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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

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).

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.

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.

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...

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.

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.

Systems archetypes are patterns of structure found in systems that are helpful in understanding some of the dynamics within them. The intent was to examine educational attainment data using the success-to-the-successful archetype as a model to see if it helps to explain the inequality observed in the data. Findings indicated that this archetype is useful in explaining the variation, and there are several other terms and concepts that are helpful as well as the terms / concepts: success-to-the successful, the rich get richer, Pareto’s law, Zipf’s law, and power law distributions are related and sometimes used interchangeably.Systems archetypes are, as Senge (2006) noted, patterns of structure found in artificial, natural, and social systems. These archetypes, few in number, provide a toolkit for thinking about social systems such as corporations, government agencies, military organizations, and educational institutions, among others. These archetypes are helpful in understanding patterns of structure within systems. This article considers one specific archetype, success-to-the-successful (STS), to examine educational attainment level in the United States.Meadows (2008) described STS as competition for resources. Whether in business, education, or even ecology; those who are successful attaining the most resources tend to expand their success further and further, sometimes at the expense of those who have minimal resources. In business, leaders use knowledge, experience, and organizational politics to expand their success.Meadows provides an example of the game of Monopoly that resembles business success where players compete to buy property and expand hotels that bring more and more success as the game continues. In education, how successful students are depends on availability of resources to expand knowledge, including availability of quality schools and teachers, personal desire to learn, financial status, and family and community support. In ecology, animals compete for food and safety to determine which animal rises to the success of the successful status. All walks of life compete for resources and those who are the successful will have more resources to continue to be more and more successful

Purpose The purpose of this study was to conduct historical research of the educational systems of the People's Republic of China during the period of 1949-1963. It is hoped that this study will help to clarify the Chinese Communist regime's approach to education and some of the problems encountered in its attempt to mold an educational system suitable for its economic and political need and purpose. More specifically, this study met the following objectives: To know the picture of the school ladder. To understand the deviation between actual practice and propaganda of Communist China's education. To comprehend relationships between Party and educational administration. Procedures The basic methodology in this study was historical. The development of educational system was traced from 1949 to 1963. To accomplish the purpose of this study, the procedures consisted of a review of literature, including government documents, originally periodicals and newspapers and radio broadcasts, a collection of information which provided knowledge of Communist China's education. Findings and Conclusions The Communist China school system was characterized by an emphasis on vocational education, displayed in three ways: First, they set up various technical schools according to different occupations. Secondly, they enhanced the spare-time education for cadres still at work. Thirdly, schools at all levels stressed vocational training. The Communist China school system was a multi-track one. All students of these schools were interchangeable. it was very flexible. The other characteristic of the Communist China School System was abolishment of compulsory education. It is no doubt, the half-work half-study schools in Communist China, that the youth in these schools were able to finish their university education while taking part in labor activities. Eventually, those schools intended to solve financial problems in education and use the youth by enrolling those age 17 to 22 to undertake manual labor for communes. Communist China educational authorities opposed the principle of estimating the individual ability of the students before teaching them. The Red and Expert Schools were responsible for offering both regular and vocational education. On the other hand, in these schools there was emphasis on the theory of being "red" first and then expert and both "red" and expert. The Chinese Communists had no intention to abide the school system they established. It could be held that the Communist China system was in a transitional period and a new one was expected to take its place. The function of political education in the eyes of the Communists could be likened to the function of liberal education in the eyes of educators in the West. However, in Communist China, the political ends and educational ends were to be identical. Educational opportunities must be first given to the working class and the children of the working class in preference to the bourgeoisie and the children of the bourgeoisie. In Communist China, the Party's control over educational affairs was through its personnel in charge of propaganda. The head of the propaganda organ of the highest authority for the school district.

Letter concerning a list of eighth grade graduates and high school graduates from public schools in Utah.