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2. Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms. Policy Research Working Paper 8752
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World Bank, Evans, David K., and Yuan, Fei
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In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning--if sustained over time--may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. [This paper is a product of the Office of the Chief Economist, Africa Region and the World Development Report 2018 Team.]
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- 2019
3. Hit and Run? Income Shocks and School Dropouts in Latin America. Policy Research Working Paper 8344
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World Bank, Cerutti, Paula, Crivellaro, Elena, Reyes, Germán, and Sousa, Liliana D.
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How do labor income shocks affect household investment in upper secondary and tertiary schooling? Using longitudinal data from 2005-15 for Argentina, Brazil, and Mexico, this paper explores the effect of a negative household income shock on the enrollment status of youth ages 15 to 25. The findings suggest that negative income shocks significantly increase the likelihood that students in upper secondary and tertiary school exit school in Argentina and Brazil, but not in Mexico. For the three countries, the analysis finds evidence that youth who drop out due to a household income shock have worse employment outcomes than similar youth who exit school without a household income shock. Differences in labor markets and safety net programs likely play an important role in the decision to exit school as well as the employment outcomes of those who exit across these three countries.
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- 2018
4. The Economic Impacts of Learning Losses. OECD Education Working Papers, No. 225
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Organisation for Economic Cooperation and Development (OECD) (France), Hanushek, Eric A., and Woessmann, Ludger
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The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.
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- 2020
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5. Examining a Congruency-Typology Model of Leadership for Learning Using Two-Level Latent Class Analysis with TALIS 2018. OECD Education Working Papers, No. 219
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Organisation for Economic Cooperation and Development (OECD) (France) and Bowers, Alex J.
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Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across countries/economies using the TALIS 2018 dataset through examining the interaction of significantly different subgroups of teacher and principal responders through using multilevel latent class analysis (LCA) with a cross-level interaction. I analyse data from lower secondary schools of n=152 635 teachers in 9 079 schools and their principals across 47 countries/economies. Currently in the research literature on school leadership, leadership for learning has emerged as a framework to bring together managerial, transformational, distributed, and instructional leadership. Yet little is known about leadership for learning across national contexts. This study 1) maps the TALIS 2018 survey items to the current literature and surveys for leadership for learning, 2) then details the methods and analysis framework to examine if there are multiple significantly different types of teachers, principals, and schools from a leadership for learning theory framework. The final model 3) identifies a three-group teacher typology and a three-group principal typology, linking these types to school context, covariates, as well as teacher and principal training and experience. Results relate directly to the intersection of research, policy, and practice for training and capacity of school leaders across 47 countries/economies globally.
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- 2020
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6. Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, and Niemczyk, Ewelina
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Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research. The book contains a Preface: "Bulgarian Comparative Education Society: 25 Years of Being International" (Nikolay Popov); an Introduction: "Education Provision to Everyone: Comparing Perspectives from Around the World" (Lynette Jacobs) and papers divided into the respective thematic sections. Part 1: "Comparative Education & History of Education": (1) Jullien: Founding Father of Comparative and International Education Still Pointing the Way (Charl Wolhuter); (2) Presentation of Marc-Antoine Jullien's Work in Bulgarian Comparative Education Textbooks (Teodora Genova & Nikolay Popov); (3) "Teach Your Children Well": Arguing in Favor of Pedagogically Justifiable Hospitality Education (Ferdinand J. Potgieter); (4) Theory for Explaining and Comparing the Dynamics of Education in Transitional Processes (Johannes L. van der Walt); (5) Nordic Internationalists' Contribution to the Field of Comparative and International Education (Teodora Genova); (6) International Research Partners: The Challenges of Developing an Equitable Partnership between Universities in the Global North and South (Karen L. Biraimah); (7) Providing Books to Rural Schools through Mobile Libraries (Lynette Jacobs, Ernst Stals & Lieve Leroy); (8) South African Curriculum Reform: Education for Active Citizenship (Juliana Smith & Agnetha Arendse); (9) Universities Response to Oil and Gas Industry Demands in South Texas (USA) and Tamaulipas (Mexico) (Marco Aurelio Navarro); (10) Goals That Melt Away. Higher Education Provision in Mexico (Marco Aurelio Navarro & Ruth Roux); (11) How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts (Marzanna Pogorzelska & Susan Yelich Biniecki); (12) Contribuciones de un Modelo Multiniveles para el Análisis Comparado de Impactos de Políticas Educativas en la Educación Superior (Mirian Inés Capelari) [title and paper are provided in Spanish, abstract in English]; and (13) Internationalization, Globalization and Relationship Networks as an Epistemological Framework Based on Comparative Studies in Education (Amelia Molina García & José Luis Horacio Andrade Lara). Part 2: "Pre-service and In-service Teacher Training & Learning and Teaching Styles": (14) The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community -- A Challenge for the Professional Development (Jana Kalin & Barbara Šteh); (15) South African Heads of Department on Their Role in Teacher Development: Unexpected Patterns in an Unequal System (André du Plessis); (16) Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics? (Marlena Plavšic & Marina Dikovic); and (17) Personality Traits and Learning Styles of Secondary School Students in Serbia (Gordana Djigic, Snežana Stojiljkovic & Andrijana Markovic). Part 3: "Education Policy, Reforms & School Leadership": (18) Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England (Gillian Hilton); (19) The Status of Teaching as a Profession in South Africa (Corene de Wet); (20) Initial and Continuing Professional Development of Adult Educators from an Educational - Policy Perspective: Rethinking from Croatia (Renata Cepic & Marijeta Mašic); (21) Educational Reform from the Perspective of the Student (Claudio-Rafael Vasquez-Martinez, Felipe Gonzalez-Gonzalez, Jose-Gerardo Cardona-Toro, MaríaGuadalupe Díaz-Renteria, Maria-Ines Alvarez, Hector Rendon, Isabel Valero, Maria Morfin, Miguel Alvarez); (22) Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement (Nylon Ramodikoe Marishane); (23) Approaches to In-servicing Training of Teachers in Primary Schools in South Africa (Vimbi P. Mahlangu); (24) Social Justice and Capacity for Self-development in Educational Systems in European Union (Bo-Ruey Huang); (25) Social Justice and Capacity for Self-Development in Educational System in Japan (Yu-Fei Liu); and (26) Emotions in Education Generated by Migration (Graciela Amira Medecigo Shej). Part 4: "Higher Education, Lifelong Learning & Social Inclusion": (27) Ambivalent Community: International African Students in Residence at a South African University (Everard Weber An); (28) Internationalization of Higher Education Institutions in Latvia and Turkey: Its Management and Development during the Last Decade (Sibel Burçer & Ilze Kangro); (29) Lifelong Learning: Capabilities and Aspirations (Petya Ilieva-Trichkova); (30) Where Have All the Teachers Gone: A Case Study in Transitioning (Amanda S. Potgieter); (31) An Overview of Engineering Courses in Brazil: Actual Challenges (Alberto G. Canen, Iara Tammela & Diogo Cevolani Camatta); (32) Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies (Rejane P. Costa & Ana Ivenicki); (33) Social Inclusion of Foreigners in Poland (Ewa Sowa-Behtane); (34) An Autistic Child Would Like to Say "Hello" (Maria Dishkova); (35) Research Approaches for Higher Education Students: A Personal Experience (Momodou M Willan); (36) Social Networks Use, Loneliness and Academic Performance among University Students (Gordana Stankovska, Slagana Angelkovska & Svetlana Pandiloska Grncarovska); and (37) The Personal Characteristics Predictors of Academic Success (Slagana Angelkoska, Gordana Stankovska & Dimitar Dimitrovski). Part 5: "Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education": (38) An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships (Elizabeth Achinewhu-Nworgu & Queen Chioma Nworgu); (39) Strategies for Improving the Employability Skills and Life Chances of Youths in Nigeria (Elizabeth Achinewhu-Nworgu, Steve Azaiki, Shade Babalola & Chinuru Achinewhu); (40) Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success (Elizabeth Achinewhu-Nworgu, Steve Azaiki & Queen Chioma Nworgu); (41) Peer Exclusion at Physical Education (Gorazde Sotosek); (42) Exclusion and Education in South Africa: An Education Law Perspective of Emerging Alternative Understandings of Exclusion (Johan Beckmann); and (43) Educational and Social Inclusion of Handicapped Children. Polish Experiences (Anna Czyz). Part 6: "Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research": (44) Observations about Research Methodology during 15 Years of Presenting Capacity-Building Seminars (Johannes L. van der Walt); and (45) Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate (Anna Mankowska). Following the presentation of the complete conference papers, the following abstracts are provided: (1) Project-Based Learning in Polish-American Comparative Perspective (Marzanna Pogorzelska); (2) Teaching and Researching Intervention and Facilitation in a Process of Self-reflection: Scrutinity of an Action Research Process (Juliana Smith); (3) Investigating Perceptions of Male Students in Early Childhood Education Program on Learning Experiences (Ayse Duran); (4) Teacher Professional Development and Student Achievement in Turkey: Evidence from TIMSS 2011 (Emine Gumus & Mehmet Sukru Bellibas); (5) The Usage of CBT and Ayeka Approach at the Kedma School (Yehuda Bar Shalom & Amira Bar Shalom); (6) Factors Affecting Turkish Teachers' Use of ICT for Teaching: Evidence from ICILS 2013 (Mehmet Sukru Bellibas & Sedat Gumus); (7) Application of Big Data Predictive Analytics in Higher Education (James Ogunleye); (8) The Pursuit of Excellence in Malaysian Higher Education: Consequences for the Academic Workplace (David Chapman, Sigrid Hutcheson, Chang Da Wan, Molly Lee, Ann Austin, Ahmad Nurulazam); (9) Challenging the Value and Missions of Higher Education: New Forms of Philanthropy and Giving (Pepka Boyadjieva & Petya Ilieva-Trichkova); (10) The Effects of Major-changing between Undergraduates and Postgraduates on the Major Development of Postgraduates (Jinmin Yu & Hong Zhu); (11) Spotlight on Canadian Research Education: Access of Doctoral Students to Research Assistantships (Ewelina Kinga Niemczyk); (12) Regulation or Freedom? Considering the Role of the Law in Study Supervision (J. P. Rossouw & M. C. Rossouw); (13) The Subjectivity-Objectivity Battle in Research (Gertrude Shotte); and (14) Interdisciplinary Approach to Teaching Chemistry: Electrochemical Biosensors Case Study (Margarita Stoytcheva & Roumen Zlatev). A Name Index is included. (Individual papers contain references.) [For Volume 2, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 2" see ED568089.]
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- 2016
7. Must We Wait for Youth to Speak Out before We Listen? International Youth Perspectives and Climate Change Education
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Karsgaard, Carrie and Davidson, Debra
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In recent years, youth across the planet have begun to mobilise, motivated by the perceived injustices associated with the causes, consequences and politics of climate change. However, education systems lag behind, preoccupied with the "what" and "how" of climate change, rather than engaging it as a social issue in which students themselves are implicated. In this paper, we share the results of our participatory research exploration into youth and climate change through an international education project, in which 99 students from 13 countries joined virtually in a climate change learning experience, culminating in the collaborative development and presentation of a White Paper to the 2018 IPCC Cities and Climate Change Conference. Grounded in a critical global citizenship education framework, this project provides a site to explore climate change education from the perspectives of diverse youth, who inform possibilities for climate change education that addresses justice, individualisation and emotionality.
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- 2023
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8. Psychological Applications and Trends 2023
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Clara Pracana and Michael Wang
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This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.
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- 2023
9. Decolonial Practices in Higher Education from the Global South: A Systematic Literature Review
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Maryluz Hoyos Ensuncho
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Higher education institutions have been complicit with the ongoing coloniality project that reinforces and perpetuates inequities, dismisses interests, knowledges, alternative discourses, and world views different from Western European thought (Bell, 2018; Dastile & Ndlovu-Gatsheni, 2013; Harms-Smith & Rasool, 2020). Education is rooted in colonialism, which raises doubts about the feasibility of universities implementing a decolonial agenda (Dhillon, 2021). To contribute to the conversation about decolonial praxis and the documented efforts in the literature on how to enact a decolonial rehumanizing agenda, this paper presents a systematic literature review of works from the Global South that attempt to disentangle universities from colonial practices in higher education. The works reviewed describe a variety of practices from pedagogical practices, curriculum changes, and institutional connections with marginalized communities that make visible knowledges, languages, and perspectives traditionally excluded from universities.
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- 2023
10. Navigating AACSB Accreditation with Strategic Leadership and Change Management: A Systematic Literature Review
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Irene Budi Prastiwi and Martinus Tukiran
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Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.
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- 2024
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11. Sensorimotor Distractions When Learning with Mobile Phones On-the-Move
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Castellano, Soledad and Arnedillo-Sánchez, Inmaculada
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This paper presents a discussion on potential conflicts originated by sensorimotor distractions when learning with mobile phones on-the-move. While research in mobile learning points to the possibility of everywhere, all the time learning; research in the area suggests that tasks performed while on-the-move predominantly require low cognitive processing. This work uses Bloom's taxonomy to identify low and high order thinking activities associated to the functionalities of a mobile phone. It also provides preliminary results from a survey identifying correlations between high and low cognitive processing tasks and locations involving users' sensorimotor engagement. [For the full proceedings, see ED571335.]
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- 2016
12. Considering the State and Status of Internationalization in Western Higher Education Kinesiology
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Culp, Brian, Lorusso, Jenna, and Viczko, Melody
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While internationalization is among the top strategic priorities of universities and colleges globally, research into the expanse of internationalization in the kinesiology discipline is not well researched. Given this gap, critical consideration of the state and status of the phenomenon is needed. Knowing more about what is being done in the name of internationalization within kinesiology and reflecting on how those actions and outcomes are aligned, or not, with key theoretical guidance is necessary in order to plan for improvement accordingly. For these reasons, this paper first provides a primer on internationalization in higher education, including how the phenomenon has come to be defined as well as key contemporary critiques associated with it. In particular, we highlight Beck's (2012) theoretical concept of 'eduscape' to critically consider the influences of globalization on internationalization within higher education kinesiology as well as Khoo, Taylor, and Andreotti's (2016) principles of intelligibility, dissent, and solidarity to consider the ways kinesiology scholars engage critically with internationalization processes. Presented next is a review of the kinesiology literature that is explicitly focused on internationalization. Then, the results of a pilot survey into the views of National Association for Kinesiology in Higher Education (NAKHE) members and other Western kinesiology scholars on internationalization is reported next. The paper concludes with recommendations as to how NAKHE and the broader community of Western kinesiology scholars might best navigate internationalization moving forward. We recommend the complexity-informed and principle-driven approach of inclusive leadership as a means of pursuing cognitive justice in the 21st century.
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- 2021
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13. Presidential Twitter in the Face of COVID-19: Between Populism and Pop Politics
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Manfredi-Sánchez, Juan-Luis, Amado-Suárez, Adriana, and Waisbord, Silvio
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This paper analyses the use of Twitter as a presidential communication channel during the first few months of the COVID-19 crisis. The aim is to determine how four recently elected presidents (those of Spain, Argentina, Mexico and Brazil) managed their political communication, and to explore the thesis that they resorted to populist messages during the first months of their terms in office. Using a qualitative methodology and the XL Node tool to capture data, a comparative analysis was performed on the messages posted on their personal Twitter accounts during the first 20 weeks of 2020, classified in six categories: polarization; conspiracy; exaltation and leadership; personalisation and privacy; emotions and feelings; and media publicity. The results indicate that the four presidents share populist traits, but to a different extent. López Obrador and Bolsonaro display a more populist profile, with emotional appeals to the people and to their saving action as regards the implementation of health policies. Conversely, Alberto Fernández and Pedro Sánchez are more akin to the pop politician profile, posting photographs and media messages with a view to receiving press coverage. Both post tweets, based on values and historical events, aimed at their grassroots supporters. The main conclusion is that the pandemic has enhanced the presidential and personalist profiles of the four leaders, although their actions during the COVID-19 crisis were not necessarily in keeping with the populist paradigm. Thus, Sánchez and Bolsonaro implemented a health management communication strategy, while López Obrador and Fernández paid scant attention to health policy.
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- 2021
14. The Digital Competence of Academics in Higher Education: Is the Glass Half Empty or Half Full?
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Inamorato dos Santos, Andreia, Chinkes, Ernesto, Carvalho, Marco A. G., Solórzano, Claudia M. V., and Marroni, Lilian S.
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This paper aims to evaluate and discuss the digital competence of academics at universities, to identify challenges and define recommendations for policy. This study was conducted through collaboration between the Joint Research Centre (JRC) of the European Commission and Metared of the Universia Foundation, surveying 30,407 participants who present the perceptions of their own digital competence levels. These self-reflections took place in universities in seven countries, namely Argentina, Brazil, Colombia, Chile, Peru, Mexico and Portugal, and used the Check-In tool, which consists of 22 questions based on the European Framework for the Digital Competence of Educators--or 'DigCompEdu' framework. A descriptive statistical analysis was performed, followed by a qualitative evaluation. Almost 70% of the academics have an average intermediate level of competence when the data is aggregated, with results varying in each DigCompEdu area according to the specific question asked. There is no significant difference between young and senior academics, as well as between men and women. The results present a discussion of whether the age and gender of educators and their work environment have an impact on their digital competence level, and at the same time highlights the areas in which educators perceive themselves to be most and least competent. It shows how the amount of institutional support that is offered affects the academics' perceptions of their level of digital competence. On the basis of the results, recommendations are presented for higher-education institutions, with the aim of supporting the professional development of their academics.
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- 2023
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15. Moderate-to-Vigorous Physical Activity in Physical Education: A Review of Reviews
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Damián Iglesias, Javier Fernandez-Rio, and Pablo Rodríguez-González
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Purpose: This paper aimed to examine moderate-to-vigorous physical activity (MVPA) levels in physical education. Method: A review of reviews was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The screening process, data extraction, assessment of the risk of bias, and analysis of the results were carried out independently by two reviewers. A total of eight systematic reviews from six databases, which included 224 studies, involving more than 80,000 students (elementary, middle, and high school), enrolled in more than 450 schools worldwide were unpacked. Results: Students fail to meet the 50% recommendation of MVPA lesson time, irrespective of country, school stage, gender, or MVPA measures. Physical education-based interventions increased students' MVPA during lessons (range 14.3%-24%) compared with control groups. Conclusion: Physical education is uniquely positioned to provide physical activity opportunities for students, but teachers must target the provision of adequate MVPA levels, which is not currently happening.
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- 2023
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16. Exploratory Study of MOOC Learners' Demographics and Motivation: The Case of Students Involved in Groups
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Bayeck, Rebecca Yvonne
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This paper reports preliminary findings on students enrolled in a massive open online course, who were also assigned to work in groups. Part of a larger study on the effect of groups on retention and completion in MOOCs, the paper provides students' demographics (i.e., location, gender, education level, and employment status), and motivation for taking the course. Findings show that women outnumbered men and that students mostly enrolled into the course because of a friend. Indeed, research on MOOCs demonstrates that men outnumber women and that educational pursuit and professional development are the main motivators for taking MOOCs. Yet, this paper shows that when group work is included in a MOOC, women participate more. Furthermore, for students assigned to groups in a MOOC, friends are the principal incentive for enrolling into the course. These results are discussed in light of previous research, and implications for teaching and learning in online environments addressed.
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- 2016
17. Iberian (South American) Model of Judicial Review: Toward Conceptual Framework
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Klishas, Andrey A.
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The paper explores Latin American countries legislation with the view to identify specific features of South American model of judicial review. The research methodology rests on comparative approach to analyzing national constitutions' provisions and experts' interpretations thereof. The constitutional provisions of Brazil, Peru, Mexico, and Ecuador are taken as core examples to compare the relevant procedure with Anglo-Saxon and European models of judicial review. The paper underlines that within the traditional separation of powers (i.e. legislative, executive and judicial), each of the respective branches conducts supervision and review functions to a particular extent. The text covers some examples regarding the head of the state, the supreme legislative body activities in this respect, and goes further to explore the nature of the phenomenon under study, taking into account that the majority of Latin American countries supported the organizational structure of judiciary operating in line with the separation of powers and also grant their courts of general jurisdiction the right of review for constitutionality and legality. The comparative analysis of national constitutions' provisions and scholars' interpretations has led to a number of conclusive statements regarding distinctive features of constitutional supervision and judicial review procedure in the South American legal tradition.
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- 2016
18. Insights into Accounting Education in a COVID-19 World
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Sangster, Alan, Stoner, Greg, and Flood, Barbara
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This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.
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- 2020
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19. Understanding Latin America's Educational Orientations: Evidence from 14 Nations
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Osiobe, Ejiro U.
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Latin American countries have evolved over the years. Still, after years of military reign, socioeconomicinstability, and civil wars, the region has been known for its anti-hegemonic economic growth (educationalpolicies) strategies. Central and South America's educational system has long been under investigation by researchers both theoretically and empirically. The transition of its education system through the introduction of centralized, liberalized, and populist ideology has sparked many researchers' interest. This paper aims to understand and compare 14 Latin American countries' education orientation. The study uses a matrix table to visualize the qualitative finding.
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- 2020
20. Patterns of Theory Use in Qualitative Research in Higher Education Studies in Latin America: A Geopolitical Interpretation
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Guzmán-Valenzuela, Carolina and Barnett, Ronald
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The relationship between theory and qualitative research has been extensively examined in the literature and has emerged as a problematic matter. This debate has been driven forward mainly in Anglo-Saxon countries and has done scant justice to an understanding of these issues in regions of the South. This paper addresses this matter by drawing on a geopolitical perspective. The study here provides an analysis of 24 papers by Latin-American researchers in higher education, as included in the Web of Science between 2006 and 2015. Theories in Latin America are mainly produced in the North and exhibit two patterns: (i) critical perspectives are used to address local problems -- 'epistemic problematization'; and (ii) a nuancing of Northern theories so as to contextualize them -- 'epistemic nuancing'. Suggestions are also made for a new configuration of knowledge production in higher education studies -- a model of knowledge from and for the South.
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- 2019
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21. International Organizations and the Technical and Professional Education Networks in Latin America: A Comparative Analysis between Brazil and Mexico
- Author
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Larentes da Silva, Adriano
- Abstract
This paper presents the results of a study that investigated technical and professional educational policies in both Brazil and Mexico, and the relations of these two countries with international networks of educational organizations. The focus is on the three international organizations that have had the most influence on public education policies in both Brazil and Mexico: UNEVOC, CINTERFOR/ILO, and REDUCA. Official documents, academic articles, and information available at the websites of the organizations were analyzed. The results indicate that the main objective of these networks has been the search for consensus around educational perspectives aimed at implementing models of technical and vocational professional education that meet the interests of entrepreneurs and the labor market. The results also indicate that the network activity of international organizations has contributed to consolidate educational standards, experiences and very pragmatic and restrictive instruments that directly impact the school realities of countries such as Mexico and Brazil.
- Published
- 2022
- Full Text
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22. How Playful Learning Can Help Leapfrog Progress in Education
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Brookings Institution, Center for Universal Education, Winthrop, Rebecca, Ziegler, Lauren, Handa, Rhea, and Fakoya, Foluyinka
- Abstract
Humans are born with the natural ability to gain skills through play. Children learn about social norms, roles and responsibilities, and language through curiosity-driven, playful interactions and activities. Learning through play harnesses the power of children's imagination and inspires active engagement with the material. The Center for Universal Education at Brookings, is studying innovations that strive to improve education. If the education sector stays on its current trajectory, half of all youth around the world entering the workforce in 2030 will lack basic secondary-level skills they need to thrive--from literacy and numeracy to critical thinking and problem solving. It is believed that leapfrogging, or rapid nonlinear progress, is needed to change this trajectory. Education that allows students to leap forward in learning should incorporate experimentation and iteration, helping students make meaning of what they are learning, and engage with others in doing so. These types of student-centered, playful learning experiences are an essential component to leapfrogging in education because without them young people will not be able to develop the full breadth of competencies and skills they need to thrive in a fast-changing world. This paper is the first in in a series of Leapfrogging in Education snapshots that provide analyses of a global catalog of education innovations. Of the nearly 3,000 innovations captured in the catalog, two-thirds involve playful learning, which represents the largest category of innovations that were recorded. [Support also provided by the BHP Foundation.]
- Published
- 2019
23. Access to Academic Libraries: An Indicator of Openness?
- Author
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Wilson, Katie, Neylon, Cameron, Montgomery, Lucy, and Huang, Chun-Kai
- Abstract
Introduction: Open access to digital research output is increasing, but academic library policies can place restrictions on public access to libraries. This paper reports on a preliminary study to investigate the correlation between academic library access policies and institutional positions of openness to knowledge. Method: This primarily qualitative study used document and data analysis to examine the content of library access or use policies of twelve academic institutions in eight countries. The outcomes were statistically correlated with institutional open access publication policies and practices. Analysis: We used an automated search tool together with manual searching to retrieve Web-based library access policies, then categorised and counted the levels and conditions of public access. We compared scores for institutional library access feature with open access features and percentages of open access publications. Results: Academic library policies may suggest open public access but multi-layered user categories, privileges and fees charged can inhibit such access, with disparities in openness emerging between library policies and institutional open access policies. Conclusion: As open access publishing options and mandates expand, physical entry and access to print and electronic resources in academic libraries is contracting. This conflicts with global library and information commitments to open access to knowledge.
- Published
- 2019
24. University Offering Work-Integrated Learning Dual Study Programs
- Author
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Gerloff, Axel and Reinhard, Karin
- Abstract
There is mutual agreement about the need for internationalization in higher education. However, there is no consensus regarding the best practice. Universities offering cooperative and work-integrated education have a comparative advantage in providing their graduates with capabilities needed on the labor market. They face the challenge to develop an internationalization strategy that reflects the practice-orientation of their study programs. The key question is how to use the specific feature of dual education to expand globally. This paper analyzes the approach of Duale Hochschule Baden-Wuerttemberg (DHBW) as Germany's first university to integrate academic studies and work experience. It examines student exchanges, study-abroad internship tandems, short-term programs as well as the implementation of the DHBW model in other countries. The strengths and weaknesses of these approaches as well as their conformance with the objectives of the internationalization strategy are evaluated.
- Published
- 2019
25. Provision of Effectiveness of University Education on the Market Economy
- Author
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Kuznetsov, Nikolai, Usenko, Lyudmila, Ivanova, Olga, and Kostoglodova, Elena
- Abstract
Purpose: The purpose of this paper is to evaluate and determine the effectiveness of university education on the economy of various countries. Design/methodology/approach: To determine the necessity and expedience of making provision for the effectiveness of university education on the market economy, this work uses the method of regression and correlation analysis. Evaluation of effectiveness of the system of university education is performed separately for students, state, and employers by taking as example countries with specially developed formulas. Findings: The authors substantiate the necessity for provision of effectiveness of university education on the market economy, view the effective system of university education as a basis for the development of a knowledge economy, determine approaches to evaluate the effectiveness of university education on the market economy, perform evaluation of effectiveness of the system of university education by the example of various countries, determine its connection with indicators of economic growth and development, and provide recommendations for provision of effectiveness of the system of university education on modern market economies. Practical implications: The practical value of results of the conducted research consists in the possibility to use the developed formulas for determining the level of effectiveness of the system of university education on various countries of the world. Originality/value: Theoretical value of this paper consists in the possibility for the application of authors' conclusions and recommendations in the process of development of the policy of management of effectiveness of university education system.
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- 2017
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26. Learning to Learn and Assessment: Complementary Concepts or Different Worlds?
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Stringher, Cristina, Brito Rivera, Hugo Armando, Patera, Salvatore, Silva Silva, Irene, Castro Zubizarreta, Ana, Davis Leme, Claudia, Torti, Daniela, Huerta, María del Carmen, and Scrocca, Francesca
- Abstract
Background: 'Learning to Learn' (L2L) is considered a key skill for the twenty-first century. It is understood here as a hyper-competence, which mobilises resources of the individual and/or groups in a sense-making effort to improve or update one's own learning. By means of classroom assessment during the teaching-learning cycle, teachers can promote this competence in their daily practice. This paper focuses on the L2L-assessment relationship, presenting data from an international qualitative research project conducted in Brazil, Ecuador, Italy, Mexico, Spain and Uruguay from a comparative perspective. Purpose: The study sought to explore the relationship between teachers' L2L conceptualisations and their assessments in a sample of preschool, primary and secondary school teachers. Key questions addressed were: how did interviewed teachers define L2L? What, if any, was the connection between teachers' assessment methods and their own L2L definition? Methods: The analysis drew on data collected from 123 interviews with teachers, deploying a qualitative descriptive approach. L2L definitions were classified as broad or narrow according to Hounsell. A connection was assigned to each interview depending on whether teachers' assessment and L2L responses included aspects related to L2L theory. Findings and conclusion: Around one-third of interviewees provided a definition of L2L consistent with the intended purposes of assessments that contribute to the development of L2L. Approximately one-fifth was classified with partial connection and almost half was classified as showing no connection. The L2L-assessment relationship is explored in terms of similarities and differences between countries. Overall, the study draws attention to the need for increasing teacher awareness of the L2L-assessment connection during initial and inservice teacher education, in order for teachers to develop assessment practices conducive to L2L.
- Published
- 2021
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27. Towards an Approach for an Accessible and Inclusive Virtual Education Using ESVI-AL Project Results
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Amado-Salvatierra, Hector R. and Hilera, Jose R.
- Abstract
Purpose: This paper aims to present an approach to achieve accessible and inclusive Virtual Education for all, but especially intended for students with disabilities. This work proposes main steps to take into consideration for stakeholders involved in the educational process related to an inclusive e-Learning. Design/methodology/approach: The paper pays particular regard to accessibility in Virtual Education. This work is based on the activities prepared from years 2012 to 2015 within the initiative called ESVI-AL. This initiative was carried out in conjunction with Latin American and European Universities; for this paper, experiences and best practices from the initiative were used to prepare the proposed approach. Findings: The aim of ESVI-AL initiative was to offer products that can help in the development of an accessible and inclusive e-Learning education. Among the main results were reports, case studies, practical guidelines, training courses and software to install virtual campuses with accessibility features. Social implications: Nowadays, few countries have laws promoting and enforcing accessibility for e-Education and e-Society. This work aims to sensitize educators from different countries and raise awareness on the importance of working together toward an inclusive society based on accessible e-Learning. Originality/value: Based on a literature review and ESVI-AL initiative results, a descriptive overview was prepared as a starting point for the four identified main actors of an educational project, namely, educators, technical staff, quality auditors and students, with special emphasis on students with disabilities.
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- 2015
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28. School-Aged Children and Decisions for Studying Abroad in Canada
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Tamtik, Merli
- Abstract
Purpose: The purpose of this paper is to examine parental and students' decisions regarding participating in K-12 level study abroad programs in Manitoba, Canada. Design/methodology/approach: The study reports on data collected through document analysis and semi-structured interviews with 18 international students and 14 parents. Findings: The findings suggest that the key factors influencing decisions are perceptions of enhanced career prospects, changing global environments and broadened post-secondary education choices. Country-specific factors include quality and safety of the learning environment, multiculturalism and reputation associated with the country and people. Research limitations/implications: The participants were primarily students and parents from the EU countries associated primarily with horizontal mobility. Experiences of students from the main sending countries (China, South Korea and Japan) might differ. Practical implications: The results are relevant to educational managers in designing high-quality international programs and recruitment agents. Originality/value: The study adds important empirical evidence to the limited research that has been conducted on study abroad experiences at the K-12 level. It is one of the first in the Canadian context. It provides unique perspectives in USA and Canada comparisons for study abroad of school-aged children.
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- 2019
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29. Household Education Spending in Latin America and the Caribbean: Evidence from Income and Expenditure Surveys
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Acerenza, Santiago and Gandelman, Néstor
- Abstract
This paper characterizes household spending in education using microdata from income and expenditure surveys for twelve Latin American and Caribbean countries and the United States. Bahamas, Chile, and Mexico have the highest household spending in education and Bolivia, Brazil, and Paraguay have the lowest. Tertiary education is the most important form of spending, and most educational spending is performed for 18- to 23-year-old individuals. More educated and wealthier household heads spend more in the education of household members. Households with both parents present and those with a female main income provider spend more than their counterparts. Urban households also spend more than rural households. On average, education in Latin America and the Caribbean is a luxury good, whereas it may be a necessity in the United States. No gender bias is found in primary education, but at secondary school age and up households invest more in females than in males.
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- 2019
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30. The Causal Effect of an Extra Year of Schooling on Skills and Knowledge in Latin America. Evidence from PISA
- Author
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Marchionni, Mariana and Vazquez, Emmanuel
- Abstract
In this paper, we estimate the causal effect of an extra year of schooling on mathematics performance for seven Latin American countries based on PISA 2012. To that end we exploit exogenous variation in students' birthdates around the school entry cut-off date using both sharp and fuzzy Regression Discontinuity designs. We find strong effects of an extra year of schooling in most countries, which amount to a 30% increase in PISA test scores in Brazil, 18% in Uruguay, 7% in Argentina and 6% in Costa Rica. These effects differ from the typical estimates obtained from simple regressions or multilevel models and are large enough to allow 15-year-old students to reach higher proficiency levels, suggesting significant potential gains of reducing dropout rates in the region. Finally, we stress the importance of taking into account the effects of school entry cut-off dates on PISA samples to avoid making unfair international comparisons.
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- 2019
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31. TVET and the UNESCO Global Network of Learning Cities: Relevance for Countries in the Middle East
- Author
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Wheeler, Leone
- Abstract
Technical and vocational education and training (TVET) is an essential component of learning in and for the workplace, and a key building block of the United Nations Educational, Scientific and Cultural Organization's (UNESCO's) "Key Features of Learning Cities." TVET provides pathways to employment, particularly for young people, and skills development and retraining for older workers. Thus, workplace learning and TVET are integral to a learning city approach focused on lifelong learning. Skills development can also contribute to diversification of the economy and sustainable development. This paper synthesizes literature on skills development through TVET and UNESCO's "Key Features of Learning Cities." It also reviews key documents from member cities in the UNESCO Global Network of Learning Cities to identify methods to connect workplace learning to lifelong learning. The findings are applied to developing a framework for how TVET within a learning cities approach is relevant in a Middle Eastern context.
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- 2017
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32. Democratisation or Credentialism? Public Policies of Expansion of Higher Education in Latin America
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Chiroleu, Adriana and Marquina, Monica
- Abstract
In recent decades, many Latin American governments have implemented policies to expand opportunities in higher education, aiming at reducing discrimination and social inequalities. These policies have taken different forms, according to the peculiarities of the respective higher education systems. The purpose of this paper is to explore the scope and limitations of these policies. We develop our analysis of theoretical literature on the subject, and review empirical information available from secondary sources of recent experience in five countries: Argentina, Brazil, Chile, Mexico and Venezuela. Argentina has increased opportunities for disadvantaged social sectors by expanding the public sector. Brazil has attempted to improve access for ethnic and social minorities in both public and private institutions. Chile is a unique case because of the continuing commitment to allow market forces to shape higher education. In Mexico, increased opportunities for access have resulted from the creation of intercultural universities and technical institutions in the public sector, as well as through growth in the private sector. Finally, in Venezuela, expansion occurred through the creation of a new system of universities that operates in parallel to traditional public institutions. We note that, in all cases, the policies reflect an underlying belief that there are only benefits to unlimited expansion, without regard to possible consequences, such as an excess of university graduates in economies with limited job opportunities for them. Moreover, these policies do not take into consideration the deficit of cultural and educational capital of young people who come from the most marginalised social sectors, deficits that may hinder their success. Concepts such as 'overeducation' or 'credencialism' call into question that optimistic belief and explain the limitations of the coverage expansion in terms of real democratisation.
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- 2017
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33. Commentary on Current Practices and Future Directions for the Assessment of Child and Adolescent Intelligence in Schools around the World
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Schneider, W. Joel and Kaufman, Alan S.
- Abstract
As documented in this special issue, all over the world hard choices must be made in education, government, business, and medicine. Intelligence tests, used intelligently and with appropriate ethical safeguards, are one tool of many that help make hard choices work out well, or at least better than the next-best alternative (Kaufman, Raiford, & Coalson, 2016). The reliability of intelligence tests is far from perfect. Complaining about IQ tests is the privilege of those who have them. It is probably no accident that intelligence tests were invented in France, not long after a series of reforms from 1881 to 1901 made education free and compulsory for all children (Harrigan, 2001). It is likewise probably not an accident that intelligence testing was then adopted most enthusiastically in the world's wealthiest countries in the midst of similar attempts to raise educational standards. Among the countries featured in this special issue, Greece, Japan, the Netherlands, and the United States achieved near-universal education decades ago; Brazil, India, Mexico, Oman, and Peru have done so only within the last 15 years. Once a government takes on the responsibility of educating all of its citizens and then successfully achieves near-universal school attendance, it is confronted with the magnitude of population-wide individual differences in academic aptitude. The most pressing concern has to do with vulnerable children with intellectual disabilities. It is true that every child can learn, but not every child learns best in regular education. In this commentary, the author addresses the relation between universal education and the need for intelligence testing. The article goes on to compare U.S. developments in intelligence testing with those in Oman, Greece, India, Japan, Brazil, Peru, and the Netherlands. It concludes with three themes that emerged among the articles in this issue.
- Published
- 2016
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34. Impacts of Academic R&D on High-Tech Manufacturing Products: Tentative Evidence from Supercomputer Data
- Author
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Le, Thanh and Tang, Kam Ki
- Abstract
This paper empirically examines the impact of academic research on high-tech manufacturing growth of 28 Organisation for Economic Co-operation and Development (OECD) and emerging countries over the 1991-2005 period. A standard research and development (R&D) expenditure based measure is found to be too general to capture the input in high-tech research. To overcome this problem, a novel proxy for high-tech research investment--the supercomputer capacity--is proposed. Empirical evidence strongly supports this choice of variable. It is also found that academic R&D exerts a larger growth effect on high-tech output than its industry and government counterparts, but only the impact differential between academic and government R&D is statistically significant.
- Published
- 2015
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35. COVID-19 health analysis and prediction using machine learning algorithms for Mexico and Brazil patients.
- Author
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Iwendi, Celestine, Huescas, C. G. Y., Chakraborty, Chinmay, and Mohan, Senthilkumar
- Subjects
- *
MACHINE learning , *COVID-19 , *DATA recovery , *SYSTEMS theory , *WEB services - Abstract
The Coronavirus Disease 2019 (COVID-19) pandemic has had social and clinical effects over the healthcare system. Globally, over 314.019.135 confirmed cases and 5.507.370 deaths have been recorded at 12 January 2022, based on the Dashboard updated by the Center for Systems Science and Engineering (CSSE) at Johns Hopkins University. The continuous rise in the number of asymptomatic, pre-symptomatic, and symptomatic patients has developed efficient and accessible models for prediction using Open Source Libraries and Cloud Services. This paper proposes different machine-learning algorithms to analyse the COVID-19 OpenData Resources from Mexico and Brazil, which represent the two major populations, economics and affected by disease countries in Latin America. This model uses only the COVID-19 patient's geographical, social conditions, economics conditions, clinical risk factors, symptom reports, and demographic data to predict recovery and death. The model of Mexico has an accuracy of 93% and the perceived mean of recall and the precision (F1 Score) of 0.79 on the dataset used. On the other hand, the model of Brazil has an accuracy of 69% and F1 score of 0.75 on the dataset studied. The result considers data from patients under the age of 0 and 120 years. The contribution of the work is the application of Big Data technologies and Machine Learning algorithms using Open Resource Libraries and Amazon Web Services (AWS) with the vision to improve the clinical diagnosis, even infectious disease with mathematical approaches. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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- View/download PDF
36. MÉXICO Y BRASIL COMO RECEPTORES DE INVERSIÓN EXTRANJERA DIRECTA, 2009-2021.
- Author
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Zarco, Ruth Ortiz, García Hernández, Blanca Josefina, and Suárez Barrera, Gerardo
- Subjects
FOREIGN investments ,COUNTRIES - Abstract
Copyright of Revista FACE is the property of Universidad de Pamplona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
37. 50 años de estudios sobre Comunicación: Trayectorias académicas cruzadas.
- Author
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FUENTES NAVARRO, RAÚL
- Subjects
SCHOLARLY communication ,AUTOBIOGRAPHY ,COLLEGE teachers ,PEERS ,PROFESSIONALIZATION - Abstract
Copyright of MATRIZes is the property of Universidade de Sao Paulo, Programa de Pos Graduacao em Ciencias da Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
38. Frente invertido: un análisis comparado Brasil-México de la gestión económica y sanitaria de la covid-19.
- Author
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Razafindrakoto, Mireille, Roubaud, François, Salama, Pierre, and Saludjian, Alexis
- Subjects
- *
COMPARATIVE method , *FINANCIAL statements , *PRESIDENTS , *COVID-19 , *FINANCIAL crises , *POPULARITY ,DEVELOPED countries - Abstract
Since its appearance in 2020, Brazil and Mexico have been among the most affected countries in the world by covid-19. Their respective presidents, Jair Bolsonaro and Andrés Manuel López Obrador (known as AMLO), have played a leading role in specific policies during the pandemic. Their choices were both singular and counter- intuitive. On the health front, AMLO initially underplayed the seriousness of the situation, and the Brazilian president, Bolsonaro, defended a frankly negationist attitude, with a dramatic balance sheet, without his popularity being seriously affected. On the economic front, they have chosen policies that contradict not only each other but also their own supposed ideological stances. Bolsonaro, who is ranked on the far right, has implemented an emergency transfer program on a scale comparable to those of developed countries and the most massive the country has ever seen. Conversely, AMLO, considered a progressist, provided just a minimum policy package, maintaining his previous electoral program. By adopting a comparative approach and mobilizing a unique and diversified set of data, the objective of this paper is to explore these apparent contradictions. After having established the precise diagnosis of the policies implemented to deal with the crisis and the economic and health situation in the two countries during the 2020-2022 period, we propose an original interpretation grid of the central role played by the two presidents. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
39. Do Female Politicians Face Stronger Backlash for Corruption Allegations? Evidence from Survey-Experiments in Brazil and Mexico.
- Author
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Batista Pereira, Frederico
- Subjects
WOMEN politicians ,CORRUPTION ,INCUMBENCY (Public officers) ,WOMEN executives ,PUBLIC support ,HONESTY ,CHIEF executive officers - Abstract
The recent world-wide trend of female chief executives struggling to maintain public support while facing corruption allegations and scandals poses the question of whether female politicians face stronger backlash for corruption than their male counterparts. Even though corruption scandals and allegations are not exclusive to countries led by female incumbents, notable figures such as former Brazilian President Dilma Rousseff and former Chilean President Michele Bachelet seem to have experienced more dramatic drops in public support when targeted by corruption allegations in comparison to male incumbents from their region. This paper tests whether beliefs about women's higher honesty and purity can lead voters to punish perceived transgressions by female politicians more harshly than when those are performed by men. Using survey-experiments conducted in Brazil and Mexico, the analyses find support for the gender-related backlash in Mexico and no evidence for it in Brazil. However, the backlash observed in Mexico is not larger among subjects holding views about women as less corrupt than men. Overall, the results suggest that the differential gender-related backlash against incumbents depends on individual and contextual-level factors. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
40. Decentralisation Policies, Subnational Autonomy and Federal Executive Power: A Comparison of Brazil and Mexico.
- Author
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Vezbergaite, leva
- Subjects
DECENTRALIZATION in government ,POLITICAL autonomy - Abstract
Copyright of Croatian & Comparative Public Administration is the property of Institut za Javnu Upravu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
41. Gender and Climate Change in Latin America: An Analysis of Vulnerability, Adaptation and Resilience Based on Household Surveys.
- Author
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Andersen, Lykke E., Verner, Dorte, and Wiebelt, Manfred
- Subjects
CLIMATE change ,INCOME ,POVERTY ,EDUCATIONAL attainment - Abstract
This paper analyses gender differences in vulnerability and resilience to shocks, including climate change and climate variability, for Peru, Brazil and Mexico, which together account for more than half the population in Latin America. Vulnerability and resilience indicators are measured by a combination of the level of household incomes per capita and the degree of diversification of these incomes. Thus, households which simultaneously have incomes which are below the national poverty line and which are poorly diversified (Diversification Index below 0.5) are classified as highly vulnerable, whereas households which have highly diversified incomes above the poverty line are classified as highly resilient. The analysis shows that female headed households in all three countries tend to be less vulnerable and more resilient than male headed households, despite the fact that the former usually have lower education levels. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
42. Composición sectorial, socios comerciales de exportación y valor agregado: un análisis de insumo-producto de los casos del Brasil y México.
- Author
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Alves-Passoni, Patieene
- Subjects
INTERNATIONAL trade ,ECONOMIC expansion ,PRODUCTION (Economic theory) ,INPUT-output analysis ,EXPORT policy - Abstract
Copyright of Revista de la CEPAL is the property of United Nations Publications and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
43. Synopsis of Neotropical Trogolaphysa Mills, 1938 (Collembola: Paronellidae) with Reduced Eye Number, and Description of Two New Troglobiontic Species from Belize †.
- Author
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Soto-Adames, Felipe, Daly, Kathryn M., and Wynne, J. Judson
- Subjects
COLLEMBOLA ,CLADISTIC analysis ,SPECIES ,ANIMAL species ,CHAETOTAXY ,FOREST litter - Abstract
The genus Trogolaphysa comprises 81 described species distributed across the Neotropical and Afrotropical regions. In the Americas, just over half of the species found in subterranean habitats have a reduced eye number (0–5 eyes). Subterranean species are of interest as models to study the evolution of morphological adaptations. Many subterranean species of Trogolaphysa were described before the introduction of chaetotaxy as a diagnostic tool and thus remain incompletely described and diagnosed. To identify gaps in descriptions and facilitate the identification of newly collected forms, we provide standardized summary descriptions, species diagnoses, diagnostic tables, and a dichotomous key to the 33 Neotropical species of Trogolaphysa with reduced eye number. As a result of this synthesis, we describe two new troglobiontic species, Trogolaphysa reneaui n. sp. and Trogolaphysa welchi n. sp. from Belizean caves. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
44. 'Post‐NPM' by force or fiat? A comparison of administrative reform trajectories in Brazil and Mexico1.
- Author
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Donadelli, Flavia, Cunha, Bruno Q., and Dussauge‐Laguna, Mauricio I.
- Subjects
ADMINISTRATIVE reform ,NEW public management ,PUBLIC administration ,CONTENT analysis ,DEVELOPING countries ,BUREAUCRACY - Abstract
'New Public Management' (NPM) ideas gained widespread acceptance all over the world in the 1980s and 1990s. In developing countries, notable examples of its influence include the Brazilian 'Master Plan for Reforming Public Administration', launched in 1995 by president Cardoso, and the Mexican 'Federal Public Administration Modernisation Programme' created in the same year by president Zedillo. Both reflected NPM doctrine and advanced changes for the organisation of the Executive. This article explores the evolution of these two countries' managerial reforms and the extent to which they eventually continued converging (or not) around similar principles, such as those often referred to as 'Post‐New Public Management' (Post‐NPM). By applying quantitative textual analysis of official documents and an analysis of self‐reported institutional changes, the article concludes that despite their governing parties' strong political differences Mexico and Brazil did converge during the 2000s, improving controls from the centre, and prioritising the adoption of transparency and participation tools. The comparison of the trajectories of the administrative reforms of these countries between 1995 and 2016 contributes to international debates on policy convergence and Post‐NPM reforms. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
45. Reliability Metrics for Generation Planning and the Role of Regulation in the Energy Transition: Case Studies of Brazil and Mexico.
- Author
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Werlang, Ana, Cunha, Gabriel, Bastos, João, Serra, Juliana, Barbosa, Bruno, and Barroso, Luiz
- Subjects
TAX incentives ,POWER resources ,ELECTRICITY markets ,CASE studies ,MATHEMATICAL optimization ,RELIABILITY in engineering ,PRODUCTION planning - Abstract
In recent years electricity sectors worldwide have undergone major transformations, referred to as the "energy transition". This has required energy planning to quickly adapt to provide useful inputs to the regulation activity so that a cost-effective electricity market emerges to facilitate the integration of renewables. This paper analyzes the role of system planning and regulations on two specific elements in the energy market design: the concept of firm capacity and the presence of distributed energy resources, both of which can be influenced by regulation. We assess the total cost of different regulatory mechanisms in the Brazilian and Mexican systems using optimization tools to determine optimal long-term expansion for a given regulatory framework. In particular, we quantitatively analyze the role of the current regulation in the total cost of these two electricity systems when compared to a reference "efficient" energy planning scenario that adopts standard cost-minimization principles and that is well suited to the most relevant features of the new energy transformation scenario. We show that two very common features of regulatory designs that can lead to distortions are: (i) renewables commonly having a lower "perceived cost" under the current regulations, either due to direct incentives such as tax breaks or due to indirect access to more attractive contracts or financing conditions; and (ii) requirements for reliability are often defined more conservatively than they should be, overstating the hardships imposed by renewable generation on the existing system and underestimating their potential to form portfolios. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
46. Determinants of Growth in Mexico and Brazil Between 2003 and 2018: A Demand-led Decomposition of Growth Using Input-output Tables.
- Author
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Alves-Passoni, Patieene and Neria, Andrés Blancas
- Subjects
WHOLESALE price indexes ,CONSUMPTION (Economics) ,DATABASES - Abstract
The main objective of this work is to carry out a demand-led growth decomposition for Brazil and Mexico so as to identify the main growth drivers and how the import structure has affected Brazilian and Mexican GDP growth between 2003 and 2018. We use the attribution (Dutch) method because it explains the contribution of each final demand component considering the import structure of intermediate and final goods and services required by each final demand component. The database used the national Input-Output Tables (IOTs) for both countries. We find that compared to the net-exports method, the external sector's contribution is underestimated for both countries, while the domestic contribution is overestimated. Furthermore, regarding the attribution method, the external sector is more important for Mexico than for Brazil, not because of its size in the final demand, but because it was the component that grew the most in the period. For Brazil, the domestic sector was the most crucial determinant of growth, especially household consumption. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
47. National Registry of Cardiac Rehabilitation Programs in Mexico II (RENAPREC II).
- Author
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Ilarraza-Lomelí, Hermes, García-Saldivia, Marianna, Rojano-Castillo, Jessica, Justiniano, Samuel, Cerón, Norma, Aranda-Ayala, Zulema-L., Rodríguez, Azucena, Hernández, Alejandro, Cassaigne, María-Elena, Cantero, Raúl, Gasca, Pablo, Hinojosa, Tania, Alonso, Jesús, Romo, Ricardo, Lara, Jorge, Pimentel, Elizabeth, Zavala, Juana, Rius-Suárez, María-Dolores, Cherebetiu, Gabriel, and Cortés, Othniel
- Subjects
- *
CARDIAC rehabilitation , *TREATMENT programs , *MEDICAL care , *MYOCARDIAL infarction , *HEART failure - Abstract
Objective: The aim of this paper is to compare the state of Cardiac Rehabilitation Programs (CRP) in 2009 with 2015. Focus is directed on health care, training of health-providers, research, and the barriers to their implementation. Methods: All authors of RENAPREC-2009, and other cardiac rehabilitation leaders in Mexico were requested to participate. These centres were distributed into two groups: RENAPREC-2009 centres that participated in 2015, and the new CRP units. Results: In 2009 there were 14 centres, two of which disappeared and another two did not respond. CRP-units increased by 71% (n = 24), and their geographic distribution shows a centripetal pattern. The coverage of CRP-units was 0.02 centres per 100,000 inhabitants. Only 4.4% of eligible patients were referred to CRP, with a rate of 10.4 patients/100,000 inhabitants in 2015. The ratio of Clinical Cardiologists to Cardiac Rehabilitation Specialists was 94:1, and the ratio of Intervention Specialists to cardiac rehabilitation experts was 16:1. Cardiac rehabilitation activities and costs varied widely. Patient dropout rate in phase II was 12%. Several barriers were identified: financial crisis (83%), lack of skilled personnel (67%), deficient equipment (46%), inadequate areas (42%), and a reduced number of operating centres (38%). Conclusions: CRPs in Mexico are still in the process of maturing. Mexican CRP-centres have several strengths, like the quality of the education of the professionals and the multidisciplinary programs. However, the lack of referral of patients and the heterogeneity of procedures are still their main weaknesses. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
48. Peripheral financialization and the transformation of dependency: a view from Latin America.
- Author
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Reis, Nadine and de Oliveira, Felipe Antunes
- Subjects
FINANCIALIZATION ,SOCIAL impact ,INTERNATIONAL relations - Abstract
A key insight of dependency theorists such as Vania Bambirra and Ruy Mauro Marini was that dependency is not confined to an international relations phenomenon of unequal exchange, but plays out at the level of class relations in the periphery. While emphasising that financialization has exacerbated global uneven development, much of the peripheral financialization literature has disregarded the contributions of dependency theory, whose main object of discussion has precisely evolved around the uneven but combined nature of global capitalist development. Contributing to the pluralization and decolonization of IPE, we revisit dependency theory to analyse peripheral financialization and its political and social impact in Latin America. Drawing on case studies of Brazil and Mexico, we engage with the agency of Latin American 'dominated-dominant' ruling classes in reconstructing dependency under financialized conditions. In both cases, power has shifted towards the financial and export-oriented fractions of ruling classes, while financialization has reproduced the key characteristic of dependent capitalism – the super-exploitation of labour. The article updates earlier periodizations of dependency and maps financialized dependence as a new phase of dependency, entailing substantial changes in the role of the state and class relations. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
49. Going subnational: Wage differentials across levels of government in Brazil, Mexico, and Uruguay.
- Author
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Baez, Maria Josefina, Brassiolo, Pablo, Estrada, Ricardo, and Fajardo, Gustavo
- Subjects
- *
WAGE differentials , *CIVIL service , *PRIVATE sector , *PUBLIC sector - Abstract
• Paper studies wages differentials across levels of governments in Brazil, Mexico, and Uruguay. • National government employees earn on average higher wages than observationally similar subnational employees, but difference disappears once individual heterogeneity is considered. • National and subnational public employees receive on average a wage premium with respect to private sector employment. • Results indicate public sector employees are positively selected in terms of their earnings potential in the private sector. Workers at subnational governments play a prominent role in the delivery of public services in most countries. Yet, information about their remuneration is scarce. Using data for Brazil, Mexico and Uruguay, we document that national government employees earn on average higher wages than observationally similar subnational employees; consequently, public–private sector wage gaps vary significantly by level of government. Then we use individual fixed-effects to estimate the wage premium to public sector employment (the wage gap net of selection effects) for Brazil and Mexico. We find that (i) both national and subnational public employees receive a significant wage premium with respect to private sector employment; and (ii) the difference between the national and subnational wage premiums is small in Brazil and null in Mexico. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
50. Presidential policy narratives and the (mis)use of scientific expertise: Covid-19 policy responses in Brazil, Colombia, and Mexico.
- Author
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Peci, Alketa, González, Camilo Ignacio, and Dussauge-Laguna, Mauricio I.
- Subjects
CORONAVIRUS diseases ,POLITICIANS ,CRISES ,EXPERT evidence - Abstract
Political leaders rely on narratives to make sense of crises, but the extent to which such narratives are used to (de)mobilize scientific evidence in policy responses has not been fully explored. Based on the analysis of public messages and communications of the presidents of Brazil, Colombia, and Mexico, we discuss how they have narratively approached the Covid-19 crisis, particularly with respect to the degree of their reliance on scientific expertise. Building on debates on policy narratives, crisis management, and evidence-based policymaking, we argue that the narratives presidents devised had significant (and mostly negative) effects on the design of policy responses. Their narratives sidelined (Bolsonaro), leveraged (Duque), or limited (López-Obrador) the role of scientific expertise in policy responses. Thus, in contrast to previous literature, these narratives aligned more with the president's agendas and personal biases, than with the need to explain the crisis for their societies or to design appropriate policies. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
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