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2. The Power of Believing You Can Get Smarter: The Impact of a Growth-Mindset Intervention on Academic Achievement in Peru. Policy Research Working Paper 9141
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World Bank, Outes-León, Ingo, Sánchez, Alan, and Vakis, Renos
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This paper evaluates the academic impact of a growth-mindset intervention on students starting the secondary level in public schools in urban Peru. ¡Expande tu Mente! is a 90-minute school session aimed at instilling the notion that a person's own intelligence is malleable. Students in schools randomly assigned to treatment showed a small improvement in math test scores and educational expectations, with a large and sustained impact in test scores among students outside the capital city. At a cost of $0.20 per pupil, ¡Expande tu Mente! was highly cost-effective. The results show the potential that brief growth-mindset interventions have for developing countries. [This paper is a product of the Poverty and Equity Global Practice.]
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- 2020
3. Is School Funding Unequal in Latin America? A Cross-Country Analysis. CEPA Working Paper No. 20-11
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Stanford Center for Education Policy Analysis (CEPA), Bertoni, Eleonora, Elacqua, Gregory, Marotta, Luana, Martinez, Matías, Santos, Humberto, and Soares, Sammara
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Public spending on education has increased significantly in Latin America over the last several decades. Yet, the question remains as to whether greater spending translates into a more equitable distribution of resources. We address this issue by measuring inequality in per-pupil spending between regions of varying socioeconomic status (SES) within five different countries: Brazil, Chile, Colombia, Ecuador, and Peru. The results show that while Brazil's funding gap has narrowed over time, this federal nation has the widest socioeconomic spending divide, due to large inequalities in local revenues between high and low SES regions. School funding in Colombia has become more regressive over time, though its gap is half the size of Brazil's. Meanwhile, the distribution of school funding in Peru has changed, shifting from regressive (benefiting the richest regions) to progressive (benefiting the poorest regions). Education spending in Chile and in Ecuador have instead been consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeting disadvantaged rural areas, the funding formulas in Chile address socioeconomic inequalities beyond the rural-urban gap.
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- 2020
4. Bringing Managers Closer to Papers: Measuring the Relevance of Business and Management Research
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Vílchez-Román, Carlos, Vara-Horna, Arístides, and Vargas-Bianchi, Lizardo
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This study aims to validate a data collection tool's psychometric properties to explore whether business management research's relevance is a high-order construct made up of its perceived interest and perceived relevance. The authors conducted a confirmatory factor analysis to validate a two-factor scale. The sample was composed of 148 MBA students from a Peruvian business school. Results showed the appropriate levels of validity and reliability and confirmed the usefulness of this data set for exploring the relationship between perceived interest and relevance. Businesses and schools can replicate the validated tool for reviewing their curricula and teaching practices, exploring the gap between business and management research results and advancing managers' research literacy and evidence-based practice in business education and training.
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- 2023
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5. 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
6. Entrepreneurial Learning in TVET. Discussion Paper
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UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany) and McCallum, Elin
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As a result of its direct link to the labour market, technical and vocational education and training (TVET) plays an important role in equipping the modern workforce with in-demand skills. This discussion paper aims to inspire the introduction of entrepreneurial learning in TVET towards a fully mainstreamed approach, whereby entrepreneurial learning is integrated into the role, function and delivery of TVET systems for the benefit of all learners. The paper provides insight into the different approaches to mainstreaming entrepreneurial learning and illustrates the contribution of the key pillars that make up the entrepreneurial learning ecosystem. This is supported by a series of practical examples from TVET systems around the world, illustrating how entrepreneurial learning is being transformed into reality by governments, TVET systems, communities, networks, institutions, teachers, trainers and TVET learners. This paper explores five elements of the entrepreneurial learning ecosystem: (1) Developing policy for entrepreneurial learning; (2) Curricula and pedagogies; (3) Supporting teachers and trainers; (4) Learning modes other than formal curricula; and (5) Career paths and start-ups.
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- 2019
7. Educational Gaps among Ethnic Minorities: The Case of Afro-Peruvian Girls. Echidna Global Scholars Program Paper
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Brookings Institution, Center for Universal Education and Villar-Márquez, Eliana
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In a multicultural country like Peru, specific and disaggregated data on ethnic and racial minorities are a key resource to inform public policies about neglected populations. For decades, data on Afro-Peruvians has been both limited and inaccurate. Although there are 106 Afro-Peruvian communities, the most recent national census in October 2017 revealed that the Afro-Peruvian population consists of only 828,841 inhabitants, or 3.57 percent of the country's total. For decades, indigenous populations were considered the poorest and most vulnerable minority ethnic group in Peru. That is not always the case. Afro-Peruvian girls are either equally or more disadvantaged than their indigenous counterparts. Peru could benefit from its demographics, because 34.6 percent of its population is aged 0 to 19. However, competitiveness would require a dramatic improvement in the quality of the country's public education. Despite Peru's commitments to the Agenda 2030 and Sustainable Development Goals (SDGs) 4 and 5, the poorest Afro-Peruvian women still have fewer years of schooling than men, which makes them less competitive in the labor market and forces them to take unskilled jobs with lower salaries and few or no benefits. This policy paper relies on a desk review and fieldwork conducted in May 2018 in the community of Yapatera, in the Piura region along the northern coast. Yapatera is a poor community with a high concentration of the Afro-descendant population, located 846 kilometers from the capital city of Lima. The fieldwork included individual interviews and small group conversations. Interview subjects were administrators, teachers, and students (girls and boys in the 4th and 5th grades) at the local public secondary school, as well as community leaders, staff at the Health Center, the Women's Emergency Center, and the police station.
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- 2018
8. Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0055-1807
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RTI International, Sitabkhan, Yasmin, and Platas, Linda M.
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This paper examines common instructional strategies in early grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy.
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- 2018
9. 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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10. 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
11. Equity and Quality? Challenges for Early Childhood and Primary Education in Ethiopia, India and Peru. Working Papers in Early Childhood Development, No. 55. Studies in Early Childhood Transitions
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Bernard Van Leer Foundation (Netherlands), Woodhead, Martin, Ames, Patricia, Vennam, Uma, Abebe, Workneh, and Streuli, Natalia
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Part of the "Studies in Early Transitions" series, this Working Paper draws on interviews and observations carried out as part of "Young Lives", a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam based at the University of Oxford's Department of International Development. This paper focuses on the challenges of translating into practice the potential of quality early childhood care and education to transform young lives. These include building a positive equity agenda, setting clear policy objectives, raising quality standards, building the skills and motivation of teachers, and recognising where equity goals can be incompatible with a market-led private system. The paper asks which children do and do not have access to an early childhood programme, and explores children's and parents' views about the quality of what is on offer. A brief summary of data collection methods is appended. (Contains 2 boxes, 21 figures and 9 footnotes.)
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- 2009
12. Opportunity to Learn: A High Impact Strategy for Improving Educational Outcomes in Developing Countries. Working Paper
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Academy for Educational Development, Gillies, John, and Quijada, Jessica Jester
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This paper reports that the basic opportunity to learn does not exist in many countries, and that a concerted management focus to assure that schools provide basic elements of an opportunity to learn (OTL) could potentially yield big improvements in learning. The paper assesses: (1) what basic factors create the opportunity to learn; and (2) to what extent is the lack of these basic elements a problem in developing countries? Elements of a foundational opportunity to learn are identified as: (1) The school is open and located near the student; (2) Minimum instructional time of 850-1000 hours annually; (3) Teacher absenteeism and tardiness; (4) Student absenteeism and tardiness; (5) Appropriate class size and student-teacher ratios; (6) Learning materials are available to every student and regularly used; (7) Time-on-Task; and (8) Learning to read. General strategies suggested for addressing OTL include incorporating OTL issues and awareness in activities and assistance programs such as teacher and principal training; incorporating OTL measures in management and information systems at the school level; and raising awareness by tracking an OTL Index). (Contains 6 figures and 5 tables.) [This paper was written for EQUIP2: Educational Policy, Systems Development, and Management, one of three USAID-funded Leader with Associates Cooperative Agreements under the umbrella heading Educational Quality Improvement Program (EQUIP).]
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- 2008
13. Continuity and Respect for Diversity: Strengthening Early Transitions in Peru. Working Papers in Early Childhood Development, No. 56. Studies in Early Childhood Transitions
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Bernard Van Leer Foundation (Netherlands), Ames, Patricia, Rojas, Vanessa, and Portugal, Tamia
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This working paper is part of a series on early transitions from "Young Lives," a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam. It explores the diverse experiences of 28 children from four contrasting communities in Peru as they start school. These detailed case studies highlight common problems: exclusion of certain parts of the population from pre-school services, lack of coordination between pre-schools and primary schools, issues with physical punishment and cultural diversity. It proposes four ways in which children's early educational transitions can be enhanced, looking at such factors as educational structures, curriculum planning and teacher training. (Contains 4 figures, 3 tables and 23 footnotes.)
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- 2010
14. Teachers: Powerful Innovators--Generating Classroom Based Education Reform. GEC Working Paper Series. Number 4
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Academy for Educational Development, AED Global Education Center and Alvarado, Felix
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The countries of Central America have made great educational strides in recent years. More children are now attending school and more finish primary school; however, there is still a long way to go. We still need to ensure that the children who go to school learn effectively and can use their education to develop useful life and work skills. This document sets out to recognize and commend the many ways in which teachers innovate inside and outside the classroom, as well as to identify the ways in which institutions, programs and projects can more effectively foster innovation. While this paper focuses on experiences in Central America, the findings have worldwide applicability and it is the authors' hope that the information will be shared across regions, countries, and communities to support and improve teacher innovation. The case studies used in this publication are based on Academy for Educational Development (AED) projects in El Salvador, Honduras, Guatemala, Nicaragua, Peru and the Dominican Republic. In particular, the authors have relied on the help of many colleagues and leaders in these countries who are committed to improving educational quality, who have referred them to examples of teacher innovation and in many cases have written down the stories. This paper is divided into four sections. The first section explores the importance of teachers as the linchpin to effective learning in the classroom, the significance of innovation in that role and some of the assumptions that get in the way of seeing the teacher as an innovator. The second section illustrates, by using examples from teaching practice in the different countries, the wealth of innovative practices that teachers have discovered. The third section proposes a model for nurturing innovation based on teacher empowerment, teacher formation and institutional development. Examples of interventions that have been effective in strengthening teacher innovation are used to illustrate this model. Finally, the authors present a working framework of principles and components for a strategy to foster teacher innovation, taking into account the capacities and responsibilities of different actors in the education sector. Appended are: (1) Description of Projects and Initiatives; (2) Additional Resources; and (3) Bibliography. (Contains 1 footnote.) [This paper was written with Diane La Voy.]
- Published
- 2006
15. Science Teachers' Satisfaction: Evidence from the PISA 2015 Teacher Survey. OECD Education Working Papers, No. 168
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Organisation for Economic Cooperation and Development (OECD) (France), Mostafa, Tarek, and Pál, Judit
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In 2015, for the first time in its history, PISA (the Programme for International Student Assessment) asked teachers to describe the various aspects of their working environment and teaching practices. This paper examines how teacher, student, and school characteristics are related to science teachers' satisfaction in 19 PISA-participating countries and economies. The findings show that the most satisfied science teachers tend to be those who are initially motivated to become teachers. The results also highlight the positive relationship between science teachers' satisfaction and teacher collaboration, good disciplinary climate in science classes, availability of school resources, and the opportunity to participate in professional-development activities.
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- 2018
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16. Early Childhood Transitions Research: A Review of Concepts, Theory, and Practice. Working Papers in Early Childhood Development, No. 48
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Bernard Van Leer Foundation (Netherlands), Vogler, Pia, Crivello, Gina, and Woodhead, Martin
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Children face many important changes in the first eight years of life, including different learning centres, social groups, roles and expectations. Their ability to adapt to such a dynamic and evolving environment directly affects their sense of identity and status within their community over the short and long term. In particular, the key turning points in children's lives--such as "graduating" from kindergarten to primary school or going through a culturally specific rite of passage--provide challenges and opportunities for learning and growth on multiple levels. This paper provides a review of the major perspectives in research on early childhood transitions and reveals the predominant areas of focus in both academic and professional studies, as well as important neglected viewpoints and study populations. Beginning with a broad and inclusive definition of the topic, the authors provide an overview of early childhood transitions research, highlighting the underlying assumptions that informed the studies. They assess concepts in the developmental theory that preceded transitions research as well as in the logic that determines how transitions are structured. More recent approaches are examined, including systems theories and the role of children as active participants in transitions. Several examples in this review show how multidisciplinary collaboration and culturally sensitive interventions can result in better participation of both parents and children in crucial early childhood transitions. Citing the need to harmonise early childhood education and care programmes with local education practices, the authors stress the value of greater transparency in the creation of policy and programming for children, in order to identify potentially limiting assumptions. Broadening and diversifying perspectives on transitions can lead to more integrated and culturally relevant rights-based early childhood programmes worldwide. A glossary and a bibliography are included. (Contains 7 footnotes.)
- Published
- 2008
17. Teacher Compensation and Structural Inequality: Evidence from Centralized Teacher School Choice in Peru. Working Paper 29068
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National Bureau of Economic Research, Bobba, Matteo, Ederer, Tim, Leon-Ciliotta, Gianmarco, Neilson, Christopher, and Nieddu, Marco G.
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This paper studies how increasing teacher compensation at hard-to-staff schools can reduce inequality in access to qualified teachers. Leveraging an unconditional change in the teacher compensation structure in Peru, we first show causal evidence that increasing salaries at less desirable locations attracts better quality applicants and improves student test scores. We then estimate a model of teacher preferences over local amenities, school characteristics, and wages using geocoded job postings and rich application data from the nationwide centralized teacher assignment system. Our estimated model suggests that the current policy is helpful but both inefficient and not large enough to effectively undo the inequality of initial conditions that hard-to-staff schools and their communities face. Counterfactual analyses that incorporate equilibrium sorting effects characterize alternative wage schedules and quantify the cost of reducing structural inequality in the allocation of teacher talent across schools. Overall our results show that a policy that sets compensation at each job posting using the information generated by the matching platform is more efficient and can help reduce structural inequality in access to learning opportunities. In comparison, a rigid system that ignores teacher preferences will indirectly reinforce such inequalities. [This report was funded by the AFD, the H2020-MSCA-RISE project GEMCLIME-2020 GA, the ANR, the Spanish Ministry of Economy and Competitiveness, and the Barcelona GSE Seed Grant.]
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- 2021
18. Helping Children Outgrow War. SD Technical Paper.
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Agency for International Development (IDCA), Washington, DC. Bureau for Africa., Miller, Vachel W., and Affolter, Friedrich W.
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Helping children outgrow war is an overarching goal of educational reconstruction in post-conflict settings, but responses must be highly adaptive and informed by insights gained from interventions elsewhere. This guidebook offers seven examples of successful interventions in post-conflict settings internationally, situating them within a framework that emphasizes the ecology of children's well-being and learning. To facilitate navigation of the guidebook, cases are organized according to post-conflict phases, including emergency, recovery, rehabilitation, and reconstruction. These phases indicate the stability of government and the health of civil society, important parameters for guiding programmatic choices. The cases illustrate many of the key dimensions of a comprehensive approach to helping children overcome violence and rebuild their lives. Following each case study is a discussion of critical theoretical issues and a set of questions regarding practical considerations for project design. While not intended to serve as a training manual per se, the guidebook contains elements that can be extracted for use in training workshops or policy discussions. Following the Teacher Emergency Packages (kits which enable teachers to begin instructional activities in a war-ravaged context), cases are as follows: (1) Child Soldiers (exploitation of child fighters in Africa); (2) Butterfly Garden (Batticaloa, Sri Lanka, has a garden dedicated to creative play for war-affected children); (3) Children's Participation (illustrates challenges of children's participation in a conflict setting in Sri Lanka); (4) Peace Education (insights from a project in a Kenyan refugee camp); (5) Project DiaCom (in Bosnia, the project allows Serb and Bosniak teachers to enter into a dialogue process); (6) Community Leadership (builds capacity for community in internally displaced people in Azerbaijan); and (7) Human Rights Training (in Peru, a human rights organization conducts workshops that bring together diverse participants to learn about their rights and share experiences). (BT)
- Published
- 2002
19. The Impact of Training on Women's Micro-Enterprise Development. Education Research Paper. Knowledge & Research.
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Department for International Development, London (England)., Leach, Fiona, Abdulla, Salwa, Appleton, Helen, el-Bushra, Judy, Cardenas, Nora, Kebede, Kibre, Lewis, Viv, and Sitaram, Shashikala
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A study investigated the impact of training on women's micro-enterprise development in four programs in Ethiopia, India, Peru, and Sudan. Research design was a series of case studies of projects and programs providing training in technical or business skills. Impact of training was measured against these four indicators: income, access to and control of resources, status, and quality of life. The study examined the training process to find out in what specific ways training helped women to improve and expand their micro-enterprises. The sample in each country consisted of two groups: women about to undergo training (focus of the study) and women who had already received training; 74 women participated. The study showed poor women needed training to develop skills and self-confidence to allow them to operate and survive in the informal sector; access to credit is important but not sufficient for the poorest women; the impact of training and increased income varied in strength but could be negative as well as positive; well-designed and well-delivered training could lead to increased income that could lead to improved self-esteem and status in the household and community; effectively delivered training developed enhanced survival strategies in women; training provided to groups in a participatory model was an empowering and liberating experience for women; and training in generic business skills was more effective than training in technical skills. (Appendixes include 61 references.) (YLB)
- Published
- 2000
20. Working Papers in Educational Linguistics, 1996-1997.
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Pennsylvania Univ., Philadelphia. Graduate School of Education. and Furumoto, Mitchell A.
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Reports of language research in the 1996 issue include: "Corpus Planning for the Southern Peruvian Quechua Language" (Serafin M. Coronel-Molina); "Foreign Language Planning in U.S. Higher Education: The Case of a Graduate Business Program" (Mitchell A. Furumoto); "Charting New Directions: Of Communication in a Social Service Setting" (Craig Heim); "Appropriacy Planning: Speech Acts Studies and Planning Appropriate Models for ESL Learners" (Mitsuo Kubota). Reports in the 1997 issue include: "Tradition and Transition in Second Language Teaching Methodology" (Teresa Pica); "Cultural Consciousness in a Language Class" (Hiamanti Banerjee); "Language Policy: Status Planning for the Quechua Language in Peru" (Coronel-Molina); "Politeness Strategies in the Workplace: Which Experiences Help Japanese Businessmen Acquire American English Native-Like Strategies?" (Yuko Nakajima); and "Who Is Telling Stories and Whose Stories Are Being Told?" (Anne Pomerantz). An index to 1984-1997 issues of the journal and abstracts of 1996-97 doctoral dissertations done for the Language in Education Division (LED) of the University of Pennsylvania are also included. (MSE)
- Published
- 1997
21. Sung with Ink and Paper: Nicomedes Santa Cruz and the African Strand in Peru
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De Swanson, Rosario
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The poem "Ritmos negros del Perú" by Afro-Peruvian writer Nicomedes Santa Cruz recovers Afro-Peruvian history and agency through the retelling of the journey of a mythical grandmother. Through the retelling of her story, the poet claims blackness and African roots as pillars of Peruvian culture. In so doing, Santa Cruz opens the door not only for the recognition of Afro-Peruvians as people whose history and struggles, though unacknowledged, have contributed so much to Peruvian culture and society, but also for the decolonization of Peruvian history and culture.
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- 2017
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22. Women's Work, Education, and Family Welfare in Peru. World Bank Discussion Papers 116.
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World Bank, Washington, DC., Herz, Barbara K., and Khandker, Shahidur R.
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This report examines ways of improving women's productivity and education and the consequences for development in Peru. The research finds that women account for about 39 percent of family income in Peru. They carry the main responsibility for child care and heavily influence family decisions on children's education and family size. Improving opportunities for women thus can be a means to foster economic and social development as well as an end in itself. The main way to expand women's opportunities is through human capital investments, notably education beyond the primary level. This will increase women's earning capacity, broaden their labor force participation, and thereby promote economic growth, family welfare, and slower population growth. This report is comprised of seven articles: (1) "The Extent and Impact of Women's Contribution in Peru: A Descriptive Analysis" (M. Schafgans); (2) "Labor Market Participation, Returns to Education, and Male-Female Wage Differences in Peru" (S. Khandker); (3) "Modeling Economic Behavior in the Informal Urban Retail Sector in Peru" (J. Barry Smith; M. Stelcner); (4) "Household Production, Time Allocation, and Welfare in Peru" (J. Dagsvik; R. Aaberge); "Fertility Determinants in Peru: A Quantity-Quality Analysis" (M. Schafgans); (6) "Gains in the Education of Peruvian Women, 1940 to 1980" (E. King; R. Bellew); and (7) "Does the Structure of Production Affect Demand for Schooling in Peru?" (I. Gill). Numerous tables of data, figures, and diagrams appear throughout the report. A lengthy bibliography is included. (Author/DB)
- Published
- 1991
23. Education and Earning in Peru's Informal Nonfarm Family Enterprises. Living Standards Measurement Study Working Paper No. 64.
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World Bank, Washington, DC. and Moock, Peter
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Data from the 1985 Living Standards Survey in Peru were studied in this analysis of non-farm family businesses from the informal sector in order to categorize 2,735 family enterprises and to explain the earnings per hour of family labor. Most of the existing research on the self-employed uses the individual as the unit of analysis; however, this study uses the enterprise as the unit of analysis and asks whether schooling makes a difference in family income. Generally these businesses are loosely organized, pay no taxes, and employ a large segment of the Peruvian working sector. Regression analyses show significant effects of schooling on earnings. Returns differed markedly among four sub-sectors and by gender and by location (Lima, other cities, rural). The results were consistent with education being valueless in traditional activities but having a positive effect in jobs requiring literacy, numeracy, and adjustment to change. Post secondary education had a fairly high and significant pay off in urban areas for both women and men. A 20-item bibliography and 11 tables of statistical data are included. (NL)
- Published
- 1990
24. Does Education Pay in the Labor Market? The Labor Force Participation, Occupation, and Earnings of Peruvian Women. Living Standards Measurement Study Working Paper Number 67.
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World Bank, Washington, DC. and King, Elizabeth M.
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This study examined how education and postschool vocational training affect the type and extent of labor market participation of women in Peru. It also estimated monetary returns to different levels of schooling, to formal general and technical schooling, and to training. The sample, which comprised more than 5,600 women in urban and rural Peru, was drawn from the Peruvian Living Standard Survey. More than 70 percent of these women were in the labor force at the time of the survey, about 35 percent working in paid jobs. The overall level of female labor force participation in Peru is 72 percent, and this percentage is higher in rural areas than in urban areas. The majority (60 percent) of paid female workers are self-employed, but these jobs tend to be very low paying. Women holding jobs in the public sector are the best paid. In general, the study found that education and training enhance the contribution of women in the labor market. Although education does not increase the participation of Peruvian women in the labor force (and may in fact decrease it), it alters the occupational distribution of female workers by increasing the proportion of women in paid employment. Among paid employees, education is positively related to hourly earnings; the relationship is nonlinear, with primary education showing higher returns than secondary education. The return to postsecondary education appears low and negative, except for the small fraction of women who have earned a diploma. The poor performance of the Peruvian economy since the early 1970s has influenced this result. (26 references.) (Author/KC)
- Published
- 1990
25. Accessibility and Affordability of Tertiary Education in Brazil, Colombia, Mexico and Peru within a Global Context. Policy Research Working Paper 4517
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World Bank, Washington, DC. Latin America and the Caribbean Region., Murakami, Yuki, and Blom, Andreas
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This paper examines the financing of tertiary education in Brazil, Colombia, Mexico and Peru, comparing the affordability and accessibility of tertiary education with that in high-income countries. To measure affordability, the authors estimate education costs, living costs, grants, and loans. Further, they compute the participation rate, attainment rate, and socio-economic equity index in education and the gender equity index as indicators of accessibility. This is the first study attempting to estimate affordability of tertiary education in Latin America within a global context. The analysis combines information from household surveys, expenditure surveys, and administrative and institutional databases. The findings show that families in Latin America have to pay 60 percent of per-capita income for tertiary education per student per year compared with 19 percent in high-income countries. Living costs are significant, at 29 percent of gross domestic product per capita in Latin America (19 percent in high-income countries). Student assistance through grants and loans plays a marginal role in improving affordability. Moreover, the paper confirms previous findings of low access to tertiary education in the region. One policy implication of the findings is that Latin American governments could take steps to make tertiary education more affordable through student assistance. (Contains 25 tables, 16 figures, and 25 notes.) [This paper is a product of the the World Bank's Education Sector Unit in the Human Development Sector at the Latin America and Caribbean Region.]
- Published
- 2008
26. Children's Work and Schooling: Does Gender Matter? Evidence from the Peru LSMS Panel Data. Working Paper.
- Author
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World Bank, Washington, DC. and Ilahi, Nadeem
- Abstract
Using panel data from Peru, this paper investigates the determinants of the allocation of boys' and girls' time to schooling, housework, and income-generating activities. Specifically, it explores whether sickness, employment of adult women, infrastructure, and female headship have different impacts on the time use of boys and girls. Girls mostly engage in housework, and boys mostly work outside the home. As a work activity, housework responds to economic incentives and constraints. The findings suggest that changes in household welfare affect the schooling and work of girls more than boys. Even though educational attainment rates of boys and girls are the same, girls' education responds more to changes in household welfare than does that of boys. Similarly, girls are more likely to adjust their home time in response to changes in adult female employment and to sickness of household members than boys. Differences in these patterns between rural and urban households and between Indigenous and non-Indigenous households are also discussed. The traditional approach to the determinants of child labor and education, which excludes housework, may understate children's time use, particularly that of girls. It may, therefore, also overlook an important gender dimension of educational policy. Appendices present determinants of child and adult sickness, five figures, and five tables. (Contains 24 references.) (Author/TD)
- Published
- 2001
27. Administrative and Organisational Problems in Rural Education, with Special Attention to the Modalities of Community Participation in Decision-Making. IIEP Seminar Paper: 17.
- Author
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United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. and Lyons, Raymond F.
- Abstract
The following problems in the field of educational organization are examined in terms of a Peruvian case study: prerequisites for community participation in national planning; national planning which starts at the local level; integration of formal and nonformal education programs at the local level to meet the needs of the total local population; integration of educational programs with other social development and production programs; and the extent to which local and regional authorities can act on their own in the face of barriers at the central level. Illustrating the manner in which these problems might be addressed, Peru's educational plan is described as one based upon the Community Education Nucleus (CEN) concept. CEN is described as involving many educational nuclei, each of which serves elementary and secondary education institutions within a prescribed area of control and includes the following hierarchical structure; a zonal chief; a sub-zonal coordinator; a CEN director supported by an administrative support unit, a community education council (parent, community, and teaching interests), and the educational development team (four specialists in kindergarten and basic regular education, extension education, basic laboral education, and student orientation and welfare). The aggregate of nuclei needs and plans is identified as constituting the zonal, regional, and national educational objectives. (JC)
- Published
- 1975
28. Do School Facilities Matter? The Case of the Peruvian Social Fund (FONCODES). Policy Research Working Papers No. 2229.
- Author
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World Bank, Washington, DC., Paxson, Christina, and Schady, Norbert R.
- Abstract
Since its creation in 1991, the Peruvian Social Fund (FONCODES) has spent about $570 million funding micro-projects throughout the country. Many of these projects have involved the construction and renovation of school facilities, mainly primary schools in rural areas. FONCODES projects are driven by community demand and targeted using an index of "unmet basic needs." This paper analyzes the targeting and impact of FONCODES investments in the education sector between 1992 and 1998 focusing on the extent to which FONCODES has been successful in transferring resources to poor areas and households, and the impact of investments in school facilities on various educational measures. Data from FONCODES documents, the Peruvian census, and three national surveys were analyzed using a number of descriptive and econometric techniques. Findings show that FONCODES has reached poor districts and, to the extent that they live in these districts, poor households; and that households in districts receiving greater FONCODES education expenditures had bigger gains in school attendance for young children. There was no evidence that FONCODES affected the probability of students being at the right grade level, and only weak evidence that it decreased the average time it takes children to get to school. Lack of disaggregated data precluded analysis of impact on academic achievement and other measures of school quality. (Contains 44 references and 18 figures and data tables.) (SV)
- Published
- 1999
29. Work Papers of the Summer Institute of Linguistics: University of North Dakota Session, Volume 39.
- Author
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Summer Inst. of Linguistics, Grand Forks, ND., Bickford, J. Albert, Bickford, J. Albert, and Summer Inst. of Linguistics, Grand Forks, ND.
- Abstract
This volume contains an index to volumes 18-38 (1974-1994) of the "Work Papers of the Summer Institute of Linguistics" (Stephen A. Marlett and J. Albert Bickford) as well as the following 1995 papers: "Laryngeal Licensing and Syllable Well-formedness in Quiengolani Zapotec" (Cherly A. Black); "A Grammar Sketch of the Kaki Ae Language" (John M. Clifton); "Pronouns in Mexican Sign Language" (Marilyn Plumlee); and "Madija Predicates" (Pamela S. Wright). Each article contains references. (NAV)
- Published
- 1995
30. The Willingness To Pay for Education in Developing Countries: Evidence from Rural Peru. Living Standards Measurement Study Working Paper No. 54.
- Author
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World Bank, Washington, DC., Gertler, Paul, and Glewwe, Paul
- Abstract
Schools in developing nations tend to be concentrated in urban areas, making it necessary for children living in rural areas to travel long distances to attend school. Government resources are limited and many countries have limited education expenditures due to faltering economic growth. Since government is the principal provider of education and the demand far exceeds the supply, some economists are now advocating increasing school fees to fund education improvements. Using a theoretical model of the demand for schooling and the principle of compensating variations, this study calculated parental willingness to pay for new secondary schools in rural areas of Peru. The results showed that even those in the poorest quarter of the Peruvian income distribution sector were willing to pay fees high enough to cover operating costs of opening new secondary schools in rural villages. An extensive list of statistical tables and a 25-item bibliography are included in the report. (NL)
- Published
- 1989
31. School Leadership in Latin America 2000-2016
- Author
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Flessa, Joseph, Bramwell, Daniela, Fernandez, Magdalena, and Weinstein, José
- Abstract
School site leadership has commanded the attention of researchers and policymakers in Anglo-American jurisdictions for at least two decades, but little is known about how many other parts of the globe have addressed this topic. This paper reviews published research and policy documents related to school leadership in Latin America between 2000-2016. Applying rapid mapping techniques used for scoping studies, we review 359 research and policy documents and give "coherent, meaningful shape" to what we know and what we don't know about school leadership in the region. Attention in research and policy to school leadership in Latin America was relatively slow to arrive: whilst it grew steadily in the first decade of this century it remains low compared to other regions of the world. We provide an overview of the school leadership policy environment in several countries, describing recruitment, selection, evaluation, and job responsibilities of principals; relevant leadership frameworks; and requirements for training or professional development. We speculate on what might explain the diverse ways that school leadership has been taken up in the region: degree of school system centralization; policy borrowing; stage of development; technocratic problem solving; and neoliberal accountability.
- Published
- 2018
- Full Text
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32. Construction of a Literature Map on Collaborative Virtual White Boards
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Cinthya Lady Butron Revilla, Edith Gabriela Manchego Huaquipaco, Diana Lizeth Prado Arenas, and Alexandra Milagros Perez Ramirez
- Abstract
The aim of higher education is to make the student the protagonist of their learning. In this context, the researchers must create appropriate scenarios that enable students to explore and develop critical thinking both independently and cooperatively while making use of information technology. This paper presents a model of pedagogical practice in the subject of Introduction to Research Methodology (IRM) based on the construction of literature maps applying John W. Creswell's research design theory through the use of virtual whiteboards. 120 students from the seventh cycle of the study plan of the School of Architecture of the National University of San Agustín participated. As a result, the model used in this paper enabled students to collect and organize the data necessary to formulate their research and develop critical thinking based on scientific knowledge. In this process, it was possible to reflect on the importance of emphasizing the development of critical and creative thinking skills in order to create literary maps that contribute to the comprehensive education of students. It should be noted that students are obliged to be protagonists in the construction of their knowledge especially in subjects that develop competencies related to scientific research.
- Published
- 2023
33. Entrepreneurial Decisions and Problem-Solving: A Discussion for a New Perspective Based on Complex Thinking
- Author
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Patricia Esther Alonso-Galicia, Adriana Medina-Vidal, and Simona Grande
- Abstract
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.]
- Published
- 2023
34. Home Computers and Child Outcomes: Short-Term Impacts from a Randomized Experiment in Peru. NBER Working Paper No. 18818
- Author
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National Bureau of Economic Research, Beuermann, Diether W., Cristia, Julian P., Cruz-Aguayo, Yyannu, Cueto, Santiago, and Malamud, Ofer
- Abstract
This paper presents results from a randomized control trial in which approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Beneficiaries were more likely to complete domestic chores but less likely to read books. Treatment children scored almost one standard deviation higher in a test of XO proficiency, though there were no effects on objective and self-reported skills for using a Windows-based PC and Internet. There were positive impacts on the Raven's Progressive Matrices test among children who did not have a home computer before the intervention, but no significant effects for the sample as a whole. Finally, there was little evidence for spillovers within schools, although close friends and classmates of laptop recipients did exhibit higher proficiency with the XO computer.
- Published
- 2013
35. Research for the People--Research by the People. Selected Papers from the International Forum on Participatory Research (Ljubljana, Yugoslavia, 1980).
- Author
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Linkoping Univ. (Sweden). Dept. of Education., Netherlands Study and Development Centre for Adult Education, Amersfoort (Netherlands)., and Dubell, Folke
- Abstract
Originally presented at a forum on participatory research, these theoretical papers and case studies represent an effort to place the overall work of participatory research within the larger theoretical context of research methods, education, and structural change. In the first paper Orlando Fals Borda explores the relationship between science and the masses. Covered in a paper by Ted Jackson, Greg Conchelos, and Al Vigoda are the dynamics of participation in participatory research. Also included in the collection are the following papers: "The Socio-political Implications of Participatory Research," by Francisco Vio Grossi; "Science as Human Behavior: On the Epistemology of the Participatory Research Approach," by Jan de Vries; and "The Methodology of the Participatory Research Approach," by Deborah Bryceson and others. Five case studies are presented. Their titles are "The Struggle in Dhulia: A Women's Movement in India," by Vijay P. Kanhare; "Land Ownership in Appalachia, USA: A Citizens' Research Project," by John Gaventa; "Rural Training in Traditional Communities of Peru," by Ton de Wit and Vera Gianotten; "The Role of Culture in Development: Jipemoyo Project Tanzania," by Kemal Mustafa; and "A Trade Union and the Case of Automation (Norway)," by Morten Levin. (MN)
- Published
- 1981
36. IFLA General Conference, 1986. Special Libraries Division. Section: Administrative Libraries. Papers.
- Author
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International Federation of Library Associations and Institutions, The Hague (Netherlands).
- Abstract
Four papers on administrative libraries were presented at the 1986 International Federation of Library Associations (IFLA) conference. "Special Libraries and Their Activities in Japan" (Masaya Takayama, Japan) discusses statistical investigation into the conditions of Japanese special libraries, information needs and uses, the present situation and problems in providing services, and the future image of special libraries in Japan. In "Libraries in Peru--Their Approaches to Service, Automation, and Information Retrieval" (Bruce D. Bonta, United States) examines the conditions of librarianship in Peru in terms of library collections, use, and services; automation developments; and information retrieval. "The Present Situation regarding Administrative Libraries in Japan and Their Future--How To Promote Their Development as We Move to the 21st Century" (Yoshifusa Wakabayashi, Japan) discusses information circumstances surrounding administrative libraries, the uniqueness of Japan's governmental libraries network, the necessity of organizational reform, the library as an information center and its personnel, a system for mutual utilization by government agencies, and bibliographic information control. Finally, "Administrative Libraries in India--Scenario by the End of the 20th Century (O. S. Sachdeva and M. K. Jain, India) examines the current services provided by administrative libraries in India and future plans for the development of a computerized bibliographic network. (KM)
- Published
- 1986
37. The Effects of Peru's Push To Improve Education. Policy, Planning, and Research Working Papers.
- Author
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World Bank, Washington, DC., King, Elizabeth M., and Bellew, Rosemary T.
- Abstract
From the mid-1950s to the 1960s, the government of Peru undertook a major expansion of public education, increasing the number of schools, requiring primary schools that offered an incomplete cycle to add grades, and increasing school inputs (principally teachers and textbooks). The effects of Peru's educational policies, and the effect of family background and community characteristics on the schooling level of a sample of adults was examined. Data on males and females were analyzed separately by birth cohort, using a sample of 5,644 females and 5,421 males aged 20 to 59. The study found: (1) the government's policy to expand the schools played a major role in raising education levels and narrowing the gap between rural and urban residents, and males and females; (2) the impact of parents' years of schooling and occupations on the educational levels of their children lessened over time as the supply of schools expanded throughout the country; (3) the relative effect of parents' education differs for sons' and daughters' schooling; (4) primary schools expanded rapidly even in rural areas; (5) urban residence at the age of 13 remained an important determinant of educational attainment because of the great disparity between urban and rural areas in availability of secondary schools; (6) and finally the availability of material school inputs, such as textbooks and desks at the primary level, had a large positive effect on final school levels. Contains 39 references. (Author/JJ)
- Published
- 1989
38. It's Not Too Late to Act on Early Learning: Understanding and Recovering from the Impact of Pre-Primary Education Closures during COVID-19. Innocenti Research Brief 2021-03
- Author
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UNICEF Office of Research – Innocenti (Italy), Nugroho, Dita, Jeon, Youngkwang, Kamei, Akito, and Lopez Boo, Florencia
- Abstract
This paper presents a new estimate that pre-primary school closures in 2020 may cost today's young children US$ 1.6 trillion in lost earnings over their lifetimes. However, most low-and-middle income countries are leaving pre-primary education out of their responses to COVID-19. This paper also draws lessons from accelerated, bridging, and remedial programmes on how introducing or expanding these transition programmes in the early years can mitigate the long-term impact on learning from pre-primary school closures.
- Published
- 2021
39. Exploring the Disparity of Minority Women in Senior Leadership Positions in Higher Education in the United States and Peru
- Author
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Chance, Nuchelle L.
- Abstract
In this essay, the author compares and contrasts accessibility to higher education senior leadership for women in the United States and Peru. This paper addresses the disparity and challenges of women in higher education senior leadership focusing on minority women such as indigenous and Afro-Peruvian women in Peru and women of color in the United States. The author further calls for empirical research on the character traits, career path, motivations, definitions of success, and challenges of women who serve in executive higher education leadership positions. This paper further contributes to the field of comparative and international higher education, both domestically and abroad, while addressing demographic challenges such as sex and race for women in and seeking higher education administrative leadership career goals.
- Published
- 2021
40. Must We Wait for Youth to Speak Out before We Listen? International Youth Perspectives and Climate Change Education
- Author
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Karsgaard, Carrie and Davidson, Debra
- Abstract
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.
- Published
- 2023
- Full Text
- View/download PDF
41. Errors in the Study of the Variational Behavior of Functions in the University Engineering Students
- Author
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Espino, Alejandro Ecos, Núñez, Joffré Huamán, Moscoso, Braulio Barzola, Chávez, Zoraida Manrique, Alvitez, Alejandro Rumaja, and Cajo, Oscar García
- Abstract
The study of the variational behavior of functions constitutes an important element in the understanding of the change of phenomena in real life. His understanding is an essential axis in the mathematical training of university students, especially those who pursue engineering careers. This article presents the results of a study whose objective was to determine the mistakes made by engineering students about the variational behavior of functions. The Duval Semiotics Records Theory was taken as a reference and a questionnaire was prepared with questions about identification of regions of variability for "x" and "y"; regions of growth, decrease, stability, extreme values and, analysis and description of the behavior of the function. The evaluation of the answers was done in a quantitative-qualitative way, from an exploratory and descriptive perspective, with 100 students participating in the civil engineering career. The results indicate that students do not make a real reflection on the variational behavior in intervals of the variables or in a global way. They have difficulty discriminating between the behavior of the function and the location of the function. They present cognitive difficulties that do not allow them to make an adequate conversion from one register to the other. Errors related to mathematical language were found, to the limitations to obtain spatial information, to establish erroneous inferences and to the inadequate development of previous knowledge, which does not allow them to properly evaluate the variational behavior of the functions. [For full proceedings, see ED621941.]
- Published
- 2020
42. Instructional Methods in Emergency Online Teaching: The Case of a Latin American Business School
- Author
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Valcazar, Edy, Avolio, Beatrice, and Prados-Pena, Ma. Belen
- Abstract
Instructional methods have an impact on the learning process and the quality of educational services aimed at accomplishing learning objectives. The purpose of this paper is to examine the most preferred instructional methods during emergency online teaching used by instructors. The data was collected through semi-structured interviews with 36 full-time and part-time faculty members belonging to an accredited Hispanic business school. The results showed that faculty used many different instructional methods during synchronous and asynchronous sessions. Similarly, there is a relationship between the professors' academic areas and the instructional methods used. Based on these results, this study proposes a reference model of instructional methods for higher education based on professors' experiences during emergency online teaching that includes five categories: group methods, active methods to contribute to the development of competencies, methods to ascertain prior knowledge, methods that promote understanding through the organization of information and methods that use digital tools. The originality of the study lies in the fact that it analyzes the migration experience from in-person to online teaching at an accredited Hispanic business institution.
- Published
- 2023
43. Introduction to Informatics in a Peruvian Penitentiary Using CS Unplugged: From University to Penitentiary
- Author
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Jose Alfredo Díaz-León, Olatz Arbelaitz, and Ana Arruarte
- Abstract
Within the field of social reintegration and re-education, this paper presents an educational experience carried out at the Iquitos Penitentiary Center, Lima, Peru, with the aim of providing an introduction to informatics to 25 inmates who volunteered to take part in the project. Twenty students and a teacher from the Scientific University of the South also in Peru, were responsible for initiating the transmission of knowledge from the university to inmates, with the collaboration and participation of the penitentiary coordinator. The main objectives of the case study were to validate both the suitability of the CS unplugged proposal and the adaptability of the L2T2L pedagogic strategy to the transmission of knowledge to adults, specifically penitentiary inmates. This strategy had been originally designed to transmit informatics knowledge from university to primary school. The validity and effectiveness of the experience was assessed using surveys. Results confirm that inmates achieved a good level of understanding when endeavoring to resolve most of the CS unplugged assignments designed for them. It was also seen that L2T2L is adaptable and valid for different scenarios other than those for which it was initially designed. Indeed, it was proven to be valid for transmitting knowledge to the prison population. Finally, it should be pointed out that the experience is easily replicable and that it brings an opportunity to introduce informatics into education programs in prisons, something which can contribute enormously to social reintegration and re-education, facilitating the subsequent reentry of inmates into the community once their period of imprisonment has ended.
- Published
- 2024
- Full Text
- View/download PDF
44. Opening Access to Privilege: The Enactment of the IB in Public Schools in Costa Rica and Peru
- Author
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Jason Beech, Pablo Del Monte, and Jennifer Guevara
- Abstract
The influence of the International Baccalaureate (IB) has grown impressively on a global scale. In Latin America, the IB has been mainly introduced in private schools that cater for the most affluent sectors of society and, consequently, has been mostly interpreted as contributing to processes of social reproduction and the widening of inequalities However, since the mid-2000s the IB has been promoted in state schools in countries such as Ecuador, Peru, Costa Rica and in the City of Buenos Aires in Argentina. This paper analyses the enactment of the IBDP in public schools in Costa Rica and Peru drawing on a mixed methods multiple case study. It shows how, in countries with significant socioeconomic disparities, the possibility of offering the IBDP to students at public schools was mostly justified as a matter of equity, understood as opening access to an educational programme that was only available to the most privileged sectors of society. By problematising the notions of privilege and eliteness, we discuss the complex relations between inequalities and educational opportunities and question the extent to which these programmes are affecting social structures in Costa Rica and Peru.
- Published
- 2024
- Full Text
- View/download PDF
45. International Collaboration through Online Learning between Students from Peru and India
- Author
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Sabina Mlodzianowska, Mariella Olivos Rossini, and Parikshat Singh Manhas
- Abstract
Although in the educational context the virtual exchange practices have become popular since pandemic, there is a need to examine and provide more evidences and lessons learned from this kind of international experiences in order to advance in teaching on line and to train students how to be efficient when working in virtual teams. This paper studies the results of a virtual collaboration among three universities in two different countries (Peru and India). It discusses the methodologies and pedagogies of Collaborative Online International Learning (COIL) and global virtual team (GVT) and presents an instrument that was developed to understand student's needs and interests in several aspects (work in international teams, acquisition of intercultural knowledge and skills). A survey was applied to 77 students in Peru and India. The results showed the development of students' communication and collaboration skills as well as cross-cultural understanding and appreciation of other cultures. Despite the challenges that appeared during the project such as time difference, schedule, language barriers and engagement of some team members, students appreciated the opportunity to engage with peers from another country and to learn more about their culture. The COIL methodology, in contrast to GVT method, offers students more holistic and transformative learning experience supported and guided by lecturers. Trained faculty and awareness of COIL pedagogy characteristics and its implications are critical to a student's success.
- Published
- 2024
- Full Text
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46. Identifying Factors Influencing Women Academics in STEM Careers: Evidence from a Latin American Country
- Author
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Beatrice Avolio and Jessica Marleny Chávez Cajo
- Abstract
Purpose: This phenomenological study, conducted within the discourse on the underrepresentation of women in academia, examined the factors influencing the advancement of women academics in science, technology, engineering, and mathematics (STEM). Design/methodology/approach: The sample comprised twenty-one women academics from both public and private universities in Peru. Data were collected through in-depth interviews based on the women's experiences and subsequently processed using Moustakas' (1994) stages for encoding, categorization, and analysis. Findings: The study introduces a conceptual framework of nine factors - personal tastes and preferences, attitudes towards science as a vocation, care work, work-life balance, congruent gender roles, occupational segregation, lack of opportunities, low salaries, and lack of gender equality policies - that impact the career progression of women in STEM fields. Originality/value: The results offer valuable insights for policymakers and academic authorities to address the barriers affecting women academics in STEM. The uniqueness of this paper lies in its investigation in Peru, a country with the highest female labor force participation in Latin America, where women constitute the majority of undergraduate program graduates.
- Published
- 2024
- Full Text
- View/download PDF
47. Navigating AACSB Accreditation with Strategic Leadership and Change Management: A Systematic Literature Review
- Author
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Irene Budi Prastiwi and Martinus Tukiran
- Abstract
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.
- Published
- 2024
- Full Text
- View/download PDF
48. Paper promises: Peruvian frontline health workers' perspectives on mental health policies during COVID-19.
- Author
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Mayo-Puchoc, Nikol, Bejarano-Carranza, Jenny, Paredes-Angeles, Rubí, Vilela-Estrada, Ana Lucía, García-Serna, Jackeline, Cusihuaman-Lope, Noelia, Villarreal-Zegarra, David, Cavero, Victoria, and Ardila-Gómez, Sara
- Subjects
COVID-19 pandemic ,MENTAL health policy ,COMMUNITY mental health services ,MENTAL health promotion ,DIGITAL divide - Abstract
Governments globally deployed various non-pharmacological public health measures to respond to the COVID-19 pandemic (i.e. lockdowns and suspension of transportation, amongst others); some of these measures had an influence on society's mental health. Specific mental health policies were therefore implemented to mitigate the potential mental health impact of the pandemic. We aimed to explore the implementation of mental health regulations adopted by the Peruvian health system by focusing on the care services at Community Mental Health Centres (CMHCs), based on the experiences of health workers. We conducted a phenomenological qualitative study to understand the implementation of mental health policies launched in Peru during the COVID-19 pandemic. Data were obtained from a document review of 15 national policy measures implemented during the pandemic (March 2020 to September 2021), and 20 interviews with health workers from CMHCs (September 2021 to February 2022). The analysis was conducted using thematic content analysis. Most implemented policies adapted CMHC care services to a virtual modality during the COVID-19 pandemic; however, various challenges and barriers were evidenced in the process, which prevented effective adaptation of services. Workers perceived that ineffective telemedicine use was attributed to a gap in access to technology at the CMHCs and also by users, ranging from limited access to technological devices to a lack of technological skills. Further, although mental health promotion and prevention policies targeting the community were proposed, CMHC staff reported temporary interruption of these services during the first wave. The disparity between what is stated in the regulations and the experiences of health workers is evident. Policies that focus on mental health need to provide practical and flexible methods taking into consideration both the needs of CMHCs and socio-cultural characteristics that may affect their implementation. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
49. Paper Works: Contested Resource Histories in Peru’s Huascarán National Park.
- Author
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Rasmussen, Mattias Borg
- Subjects
- *
CONSERVATION of natural resources , *TERRITORIALITY (Zoology) , *COMMUNITY organization ,PARQUE Nacional Huascaran (Peru) - Abstract
Summary Resource histories determine how particular parts of the environment come to be defined as valuable. As elsewhere, protected areas in Latin America link the governance of people, territory, and resources by reinterpreting and reclassifying practices and environments. Set in highland Peru, the article focuses on how such revisions imply contestation of both history and future. It explores particular modes of claiming space through an archeology of the claims to knowledge and legitimacy put forward by a national park and a campesino community, respectively. Claims to space entwine with social struggles about local development where territorial claims are based on different notions of history and interpretations of the esthetic and productive values of the landscape. While the park officials navigate interests of conservation, tourism, and extraction, the campesino community mobilizes a different set of values and interests based on their historical occupation of the territories. These processes of contestation over authority and legitimacy highlight different views on the role of landscapes in the history and progress of local communities. Conservation may not only dispossess people of their land and natural resources, but also of labor and territorial sovereignty. This case shows how an Andean campesino community counters such movements by a wide repertoire of legal and social actions that works simultaneously in legal and extra-legal domains. Paper works mediate claims to territorial sovereignty, people, and resources. These claims involve contestations over interpretations of history which, besides their oral forms, materialize in paperwork such as official communications, community records, and cadastral maps, as well as in visual representations, internal statutes, and deliberate history writing. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
50. Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education
- Author
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Stutchbury, Kris and Woodward, Clare
- Abstract
YouTube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth the potential of video. It will use case studies from three continents, and draw on research from different sources, in order to highlight the successes and the challenges. Looking across the examples presented, the paper will describe models of teacher learning and video use, and demonstrate that video can add value to teacher development activities provided that appropriate support and mediation, consistent with the pedagogy that is being promoted, is in place. Sustainable Development Goal 4 emphasizes the importance of improving the quality of the experiences that children have in school. This requires new models for teacher education, and has become an urgent issue. Video could be a significant part of the solution.
- Published
- 2017
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