15 results
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2. Intersectionality in Education: Rationale and Practices to Address the Needs of Students' Intersecting Identities. OECD Education Working Papers. No. 302
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Samo Varsik, and Julia Gorochovskij
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Intersectionality highlights that different aspects of individuals' identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students' attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted.
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- 2023
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3. Catching up on Lost Learning Opportunities: Research and Policy Evidence on Key Learning Recovery Strategies. OECD Education Working Papers. No. 292
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Organisation for Economic Cooperation and Development (OECD) (France) and Minea-Pic, Andreea
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Climate change and natural disasters, the COVID-19 pandemic, and geopolitical shocks have increasingly disrupted school education around the world in recent years. Whether leading to school closures, school destructions or repeated interruptions in students' learning experiences, these external shocks have translated into lost learning opportunities for students. In this context, education systems face heightened pressure to become ever more resilient, enhance the efficiency of public spending and address emerging learning gaps. This working paper highlights key education strategies for helping students catch up on lost learning opportunities and bridge learning gaps, based on a review of research and policy evidence from OECD and non-OECD countries. It examines a range of academic strategies to address learning gaps, including: (1) adapting instructional strategies and pedagogies to individual needs; (2) extending and adapting the time of instruction; and (3) providing curricular flexibility and enabling fluid learning pathways within the school system. It provides research evidence on the effectiveness of such strategies, together with examples of their large-scale implementation and cost-effectiveness considerations. While this paper presents programmes of general interest for all countries, a separate policy brief targets learning recovery strategies for students in Ukraine.
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- 2023
- Full Text
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4. Financial Aid and Social Mobility: Evidence from Colombia's Ser Pilo Paga. Working Paper 31737
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National Bureau of Economic Research (NBER), Londoño-Vélez, Juliana, Rodriguez, Catherine, Sanchez, Fabio, and Álvarez-Arango, Luis E.
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The paper studies the impact of financial aid on long-term educational attainment and labor market outcomes in Colombia. In 2014, the government launched a large-scale and generous student loan program called "Ser Pilo Paga." It offered full tuition coverage to students admitted to one of 33 government-certified high-quality universities known for superior test scores, graduation rates, and per-student spending. Notably, completing a bachelor's degree converted the loan into a grant. To qualify, students must score in the top 10% of the standardized high school exit exam and have below-median household wealth. Using RD and DD methodologies, we use nationwide administrative microdata linking all high school test takers, postsecondary attendees, and formal workers to estimate impacts up to eight years after high school. Financial aid improves college enrollment, quality, and attainment, particularly in STEM-related fields. The earnings gains are substantial, growing, and driven partly by high-quality universities improving students' skills, as demonstrated by their performance on Colombia's college graduation exam. A welfare analysis using the MVPF yields over $4.8 per dollar of government spending. Lastly, the program narrowed socioeconomic gaps in college attainment, skill development, and earnings among academically similar students without adversely affecting non-recipients, thereby promoting equity and efficiency.
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- 2023
5. What Makes a Program Good? Evidence from Short-Cycle Higher Education Programs in Five Developing Countries. Working Paper 30364
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National Bureau of Economic Research (NBER), Diaz, Lelys I. Dinarte, Ferreyra, Maria Marta, Urzúa, Sergio S., and Bassi, Marina
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Short-cycle higher education programs (SCPs) can play a central role in skill development and higher education expansion, yet their quality varies greatly within and among countries. In this paper we explore the relationship between programs' practices and inputs (quality determinants) and student academic and labor market outcomes. We design and conduct a novel survey to collect program-level information on quality determinants and average outcomes for Brazil, Colombia, Dominican Republic, Ecuador, and Peru. Categories of quality determinants include training and curriculum, infrastructure, faculty, link with productive sector, costs and funding, and other practices on student admission and institutional governance. We also collect administrative, student-level data on higher education and formal employment for SCP students in Brazil and Ecuador and match it to survey data. Using machine learning methods, we select the quality determinants that predict outcomes at the program and student levels. Estimates indicate that some quality determinants may favor academic and labor market outcomes while others may hinder them. Two practices predict improvements in all labor market outcomes in Brazil and Ecuador--teaching numerical competencies and providing job market information--and one practice--teaching numerical competencies--additionally predicts improvements in labor market outcomes for all survey countries. Since quality determinants account for 20-40 percent of the explained variation in student-level outcomes, estimates indicate a role for quality determinants to shrink the quality gap among programs. These findings have implications for the design and replication of high-quality SCPs, their regulation, and the development of information systems.
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- 2022
6. Labor Market Effects of Short-Cycle Higher Education Programs: Lessons from Colombia. Working Paper 30178
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National Bureau of Economic Research (NBER), Ferreyra, Maria Marta, Galindo, Camila, and Urzúa, Sergio S.
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This paper estimates the heterogeneous labor market effects of enrolling in higher education short-cycle (SC) programs. Expanding access to these programs might affect the behavior of some students (compliers) in two margins: the expansion margin (students who would not have enrolled in higher education otherwise) and the diversion margin (students who would have enrolled in bachelor's programs otherwise). To quantify these responses, we exploit local exogenous variation in the supply of higher education institutions (HEIs) facing Colombian high school graduates in an empirical multinomial choice model with several instruments. According to our findings, the presence of at least one HEI specialized in SC programs in the vicinity of the student's high school municipality increases SC enrollment by 3.7-4.5 percentage points (40-50% of the SC enrollment rate). The diversion margin largely drives this effect. For female compliers, enrollment in SC programs increases formal employment relative to the next-best alternative. For male compliers, in contrast, it lowers formal employment and wages. These results should alert policymakers of the unexpected consequences of higher education expansionary policies.
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- 2022
7. The Effects of Public Housing on Children: Evidence from Colombia. Working Paper 30090
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National Bureau of Economic Research (NBER), Camacho, Adriana, Duque, Valentina, Gilraine, Michael, and Sanchez, Fabio
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We analyze the effect of Colombia's ambitious "Free Housing" program on children's educational outcomes. The program was generous, giving free housing to beneficiaries in desirable areas. We evaluate the program by leveraging housing lotteries and linking applicants to their children. We find that public housing increases high school graduation by seven percentage points -- a seventeen percent increase relative to the control mean -- and boosts exit exam scores and college-going. Using a survey to explore mechanisms, lottery winners report better environmental conditions and shorter commute times. Their children also attend better schools and live in neighborhoods with less crime. [Additional funding for this project was provided by the Departamento Nacional de Planeacion (Contract 672-2019).]
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- 2022
8. New Rurality and Traditional Families. Multigrade Schools in Colombia and Mexico during Pandemics
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Navarro-Leal, Marco A. and Muñoz-Muñoz, Dilsa Estela
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The purpose of this paper is to present an exploration on the response of parents of two rural multigrade schools facing the homeschooling activities in the context of pandemics. To frame a comparative perspective some conceptual work was done about new rurality and family structure before interviewing parents of both schools about distribution of tasks among family members, distribution of time and technological support. The study concluded that the traditional structure of rural families made easy to carry on with the tasks of home, labor and education. [For the complete Volume 21 proceedings, see ED629259.]
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- 2023
9. Investigating the Importance of Demographic Features for EDM-Predictions
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Cohausz, Lea, Tschalzev, Andrej, Bartelt, Christian, and Stuckenschmidt, Heiner
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Demographic features are commonly used in Educational Data Mining (EDM) research to predict at-risk students. Yet, the practice of using demographic features has to be considered extremely problematic due to the data's sensitive nature, but also because (historic and representation) biases likely exist in the training data, which leads to strong fairness concerns. At the same time and despite the frequent use, the value of demographic features for prediction accuracy remains unclear. In this paper, we systematically investigate the importance of demographic features for at-risk prediction using several publicly available datasets from different countries. We find strong evidence that including demographic features does not lead to better-performing models as long as some study-related features exist, such as performance or activity data. Additionally, we show that models, nonetheless, place importance on these features when they are included in the data--although this is not necessary for accuracy. These findings, together with our discussion, strongly suggest that at-risk prediction should not include demographic features. Our code is available at: https://anonymous.4open.science/r/edm-F7D1. [For the complete proceedings, see ED630829.]
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- 2023
10. Entrepreneurial Decisions and Problem-Solving: A Discussion for a New Perspective Based on Complex Thinking
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Patricia Esther Alonso-Galicia, Adriana Medina-Vidal, and Simona Grande
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This work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs. [For the full proceedings, see ED654100.]
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- 2023
11. From Research Learning to Research Production: Collective Methodology
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Eliecer Montero-Ojeda
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The purpose of this research is to solve the problem of producing research (academic journals, books, book chapters) based on the curriculum. In this sense, the methodology called NODE PROJECTS has been developed. Its objective is to promote and manage collaborative scientific research based on the needs of the environment at a national and international level, generating new knowledge and innovation. The node projects are aimed at empathetic students with a theme and scenarios for its development so that they can participate as co-researchers and/or research assistants. Its scope is national and/or international depending on the nature of each project. Thus, it has been possible to evidence in a master's program, the development of a total of 86 research projects and their dissemination, during the years 2020, 2021 and 2022 in a much higher percentage than in previous years. These projects are built within the courses assigned to the line of research within the academic path of the program. The suggested research route is three 48-hour courses per term. The topics to be included in the courses would range from the formulation of the research project to the results, discussion, conclusions and of course its publication. [For the full proceedings, see ED656038.]
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- 2023
12. The Need for Climate-Smart Education Financing: A Review of the Evidence and New Costing Framework
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Global Partnership for Education (GPE), Save the Children, Carly Munnelly, Anna-Maria Tammi, and Raphaelle Martinez
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Despite growing evidence on the impacts of the climate crisis on access to education and learning outcomes, there is a clear gap in identifying the additional costs the climate crisis imposes on education systems. Further, there is little evidence demonstrating the financial and socio-economic returns on specific climate-smart investment in education. To help address this research gap, Part 1 of this report explores the current data and literature with the goal of collating key findings, identifying gaps, and crowding-in further research. To support efforts to build climate-smart education systems across the world, Part 2 of this paper proposes a Climate and Environment Intervention Matrix (CEIM), a tool intended for policymakers, planners, donors, and other education stakeholders that can be used to understand the cost implications of building climate-smart education systems. Part III includes considerations for how governments and their education sector partners can advance the implementation of those systems and how the wider research community can fill the priority data gaps.
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- 2023
13. Designing a Reading Comprehension App Using Design-Based Research Framework
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Heydy Robles Noriega and Karen Villalba Ramos
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Microlearning has increased its popularity for course designs in eLearning environments due to short attention spans and time constraints. The objective of this designed-based research is to describe the multiple iterations of design, development, and revision of a general framework for creating a microlearning reading mobile application. First, we present the components from the perspective of users and for the execution of a software architecture that allows a modular approach. Understanding the pedagogical features of mobile learning: personalization, authenticity, and collaboration are included as part of the IPAC framework to create it. This app was developed in different phases: Analysis and exploration, design and construction, evaluation and reflection, redesign and reconstruction and final critical reflections. The findings link design-based research (DBR) as a methodology that allows engaging in theory building and development of reading applications. It also reveals engagement in reading skills, satisfactory usability ratings and a rise in students' awareness towards new types of texts. [For the complete proceedings, see ED639262.]
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- 2022
14. Paths to Play Competency (P2P): Teachers' Experiences and Their Professional Development. Final Report
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National Institute for Early Education Research (NIEER), Universidad de los Andes (Colombia), Facultad de Educacion, Nores, Milagros, Maldonado, Carolina, Sanchez, Juliana, Escallon, Eduardo, Frede, Ellen, and Guerrero, Karol
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The quality of early childhood programs plays a crucial role in improving outcomes for children. Play-based practices are considered a vital component in early childhood development as they offer opportunities for children to learn and grow. Despite this, the field is still trying to understand the role of teachers in facilitating play and their beliefs and practices related to play, as well as how to best support these practices. The study was grounded in methodology developed within the Paths 2 Play (P2P) project, using definitions from the LEGO Foundation's white paper on play facilitation as a starting point. The study specifically looked at the training processes within aeioTU, a Reggio Emilia inspired early childhood program in Colombia, exploring how learning through play is understood, conceptualized, and practiced, and the degree to which materials support it. The aeioTU program is centered on child-led play, exploration, projects, and aesthetic expression. The study was conducted against the backdrop of the COVID-19 pandemic and commenced during the period when children were learning from home. Later, as learning shifted to hybrid and in-person formats, the study shifted to centers. The research focused on gaining insight into the concepts and interpretations of learning through play among train the trainer teams, teachers, and caregivers. Data was collected between June and December 2021 from 55 teachers across 7 municipalities. A small study was also conducted, consisting of video observations and interviews with teachers and parents. The small study took place at two aeioTU centers in Cartagena, Colombia, where 6 teachers were followed through their professional development process. Due to COVID-19 restrictions, all data collection was carried out remotely. [For "Measuring Teacher Facilitation of Playful Learning. Research Note," see ED628956. For "Play Related Beliefs and Practices in Colombia: Implications for Policy & Practice. Policy Brief," see ED628957.]
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- 2023
15. Review of the Use of Standardized Achievement Tests for Accountability Purposes in Education: The Colombia and Chile Cases
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Jose Antonio Mola Avila
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Accountability in education was implemented to improve poor learning outcomes by documenting and monitoring learning achievement results. In this process, external standardized achievement tests have played a central role, being the mechanism most frequently used to measure learning outcomes. However, several decades after its initial implementation, most students are still below learning standards, especially in developing countries. Additionally, several issues have been documented when using standardized achievement tests for accountability purposes. This study contributes to the discussion regarding why implementing accountability systems has not been enough to ensure that all students meet learning objectives. Particularly, this research explored technical, ethical, and political issues derived from implementing accountability systems in K12 in Colombia and Chile that incorporate standardized achievement tests to understand how the issues affect the quality of the accountability systems and limit their expected benefits. Specifically, this paper addressed the following questions: how do, if any, technical and political issues related to the use of standardized achievement tests affect the quality of the accountability systems? How do political decisions exacerbate technical issues and affect the quality of accountability systems? Can technical and political issues also be considered ethical? If so, how can all of them be overcome? This study built on theories and contributions about accountability in the education sector through the 2014 edition of the Standards for Educational and Psychological Testing developed by the American Educational Research Association (AERA), the American Psychological Association (APA), and the National Council on Measurement in Education (NCME), as well as a literature review regarding pros and cons of implementing an accountability system in the three dimensions analyzed: technical, political and ethical. A multiple case study with a theory-guided qualitative content analysis approach were also used; and the documentation of the current accountability systems in Chile and Colombia, and the most recent change due to political decisions were mainly reviewed to answer the research questions. Regarding the first one, seven issues that negatively affect the Colombian and Chilean accountability systems were identified; these limit their potential benefits. Issue 1: There is no clear connection between the intended inferences and how test results are reported. Issue 2: There are test reports with incomplete descriptions. Issue 3: Measurement errors are omitted when reporting some test results. Issue 4: The unit of intended inference for test results is not defined clearly in the regulatory documentation. Issue 5: There are omissions of support when describing the way in which test results should be used given the intended inferences, uses and implications. Issue 6: There is no clear connection between documentation, indicating how each one responds or builds on the others. Issue 7: Current standardized achievement tests measure the national curriculum partially, but it is not stated explicitly. Finally, the way in which these uses affect the quality of the accountability systems analyzed is described. For the second research question, some mixed evidence was found. For Colombia, the most recent political decision generated additional technical pressure, exacerbating technical issues, while Chile could have reduced the technical pressure. For the third research question, the political and technical issues identified can be considered ethical given the evidence analyzed, and they can be overcome by following the international standards in testing, as the accountability systems already declare. However, there is enough information for a better implementation of accountability systems in both Chile and Colombia, so a discussion about the implications for the field and practice is reported. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
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