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Dan Bloom of MDRC examines policies and programs designed to help high school dropouts improve their educational attainment and labor market outcomes. So called "second-chance" programs, he says, have long provided some combination of education, training, employment, counseling, and social services. But the research record on their effectiveness is fairly thin, he says, and the results are mixed. Bloom describes eleven employment- or education-focused programs serving high school dropouts that have been rigorously evaluated over the past thirty years. Some relied heavily on paid work experience, while others focused more on job training or education. Some programs, especially those that offered paid work opportunities, generated significant increases in employment or earnings in the short term, but none of the studies that followed participants for more than a couple of years found lasting improvements in economic outcomes. Nevertheless, the findings provide an important foundation on which to build. Because of the high individual and social costs of ignoring high school dropouts, the argument for investing more public funds in services, systems, and research for these young people is strong. The paucity of conclusive evidence, however, makes it hard to know how to direct resources and magnifies the importance of ensuring that all new initiatives provide for rigorous evaluation of their impacts. Bloom concludes with recommendations for policy and research aimed at building on current efforts to expand and improve effective programs for dropouts while simultaneously developing and testing new approaches that might be more effective and strengthening local systems to support vulnerable young people. He stresses the importance of identifying and disseminating strategies to engage young people who are more seriously disconnected and unlikely to join programs. A recurring theme is that providing young people with opportunities for paid work may be useful both as an engagement tool and as a strategy for improving long-term labor market outcomes.

Past and current National Alpine Ski Team (NAST) members were surveyed via a mailed questionnaire regarding their educational progress and attainment, career path, parental education and income, as well as their perceptions as to the effect of skiing on dimensions of personal development. The questionnaire was completed by 86% of the total possible (64 of 74) respondents. Although it was found that educational progress was retarded by involvement in elite level skiing, this conclusion could only be drawn if it was assumed that in skiers between 13 and 21 years of age, each one year change in chronological age is 'normally' accompanied by similar academic progress. It was found that upon retirement from NAST 78% of the skiers continued their formal education, with a high level of success. These results were compared to other studies concerning educational attainment.

This article examines the critical role of civil society organizations (CSOs) in advancing human development and human flourishing in Southeast Asia, highlighting the suitability of the Interdependence Model in explaining the dynamic interactions between CSOs and the state. CSOs in Southeast Asia significantly contribute to education, health, and social welfare by working collaboratively with government entities. Through initiatives like the Tanoto Foundation’s educational programs in Indonesia and the Community-Based Health Care (CBHC) program in Vietnam, CSOs fill crucial service delivery gaps, improve health outcomes, and enhance educational accessibility. Moreover, organizations like Friends-International in Cambodia demonstrate the comprehensive support CSOs provide to vulnerable populations, addressing immediate needs and promoting long-term social welfare. The Interdependence Model, emphasizing cooperation and partnership, effectively captures these collaborative efforts, contrasting with the Pluralist, Corporatist, and Conflict models, which do not fully encompass the cooperative nature of current CSO-state relationships in Southeast Asia. This framework underscores the potential for CSOs and the state to work together to address complex development challenges, thereby fostering sustainable development and enhancing the quality of life across the region.

The purpose of this study is to analyze the use of information technologies for the development of the digital economy. Digitalization of education is a necessary condition for sustainable development of modern society. The article is devoted to analyzing the factors of digitalization of education, among which information technologies are the main ones. For the analysis, the authors used a model for the development of the digital economy, which was also developed in the training of a specialist in the agro-industrial complex. Education is viewed as a subsystem of the digital economy. It is shown that the digitalization of education has both positive and negative consequences not so much for the development of industry as for human development. The article draws conclusions about the features of the socioanthropological crisis in the context of the digitalization of education. As conclusions, the article presents forecasts for the development of digitalization of education, which include the improvement of the development and methods of introducing information and communication technologies in education, a constant change in the forms of knowledge assessment, the successful use of information technologies in the training of a specialist. [ABSTRACT FROM AUTHOR]

This study investigates the impact of economic misery on human development in 32 Asian countries from 1991 to 2022. In addition to the full panel, the empirical analyses are performed separately for countries with very high levels of human development, high levels of human development, and medium & low levels of human development. The findings of the study reveal that economic misery has a negative and significant impact on human development in Asian countries. The results show that economic misery exerts a negative and significant influence on health, education and income dimensions of human development. Further, the estimation outcomes exhibit that foreign direct investment, trade openness and gross capital formation promote human development, whereas population growth impedes human development. The study suggests that governments and policymakers should curtail economic misery by curbing inflation and reducing unemployment to improve overall human development as well as to enhance life expectancy, educational attainments and standard of living. It is also recommended that policies aimed at attracting foreign direct investment, expanding trade openness, generating gross capital formation and controlling population growth should be adopted to boost human development in Asian countries. [ABSTRACT FROM AUTHOR]

Partnerships with local communities have emerged as a prominent educational strategy within university functions, aligning with the ethos of an institution dedicated to community engagement. These partnerships serve not only to empower communities with essential skills to address societal challenges, notably climate change, but also reflect a broader shift in academia towards fostering collaborative relationships with local stakeholders. For students, partnerships offer invaluable hands-on experience by immersing them in direct engagement with community members, bridging the gap between theoretical knowledge and practical application to enrich their educational learning outcomes. This article explores the multifaceted benefits and contributions of partnerships to sustainable community well-being while addressing the inherent complexities that arise when universities engage with communities in promoting human development. Drawing upon qualitative data obtained from interviews with lecturers, students, and community focus groups involved in climate adaptation initiatives, the study investigates the contributions and potential opportunities presented by partnerships and examines challenges encountered by stakeholders in advancing partnerships interventions. Despite the positive impact of partnerships on community skills and empowerment, I argue that while partnerships are contributing towards sustainable community well-being, coordination, funding, and mindset change remain key issues to be addressed. Further, educational practices and pedagogical approaches should prioritize addressing the multidimensionality of climate change and fostering agency and empowerment among community leaders to actively engage in partnership activities. This includes giving them a voice in the choice of adaptation interventions and inclusion of communities' voices in the monitoring and assessment of partnership interventions. By doing so, partnerships can be more effective in promoting sustainable community well-being and improving students' learning outcomes.

An actual topic in higher education research today is the study of student experiences. It is believed that knowledge of educational settings, the degree of student involvement in educational and extracurricular activities, satisfaction with the quality of courses or practices offered, etc. helps to retain the student population, modernize educational programs, university campus services, etc. The study presents a new concept of student experience, corresponding to the key position of the university as an institution for the development of human and society. Research methods are conceptual analysis and conceptual design.Ideas about the “student experience” and the need to study its components are determined by the models of relations between the university and students. Currently, universities widely use the “instruction-based” and “consumer” models, and new models such as the “co-production” or “transformative learning” model are also being tested.The article examines the “anthropic” model of relations between the university and students, which 1) reflects the civilizational mission of the university; 2) is based on philosophical and anthropological ideas about the formation of an individual person as a “path” on which he/she discovers new realities (“horizons”) of personal and professional existence; 3) sets a new direction for research on student experience.A new concept of student experience is proposed, correlated with the “anthropic” model of relations between the university and students. Significant components of such experience are: “discovering others” who are carriers of a new (for the student) self-determination, thinking, worldview, and way of action; “shift of the horizon” – the discovery of new meanings, objects, transformation of consciousness (changing its schematisms and categories); mastering a new life world; overcoming the existing ways and patterns of thinking and action, personal limitations and building a new self; reflection of one’s path and “assembling oneself” through personal history.This concept of student experience will allow us to build educational practices that are adequate to the needs of active students focused on complex educational experiences – the path of discovery and transformation of consciousness and thinking

The importance of human capital and human development for understanding economics and social relations has repeatedly been proven since the time of Adam Smith. Theories on human capital and human development were conceptualized in their modern form in the USA in the 1960’s to 1980’s. However, in recent decades they have been seriously criticized in scientific literature, primarily due to issues pertaining to how they approach measurement. In this article a critical revision of the main approaches towards evaluating human capital in modern social sciences is conducted. New strategies for measuring human capital and human development include not only a “quantitative” indicator (number of years spent receiving formal education), but also an indicator showing the quality of acquired knowledge and skills. Such approaches provide a possibility to observe the improvement or degradation of human capital outside of conventional formal education, which allows perceiving human capital as embedded in the processes of local social, economic and historical development. This historical rootedness of human capital and human development seems to be of utmost importance for fluid societies in a state of crisis. The prospects for sociologization of the concepts of human capital and human development as well as the potential of life-course sociology for their analysis are discussed. It is suggested to view human capital through a cohort approach lens. The discussion outlines research strategies for studying human capital and human development within the proposed logic.

This study measures the impact of financial inclusion on human development in Bangladesh, India, and Pakistan. Despite rapid economic progress, these three South Asian countries still lag in improving their state of inequality, poverty, and unemployment. Using panel data and applying the generalized method of moments (GMM), this study finds a positive impact of financial inclusion on human development, specifically on income level, life expectancy, and educational attainment. It is expected that the outcome-based recommendations of this study will help policymakers optimize the benefits of financial inclusion in accelerating human development in the three highly promising emerging South Asian countries. [ABSTRACT FROM AUTHOR]

Theoretically, the impact of human development on energy poverty could occur through a number of channels, for instance, through improved social mobility and employability. In this study, we elaborate on these channels and examine how human development affects energy poverty in Africa, where access to electricity is a challenge for many. We proxy human development with scores on the human development index (HDI), human capital and education levels and analyse panel data on 40 African countries from 2000 to 2018. Employing a battery of estimation methods, the results suggest that an increase in human development generally improves energy poverty. [ABSTRACT FROM AUTHOR]

The purpose of this study is to analyze the use of information technologies for the development of the digital economy. Digitalization of education is a necessary condition for sustainable development of modern society. The article is devoted to analyzing the factors of digitalization of education, among which information technologies are the main ones. For the analysis, the authors used a model for the development of the digital economy, which was also developed in the training of a specialist in the agro-industrial complex. Education is viewed as a subsystem of the digital economy. It is shown that the digitalization of education has both positive and negative consequences not so much for the development of industry as for human development. The article draws conclusions about the features of the socio-anthropological crisis in the context of the digitalization of education. As conclusions, the article presents forecasts for the development of digitalization of education, which include the improvement of the development and methods of introducing information and communication technologies in education, a constant change in the forms of knowledge assessment, the successful use of information technologies in the training of a specialist.

Copyright of Investigación Económica is the property of Universidad Nacional Autonoma de Mexico, Facultad de Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica en Educación y Pedagogía is the property of Jenny Alejandra Mera Cordoba and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Significant economic and social differences in the living and working conditions of men and women, structural changes in society actualize the need to research the prerequisites and consequences of the existence of gender inequality in the country. The purpose of the paper is to investigate the causes and nature of gender inequality in the long term. The object of the research is the sphere of education and science of certain countries of Europe and America, Southeast Asia, the Middle East and North Africa. The main hypothesis of the study is the assumption of a relationship between gender inequality in the field of education and indicators of the country’s social development (Human Development Index and level of education). Methodological tools of the conducted research are methods of trend and structural analysis. The information base of the research is data from the Organization for Economic Cooperation and Development, the World Economic Forum, and the United Nations, the research period is 1950-2021. The results of the analysis of the Gender Equality Index during 1950-2000 in terms of its four dimensions (health, socio-economic resources, gender disparity in households and gender disparity in politics) proved the presence of a significant gender gap in some countries of the world: the countries of Eastern and Western Europe are more developed compared to other regions of the world (South and Southeast Asia, the Middle East and North Africa). According to the results of empirical calculations, the dependence between the level of human development and gender inequality has been proven: the higher the level of human development of the country, the lower the inequality in education. The study of gender inequality in the field of scientific research was carried out based on the analysis of publications in 50 international journals, book collections of Bengal Economic Association, Indian Economic Association and other professors of reputed institutions in India and abroad. Based on the results of the analysis, it was concluded that the publishing activity of women is lower than that of men: only 22.07% of publications in national and international journals, 23.65% of volumes of book collections and 27.90% of book chapters were published by women. The reasons for the low activity of women in the field of scientific research include: low opportunities for visiting the sites of scientific research institutions, field surveys or laboratory work; limited opportunities for training and advanced training at seminars and classes; lack of time to carry out research activities; discrimination based on personal interests and gender bias; much less interest in regular research due to social, psychological and physical reasons; excessive family load, etc.

Introduction: The aim of the study was to describe the teachers’ views on the professional development activities, the frequency of the teachers’ participation to such activities and effectiveness of these professional development (PD) activities. What’s more, it was aimed to analyse the relationship between PD activities that the teachers participated and their job satisfaction (JS).

In the present paper, we discuss the theoretical and methodological benefits of refining the current models which are focused on the influence of culture on human development based on theoretical models and empirical findings which stem from the situated cognition approach on culture. Firstly, to illustrate the current approach on culture and human development, we review the Ecocultural Model of Development, which focuses on the manner in which caregivers’ cultural models are associated with their parental beliefs (i.e., socialization goals and parental ethnotheories), their parental practices and ultimately with the child’s development. Secondly, we explore two models based on a situated cognition approach: the Cultural Task analysis model and the Culture as Situated Cognition approach. Based on the assumptions of these models and findings from our own lab, we discuss how we can theoretically refine current models which focus on the influence of culture on human development, and what methodological approaches these refinements can lead us to. In the paper we also outline several avenues for future research that stem from the reconceptualization of the influence of culture on human development, from a situated cognition perspective. ZUSAMMENNFASSUNG. In dem vorliegenden Aufsatz werden wir die theoretischen und methodologischen Vorteile der Verfeinerung der gegenwärtigen Modelle erörtern, die sich auf den Einfluss von Kultur auf die menschliche Entwicklung konzentrieren, basierend auf Erkenntnissen, die aus dem Ansatz der situierten Kognition zur Kultur stammen. Zunächst werden wir zur Veranschaulichung des aktuellen Ansatzes zur Kultur und menschlichen Entwicklung das Ökokulturelle Entwicklungsmodell erörtern, das sich darauf konzentriert, wie kulturelle Modelle der Betreuungspersonen mit ihren elterlichen Überzeugungen, einschließlich Sozialisationsziele und elterliche Ethnotheorien, ihren elterlichen Praktiken und letztendlich mit der kindlichen Entwicklung verknüpft sind. Zweitens werden wir zwei Modelle erörtern, die auf einem Ansatz zur situierten Kognition beruhen: das Modell der kulturellen Aufgabenanalyse und den Ansatz 'Kultur als situierte Kognition'. Basierend auf den Annahmen dieser Modelle und den Ergebnissen aus unserem eigenen Forschungslabor werden wir erörtern, wie wir theoretisch bestehende Modelle verbessern können, die sich auf den Einfluss von Kultur auf die menschliche Entwicklung konzentrieren, und welche methodischen Ansätze uns diese Verfeinerungen ermöglichen können. In der Arbeit hervorheben wir außerdem mehrere Ansätze für zukünftige Forschung, die sich aus der Neukonzeption des Einflusses von Kultur auf die menschliche Entwicklung aus einer Perspektive der situierten Kognition ergeben. Schlüsselwörter: Kultur; menschliche Entwicklung; situierte Kognition; elterliche Überzeugungen; kulturelle Modelle

Human development is crucial for a country's prosperity, reflecting its economic growth and social progress. This study examines how using renewable energy can boost human development across 77 countries, including high-income and 33 middle-income, from 2000 to 2019. This paper employs the panel-corrected standard error (PCSE) model to generate appropriate outcomes for the existence of heteroscedasticity, serial correlations, and sectional dependencies (CD). The results reveal a positive link between renewable energy adoption and human development across three dimensions-health, education, and income. This connection holds for various renewable sources like hydropower, solar, and wind energy. Additionally, when the research sample is separated into high- and middle-income nations, we find differing impacts of renewable energy on human development dimensions, such as hydro energy has a negative impact on the income dimension in high-income countries; meanwhile, the solar, wind, and hydro energy are insignificant or less pronounced in middle-income countries. This study highlights the importance of renewable energy for human development but emphasizes the need for tailored approaches considering income levels and specific renewable energy sources. Based on findings, theoretical and practical implications have been proposed to promote the use of renewable energy towards sustainable development goals.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using an additional decade of data from the National Longitudinal Survey of Youth 1979 Children and Young Adults (CNLSY), this study replicated and extended Deming’s evaluation of Head Start’s life cycle skill formation impacts in three ways. Extending the measurement interval for Deming’s adulthood outcomes, we found no statistically significant impacts on earnings and mixed evidence of impacts on other adult outcomes. Applying Deming’s sibling comparison framework to more recent birth cohorts born to CNLSY mothers revealed mostly negative Head Start impacts. Combining all cohorts showed generally null impacts on school-age and early adulthood outcomes.

Identifying ways to improve transition support for autistic students exiting secondary school is an important research priority. However, few studies have consulted with autistic/autism community members to identify how to make this support effective. This co-produced study asked autistic adults to reflect on their own transition, with the aim of identifying what was helpful and effective in supporting their transitioning from secondary school. It also aimed to identify whether there were any differences for students from non-metropolitan areas. Ten autistic adults participated in semi-structured interviews conducted online or via telephone. Interview data were analysed using thematic analysis, which generated two themes: (1) accessing opportunities that supported decision making and (2) being able to develop the “skills of adulthood”. The findings suggest the importance of supporting all autistic students to explore multiple pathways to make well-informed post-school decisions. A holistic approach is needed to support autistic students in developing the logistical skills and independence needed to succeed in post-school life. This approach should include guidance from autistic role models. For autistic young people attending non-metropolitan schools, the impact of local cultures and additional logistical barriers indicate that they may need further tailored support to aid their transition to adulthood.

The research aims to recognize the incidence of human development as a pedagogical strategy to strengthen the academic processes of educational institutions. The paradigm is interpretive, from the qualitative approach; the strategy is documentary. The findings showed that the human development of the teachers participating in the study is a determining factor in helping to improve the academic pedagogical processes of the institution, since this endows them with the competencies so that the students perceive in them an example, a support and a person they can trust. As a conclusion of evidence, personal satisfaction is a relevant component of human development, since it leads teachers to feel happy, I adjust in their work what is observed in a more open, conciliatory, responsible, ethical and creative attitude of teachers, turning their own being into a motivating pedagogical strategy that facilitates the learning process of students. [ABSTRACT FROM AUTHOR]

In an era in which inequalities persist and with a majority of poor countries, it is urgent to expand opportunities for people in conditions of equity, sustainability and deepening of democracy. The education sector plays an important role in advancing towards a fairer world, with development and freedom, so that people can achieve valuable goals. The research was conceived from a socio-constructionist ontoepistemic perspective, starting from the discursive current of the discursive practices method and the in-depth interview technique. It is consubstantiated with the theory of human development and the Agenda 2030. We approach the narratives of six managers of the education sector, their praxis and the way in which from such narratives they build their realities and reflect on the challenges for human development and the Agenda 2030. Among the findings it was found that the instrumental freedoms of social opportunities, protective security and transparency guarantees are very limited. Little progress in the development of capacities and public policies in the sector. [ABSTRACT FROM AUTHOR]