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Education policies align with evolving needs and changes in education. Two years ago, the double reduction policy was widely welcomed. But new challenges have emerged now, it is necessary to examine whether it still meets parental expectations, and whether adjustments in details are needed. We investigated parents' perception of policy implementation intensity; and its relationship with parents' perception of educational involution; and parents' educational anxiety, as well as the roles played by gender. Findings highlight parents who perceive a stronger policy implementation intensity experience higher levels of educational anxiety and are more likely to feel educational involution; education anxiety acts as a mediator, while gender plays a moderating role. We highlighted policy's advantages while emphasizing the necessity to avoid policy rigidity and one‐size‐fits‐all. We recommend establishing a flexible, real‐time parental feedback mechanism and promoting continuous monitoring and evaluation. This approach would enable it to meet the changing demands of education. [ABSTRACT FROM AUTHOR]

This article analyzes the displacement of students in an elementary school after the implementation of the Full-Time Schools Program in Mexico and how this change was experienced by teachers. It is an intrinsic case study, with a qualitative approach, through participant observation and interviews with members of the school community. The results show at the local level the cycle of gentrification observed in the case study: the reinforcement of the program that improved the conditions of the school and increased its prestige in the municipality, a greater demand for admission, in which the sectors with better socioeconomic conditions mobilized various strategies to secure a place, and the ousting of the original student body. Teachers tend to normalize the displacement by pointing out the practical advantages in their daily work. [ABSTRACT FROM AUTHOR]

The relevance of the topic under study is caused by the fact that education is the most important social institution that performs the functions of preparing and including the individual in various spheres of society. The presence of secondary vocational or higher education among the population is an important component for personal growth and professional self-realization, it contributes to the socio-economic development of the country and the region and builds up scientific and technical potential. The purpose of the article is to assess the level of demand for secondary vocational and higher education in the Sverdlovsk region. Methods: comparative analysis, synthesis of information and generalization of data. Results. The main indicators of educational organizations operating under secondary vocational and higher education programs in Russia and the regions of the Ural Federal District for 2018–2022 are considered, the trends of their changes are analyzed. The all-Russian factors and features of the Sverdlovsk region are revealed, which determine the high demand for secondary vocational education, compared with higher education. The events, programs, projects in the field of vocational education implemented in the Sverdlovsk region are given. The ranking of universities in the region is presented; the advantages of studying in educational institutions of Yekaterinburg that implement higher education programs are formulated. The demand for graduates of professional educational organizations and educational organizations of higher education of the Sverdlovsk region in the labor market is assessed. The conclusion about the high level of demand for secondary vocational education in the region and the decrease in interest in higher education is made. It is noted that a fairly effective policy in the field of vocational education is being pursued in the Sverdlovsk region. Recommendations are formulated on measures that contribute to increasing the level of demand for the population to receive all levels of vocational education in the region.

This article surveys the 1910 second edition of J. McKeen Cattell's American Men of Science: A Biographical Directory with the aim of identifying individuals who, through their institutional affiliation, education, and other details, could be classified as likely being Catholic. From the 5,500 names listed in this volume, I found seventy who fit my search criteria. I call them Cattell's Catholics. I next consider these sixty-nine men and one woman of American science through the historical lens of late nineteenth- and early twentieth-century American Catholic higher education. As products of or contributors to this well-established educational enterprise during this period, these individuals provide a critical gauge for judging its range and effectiveness. Additionally, they allow me to identify scientific fields of study, teaching, or research appropriate, if not auspicious, for Catholics. While these Cattell's Catholics confirm turn-of-the-century American Catholic higher education as being attentive to the teaching of science, their scant numbers reinforce the view that Catholic higher education, although flourishing in the mainstream for much of the nineteenth century in giving definite attention to American educational needs, including the teaching of science, was failing to keep up with the science education demands emerging toward the end of the nineteenth century. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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.)

High school education represents a transcendental stage for personal and social development. For several decades, Chile has promoted adjustment processes in accordance with the prevailing educational demands. This article addresses the transformation processes of Chilean secondary education since the 1960s, with the aim of examining the main difficulties, advances, and challenges, as well as discerning the complex problem that is woven into the social sense construct at this educational stage. Secondary sources were used as a reference, and after the review process, it became evident that despite efforts to modify and adapt high school education to the requirements of the time, academic problems of quality and segmentation persist since the 20th century, which puts their social sense in risk. In this sense, it is imperative to consolidate effective educational policies that allow the development of optimal skills for the 21st century. [ABSTRACT FROM AUTHOR]

Institutional progress, stability, and viability require a firmly established culture, through which the distinguishing features of enduring school traditions, customs and practices remain congruent with existing educational demands. This phenomenological inquiry attempts to explore the individual and collective lived experiences of thirteen (13) purposively selected private school principals in the Philippines relative to the significant effects of humor which render the institution stable and viable, and its members – creative, productive, reliable, and united. Through individual, semi-structured and in-depth interview, present findings yielded the Brick-Layering Model of Humor Use in the Building of School Culture that identified six distinctive effects of humor use on culture-building, namely: leveling, adapting, linking, unifying, prompting and perpetuating, which correspond to the six important contributory factors in the development of school culture, namely: demographics, environment, external support, heritage, leadership and core values. The emerged model can guide school leaders in formulating guidelines, implementing principles, initiating meaningful activities, adopting relevant practices and optimizing the use of both tangible and intangible resources to advance the development of a positive school culture. [ABSTRACT FROM AUTHOR]

The article analyzes the Full-Time Schools Program (PETC) in Mexico and raises questions about its implementation and effectiveness. Although there has been growth in program coverage, the goal of reaching 40,000 schools has not yet been achieved. Several studies have shown positive effects on the learning outcomes of participating schools, especially those serving marginalized populations. Additional benefits of the program, such as improvements in school infrastructure and food service, are also mentioned. The need to comprehensively evaluate the program before making decisions about its continuity is raised. In addition, other research articles in the journal addressing topics related to digital education and educational evaluation are mentioned. [Extracted from the article]

The article discusses the prospects for the development of regional systems of secondary vocational education (on the basis of basic general education) through the prism of assessing the demand for secondary vocational education and covering this level of education in the context of demography and competition from schools Keywords: secondary vocational education, demand for education, educational coverage, private educational organizations, regional education system.

Evaluation based on competencies is part of a transitional model of traditional teaching which moves toward an active learning model that intends to offer answers to a series of demands in Higher Education and in the teaching-learning processes in particular. Related to this, the study presents the primary results and considerations regarding perceptions and the degree of acceptance by faculty faced with the implementation of a model of evaluation based on competencies and it's impact in evaluation practice. We've considered four categories which allow us to analyze: 1) the process of evaluation based on competencies, 2) evaluation practices, 3) institutional alignment, and 4) perceptions. Starting from the analysis of these elements, the evidence shows a clear tendency toward a transition and incorporation of evaluative practices from the focus based in performance; however, we present observations that consider changes, improvements and difficulties, in the implementation of the process, in the evaluative practices and in the feedback relationship between professor and student. [ABSTRACT FROM AUTHOR]

The purpose of the work is to determine the characteristics of the social demand for higher education in Russia. The methodological basis of the research is built around the neo-institutional theory, namely D. North's theory of institutional evolution. A theoretical model of the social inquiry for higher education in Russia was developed; four factors with the greatest influence on the social demand were formulated: 1) social inertia; 2) market laws; 3) students' intentions; 4) fashion and trends. The research was conducted and the results of comprehension of features of the social demand for higher education in Russia were presented. The qualitative empirical research aimed at verification of the proposed model of the social inquiry along with the analysis and comparison of the importance of the formulated factors. The theoretical model of the social demand for higher education in Russia was developed; a comparison of concepts of the social inquiry was made.

In the development of the research project "Strengthening and expanding the coverage of postgraduate training in Educational Innovation with ICTs through virtual education strategies relevant to the socio-cultural context of the region", the meaning of Educational Innovations for teachers was investigated. Through seven focus groups, with the participation of 168 teachers from urban and rural schools, public and private schools, as well as teachers in training, schoolteachers and university professors from 3 different departments in southwestern Colombia, it was identified, through the use of the grounded theory analysis method, that teachers associate educational innovations with changes in the way they teach in their classes. In this way, the incorporation of ICTs is seen as important, since it facilitates teaching processes, motivates learning and improves the quality and pertinence of education. [ABSTRACT FROM AUTHOR]

New York State's School Tax Relief Program, STAR, provides state-funded exemptions from school property taxes. From 2006-07 to 2008-09, these exemptions were supplemented with rebate checks. This paper asks whether these two algebraically equivalent but administratively distinct policies led to different behavioral responses. We estimate STAR's impact on the price elasticity of demand for school quality. This elasticity is larger when the tax relief is most salient and when it is framed as a property tax reduction instead of as unlabeled income. [ABSTRACT FROM AUTHOR]

The paper examines issues connected with the implementation of MOOCs in teaching, motivation to study on these courses and the attitudes of the students and faculty towards the possible substitution of university courses for MOOCs. The study is also devoted to the evaluation of determinants in the demand for MOOCs among the students and faculty of Russian universities. The study is based on cross-sectional data from a student and university faculty survey carried out within the framework of the Monitoring of Education Markets and Organizations Project (2016). The results of the study indicate that MOOCs are demanded more by university faculty than by students. We found that faculty and student attitudes towards the substitution of general university courses for MOOCs is neutral, and negative regarding the substitution of special professional courses for MOOCs. Regression analysis revealed that students with higher academic achievement and faculty involved in research activities and participating in summer schools and vocational training are more likely to use MOOCs in their studies. Studying in a top university has a strong positive impact on the probability of student participation in MOOCs. However, the same effect for university faculty is ambiguous.

In line with global trends, China experienced a rapid expansion in its higher education system in the second half of the twentieth century, and has seen especially large growth since the early 2000s. The expansion of higher education means an increase in the total quantity of educational opportunities. Although it is expected that education expansion can lead to a more equalized distribution of educational opportunities, based on the extant research in China, there is currently no consensus regarding the impact of higher education expansion on equality in educational opportunity. Moreover, only a few researchers have examined the difference in its impact between elite and non-elite higher education. By analyzing the data from the Chinese General Social Survey (CGSS) 2015, this study aims to investigate the relationship between higher education expansion and inequalities in educational opportunities in the context of China and to analyze the difference in the influence of this expansion between elite and non-elite higher education. The findings of this study show that, except for gender disparity, inequalities affected by household registration, family economic status, and parental education level were not ameliorated after expansion. In addition, the decrease in gender inequality in access to higher education was greater in elite than non-elite higher education. Possible reasons and policy implications are given based on the data analysis in this paper. [ABSTRACT FROM AUTHOR]

In this article the author presents an overview of the Anatolian University Libraries Consortium (ANKOS) activities and its impact on electronic collection development in Turkey in 2009. There is a great demand for higher education in Turkey because of the large amount of youth: 44 percent of the population is below the age of 25. This demand has resulted in the operation of 54 new universities since the year 2000. The article provides a chart which lists the growth in numbers of members and licensed databases.

The main purpose of this study is to explainhistorical aspects of social demand for education and to analyze itsinfluential factors in Iranian social life. The main question was about theapproaches of Iranian crowd toward the education. The research approach isqualitative method and relevant historical facts collected by documentaryresearch method. Findings revealed that we cannot use the modern term"social demand for education" to describe the nature and historicaldevelopments of educational needs of people in Iran. In Fact, demand foreducation was not a public demand for Iranian crowd. Social history ofeducation has neglected in Iran and Review of educational historiography ofIran explicated that there is no trace of crowd in cultural history of Iran.The crowd, actually, have not been able to voice their educational needs andthis could be analyzed by the social factors such as gender, class and ethnic inequalities.The current study showed that social, political and economic structure of Irandid not facilitate social demand for education. Religious educational demands,of course, formed in some historical times such as Safavid period due to thespecific political-cultural structure. Social demand for education graduallyformed in the modern history of Iran and its formation is concerned to thedevelopments of socio-economic infrastructures.

Copyright of Revista Kavilando is the property of Kavilando 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.)

New advances in the field of education have led to the appearance of new methodological resources that make it possible to carry out teaching and learning processes in line with the educational demands of the information and knowledge society. One of the most successful approaches in the field of education is flipped learning. In order to implement this, it is vital that teachers be digitally competent, especially with certain skills in the area relating to the creation of digital resources, so that they can integrate a techno-pedagogical element in their teaching activities. The aim of this study is to ascertain the influence of teachers' competence levels in area 3 of digital competence (creation of digital content) on the use of the innovative flipped learning methodology. To this end, a research design based on a descriptive and correlational quantitative method was used. An ad hoc questionnaire was used as a data collection instrument and was applied to a sample of 483 Spanish teachers. The results show that teachers make sporadic use of flipped learning. The results also show that teachers have an intermediate competence level in digital content creation, with the teachers who use flipped learning the most having better skills in programming, development, integration and re-elaboration of digital content, and knowledge of copyright and digital licenses. Therefore, we conclude that the level of digital competence in area 3 does have an influence on the use of this innovative teaching and learning methodology. [ABSTRACT FROM AUTHOR]

This paper investigates the determinants of demand for higher education mobility from students in developing countries to Europe. Used together with various linguistic relations, we emphasise the relevance of informal and formal networks in explaining resistance to student migration. The former are made up of friends or previous students while the latter are formal partnerships that have been established among higher education institutions. Overall, our results show that, apart from the usual economic considerations, student mobility is strongly correlated with non-monetary factors specific to origin and destination, such as socio-demographic characteristics, individual beliefs, and institutional profiles. [ABSTRACT FROM AUTHOR]

We examine how changes in the unemployment rate affect demand for tertiary education, demand for different fields of university study and degrees' admission thresholds. We use panel data for applications submitted to every undergraduate program in Greece that span seven rounds of admission cohorts combined with a degree-specific job insecurity index, and time series on youth (ages 18–25) unemployment. We find that degree- and major-specific job insecurity turns applicants away from degrees and majors that are associated with poor employment prospects. Results indicate that the steep increase in the unemployment rate that started in 2009 is associated with an increase in the number of university applicants. The effect is heterogeneous across fields, with an increase in the demand for degrees in Psychology as well as for entrance to Naval, Police, and Military Academies, and a decrease in the demand for degrees in Business and Management. We also find that the business cycle changes degrees' admission thresholds by affecting their popularity. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Economics is the property of Wiley-Blackwell 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.)

Acquiring information from the Web creates new educational demands even in elementary school. Children need to scrutinize source information (‘sourcing’) to choose trustworthy information. So far, few studies have documented young readers’ abilities to identify and evaluate source information. With two studies, we seek to gather more evidence on elementary students’ sourcing skills and use. In study 1, we investigate to what extent fourth graders can identify source information and evaluate informants’ expertise and intentions in simplistic, age-appropriate reading tasks. In study 2, we explore whether fourth graders spontaneously apply their sourcing skills when reading simplified multiple documents. Results suggest that fourth graders can successfully identify source information and evaluate informants’ expertise and intentions in simple and direct tasks but fail to apply this ability to more complex and implicit tasks. Implications for information literacy education are discussed. [ABSTRACT FROM AUTHOR]

The\ article presents a discussion on the promotion of social justice education to meet the increasing demand for social justice by law students in the U.S. under the administration of President Donald Trump.

Background/Context: One in three international students in the U.S. comes from China, propelled by a steep increase in undergraduate enrollment in U.S. colleges. This phenomenon has been accompanied by negative media discourse that portrays them as needy, passive, and unable to cope with their new educational demands. Purpose/Objective: Using a hybrid sociocultural framework that privileges student agency and locates students within their sociocultural milieu, this study investigated strategies Chinese international undergraduates used to cope with challenges they faced in U.S. colleges. Population/Participants: Eighteen participants--nine freshmen and nine sophomores-- from three liberal arts colleges situated in an urban context took part in the study. Research Design: This qualitative study followed participants through one academic year. Participants completed a demographic questionnaire, engaged in three semi-structured interviews at the beginning, middle, and end of their academic year, and wrote four journal prompts. Findings/Results: Results reveal that student strategies cluster around themes of agency and self-reliance, as well as outreach and support. Students spent more time studying, used a range of learning techniques, developed self-help and psychological strategies, tapped into institutional and technological support, and reached out to teachers and peers for help. Conclusions/Recommendations: Students' coping strategies reveal fluid responses to intersecting and changing sociocultural expectations, nimbleness in their adaptations, and transience in the challenges faced. Other than contesting stereotypes around Chinese students, findings spell implications for differentiated and responsive college policies serving international students, faculty members, and local peers. It also points to the need to incorporate more longitudinal studies with clear conceptual frameworks so that novel and nuanced understanding of international students can emerge. [ABSTRACT FROM AUTHOR]

While there has been a long history of modelling the economic impact of higher education institutions (HEIs), little research has been undertaken in the context of Ireland. This paper provides, for the first time, a disaggregated input–output table for Ireland's higher education sector. The picture painted overall is a higher education sector that adds considerable gross value to the national economy, whether via state or other income. In 2010–2011, the gross income of Irish HEIs, as a total of €2.6 billion, generated gross output nationwide of €10.6 billion. This study also contributes to the major challenges facing the sector in a post-Bailout environment. [ABSTRACT FROM AUTHOR]

I investigate how the educational demands of local labor markets shape high school course offerings and student course taking. Using the Education Longitudinal Study of 2002 linked to the U.S. Census 2000, I focus on local economic variation in the share of jobs that do not demand a bachelor's degree. I find that schools in local labor markets with higher concentrations of subbaccalaureate jobs devote a larger share of their course offerings to career and technical education (CTE) courses and a smaller share to advanced college-preparatory courses compared to schools in labor markets with lower concentrations of subbaccalaureate jobs, even net of school resources. Students in labor markets with higher concentrations of subbaccalaureate jobs take greater numbers of CTE courses, and higher-achieving students in these labor markets are less likely to take advanced math and Advanced Placement/International Baccalaureate courses. These course-taking disparities are largely due to school course offerings. This study shows how local economic inequalities shape high school curricular stratification, and suggests that school curricula linked to the educational demands of local jobs delimits the college preparation opportunities of high-achieving students. [ABSTRACT FROM AUTHOR]

College students face numerous academic demands on a daily basis. The resources of the University and of the students to cope with these demands are essential to explain students' levels of well-being. The purpose of this investigation is to explore the role of day-level curiosity and meaning in life in the explanation of students' levels of engagement and emotional exhaustion at night. Two-hundred and nine college students participated in a daily study of five consecutive academic days, completing measures of curiosity and meaning in life in the afternoon and measures of engagement and emotional exhaustion at night. Data were analyzed using MLwiN software from a hierarchical linear modeling and daily approach. Curiosity in the afternoon showed a positive relationship with levels of engagement at night, and a negative relationship with levels of emotional exhaustion at night. Moreover, the interaction of curiosity and search for meaning and emotional exhaustion was positive. Although curiosity drives to exploring opportunities and challenges, decreases exhaustion and promotes daily engagement, when curiosity interacts with other emotional loads (such as search for meaning), it can become an emotional overload favoring exhaustion. From this perspective, it is necessary to continue investigating the mechanisms that predict students' well-being and to create academic environments that stimulate curiosity and support students in their search for meaning in life. [ABSTRACT FROM AUTHOR]

There have been various initiatives to improve learning outcomes in South Asia. Still, outcomes remain stubbornly resistant to improvements, at least when considered across the region. To collect and synthesize the insights about what actually works to improve learning outcomes, this paper conducts a systematic review and meta-analysis of 21 education-focused impact evaluations from South Asia, establishing a standard that includes randomized control trials and quasi-experimental designs. It finds that while there are impacts from interventions that seek to increase the demand for education in households and communities, those targeting teachers or schools and thus the supply side of the education sector are generally much more adept at improving learning outcomes. [ABSTRACT FROM AUTHOR]

Higher Technicians Sections (STS) allow underclass families to stay into the educational system after Baccalauréat thanks to a new distribution of roles for school, students and their parents within higher education. They lead parents to help reasonably their children in their study choices, while building a partnership between parents and school. School perseveres at making parents aware of their responsibilities during the whole curriculum, at controlling regular attendance classe. It extends by two years after the Baccalauréat their role of students’ parents. This compromise has effects on STS students as they are given a school and social in-between status : not anymore secondary school pupils, but not students yet.