forms and methods of its organization, attitudes towards the child, requirements for the educator, problems of the pedagogical intercourse and their solutions. The above analysis draws the main conclusion according to which all these school systems are interdependent; moreover, without the classical pedagogy and new pedagogical trends no contemporary modern school could come into existence. Furthermore, most methodological innovations of the modern foreign school are both the result of the pedagogical searchings and achievements of the beginning of the XX century, as well as the reflection of the past ideas on the present.

Derivado de investigação mais ampla sobre a estrutura da escola fundamental, este trabalho apresenta e discute resultados de pesquisa de cunho qualitativo, realizada em escola pública de ensino fundamental, analisando questões relacionadas ao trabalho docente, com destaque para a assistência pedagógica, para as condições objetivas de trabalho na escola e para a gestão do tempo na prática docente cotidiana. O artigo se ampara num conceito de educação como prática democrática, construtora de personalidades humano-históricas, para sugerir a necessidade de transformação na estrutura da escola atual, e traz conclusões a respeito da necessidade de se considerar o caráter peculiar e único do trabalho docente, no encaminhamento de soluções e iniciativas visando à efetiva realização de um ensino de qualidade.This article, a part of a broader study analyzing the school's structure, presents and discusses some results of a qualitative research carried out in an elementary public school. It concentrates on questions related to the teaching job, such as pedagogical assistance, objective working conditions and time management in teacher's everyday routine. Relying on a concept of education as a democratic practice that constructs human-historical personalities, the results suggest the need to transform the current school structure. They also point out the importance of considering the peculiar and unique character of the teaching work, in the process of finding solutions and making decisions to achieve a better education.

Derivado de investigação mais ampla sobre a estrutura da escola fundamental, este trabalho apresenta e discute resultados de pesquisa de cunho qualitativo, realizada em escola pública de ensino fundamental, analisando questões relacionadas ao trabalho docente, com destaque para a assistência pedagógica, para as condições objetivas de trabalho na escola e para a gestão do tempo na prática docente cotidiana. O artigo se ampara num conceito de educação como prática democrática, construtora de personalidades humano-históricas, para sugerir a necessidade de transformação na estrutura da escola atual, e traz conclusões a respeito da necessidade de se considerar o caráter peculiar e único do trabalho docente, no encaminhamento de soluções e iniciativas visando à efetiva realização de um ensino de qualidade. This article, a part of a broader study analyzing the school's structure, presents and discusses some results of a qualitative research carried out in an elementary public school. It concentrates on questions related to the teaching job, such as pedagogical assistance, objective working conditions and time management in teacher's everyday routine. Relying on a concept of education as a democratic practice that constructs human-historical personalities, the results suggest the need to transform the current school structure. They also point out the importance of considering the peculiar and unique character of the teaching work, in the process of finding solutions and making decisions to achieve a better education.

La République du Kazakhstan a fêté en 2011 son vingtième anniversaire. De grandes cérémonies ont été organisées dans la nouvelle capitale du pays, Astana, pour célébrer l’histoire de ce jeune pays devenu indépendant en 1991, après l’éclatement de l’Union soviétique. Huitième pays le plus vaste au monde, le Kazakhstan est entouré par la Fédération de Russie au nord et à l’ouest, l’Ouzbékistan et le Kirghizistan au sud, la Chine et la Mongolie à l’est et la mer Caspienne au sud-ouest. Après une...

Facing the prospects of rapid demographic aging and decline over the coming decades, Poland needs a highly skilled workforce to help generate the productivity growth that it needs to fuel continued convergence of its living standards with those of its West European neighbors. Skilling up the workforce starts with equipping youth with the right cognitive and socio-emotional foundation skills. International research has identified three dimensions of skills that matter for good employment outcomes and economic growth: cognitive skills, such as literacy, numeracy, and creative and critical thinking or problem solving; socio-emotional skills and behavioral traits, such as conscientiousness, grit, and openness to experience; and job- or occupation-specific technical skills, such as the ability to work as an engineer. This report focuses on cognitive skills. It examines results for Poland from the program for international student assessment (PISA), which assesses the mathematics, reading, and science competencies of 15-year-olds. The overall effects of reform on Poland’s PISA scores have been positive, although isolating the precise impact of each reform element is difficult. There is evidence from PISA assessments replicated for older students in upper-secondary education in 2006, 2009 and 2012 that performance gaps previously found between vocational and general schools for 15-year-olds prior to the 1999 reform persist today in upper secondary education, where the performance of students in vocational upper-secondary schools trails that of their peers in general education.

The goal of this study is to provide a better understanding of how a school system can operate efficiently under adversity. The results of this work will be useful in identifying relevant policies in the Middle East and North Africa region. Palestine refugees are achieving higher-than-average learning outcomes in spite of the adverse circumstances they live under. Their education system the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) operates one of the largest non-governmental school systems in the Middle East. It manages nearly 700 schools, has hired 17,000 staff, educates more than 500,000 refugee students each year, and operates in five areas, including the West Bank, Gaza, Jordan, Lebanon, and Syria. This study examines three: West Bank, Gaza, and Jordan. Contrary to what might be expected from a resource-constrained administration serving refugee students who continually face a multitude of adversities, UNRWA students outperform public schools in the three regions the West Bank, Gaza, and Jordan by a year's worth of learning. This study was undertaken to better understand the reasons for success at UNRWA schools and their positive variation from comparable public schools. Econometric techniques were used to analyze international (TIMSS and Programme for International Student Assessment, or PISA) and national learning achievement data. Pedagogical practices and classroom time-on-task were observed using structured methods (Stallings model). Systems Approach for Better Education Results (SABER) tools were used to better understand the policies and implementation strategies for school and teacher management and for monitoring and evaluation. Additionally, qualitative data were collected and analyzed in line with an education resilience conceptual framework to better uncover factors that help students develop the skills to learn despite the adversities they face.

This document presents policy recommendations related to the use of learning analytics and educational data mining from three LACE workshops.

This document presents policy recommendations related to the use of learning analytics and educational data mining from three LACE workshops.

This document presents policy recommendations related to the use of learning analytics and educational data mining from three LACE workshops.

This paper presents evidence from the first three years of a randomized controlled trial of a government-administered pilot teacher performance pay program in Punjab, Pakistan. The program offers yearly cash bonuses to teachers in a sample of public primary schools with the lowest mean student exam scores in the province. Bonuses are linked to three school-level indicators: the gain in student exam scores, the gain in school enrollment, and the level of student exam participation. Bonus receipt and size are also randomly assigned across schools according to whether or not the teacher is the school’s head. On average, the program increases school enrollment by 4.1 percent and student exam participation rates by 3.4 percentage points, both in the third year. The analysis does not find that the program increases student exam scores in any year. Mean impacts are similar across program variants. The positive mean impact on school enrollment is mainly seen in urban schools and the positive mean impact on student exam participation rates is only seen in rural schools.

This paper defines economic inclusion as the ability of all people, including the disadvantaged, to share in economic gains, that is, the conditions that allow for broadly shared prosperity. Beyond the “right” to access consumption in cities, and beyond relatively standardized safety net policies that support economic security, inclusion demands intentional, flexible, context-appropriate strategies aimed at shifting the dynamics of local land and labor markets, public education, and other institutions. The paper analyzes the varied contexts for designing and supporting such strategies in a rapidly changing society, where urban regions have long been critical to incorporating a broad cross-section of people, including immigrant newcomers. Four dimensions are particularly crucial: an urban area’s level of economic growth, the quality of its jobs, its demographic profile, and its geography of opportunity (degree and form of spatial inequality). Economic inclusion is particularly urgent in America’s strongest local markets, which are pricing out the lowest-wage workers and showing a disturbing tendency to import rather than grow the talent needed for the emerging, innovation-driven economy. But weak-market regions face important challenges—and a range of options for leveraging demographic and other changes—as well. And for now, in all types of cities, innovative and promising strategies remain small in scale, in part because they are competing for support with entrenched, underperforming systems.

Countries throughout Latin America and the Caribbean are reforming their education systems with the view of adding more hours to the school day. This paper examines the existing evidence on the relationship between instructional time and student learning, and reviews 15 studies measuring the effects of longer school days. It draws on examples throughout the region to characterize differences in the implementation of extended school day programs, and provides one detailed case study and cost-effectiveness exercise (for Uruguay). While the evidence suggests positive impacts across a range of outcome variables, including gains in student learning, reductions in repetition and dropout, and reductions in teenage pregnancy, there is considerable heterogeneity across programs and studies. Even using the most optimistic impact estimates, a cost-effectiveness exercise suggests that there are likely many more cost-effective reforms to achieve similar effects. The paper concludes with a discussion of the implications for policy makers and practitioners considering an extension of the school day.

This framework paper provides an overview of what matters most for school autonomy and accountability. The focus is on public schools at the primary and the secondary level. This paper begins by grounding School Autonomy and Accountability in its theoretical evidence base (impact evaluations, lessons learned from experience, and literature reviews) and then discusses guiding principles and tools for analyzing country policy choices. The goal of this paper is to provide a framework for classifying and analyzing education systems around the world according to the following five policy goals that are critical for enabling effective school autonomy and accountability: 1) level of autonomy in the planning and management of the school budget; 2) level of autonomy in personnel management; 3) role of school councils in school governance; 4) school and student assessment, and 5) accountability to stakeholders. This paper also discusses how country context matters to school autonomy and accountability and how balancing policy goals matters to policy making for improved education quality and learning for all.

Este artigo apresenta os resultados de uma pesquisa feita em Quebec sobre as necessidades, expectativas, representações e conhecimentos dos agentes do sistema educativo quanto às formas, modalidades e práticas que utilizam e que poderiam e deveriam utilizar no processo de transferência e divulgação de resultados de pesquisa sobre o ensino. Entrevistas semi-estruturadas feitas com os principais agentes do sistema educativo (pesquisadores, responsáveis por associações pedagógicas, sindicatos e Ministério da Educação) e um estudo realizado com os professores constituem o material no qual baseamos nossa metodologia. A síntese dos dados sugere pistas para a solução das dificuldades atualmente enfrentadas para a difusão das pesquisas universitárias junto aos professores.This article presents the results of a research carried out in Quebec on the needs, expectancies, representations, and knowledge among education system agents concerning the forms, modalities, and practices that they use, and that they may and should use in the process of transferring and disclosing teaching research results. Semi-structured interviews with the main agents of the education system (researchers, people in charge of teaching associations, unions, and the Ministry of Education) and a study conducted with teachers are the material on which we have based our methodology. Data synthesis gives us clues for solving the difficulties presently faced in making university researches known to teachers.

Este artigo apresenta os resultados da pesquisa que investigou as repercussões que a organização da escolaridade em ciclos introduziu nas escolas e nas práticas dos professores no exercício de sua profissão. O estudo sustenta que a experiência dos ciclos conforma a escola dentro de uma nova lógica. Argumenta que as mudanças para um real funcionamento da escola em sistema ciclado entram em conflito com a cultura da escola, cuja concepção de escolarização e de tempo e espaço escolares coadunam com a lógica da escola seriada. A mudança faz que a escola transforme-se em um espaço de tensão e conflito. Para tecer tais argumentos, a pesquisa compreendeu: uma análise documental e revisão de literatura; o exame de questionários contextuais dos professores do Sistema Nacional de Avaliação do ensino Básico - Saeb - 2001, que procurou contemplar uma perspectiva macro da questão dos ciclos nacionalmente; uma abordagem qualitativa. Esta última implicou a realização de trabalho de campo com observações, entrevistas e aplicação de questionário em uma unidade escolar da rede de ensino público de Niterói, Rio de Janeiro, cuja organização das escolas compreende quatro ciclos ao longo dos nove anos do ensino fundamental.Results of a study on the repercussion of the experience of cycles on school organization and teacher's practices show that this experience sets school under a new logic. This article argues that the good performance of the cycled system requires changes which conflict with the school culture, the conception of time and space embedded in the serial school logic. The introduction of cycles transform the school into a space of tension and conflict. The study included a documental analysis and a review of the literature, a quantitative approach of the issue of cycles at national level through the assessment of background questionnaires by teachers at Saeb 2001 and a qualitative approach, fieldwork by means of observation, interviews and questionnaire in a public school in Niteroi, Rio de Janeiro, whose organization comprises four cycles throughout the nine years of middle school.

Este trabalho, resultado parcial de pesquisa mais ampla sobre sistemas municipais de ensino, apresenta um estudo sobre os conselhos municipais de educação constituídos nos nove municípios mineiros que instalaram seus sistemas de ensino até 2000. Toma-se como pressuposto a idéia de que os conselhos, na função de intermediação entre o Estado e a sociedade, traduzem ideais e concepções mais amplos de educação e de sociedade que, em cada momento histórico, influenciam a dinâmica das políticas educacionais em pauta. Buscando elementos concretos para refletir sobre essas questões, discute como se apresentam esses conselhos, sua composição, suas atribuições e as possibilidades de constituírem espaços democráticos de participação, contribuindo para a autonomia municipal na área do ensino e para o avanço das políticas públicas na área. Com o objetivo de auxiliar a compreensão dessa realidade, o texto traça, inicialmente, o percurso histórico da idéia de Conselho de Educação no país, considerando o período anterior à constituição dos sistemas federal e estaduais de educação pela Lei de Diretrizes e Bases da Educação de 1961, o período que se seguiu a essa lei e a situação atual. This paper - the partial result of a larger study on municipal education systems - presents an analysis of the boards of education of nine towns in the State of Minas Gerais, which implemented their education systems by 2000. The assumption is that the boards, being an intermediary between the government and the society, express ample ideals and conceptions of education and society, which, in every historical moment, influence the dynamics of the educational policy agenda. In search of concrete elements on which to reflect, there is a focus on these boards' modus operandi, composition and jurisdiction, as well as on the possibility that they become democratic arenas of participation, contributing to county autonomy in education and to the enhancement of public policies in the area. With the purpose of helping to understand this reality, the text initially draws the history of the concept of education board in the country, taking into account the period before the constitution of the federal and state education systems by the LDB (the Brazilian Curricular Law) of 1961, the period after its enforcement and the current scenario.

Este trabalho, resultado parcial de pesquisa mais ampla sobre sistemas municipais de ensino, apresenta um estudo sobre os conselhos municipais de educação constituídos nos nove municípios mineiros que instalaram seus sistemas de ensino até 2000. Toma-se como pressuposto a idéia de que os conselhos, na função de intermediação entre o Estado e a sociedade, traduzem ideais e concepções mais amplos de educação e de sociedade que, em cada momento histórico, influenciam a dinâmica das políticas educacionais em pauta. Buscando elementos concretos para refletir sobre essas questões, discute como se apresentam esses conselhos, sua composição, suas atribuições e as possibilidades de constituírem espaços democráticos de participação, contribuindo para a autonomia municipal na área do ensino e para o avanço das políticas públicas na área. Com o objetivo de auxiliar a compreensão dessa realidade, o texto traça, inicialmente, o percurso histórico da idéia de Conselho de Educação no país, considerando o período anterior à constituição dos sistemas federal e estaduais de educação pela Lei de Diretrizes e Bases da Educação de 1961, o período que se seguiu a essa lei e a situação atual.This paper - the partial result of a larger study on municipal education systems - presents an analysis of the boards of education of nine towns in the State of Minas Gerais, which implemented their education systems by 2000. The assumption is that the boards, being an intermediary between the government and the society, express ample ideals and conceptions of education and society, which, in every historical moment, influence the dynamics of the educational policy agenda. In search of concrete elements on which to reflect, there is a focus on these boards' modus operandi, composition and jurisdiction, as well as on the possibility that they become democratic arenas of participation, contributing to county autonomy in education and to the enhancement of public policies in the area. With the purpose of helping to understand this reality, the text initially draws the history of the concept of education board in the country, taking into account the period before the constitution of the federal and state education systems by the LDB (the Brazilian Curricular Law) of 1961, the period after its enforcement and the current scenario.

El art��culo propone una agenda de "cuestiones educativas" orientada a la reconstitución del lazo entre educación y democracia después de las reformas implementadas en los años 90. Construye previamente un estado de situación caracterizado por la presencia de tres procesos: a. un proceso de des-institucionalización escolar que se expresa tanto en la dificultad de la escuela para sostener un marco normativo sancionado socialmente, como en la crisis de identidad por la que atraviesan las instituciones; b. un proceso de fragmentación del sistema educativo que se diferencia de la tradicional segmentación de los sistemas; c. el agotamiento del instrumental teórico-conceptual con el que tradicionalmente nos hemos propuesto organizar y dar sentido a los fenómenos de la realidad. En este marco el artículo propone: 1. discutir los limites de la modernidad educativa en países periféricos como el nuestro y, en este marco, los de la pedagogía moderna para superar las problemáticas de discriminación y exclusión educativa; 2. rediscutir el concepto de ciudadanía y el papel de la escuela en la formación ciudadana; 3. repensar y discutir el papel del conocimiento y la investigación en la modificación de las practicas políticas y pedagógicas.This article proposes an agenda on "educational matters" which is meant for binding afair education to democracy after the reforms carried out in the 90's. First it describes the current state which is characterized by three processes: a. a school deinstitutionalization process which is expressed both in terms of the difficulty to keep a socially-sanctioned normative framework, and the identity crisis the institutions currently go through; b. a fragmentation process of the educational system which is different from the traditional segmentation of the systems; c. the wearing out of the theoretical and conceptual instruments on which we have been traditionally supposed to rely for organizing and making sense out of reality's phenomena. On this framework the article proposes: 1. to discuss the limits of educational modernity in peripheral countries such as ours and, in this context, those of modern pedagogy in order to deal successfully with discrimination and educational; 2. to review the concept of citizenship as well as the role ascribed to school in the shaping of citizenship; 3. a second thought and discussion on the role of knowledge and research in changing the practices in politics and pedagogy.

The main objective of this study is to increase the value of educational tests for all people working in school systems as well as other beneficiaries. To accomplish this purpose, the researcher used 15 test formats from different elementary and intermediate schools The major findings of the study were as follow: 1 - There are major variations between schools in terms of specifying instructional objectives, because teachers have no specific directions to follow or any meaningful training in this matter. 2- Most educational tests concentrate on the low educational cognitive levels at the expense of the higher ones, such as assessing critical thinking and problem solving. Recommendations: 1- The Ministry of Education should establish an independent department of measurement and testing in each school district for developing and administering achievement tests. 2- Teachers must conduct explanation summaries for the achievement tests of their students.

As Dubai has grown over the last two decades, the demand for private education has grown with it, a reflection of the number of expatriates settling in the city. Today, 88 percent of all students attend private schools. The surge in demand over this period had in fact been so significant that authorities, recognizing the need to establish a specific governmental entity to oversee the sector s expansion, moved to create the Knowledge and Human Development Authority (KHDA) in 2007. Given the city-state s unique context (in which a majority of the population are expatriates, not Emiratis), the immediate challenge for this new public institution was to identify an appropriate approach for regulating a private education sector. The main objective of the present review is to understand what has motivated KHDA s policy initiatives, what principles have guided design, how they were operationalized, and how they function in real life situations today. In what follows, we look first at the broader context of the issue by giving a brief overview of: (i) the growth of private sector education; and (ii) the rise of public governance reform initiatives in the global education policy agenda. The authors then turn to the case of Dubai: the authors present the argument in the road not traveled before reviewing how that policy framework was translated into its present institutional configuration in Dubai through the development of the institutions that came into being. The authors then reflect on the policy framework in operation, showing how the constituent components function together. The authors end by suggesting some options on potential ways forward that will further enhance the system.

This report presents results of the application of SABER teachers in Papua New Guinea. It describes Papua New Guinea’s performance in each of the eight teacher policy goals, alongside comparative information on education systems that have consistently scored highly on international student achievement tests and have participated in SABER-Teachers. Additional detailed descriptive information on the teachers policies of the education systems of Papua New Guinea and other education systems can be found on the SABER-teachers website.

This report presents results of the application of the SABER-teachers tool in Solomon Islands. It describes the performance of Solomon Islands’ education system in achieving each of the eight teacher policy goals, alongside comparative information from education systems that have consistently scored highly on international student achievement tests and have participated in the SABER-Teachers initiative. Additional detailed descriptive information on the teacher policies of the education systems of Solomon Islands and other countries can be found on the SABER-teachers website.

La question du traitement de la diversité culturelle dans les politiques éducatives en France a longtemps été inexistante devant l’exigence républicaine d’une culture commune basée sur la citoyenneté nationale et le principe d’égalité. À partir d’une présentation sociohistorique (1970-2010), cet article montre comment et dans quels contextes le sanctuaire scolaire s’est progressivement ouvert sur le monde réel, pour prendre en considération et mieux accueillir la diversité des cultures qui façonnent la société française. Il témoigne d’une progression non linéaire, soumise à des conjonctures politiques liées à des évènements sociétaux, où les principes républicains sont réaffirmés, à commencer par la laïcité et la citoyenneté. The question of the treatment of cultural diversity in educational policies in France has long been lacking due to the republican requirements of a common culture based on national citizenship and the principal of equality. Using a socio-historical presentation (1970-2010), this article shows how and in which contexts the sanctuary of school is starting to open up to the real world, taking into consideration and better accommodating the cultural diversity which shapes French society. It shows non-linear progression, subject to political trends linked to societal events where republican principals are reaffirmed, not least secularism and citizenship. El tema del trato de la diversidad cultural en las políticas educativas en Francia ha sido durante mucho tiempo algo inexistente ante la exigencia republicana de una cultura común basada en la ciudadanía nacional y en el principio de igualdad. A partir de una presentación sociohistórica (1970-2010), el presente artículo muestra cómo y en qué contextos el santuario escolar se ha abierto paulatinamente al mundo real para tomar en consideración y acoger mejor a la diversidad de las culturas que constituyen la sociedad francesa. Atestigua que existe una progresión no linear, sometida a coyunturas políticas vinculadas con acontecimientos sociales en los que se reafirman los principios republicanos, ante todo la laicidad y la ciudadanía.

L’enseignement primaire malaisien était morcelé pendant la période coloniale sur des bases ethniques. De nos jours, il l’est en fonction de la langue d’enseignement : les écoles nationales accueillent les Malaisiens pour les scolariser en malais et proposent parfois un enseignement de la langue d’origine. Parallèlement, on trouve des écoles primaires à vernaculaire chinois ou tamoul. Le résultat en est une partition de la société en trois communautés évoluant pratiquement indépendamment les unes des autres. Le gouvernement a mis en place les Vision Schools regroupant sur une même implantation des écoles de types différents afin de remédier à ce clivage. Malaysian primary education was split along ethnic lines during the colonial period. Nowadays, it is based on the language of instruction : state schools teach Malaysians in Malay and sometimes offer teaching in the native language. In addition, there are Chinese and Tamil primary schools. This results in society being divided into three separate communities largely operating independently from one another. The government has introduced Vision Schools bringing together schools of different types on the same site to try to address this division. Durante el periodo colonial, la enseñanza primaria malasia se dividía a partir de fronteras étnicas. Hoy en día, lo sigue siendo en función de la lengua de enseñanza : las escuelas nacionales acogen a los Malasios para escolarizarles en malayo y proponen a veces un curso sobre la lengua de origen de los alumnos. De modo paralelo, se puede encontrar escuelas primarias con lenguas vernáculas como el chino o el tamil. El resultado de tal organización es una partición de la sociedad en tres comunidades que evolucionan prácticamente de modo independiente las unas de las otras. El gobierno instauró las Vision Schools que agrupan en una misma implantación escuelas de tipos diferentes para remediar esta separación.

Este artigo apresenta os resultados da pesquisa que investigou as repercussões que a organização da escolaridade em ciclos introduziu nas escolas e nas práticas dos professores no exercício de sua profissão. O estudo sustenta que a experiência dos ciclos conforma a escola dentro de uma nova lógica. Argumenta que as mudanças para um real funcionamento da escola em sistema ciclado entram em conflito com a cultura da escola, cuja concepção de escolarização e de tempo e espaço escolares coadunam com a lógica da escola seriada. A mudança faz que a escola transforme-se em um espaço de tensão e conflito. Para tecer tais argumentos, a pesquisa compreendeu: uma análise documental e revisão de literatura; o exame de questionários contextuais dos professores do Sistema Nacional de Avaliação do ensino Básico - Saeb - 2001, que procurou contemplar uma perspectiva macro da questão dos ciclos nacionalmente; uma abordagem qualitativa. Esta última implicou a realização de trabalho de campo com observações, entrevistas e aplicação de questionário em uma unidade escolar da rede de ensino público de Niterói, Rio de Janeiro, cuja organização das escolas compreende quatro ciclos ao longo dos nove anos do ensino fundamental. Results of a study on the repercussion of the experience of cycles on school organization and teacher's practices show that this experience sets school under a new logic. This article argues that the good performance of the cycled system requires changes which conflict with the school culture, the conception of time and space embedded in the serial school logic. The introduction of cycles transform the school into a space of tension and conflict. The study included a documental analysis and a review of the literature, a quantitative approach of the issue of cycles at national level through the assessment of background questionnaires by teachers at Saeb 2001 and a qualitative approach, fieldwork by means of observation, interviews and questionnaire in a public school in Niteroi, Rio de Janeiro, whose organization comprises four cycles throughout the nine years of middle school.

Diplomska naloga govori o meščanski šoli na Slovenskem. V prvem delu naloge je tako predstavljen razvoj meščanske šole od časa avstro-ogrske monarhije do konca druge svetovne vojne, ko so meščansko šolo pri nas ukinili. Drugi del naloge se osredotoča na prikaz razvoja Meščanske šole Ptuj. Cilji diplomske naloge so tako ovrednotiti pomen meščanske šole v takratnih šolskih sistemih, predstaviti razmišljanja nekaterih pomembnih takratnih pedagogov o pomenu meščanske šole za takratno izobraževanje ter orisati in ovrednotiti pomen Meščanske šole Ptuj za izobraževanje mladine na Ptuju in v okolici. Večji del naloge temelji na primarnih virih iz zgodovinskih arhivov, ki bralcu omogočajo poglobljeno predstavo razvoja meščanske šole ter šolstva na Slovenskem v času avstro-ogrske monarhije in obdobja med obema svetovnima vojnama. This diploma thesis describes a special type of vocational secondary school, the so-called “Bürgerschuleˮ, in Slovenia. The first part of the paper introduces the development of the Bürgerschule, starting with the Austro-Hungarian Monarchy and up to the end of the Second World War, when this type of school was abolished in Slovenia. The second part focuses on the development of the Bürgerschule in Ptuj (Meščanska šola Ptuj). The objectives of this paper are to assess the significance of the Bürgerschule in the framework of the school systems of that time, to present the reflections of some important educators from that period about the significance of this type of school for contemporary education, and to outline and assess the importance of the Bürgerschule in Ptuj for the education of youth in and around Ptuj. A large part of the paper is based on primary sources from historical archives to provide the reader a deeper understanding of the development of the Bürgerschule and of the school system in the Austro-Hungarian Monarchy and in the interwar period in Slovenia.