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52. An Analysis of the Current and Future Needs of the Job Market Impacted by the Covid-19 Pandemic for MBA Graduates
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Barragán-Quintero, Reyna Virginia, Pareti, Stefania, Howlett, Robert J., Series Editor, Jain, Lakhmi C., Series Editor, Mesquita, Anabela, editor, Abreu, António, editor, and Carvalho, João Vidal, editor
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- 2022
- Full Text
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53. Bringing about Curriculum Innovations. OECD Education Working Papers, No. 82
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Organisation for Economic Cooperation and Development and Karkkainen, Kiira
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Innovation is essential for the education sector. The ways in which curriculum decision making is organised reflects different implicit approaches on how educational systems pertain to promote innovation in education. Curriculum holds an outstanding place when seeking to promote innovation in education, as it reflects the vision for education by indicating knowledge, skills and values to be taught to students. It may express not only "what" should be taught to students, but also "how" the students should be taught. Curriculum innovations can include new subjects, combinations of old subjects or cross-cutting learning objectives. They may also take a form of new content, concepts, sequencing, time allocation or pedagogy. This paper characterises two contrasted approaches to curriculum decision making and bringing about innovations in education. At one extreme, a prescriptive central curriculum implicitly places the initiative for educational innovations at the level of the central administration. This approach provides strong incentives for schools and teachers to adapt innovations that would not otherwise take place. Innovations, supported by policy measures and informed by research, are brought within the reach of all schools and teachers in an equitable manner. The challenge is then to accommodate local needs and ensure the commitment to and implementation of innovations by schools and teachers. At the other extreme, decentralised curriculum decision making provides schools--and perhaps even teachers--with room to create their own educational innovations. This approach allows for experimentation relevant to individual students and local communities. Innovations are meant to spread through horizontal networks of schools and teachers. The challenge is then to provide incentives for individual schools and teachers to innovate or adapt innovations and ensure that they have equal capacity to do so. The paper provides an overview of various possible approaches linking curriculum policy to educational innovation, it shows that OECD countries can mix these approaches and it discusses elements that can affect those innovations in reality. Focusing on public lower-secondary education, it draws on various OECD and UNESCO data. First, the paper suggests that OECD education systems differ clearly when looking at formal curriculum decision making, although no system relies on a purely central or school-based approach to curriculum innovations. Second, several elements can reduce the "innovation power" of the central curriculum and the "innovation flexibility" of the decentralised curriculum. Third, stakeholders--such as experts, teachers and parents--are able to influence curriculum innovations differently at central and school levels. Innovations in central-level curriculum appear to have widespread possibilities to rely on expert knowledge with consultation with practitioners, parents and the wider public. School level curriculum innovations appear to build mainly on principals and teachers' knowledge with an indirect influence from experts and parents. Annexed are: (1) Emerging Curriculum Themes in OECD Countries; (2) Approaches to Bringing About Competence-Based Curriculum; (3) Central Level Curriculum in OECD Countries; (4) Details on the Implicit Approaches to Curriculum Innovations; and (5) Roles of Parents in Decision Making on Education Policy. (Contains 13 tables, 4 charts, 5 boxes and 20 notes.)
- Published
- 2012
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54. 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
- Abstract
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.]
- Published
- 2016
55. Use of Dynamic Geometry as a Support to Paper and Pencil Activities for Comprehension of Ratio and Proportion Topics
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Ruiz, Elena Fabiola and Lupianez, Jose Luis
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Introduction: The present paper shows the importance of a joint use of pencil and paper activities and of technology so that students may develop a complete understanding of ratio and proportion. A previous experience with strategy use when solving ratio and proportion problems provided background. Prompted by a recognition of the cognitive components in students, we decided to offer support through the observation and manipulation of representations made using dynamic geometry software. Method: Application of three activities to be solved by a group of 29 sixth-grade pupils public, primary education in Mexico City. The activities were solved with paper and pencil and using dynamic geometry. Results: Students built figures proportional to others they were given, using comparison by superimposing one figure over another, by dragging them, and by enlarging or reducing a figure by click-and-drag on one of its vertices. They also established numerically equivalent ratios by obtaining measurements for the figures given and making the comparison as a quotient. They also were able to recover data from the problems given and represent them using drawings, then they made use of these drawings to help them solve the assigned activity. Discussion and Conclusion: Most of the students could establish figures that were proportional to the ones given by using registers of representation, such as using drawings with the data that they were able to extract from the story problems, using a table which they filled in with both external and internal ratios, as well as equivalence relationships between the ratios and the operations used to get the numeric values. They also showed development in their qualitative proportional thinking as a support to quantitative proportional thinking. (Contains 11 figures, 1 table and 1 footnote.)
- Published
- 2010
56. Determining the Characteristics of Papers That Garner the Most Significant Impact: A Deep Dive into Mexican Engineering Publications
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Claudia N. Gonzalez Brambila, José I. Ponce, Silvia B. Gonzalez Brambila, and Matias F. Milia
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research impact ,engineering ,Mexico ,article citation analysis ,collaboration ,Communication. Mass media ,P87-96 ,Information resources (General) ,ZA3040-5185 - Abstract
Engineers make things, make things work, and make things work better and easier. This kind of knowledge is crucial for innovation, and much of the explicit knowledge developed by engineers is embodied in scientific publications. In this paper, we analyze the evolution of publications and citations in engineering in a middle-income country such as Mexico. Using a database of all Mexican publications in Web of Science from 2004 to 2017, we explore the characteristics of publications that tend to have the greatest impact; this is the highest number of citations. Among the variables studied are the type of collaboration (no collaboration, domestic, bilateral, or multilateral), the number of coauthors and countries, controlling for a coauthor from the USA, and the affiliation institution of the Mexican author(s). Our results emphasize the overall importance of joint international efforts and suggest that publications with the highest number of citations are those with multinational collaboration (coauthors from three or more countries) and when one of the coauthors is from the USA. Another interesting result is that single-authored papers have had a higher impact than those written through domestic collaboration.
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- 2023
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57. New Rurality and Traditional Families. Multigrade Schools in Colombia and Mexico during Pandemics
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Navarro-Leal, Marco A. and Muñoz-Muñoz, Dilsa Estela
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The purpose of this paper is to present an exploration on the response of parents of two rural multigrade schools facing the homeschooling activities in the context of pandemics. To frame a comparative perspective some conceptual work was done about new rurality and family structure before interviewing parents of both schools about distribution of tasks among family members, distribution of time and technological support. The study concluded that the traditional structure of rural families made easy to carry on with the tasks of home, labor and education. [For the complete Volume 21 proceedings, see ED629259.]
- Published
- 2023
58. Measuring Aversion to Debt: An Experiment among Student Loan Candidates. Policy Research Working Paper 5737
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World Bank, Human Development Network, Caetano, Gregorio, Patrinos, Harry A., and Palacios, Miguel
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This paper reports the results of an experiment designed to test for the presence of debt aversion. The population who participated in the experiment were recent financial aid candidates and the experiment focused on student loans. The goal is to shed new light on different aspects of the perceptions with respect to debt. These perceptions can prevent agents from choosing an optimal portfolio or from undertaking attractive investment opportunities, such as in education. The study design disentangles two types of debt aversion: one that is studied in the previous literature, which encompasses both framing and labeling effects, and another that controls for framing effects and identifies only what we denote labeling debt aversion. The results suggest that participants in the experiment exhibit debt aversion, and most of the debt aversion is due to labeling effects. Labeling a contract as a "loan"' decreases its probability of being chosen over a financially equivalent contract by more than 8 percent. The analysis also provides evidence that students are willing to pay a premium of about 4 percent of the financed value to avoid a contract labeled as debt. Survey questions are appended. (Contains 9 tables and 10 footnotes.)
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- 2011
59. Special Paper: Nested Areas of Endemism Analysis
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Deo, Anthony J. and DeSalle, Rob
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- 2006
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60. 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.]
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- 2008
61. Emigration and Schooling among Second-Generation Mexican-American Children. Working Paper. WR-529
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Rand Corp., Santa Monica, CA., Rendall, Michael S., and Torr, Berna M.
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Second-generation immigrants are typically analyzed under the assumption that, having been born in the United States, they grew up in the United States. We challenge this assumption by investigating the prevalence and patterns of second-generation Mexican-American children's migration to and return from Mexico during childhood, and consider the consequences of this migration for their schooling. Around 1 in 10 second-generation Mexican-American children live in Mexico for some of their childhood. Strong patterns of return to the U.S. throughout childhood, and especially in early adulthood, argue for their being considered as part of the Mexican-American second generation even when growing up in Mexico. The school enrollment of these emigrating children in Mexico is much lower than for those second-generation Mexican-American children remaining in the U.S. through childhood. The moderately negative selectivity of emigrating second-generation children explains little of their much lower school enrollment. We conclude that country of residence is a far more important determinant than either family background or migrant status. (Contains 4 tables and 4 figures.) [This paper is part of the RAND Labor and Population working paper series. It was made possible by the NIA funded RAND Center for the Study of Aging and the NICHD funded RAND Population Research Center. An earlier draft of this paper was presented at the 2007 meeting of the Population Association of America.]
- Published
- 2007
62. School Choice and Equity: Current Policies in OECD Countries and a Literature Review. OECD Education Working Papers, No. 66
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Organisation for Economic Cooperation and Development and Musset, Pauline
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This literature review on school choice analyses the impact of choice schemes on students and on school systems focusing on equity. Reviewing the evidence can be difficult, as the literature is often fragmented and inconclusive, and the political importance of this research often results in high-profile attention given to individual studies rather than systemically understanding collected from a larger empirical base (Berends, Cannata and Goldring, 2011). Different political groups use evidence that supports their positions in favour or against school choice, and their positions relative to school choice are largely based on their ideologies, rather than on empirical work and evidence of effectiveness (Levin and Belfield, 2004). This report steps away from the ideological debate and provides research-based evidence on the impact of choice on disadvantaged students and schools. As "only with data on the consequences of different plans for school choice will we be able to reach sensible judgements rooted in experience (Fuller and Elmore, 1996, p. 8)". It uses analysis and statements that are supported empirically and attempts to cover the widest possible scope of research, and provide responses to the key question of how to balance choice with equity considerations. (Contains 7 tables, 4 figures, 5 boxes and 13 footnotes.)
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- 2012
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63. Teacher Evaluation: Current Practices in OECD Countries and a Literature Review. OECD Education Working Papers, No. 23
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Organisation for Economic Cooperation and Development and Isore, Marlene
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This paper discusses the most relevant issues concerning teacher evaluation in primary and secondary education by reviewing the recent literature and analysing current practices within the OECD countries. First, it provides a conceptual framework highlighting key features of teacher evaluation schemes. In particular, it emphasises the importance of clarifying the purposes of teacher appraisal, whether summative when designed to assure that the practices enhancing student learning are undertaken or formative when conducted for further professional development objectives. It also encompasses the diverse criteria and instruments commonly used to assess teachers as well as the actors generally involved in the process and potential consequences for teachers' professional life. Second, it deals with a number of contentious points, including the question of the use of student outcomes to measure teaching performance, the advantages and drawbacks of different approaches given the purpose emphasised and resource restrictions, the implementation difficulties resulting from different stakeholders' interests and possible ways to overcome these obstacles. Finally, it provides an account of current empirical evidence, pointing out mixed results stemming from difficulties in assessing the effects of such evaluation schemes on teaching quality, teachers' motivation and student learning. It concludes by considering the circumstances under which teacher evaluation systems seem to be more effective, fair and reliable. Developing a comprehensive approach to evaluate teachers is critical to make demands for educational best practice compatible with teachers' appropriation of the process as well as to enhance the decisive attractiveness and recognition of the teaching profession. (Contains 1 table.)
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- 2009
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64. Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects. OECD Education Working Papers, No. 48
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Organisation for Economic Cooperation and Development and Musset, Pauline
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This paper examines the current academic and policy literatures surrounding teacher education. It provides a typology of existing national system of initial education and in-service education, in addition to presenting some of the advantages and disadvantages of these different systems. This report will provide an account of the current empirical evidence on the effects of teacher education mechanisms. A bibliography is included. (Contains 7 figures and 4 tables.)
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- 2009
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65. What Works in Migrant Education? A Review of Evidence and Policy Options. OECD Education Working Papers, No. 22
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Organisation for Economic Cooperation and Development and Nusche, Deborah
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Education plays an essential role in preparing the children of immigrants for participation in the labour market and society. Giving these children opportunities to fully develop their potential is vital for future economic growth and social cohesion in OECD countries. But migrant students in most OECD countries tend to have lower education outcomes than their native peers. Extensive previous research has described the system level, school level and individual level factors that influence the education outcomes of migrant students. Building on such previous research, this paper looks at the ways in which "education policies" can influence these factors to help provide better educational opportunities for migrant students. (Contains 7 footnotes.) [This review was prepared for the OECD Thematic Review on Migrant Education. It was presented and discussed at the Second Meeting of the Group of National Experts on the Education of Migrants in Paris on 13-14 October 2008.]
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- 2009
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66. Studying the Equivalence of Computer-Delivered and Paper-Based Administrations of the Raven Standard Progressive Matrices Test
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Arce-Ferrer, Alvaro J. and Guzman, Elvira Martinez
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This study investigates the effect of mode of administration of the Raven Standard Progressive Matrices test on distribution, accuracy, and meaning of raw scores. A random sample of high school students take counterbalanced paper-and-pencil and computer-based administrations of the test and answer a questionnaire surveying preferences for computer-delivered test administrations. Administration mode effect is studied with repeated measures multivariate analysis of variance, internal consistency reliability estimates, and confirmatory factor analysis approaches. Results show a lack of test mode effect on distribution, accuracy, and meaning of raw scores. Participants indicate their preferences for the computer-delivered administration of the test. The article discusses findings in light of previous studies of the Raven Standard Progressive Matrices test. (Contains 1 figure, 5 tables and 1 note.)
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- 2009
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67. The Effect of Education on Time Preferences. Working Paper
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RAND Labor and Population and Perez-Arce, Francisco
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The author examines whether education increases patience. Admission decisions in a public college in Mexico are determined through a lottery. He finds that applicants who were successful in the draw were more likely to study in the following years. He surveyed the applicants to this college almost two years after the admission decision was made and measured their time preferences with a series of hypothetical inter-temporal choice questions. He finds that individuals who were successful in the admission lottery were, on average, more patient. He argues that this evidence points towards a causal effect of education on time preferences. (Contains 1 figure, 10 tables, and 6 footnotes.)
- Published
- 2011
68. Getting the Most Out of Public Sector Decentralisation in Mexico. OECD Economics Department Working Papers, No. 453
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Organisation for Economic Cooperation and Development and Joumard, Isabelle
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Enhanced autonomy of sub-national governments has spurred innovative management. Spending assignments across levels of government, however, often overlap and/or are not yet fully understood by most citizens. Sub-national governments' accountability is further reduced by the heavy reliance on federal transfers, as opposed to own-revenues (taxes and user fees). In addition, the use of federal transfers as collateral for states' borrowing potentially undermines the role of financial markets in disciplining fiscal behaviour. Getting the most out of decentralisation would thus require a national agreement clarifying responsibilities for each level of government. Improving sub-national governments' incentives in delivering cost-effective public services would further require improving the quality of information on actual spending and outcomes, raising the volume of their own taxes and reforming the grant systems. Decentralisation should also be more consistent with the aim of improving interregional equity in obtaining access to core public services. (A bibliography is included. Contains 40 footnotes, 10 figures, 7 boxes and 3 tables.)
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- 2005
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69. The Education Challenge in Mexico: Delivering Good Quality Education to All. OECD Economics Department Working Papers, No. 447
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Organisation for Economic Cooperation and Development and Guichard, Stephanie
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The growth of potential GDP in Mexico is not fast enough to narrow the income gap with other OECD countries at a sufficient pace. The persistent weakness in human capital development contributes to this situation. In particular, Mexicans spend comparatively few years in formal education, and the quality of the education they receive is lower than in other OECD countries. This paper discusses the performance of education services up to the upper secondary level. It assesses both the efficiency (outcome for money invested) and the equity of the system and shows that the education system has to be improved further to narrow the human capital gap with other OECD countries at a faster pace and to better prepare children for life and work in a modern economy. The key problem is not a lack of resources but rather inefficiencies and misallocation of spending together with weak incentives for education professionals to perform well. The paper makes specific recommendations to improve the system. The ongoing efforts undertaken by the authorities go in the right direction but are not sufficient. This Paper relates to the 2005 OECD Economic Survey of Mexico (www.oecd.org/eco/surveys/mexico). (A bibliography is included. Background information is annexed. Contains 43 footnotes, 11 figures, 2 boxes and 4 tables.)
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- 2005
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70. Assessment and Innovation in Education. OECD Education Working Papers, No. 24
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Organisation for Economic Cooperation and Development and Looney, Janet W.
- Abstract
Do some forms of student (and school) assessment hinder the introduction of innovative educational practices and the development of innovation skills in education systems? This report focuses on the impact of high-stake summative assessment on innovation and argues that it is possible to reconcile high-stakes assessments and examinations through innovative approaches to testing. While necessary, assessment based on high-stake examinations often acts as an incentive to teach or study "to the test". It may thus limit risk-taking by teachers, students and parents, for instance. The problem may be amplified if a system of accountability and incentives uses the results of these examinations and tests to assess teachers and schools. What should be done to ensure that the systems used to assess education systems do not stifle the risk-taking inherent to innovation--and that they foster innovation skills in students? This study proposes three main ways of combining assessment and innovation: 1) developing a wide range of performance measurements for both students and schools; 2) rethinking the alignment of standards and assessment; 3) measuring the impact of assessments on teaching and learning. One way of influencing teaching and learning might be to modify high-stake testing. Systems will adapt to this, and both teaching and learning will focus on acquiring the right skills. Rather than testing the content of learning, standards could relate to cognitive skills such as problem-solving, communicating and reasoning--with test/examination developers adapting those skills to subjects such as mathematics, science or literary analysis. Similarly, more use might be made of innovative assessment methods based on information and communication technologies, inasmuch as these may feature simulation or interactivity, for instance, at a reasonable cost. Focusing the assessment on cognitive processes rather than content would leave more scope for teachers to put in place innovative teaching/learning strategies. This does, however, assume a high standard of professionalism in teachers and an adequate system of continuing training and knowledge management. As a single type of assessment cannot fully capture student learning, one effective strategy might also be to multiply the number of measurements and thus relieve the pressure on students and teachers to perform well in a single, high-visibility, high-stake test. At the same time, this larger number of measurements could provide the necessary input for systems based on accountability, diagnosis and assessment of the effectiveness of innovative practice. Finally, assessing the technical standard of tests and examinations is an integral part of their development, but it is less common to address the impact they have on teaching/learning or the validity of how their results are used. Since assessment is an integral part of the education process, it is just as important to assess tests and examinations as it is other educational practices in order to achieve improvements and innovation in educational assessment, but also in educational practice. (Contains 12 notes.)
- Published
- 2009
- Full Text
- View/download PDF
71. Empowering Parents to Improve Education: Evidence from Rural Mexico. Impact Evaluation Series Number 4. World Bank Policy Research Working Paper 3935
- Author
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World Bank, Washington, DC., Gertler, Paul, Patrinos, Harry, and Rubio-Codina, Marta
- Abstract
Mexico's compensatory education program provides extra resources to primary schools that enroll disadvantaged students in highly disadvantaged rural communities. One of the most important components of the program is the school-based management intervention known as Apoyo a la Gestion Escolar, (AGEs). The impact of the AGEs is assessed on intermediate school quality indicators (failure, repetition and dropout), controlling for the presence of the conditional cash transfer program. Results prove that school-based management is an effective measure for improving outcomes, based on an over time difference-in-difference evaluation. Complementary qualitative evidence corroborates the veracity of such findings. (Contains 5 tables, 5 figures, and 21 footnotes.) [This policy research working paper was produced by World Bank Publications.]
- Published
- 2006
72. Efficiency in Reaching the Millennium Development Goals. World Bank Working Paper.
- Author
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World Bank, Washington, DC., Jayasuriya, Ruwan, Wodon, Quentin, Jayasuriya, Ruwan, Wodon, Quentin, and World Bank, Washington, DC.
- Abstract
The Millennium Development Goals (MDGs) provide clear targets and areas of focus for international organizations such as the World Bank. At a conceptual level, to reduce poverty and hunger, to improve education and health indicators, and to promote gender equality and sustainable development, countries can either increase the resources they allocate to these objectives, or increase the efficiency with which they use their available resources. The four papers presented in this study deal with the second option: increasing the efficiency of countries, and of decentralized entities within countries, in producing good outcomes with their available resources. The first two papers "Measuring and Explaining Country Efficiency in Improving Health and Education Indicators" and "Measuring and Explaining the Impact of Productive Efficiency on Economic Development" use country-level data to analyze the efficiency of countries for improving health, education, and GDP outcomes. The last two papers "Reaching Health and Education Targets in Argentina: A Provincial-Level Analysis" and "Development Targets and Efficiency in Improving Education and Health Outcomes in Mexico's Southern States" use within-country data on health and education from Argentina and Mexico to look at the same issues. Together, the four papers suggest that apart from increasing inputs, it is necessary to improve efficiency to reach the MDGs. Includes 18 notes and an extensive number of tables, figures, and boxes. Each paper contains references. (BT)
- Published
- 2003
73. Texas Position Paper: Border States Energy Policy (Working Paper), Undated.
74. Texas Position Paper: Narcotics (Working Paper), Undated.
75. Memo from Sharon to Cris re: Draft Issue Paper on International Bridges (Paper Attached with Handwritten Comments), May 19, 1980.
76. Teachers' Incentives and Professional Development in Schools in Mexico. Working Paper.
- Author
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World Bank, Washington, DC. and Lopez-Acevedo, Gladys
- Abstract
Quality of education is a determining factor in a nation's competitiveness. Although Mexico has made tremendous progress toward achieving universal basic education, school quality has not kept pace with enrollment increases, especially in rural areas. Innovations at the federal and state levels to raise the quality of basic education in Mexico include decentralizing the education system, thereby giving the states more control over education, and creating the Carrera Magisterial, a program of incentives and professional development for teachers. The first part of this paper shows that early in their professional lives, teachers in basic public schools are better paid than other comparable groups. The second part of the paper analyzes determinants of student achievement. Findings show that short-term teacher posts had a negative impact on learning achievement. Pedagogical efforts and teacher answers to student questions were highly correlated with greater learning achievement. Students in schools with a high degree of supervision by the school principal achieved better scores. Teacher training was most effective when targeted toward increasing teachers' practical experience and developing content-specific knowledge. Finally, teacher enrollment in the Carrera Magisterial program had a positive relation with learning achievement. Appendices present the National Agreement for the Modernization of Basic Education, data from the 1997 primary education assessment survey, definitions of variables, and determinants of mathematics achievement scores in fifth grade in urban and rural areas. (Contains 23 references.) (TD)
- Published
- 2002
77. The Role of Technology in Higher Education in North America: Policy Implication. Understanding the Differences. A Working Paper Series on Higher Education in Canada, Mexico, and the United States. Working Paper Number 5.
- Author
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Western Interstate Commission for Higher Education, Boulder, CO., Farrell, Glen, Johnstone, Sally, and Lopez del Puerto, Patricio
- Abstract
This paper describes the current policies and initiatives regarding the application of technology in Canada, Mexico and the United States. It also analyzes the need for policy development regarding technological networks, equipment, and educational content. The report also includes recommendations regarding specific initiatives for tri-national collaboration in the use of technology to improve higher education. The contents include descriptions of the policies and initiatives at the federal, regional, and state (provincial) levels in Mexico, Canada, and the United States. Institutional policies and initiatives are also examined as are collaborations between business and higher education. The paper concludes with a summary of current policy climate in the three countries and suggests opportunities for cross-border collaboration. These include development of tri-national policies regarding accreditation of distance education courses and portability of students' knowledge and skills acquired among institutions and across borders; trinational staff and faculty training in the use of technology; trinational discipline--specific forums for faculty with similar interest; implementation of pilot projects; creation of a mechanism for international and inter-institutional sharing of information and experience; and creation of consortia and partnership models. (JLS)
- Published
- 1996
78. Can Student Loans Improve Accessibility to Higher Education and Student Performance? An Impact Study of the Case of SOFES, Mexico. World Bank Policy Research Working Paper 3425
- Author
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World Bank, Washington, DC., Canton, Erik, and Blom, Andreas
- Abstract
Financial aid to students in tertiary education can contribute to human capital accumulation through two channels: increased enrollment and improved student performance. We analyze the quantitative importance of both channels in the context of a student loan program "Sociedad de Fomento a la Educacion, Superior" (SOFES) implemented at private universities in Mexico. With regard to the first channel, enrollment, results from the Mexican household survey indicate that financial support has a strong positive effect on university enrollment. Given completion of upper secondary education, the probability of entering higher education rises 24 percent. Two data sources are used to investigate the second channel, student performance. Administrative data provided by SOFES are analyzed using a regression-discontinuity design, and survey data enable us to perform a similar analysis using a different control group. Empirical results suggest that SOFES recipients show better academic performance than students without a credit from SOFES. However, the results cannot be interpreted as a purely causal impact of the student loan program, since the impacts also could reflect (self-) selection of students. (Contains 7 figures, 17 tables, and 16 endnotes.) [This working paper was produced by World Bank Publications.]
- Published
- 2004
79. Higher Education Faculty in Mexico and the United States: Characteristics and Policy Issues. Understanding the Differences: A Working Paper Series on Higher Education in the U. S. and Mexico. Working Paper Number 2.
- Author
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Western Interstate Commission for Higher Education, Boulder, CO., Lovell, Cheryl D., and Sanchez, Maria Dolores Soler
- Abstract
This working paper analyzes higher education faculty characteristics in Mexico and the United States. The first section describes and compares Mexican and U.S. faculty characteristics and conditions, including total number of faculty, student-teacher ratios, full- versus part-time status, rank, tenure, average salaries, gender and ethnicity, and union membership. The second section discusses contemporary policy issues including faculty evaluation, workload, and productivity, curriculum reform, faculty involvement with the business community, faculty development, and implications that the North American Free Trade Agreement will have for faculty on both sides of the border. The paper concludes with some suggested areas for collaborative efforts of faculty in the two countries including increasing faculty exchanges which provide scheduling flexibility and possibly salary support. New models for faculty development and enrichment should also be established. Also recommended is increased use of technology to facilitate interaction between faculty in the two countries. The final area for collaboration is the development of mutually beneficial relations with the business community. Five tables of tables and two graphs are included. (Contains 29 references.) (JLS)
- Published
- 1995
80. Higher Education's Responsiveness in Mexico and the United States to a New Economy and the Impacts of NAFTA. 'Understanding the Differences': A Working Paper Series on Higher Education in the U.S. and Mexico. Working Paper Number 4.
- Author
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Western Interstate Commission for Higher Education, Boulder, CO. and Santillanez, Elizabeth J.
- Abstract
This working paper discusses the critical role that higher education in the United States and Mexico must play since the implementation of the North American Free Trade Agreement (NAFTA). The paper gives an overview of recent transformations in areas of economic development and business needs which require that higher education better prepare students to compete in the global workforce. These include changes in the economies of the U.S. and Mexico since World War II, with world leadership for the U.S. and an inward-looking development path for Mexico. The rapid collapse of Mexico's oil economy in 1981 led to a full-scale economic crisis. Higher education institutions in both countries are now responding to new global market challenges. In response to changing business and workforce training needs and advances in educational technology and communications, these institutions are working to implement curricular reform, increase access to higher education, and keep higher education affordable. The paper concludes with initiatives currently underway and gives recommendations for higher education policy makers for the development of a competitive and culturally aware workforce. (Contains 41 references.) (JLS)
- Published
- 1995
81. Ethnological Field Training in the Mezquital Valley, Mexico. Papers from the Ixmiquilpan Field Schools in Cultural Anthropology and Linguistics.
- Author
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Catholic Univ. of America, Washington, DC., Kenny, Michael, and Bernard, H. Russell
- Abstract
Thirteen papers by graduate students who participated in a 1971 summer field program in Hidalgo, Mexico, are presented. Twelve of the papers are presented in the English language and one is presented in Spanish. Research for seven of the papers was undertaken in established Otomi Indian villages or hamlets. Research for the remaining six papers was undertaken in small towns inhabited by mestizos, Otomi Indians, and, in some cases, a foreign minority. A wide variety of research techniques was used, including sophisticated urban anthropological methods, ethnoscience techniques, linguistic and psycholinguistic techniques, observation, and interviews. Titles are "Use of Photographs with Q Methodology in the Mezquital Valley"; "Domesticated Animals and Village Nucleation"; "Culture Change and Intergroup Relations in a Small Mexican Town"; "Marketing by Female Vendors in Mexico"; "Self-Help and Directed Culture Change in an Otomi Village"; "Cultural Aspects of Diet in El Espiritu, Hidalgo"; "A Componential Analysis of the Otomi Animal Domain"; "The Political Organization of the Judicial District and the Municipal Government of Ixmiquilpan, Hidalgo"; "Education: Aspiration and Opportunity in a Mexican Town"; "A Case Study of a Catholic Youth Organization in a Provincial Mexican Town"; "The Making of an Anthropologist: Phase 1.5"; "Environment, Production, and Subsistence: Economic Patterns in a Rural Otomi Community"; and "The Pattern of Settlement in an Otomi Village: Structural Relations Among Outlying Neighborhoods." (DB)
- Published
- 1973
82. The Distribution of Mexico's Public Spending on Education. Policy Research Working Paper.
- Author
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World Bank, Washington, DC., Lopez-Acevedo, Gladys, and Salinas, Angel
- Abstract
Research has shown that education in Mexico has played a crucial role in the process of earnings formation and that returns to education have increased only in the higher levels of education and in the upper tail of the conditional earnings distribution. This paper examines the public educational expenditure patterns in the face of possible further increases in earnings inequality. Several benefit-incidence analyses are carried out bringing together two important and unique sources of information unit cost per student by state and by educational level as well as data from the households income and expenditures surveys. Some results are: (1) at national level the poorest income groups receive the bulk of primary education subsidy (federal plus state expenditures), while at higher levels of education they receive progressively smaller subsidies; and (2) government's educational expenditure pattern changes across regions. It is also shown that public expenditure at the tertiary level is more regressive than the pattern of household expenditure. A large share of public resources given to this level of education tends to favor non-poor students in urban areas. A strategy to reallocate the education public expenditures from a higher level to a lower level of instruction to favor the poor groups has to involve the development of higher educational credit markets, meaning that the government's appropriate role could be to help overcome market failures in the financial sector, which limit the availability of long-term finance for investments in higher education. This paper is part of a comprehensive work meant to build a poverty and inequality strategy for Mexico. Includes 20 figures, 3 tables, and 9 notes. (Contains 29 references.) (Author/BT)
- Published
- 2000
83. Tradition for Development: Indigenous Structures and Folk Media in Non-Formal Education. Report and Papers from the International Seminar on The Use of Indigenous Social Structures and Traditional Media in Non-Formal Education and Development (Berlin, West Germany. November 5-12, 1980).
- Author
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German Foundation for International Development, Bonn (West Germany)., International Council for Adult Education, Toronto (Ontario)., Kidd, Ross, and Colletta, Nat
- Abstract
Case studies and seminar reports are provided that were presented at an international seminar to examine field experiences in using a culture-based approach to nonformal education. Part I, containing an introductory paper and nine case studies, focuses on indigenous institutions and processes in health, family planning, agriculture, basic education, and conscientization. The introductory paper discusses indigenous sociocultural forms as a basis for nonformal education and development. Seven countries are represented in the case studies: Indonesia, Bolivia, Java (Indonesia), Upper Volta, Botswana, India, and Bali (Indonesia). Section II focuses on the performing arts in both mass campaigns and community nonformal education programs. An introductory paper overviews folk media, popular theater, and conflicting strategies for social change in the third world. The seven case studies consider the specific strategies used in Brazil, Sierra Leone, China, India, Mexico, Jamaica, and Africa. Section III contains the seminar reports developed from discussions of the four regional working groups: Latin America, Africa and the Caribbean, South Asia, and Southeast Asia. A summary of plenary discussions is also provided. (YLB)
- Published
- 1980
84. Teaching Standard Versus Non-Standard Spanish in a Study Abroad Program. Lektos: Interdisciplinary Working Papers in Language Sciences, Special Issue.
- Author
-
Louisville Univ., KY. Interdisciplinary Program in Linguistics. and Lozano, Anthony Girard
- Abstract
The question of teaching a standard dialect to Chicano students who are studying abroad has implications for teaching any standard versus nonstandard dialect. The University of Colorado has a program at the Universidad Veracruzana in Jalapa, Mexico, in which the policy is to teach standard Mexican Spanish (the cultivated norm of Mexico City) as an additional dialect to those students who already speak Chicano Spanish. One technique is to provide written exercises which develop the reading and writing skills of those students fluent in Colorado Spanish. Broadly speaking, the main differences between this dialect and standard Mexican Spanish lie in different pronunciations of the same lexical items and in the use of different lexical items for the same concept. Although the syntactic patterns of the two dialects are similar, there are certain recurring syntactic patterns in Colorado Spanish which can be termed nonstandard forms, calques or anomalous forms. Various types of exercises dealing with these dialect differences are used in the composition class: dictations, "proof reading" exercises, two-page compositions, and translation exercises. Four passages from student compositions are examined in this paper for instances of nonstandard usage. (Author/CFM)
- Published
- 1976
85. Wages and Productivity in Mexican Manufacturing. Policy Research Working Paper.
- Author
-
World Bank, Washington, DC. and Lopez-Acevedo, Gladys
- Abstract
A study examined determinants of wages and productivity in Mexico from 1993 and 1999 using two national surveys. In 1993, 7,619 employees from 575 firms were interviewed. In 1999, 6,259 employees from 722 firms were interviewed. Findings indicate that wage premiums and productivity increased with years of schooling, but workers had higher benefits from schooling than firms. Employers and employees benefitted the most from external training, whereas firms benefitted more from in-house training. Potential experience increased wages, but there were decreasing returns to potential experience. Workers benefitted more than firms from potential experience. Women were paid less than men in both years. Investment in men's education did not increase their wages or productivity to a level above women, but training did. There seemed to be no gender discrimination since wage differentials were explained by equal or larger productivity differentials. Union membership decreased wages across all sizes of firms, but union members were more productive than non-union members. In 1993 permanent workers earned less and were less productive than temporary workers. However, in 1999 permanent workers earned higher wages and were more productive than temporary workers. Foreign research and development and foreign ownership had a positive correlation with productivity and wages. The correlation of firm size with both wages and productivity was positive, but larger for productivity. Regional wage and productivity gaps increased over time. Three appendices explain the surveys and present variables and pooled estimation. (Contains 29 references.) (TD)
- Published
- 2003
86. Marginal Willingness To Pay for Education and the Determinants of Enrollment in Mexico. Policy Research Working Papers.
- Author
-
World Bank, Washington, DC., Lopez-Acevedo, Gladys, and Salinas, Angel
- Abstract
Standard benefit-incidence analysis assumes that the subsidy and the quality of educational services are the same for all income deciles. This paper takes a new approach, a "marginal willingness to pay" analysis that measures the impact of the government's provision of public schools on the educational spending behavior of an average Mexican household. Mexican National Household Income and Expenditures Survey data (1996) were analyzed to examine: (1) how much an average household with given characteristics would spend on a child if subsidized public schools were not available; (2) how much the household "saves" by sending the child to public rather than private schools; (3) size of the "savings" for various income groups; (4) determinants for enrollment in upper secondary school by income groups and rural versus urban location; and (5) how individuals' educational expenditures affect enrollment patterns. Among the findings are that the nonpoor and those in urban areas got a large share of the subsidy or "savings" from government provision of educational services. Household enrollment and transition to secondary school depended heavily on the cost of schooling, head of household's educational level, per capita household income, and housing characteristics. Probability of secondary school attendance was much higher in the top 40 percent of urban income groups than in the bottom 40 percent in rural areas. The variable government effort had a significant marginal impact on upper secondary enrollment that, in elasticity terms, was 12 times more effective for the poor than the wealthy and 15 times more effective in rural than urban areas. (Contains 24 references and 26 data tables.) (Author/SV)
- Published
- 2000
87. Many Hands, Few Jobs: Population, Unemployment and Emigration in Mexico and the Caribbean. Center for Immigration Studies Paper 2.
- Author
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Center for Immigration Studies, Washington, DC., Bouvier, Leon, and Simcox, David E.
- Abstract
Between 1940 and 1980, Mexico and other Caribbean nations grew by an annual average of three percent, doubling in population every 21 years. Mexico's population will reach 109 million and the Caribbean nations will top 250 million by 2000. The projected U.S. population in 2000 is 266 million. This dynamic growth has serious implications for Mexico and the Caribbean states' stability, economic health, employment, urban quality of life, emigration, and for increased U.S. immigration, which since the 1960s has grown to 160,000 annually. For the next three decades, job seekers in Mexico and other Caribbean countries will crowd into the labor market faster than the region's developing economics can absorb them. There is a need for these countries to create together over two million new jobs each year, if they are to reduce unemployment and underemployment to the levels of most Western countries by 2000. Tables and figures are included. (JHP)
- Published
- 1986
88. Learning Outcomes and School Cost-Effectiveness in Mexico: The PARE Program. Policy Research Working Papers.
- Author
-
World Bank, Washington, DC. and Acevedo, Gladys Lopez
- Abstract
This paper examines the impact on student learning of the Programa para Abatir el Rezago Educativo (PARE), which aimed to improve the quality and efficiency of primary education in four Mexican states by increasing school resources. PARE was implemented in the states of Oaxaca, Guerrero, Chiapas, and Hidalgo, which have the highest incidence of poverty and the lowest education indicators in Mexico. The most disadvantaged schools in these states are those serving rural and Native (non-Spanish-speaking) students. Control data were collected from comparable schools in the state of Michoacan, which did not implement PARE. PARE provided participant schools with additional resources such as libraries, textbooks, academic materials, teacher and principal training, and school construction and repair. Analysis focused on (non-Native) rural and Native schools, where student achievement was typically low. Measured by students' achievement test scores in Spanish in grades 4 and 6, student performance in PARE schools improved significantly in both the rural and Native subsamples. PARE also increased the likelihood that a student would continue in school, but only for the rural subsample. The findings suggest that doubling the resources allocated per student could overcome a 30 percent deficit in test scores among rural students. (Contains 14 data tables and a list of definitions of variables.) (SV)
- Published
- 1999
89. The Educational Systems of Mexico and the United States: Prospects for Reform and Collaboration. 'Understanding the Differences': A Working Paper Series on Higher Education in the U.S. and Mexico. Working Paper Number 3.
- Author
-
Western Interstate Commission for Higher Education, Boulder, CO., Canales, JoAnn, Gomez, Leticia Calzada, and Villanueva, Nellyda
- Abstract
This working paper describes the sequential processes of education from primary to higher education in Mexico and the United States. It analyzes the fragmented nature of the educational systems common to both countries and outlines possible solutions for integrating the different systems. It also includes brief overviews and examples of national, state, and local collaborative relationships. The paper concludes with a discussion of ways to nurture and enhance binational collaborative relationships and the required conditions. These include a consortium of individuals with a common vision; allocated monies from federal, state, and/or private agencies; a process for systematically developing and implementing the collaboration; a process for continuous evaluation and modification of the project design; a willingness to make a long-term commitment to the effort; a philosophical underpinning that is shared regardless of differences among participants; and an overarching commitment to improving education for all children. Also included are a list of abbreviations, a table listing secondary school degrees in Mexico by type of degree granting institution, the Carnegie Classification of Institutions of Higher Education, and brief descriptions of collaborative projects in the United States. (Contains 33 references.) (JLS)
- Published
- 1995
90. Policy Approaches to Evaluation and Incentive Funding in U.S. and Mexican Higher Education. 'Understanding the Differences': A Working Paper Series on Higher Education in the U.S. and Mexico. Working Paper #1.
- Author
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Western Interstate Commission for Higher Education, Boulder, CO., Ewell, Peter T., and Kent, Rollin
- Abstract
This paper explores efforts of Mexico and the United States to obtain a significant return on their investment in postsecondary education. The authors establish a context for comparison between Mexico and the United States and discuss the challenges and central policy dilemmas that each country faces in implementing the policy tools of evaluation and incentive funding. Compared to the United States, Mexico's system of higher education is less developed both administratively and academically. Following a 20-year period of enormous growth and a decade of fiscal and political neglect, the Salinas administration initiated a strong proactive set of policies in the 1990s that were novel and in contrast to prevailing academic culture in Mexico. In the United States, while similar trends were experienced, these occurred in a large and decentralized system with much experience in institutional planning and evaluation and the changes occurred over a longer time period. The growth of performance assessment and conditional or incentive funding as policy instruments in both countries results from the use of these approaches as tools for government to direct or steer higher education. This paper explores how implementation has varied in the two countries and experiences and future directions for accountability and categorical funding mechanisms are explored. (Contains 14 references.) (JLS)
- Published
- 1995
91. The Fifteenth International Congress on Hygiene and Demography Held in Washington, D. C. from September 16 to October 5. 1912. I. Some Lessons and Suggestions from the Exhibition; II. Digests of Some of the Papers Presented at the Congress. Bulletin, 1913, No. 18. Whole Number 528
- Author
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Department of the Interior, United States Bureau of Education (ED) and Dresslar, Fletcher B.
- Abstract
The Fifteenth International Congress on Hygiene and Demography, held in Washington City in the autumn of 1912, was a notable event in the history of sanitation and in the discussion of the conditions of the physical and mental health of the people. The exhibition held in connection with the congress was instructive in many ways, and contained much of interest to those who are responsible, directly or indirectly, for the health of children. The first section of the accompanying manuscript contains brief and accurate descriptions of some of the most important of the exhibits, and comprehensive summaries of their meaning. Topics addressed in this section include: (1) School buildings and school sanitation; (2) Hygiene and tuberculosis; (3) Industrial hygiene; (4) Nourishment of children; (5) Mental hygiene; (6) Sex hygiene; and (7) Experimental psychology. An appendix to Part I of this bulletin presents instructions relating to tuberculosis, distributed by the Department of Health, New York City. The second section consists of excerpts and summaries containing the gist of some of the most important papers read at the congress. These abstracts are as follows: (1) Ringworm in the Schools of Mexico (Manuel Uribe Y Troncoso); (2) School Disinfection (J. T. Ainslee Walker); (3) Campaign against Contagious Diseases of Children (Walther Ewald); (4) Management of Tuberculosis among School Children (Arthur T. Cabot); (5) Studies in the Relation of Physical Inability and Mental Deficiency to the Body Social (Isabelle T. Smart); (6) Education of Immigrants in School (William E. Chancellor); (7) Service of Medical Inspection of Schools to the Teacher (Helen MacMurchy); (8) Follow-Up System in Medical Inspection (Thomas A. Storey); (9) Hygiene of Children's Teeth (William H. Potter); (10) Dental Hygiene for Pupils of Public Schools (S. Adolphus Knopf); (11) Universal System of Measurements (Leotardo Matus Z.); (12) Development of Hygiene in Educational Institutions (Dudley A. Sargent); (13) Training in Personal Hygiene in Private and Public Schools (John W. Ritchie); (14) The Public School as a Factor to Lessen Infant Mortality (Henry L. Corr); (15) Physiological Age in Education (C. Ward Crampton; and (16) School Children of the Stock-Yards District of Chicago (Caroline Hedger). It is believed that the information contained in this bulletin will be permanently helpful to teachers, school officers, and others interested in the health of children and the sanitation of homes, schools, and other places in which they work. (Contains 1 footnote.) [Best copy available has been provided.]
- Published
- 1913
92. Understanding the Differences: An Essay on Higher Education in Mexico and the United States. Comparative Report. A Working Paper Series on Higher Education in the U.S. and Mexico.
- Author
-
Western Interstate Commission for Higher Education, Boulder, CO., Gill, Judith I., and Alvarez de Testa, Lilian
- Abstract
The goal of this comparative essay on higher education in Mexico and the United States is to provide a description of the common issues within the different contexts of each country to facilitate discussions of new binational programs. Government and business sectors of both countries have acknowledged the need to reform their education, scientific, and technological systems as well as workforce training capabilities. Factors contributing to the need for reform include: a perceived decline in educational quality; increasing enrollment demands; increasing social, economic, and skill diversity within the workforce; rapid advances in technology; and global economic competition. Both countries are seeking a balance in several areas including responding to individual needs versus societal needs, maintaining institutional autonomy while increasing accountability, improving program quality while opening access, addressing global concerns while maintaining national identity, balancing conflicting economic needs, reinventing the university, and developing innovative ways to collaborate between institutions and countries in a global context. (Contains 62 references.) (JLS)
- Published
- 1995
93. 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
94. Equity and Competitiveness: Contradictions between the Identification of Educational Skills and Educational Achievements
- Author
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García, Amelia Molina
- Abstract
As a starting point, this paper raises various questions to explain the teaching conditions that exist in rural communities and the learning conditions faced by children assigned to the rural community education mode. Equity and competitiveness are the conceptual axis used in the descriptive construction a documentary analysis and my personal experience in Rural Communitarian Educational programs are the methodological strategies used to present this work. [For complete volume, see ED567118.]
- Published
- 2013
95. Encuentro de Linguistica en el Noroeste (2nd, Hermosillo, Mexico, November 18-20, 1992). Memorias Tomos 1 y 2 (Conference on Linguistics in the Northwest [2nd, Hermosillo, Mexico, November 18-20, 1992]. Papers Volumes 1 and 2).
- Author
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Sonora Univ. (Mexico), Dept. of Letters and Linguistics.
- Abstract
Papers in these volumes were presented at a Mexican conference on linguistics. Most papers are in Spanish; the English translations of the titles include the following: "Directions in Contemporary Semantics" (L. Lara); "Regular Accentuation in Spanish" (C. Braithwaite); "Syntactic Order in Sonoran" (D. Brown); "Speech Datives or Interest/Not of Interest" (R. Maldonado); "Adverbial Noun Phrases and Adverbs Proper" (I. Zatarian); "Modal Constructions" (E. Trevino); "Conjugation of Conjunctions in Northern Tepehuan" (B. Bascom); "Some Idiosyncratic Orthographic Conventions of Southern Durango" (L. Volpe); "Tepehuan Yutoaztec Origins or Nuhuatl Object Prefixes" (K. Dakin); "Dialects of Guarijio" (R. Escalante); "Theorectical Problems in the Dialectology Study of Syntactic Aspects of Pima Bajo" (Z. Fernandez); "Types of Predicates with Copula in Southern Durango Tepehuan" (V. Flores, L. Volpe); "Syntactic Nature of Argument Structure" (K. Hale); "Fast and Slow in Tohonno O'odham" (J. Hill); Nominalized Clauses in Ute" (T. Givon); "Classification of the Southern Yutoaztec Languages" (W. Miller); "Non-referrential Expressions in O'Odham" (D. Payne); "Personal Number Morphemes in Southeastern Tepehuan" (T. Willett); "Possession in Yucateco Mayan" (F. Chel); "Change of Voice in Chuj" (C. Buenrosto); "External and Internal Linguistic Change in the Morphological Structure of Southwestern Vizcaino" (A. Urkiza); "Numbers in Seri" (M. Moser, S. Marlett); "Guillemin's Mexican Apache Vocabulary" (W. de Reuse); "Grammaticalization of Verbs of Movement in Akateko" (R. Zavala);"Reading and Textual Typology" (A. Rojas, M. Camargo); "Nahuatl Language or Mexican Language? A 19th Century Dissent" (B. Cifuentes, V. Peralta); "Intensive and Frequentive in Classical Nahuatl Expropriation Discourse" (R. Ortiz); "The Discourse of Expropriation" (M. Montes de Oca); "Routines that Count" (C. Nieto); "Voice of the Voiceless" (T. Dounce); "Testimony in Oral History and the Disturbing Work of Editing: An Anthropological Pespective" (T. Dounce); "Reality and Ethnoscience" (S. Cuevas); "Ethnosemantics of Kiliwa Kinship" (M. Mixco); "Reading Process in Primary Schoolchildren in Hermosillo" (A. Vidal, R. Anguiano); "Rule Transferral" (R. Mejia); "Linguistic Complexities (Endophoric References) in Textbooks" (A. Ugalde); "First Sound Correspondence in Writing" (S. Vernon); and"The Nature of Language and Problems in the Rehabilitation of Deaf Children" (B. Radelli). (KM)
- Published
- 1994
96. Modernism: The Extensiveness of Women's Roles and Attitudes. World Fertility Survey Occasional Papers, No. 14.
- Author
-
World Fertility Survey, London (England)., International Statistical Inst., Voorburg (Netherlands)., Goldberg, David, Goldberg, David, World Fertility Survey, London (England)., and International Statistical Inst., Voorburg (Netherlands).
- Abstract
This research report examines the components of modernity that deal with women's roles and values and their impact on fertility rates. The life style identified as modern is clearly multidimensional, yet three items -- power, segregation, and containment -- are chosen to study the fertility rates. The hypothesis is that in a family in which the husband makes the decisions (power), in which the wife's attitudes reflect perceptions of a highly differentiated set of sex roles (segregation), and in which the husband restricts the wife's activities (containment), then there will be high fertility due to the limited number of alternatives to the mother role. Data were collected in Ankara, Turkey in 1966 and Mexico City in 1971 by a 300 item questionnaire. The results support the hypothesis. Included in the study are tables indicating frequency distributions for individual questions, and the relationship between cultural background, modernism concepts, and fertility. (Author/DE)
- Published
- 1974
97. Work Papers of the Summer Institute of Linguistics 1989, University of North Dakota Session, Volume 33.
- Author
-
Summer Inst. of Linguistics, Grand Forks, ND., Dooley, Robert A., Bickford, J. Albert, Dooley, Robert A., Bickford, J. Albert, and Summer Inst. of Linguistics, Grand Forks, ND.
- Abstract
The volume represents in microcosm the sort of faculty-trainee-student interaction that is a priority at the Summer Institute of Linguistics (SIL) at the University of North Dakota. Seven studies by faculty and students of SIL include the following: "Lexical Variation in Mexican Sign Language" (J. Albert Bickford); "Reflexives in Veracruz Huastec" (Peter G. Constable); "A Typology of Koine Relative Clauses" (Martin M. Culy); "Switch Reference in Mbya Guarani: A Fair-Weather Phenomenon" (Robert A. Dooley); "The Nahuatl Verb 'maka': A Cognitive Grammar Analysis" (David Tuggy); "Tonal Instability: Tone as Part of the Feature Geometry" (Stephen P. Walker); and "A Morphological Parser for Linguistic Exploration" (David Weber). (MSE)
- Published
- 1989
98. International Bridges Position Paper, U.S.-Mexico Border Working Group, June 4-5, 1980.
99. Position Paper re: Authorization of International Bridges to Mexico, May 21, 1980.
100. Drafts and Comments re: Texas Position Papers on Narcotics, Immigration, June 1979.
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