Relevant bibliographies by topics / Progressive education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Progressive education'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Progressive education"

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Hein, George E. "Progressive Education and Museum Education." Journal of Museum Education 31, no. 3 (September 2006): 161–73. http://dx.doi.org/10.1080/10598650.2006.11510544.

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Altenbaugh, Richard J., and Arthur Zilversmit. "Whither Progressive Education?" Educational Researcher 23, no. 5 (June 1994): 35. http://dx.doi.org/10.2307/1177032.

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Kaplan, Andy. "Reconstructing Progressive Education." Schools 10, no. 1 (March 2013): 122–31. http://dx.doi.org/10.1086/670004.

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McCall, Joyce A. "Progressive critical care education." Critical Care Nurse 22, no. 4 (August 1, 2002): 88–87. http://dx.doi.org/10.4037/ccn2002.22.4.88.

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DO, Trang. "Progressive Education: Views from John Dewey’s Education Philosophy." WISDOM 4, no. 3 (October 27, 2022): 22–31. http://dx.doi.org/10.24234/wisdom.v4i3.907.

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The study aims to clarify some actual contents that we think should be noted in the study of Dewey’s educational philosophy. The study begins with Dewey’s criticism of traditional education, which served as the basis for his progressive educational views. The article then analyzes the learner-centric educational process and teacher’s qualities from a progressive viewpoint. Progressive education’s ultimate aim is to achieve democracy in education. That, in our opinion, is the prominent reason that the influence of Dewey’s educational philosophy continues to have a bearing on the education systems of the United States, many European countries, and Asia. The article concludes with John Dewey’s contributions to educational development to demonstrate that his progressive educational views still have directional value and provide meaningful guidance for educational innovation in many countries.
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Altenbaugh, Richard J. "Book Reviews: Whither Progressive Education?" Educational Researcher 23, no. 5 (June 1994): 35–36. http://dx.doi.org/10.3102/0013189x023005035.

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Friend, Nina. "Reflecting on My Progressive Education." Schools 9, no. 2 (September 2012): 217–26. http://dx.doi.org/10.1086/667918.

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Romalov, Nancy Tillman. "Progressive Education: Two Contemporary Views." Lion and the Unicorn 12, no. 1 (1988): 141–46. http://dx.doi.org/10.1353/uni.0.0123.

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White, Rob. "Students, Vocationalism and Progressive Education." Discourse: Studies in the Cultural Politics of Education 10, no. 1 (October 1989): 70–86. http://dx.doi.org/10.1080/01596306.1989.11720819.

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White, Rob. "STUDENTS, VOCATIONALISM AND PROGRESSIVE EDUCATION." Discourse: Studies in the Cultural Politics of Education 10, no. 1 (October 1989): 70–86. http://dx.doi.org/10.1080/0159630890100105.

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Dissertations / Theses on the topic "Progressive education"

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Russell, Jan Ware. "Characteristics of Contemporary U.S. Progressive Middle Schools." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363275531.

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Faust, Carolyn J. Pethtel. "Progressive education in transition an intellectual history /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/carolyn_j_faust/faust_carolyn_j_200701_EdD.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of William M. Reynolds. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 116-127) and appendices.
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Darling, Kami E. "Progressive Inclusion: An Ethnographic case study. The daily life of a progressive and inclusive classroom." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253304106.

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Alix, Sébastien-Akira. "L'éducation progressiste aux États-Unis : histoire, philosophie et pratiques (1876-1919)." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB196.

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La période allant de 1876 à 1919 constitue un tournant dans l'évolution de l'enseignement aux États-Unis : c'est le moment de l'incorporation des principes de la pensée progressiste en éducation au cœur du système éducatif américain. En l'espace de quelques décennies, les objectifs de ce système sont radicalement modifiés : aux idéaux d'une culture scolaire mettant l'accent sur l'exigence académique, l'enseignement des disciplines et la magistralité sont substitués ceux d'une éducation socialement efficace, centrée sur l'enfant, sur la nécessité de respecter son régime propre et de former les futurs citoyens pour la démocratie. Cette révolution pédagogique, que le philosophe John Dewey a pu qualifier de « copernicienne », inverse complètement les principes au fondement du projet éducatif américain. Le présent travail de thèse a pour objet, d'une part, de comprendre et d'expliquer les origines et les fondements théoriques et épistémologiques de la pensée progressiste qui a présidé aux transformations de l'enseignement américain entre 1876 et 1919 et, d'autre part, de montrer comment ces présupposés épistémologiques ont pu s'instaurer et s'inscrire dans les pratiques
The period 1876-1919 constitutes a turning point in the history of American education: rapid social changes in American society carried with them implications for a new conception of education; a radically new vision of the role of schooling emerged. In a few decades, the educational system of the United States adopted new methods and ideas: the ideals of a teacher-centered education, of an academic curriculum and of a liberal education given to all students that had been the staples of education for many generations shifted to those of meeting children's needs, of a child-centered education tied to democracy. This shifting of the center of gravity in American education represented a revolution that the philosopher John Dewey considered to be copernican. This doctoral thesis traces the evolution of this major shift in American education. It aims at understanding and explaining the origins and founding principles of progressive education that wrought these massive changes in American education between 1876 and 1919. Furthermore, it aims at showing how these principles may have exerted an impact in America's schoolrooms
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Archibald, Douglas Bollon. "Global education, an alternative program of study for progressive learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/MQ53397.pdf.

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Brady, Christopher David. "Mid-century American Marxist : the progressive education of Leo Huberman /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p1396671.

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Thesis (M.A.)--University of Oregon, 1999.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 300-319). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p1396671.
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Goad, John C. "Dewey Meets Bluegrass: Progressive Educational Theory in the Establishment of Traditional Music Programs in Higher Education." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2506.

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The study focuses on connections between the Progressive era educational theories of John Dewey and present-day bluegrass and traditional music programs in higher education in order to explore a pedagogical basis for such programs. The research specifically examines Dewey’s beliefs in experiential learning, individualization, and vocational education and their current applications in traditional music education. The study included two major components: historical research into Dewey’s writings and primary and secondary sources regarding traditional music education in the United States, and interviews of faculty members in college and university bluegrass and traditional music programs. The thesis of this study is that experiential learning historically has been part of traditional music education and that it is an essential aspect of bluegrass and traditional music programs in higher education in the present day, leading to students taking part in meaningful learning experiences that contribute to their occupational goals.
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Eirich, Julie Marie. "Classroom meeting a window into children's cultures /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1158593536.

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Bokaer, Lauren H. "Implementation of a Reggio Inspired Approach at the Progressive Academy of Southeast Asia's Early Childhood Center." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974976.

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This study outlines essential frameworks of Reggio inspiration based on literature from the Educational Project of Reggio Emilia. The purpose of this study was to determine which Reggio inspired frameworks were valued and applied by teachers and instructional assistants (IAs) in the Early Childhood Center (ECC) at the Progressive Academy of Southeast Asia (PASA). The study also sought to provide feedback for educators in the ECC, now four years into the adoption of Reggio inspired values, as they work towards PASA’s 2020 strategic goals of excellence, opportunities, and holistic care. Focus groups, observations, and interviews were conducted with ECC teachers and IAs as a part of a qualitative research design. Transcripts were coded for key words and phrases. Four themes emerged from the study: (1) there are six areas of alignment between participant perceptions of the Reggio inspired frameworks in the ECC at PASA, and their day-to-day practices of that work; (2) concept-based learning is one potential area for growth for the teacher and IA Reggio inspired practice in the ECC; (3) instructional assistants (IAs) experience limitations in their work environment that affect their capacity as Reggio inspired educators; and (4) inclusive education is a potential area for policy reform at PASA. This study highlights areas for further consideration and growth as the ECC works towards the 2020 goals of excellence, opportunities, and holistic care. The study also proposes frameworks that can be used by educators in other settings to examine their Reggio inspired practices.

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Wan, Lisa Chi Yan. "Implementation of Professional Learning Communities at the Progressive Academy of Southeast Asia." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749206.

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There is a large body of research that suggests the concept of a professional learning community (PLC) can promote improved student learning by increasing collective teacher capacity to meet the diverse learning needs of students (Reeves, 2016; Battersby & Verdi, 2013; Marzano & DuFour, 2011; Fullan 2010, Senge, 2006; Morrissey, 2000; Hord, 1997). Many schools have implemented PLCs around the world. Despite the well-documented benefits of PLCs, there is inconsistency to the extent with which PLCs are implemented within schools and districts. The purpose of this study was to (a) understand how the elementary division at Progressive Academy of Southeast Asia (PASA), an independent private school, has implemented PLCs; (b) learn about promising practices utilized by high performing PLCs to promote teacher collaboration and high productivity; and (c) understand barriers confronted by PLCs during the PLC process. A qualitative research design was used to understand the implementation process through focus group discussions. Focus group discussions were conducted with all grade levels, kindergarten to grade 5 in the elementary division. Ten themes emerged from the study (1) an alignment of belief in the mission and vision and purpose of PLCs by faculty and administration, (2) the elementary school has implemented systems and structures to support the PLC process, (3) there is a collaborative culture for the PLC process, (4) collective responsibility for student learning is still at its infancy stage, (5) PLCs are results oriented and have clearly established SMART goals that align with the elementary school’s strategic plan, (6) instructional assistants are a strong system of support for learning for students, (7) trust is a key to high performing PLCs, (8) there is a low level of trust in some PLCs, (9) there is a transient faculty, and (10) there are an overwhelming number of initiatives that require the time of PLCs at the school.

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Books on the topic "Progressive education"

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Morrison, Mandy. Progressive education. New York: Machinemedia for Insight Media, 2008.

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Sharma, Ajay, Mardi Schmeichel, and Elizabeth Wurzburg. Progressive Neoliberalism in Education. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003224013.

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Frank, Pignatelli, and Pflaum Susanna W, eds. Celebrating diverse voices: Progressive education and equity. Newbury Park, Calif: Corwin Press, 1993.

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Zilversmit, Arthur. Changing schools: Progressive education theory and practice. Chicago, Ill: University of Chicago Press, 1993.

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Clinton, Reynolds Maynard, and Educational Resources Information Center (U.S.), eds. Progressive inclusion: Meeting new challenges in special education. [Philadelphia, PA]: Laboratory for Student Success, the Mid-Atlantic Regional Educational Laboratory at Temple University, Center for Research in Human Development and Education, 1997.

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Kock, Renate. Celestin Freinet: Kindheit und Utopie. Bad Heilbrunn: Klinkhardt, 2006.

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Gómez, Bernardo Restrepo. La educación y el desarrollo sostenible en la región de planificación del occidente colombiano. Medellín [Colombia]: Universidad de Antioquia, Facultad de Educación, 2000.

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Bulle, Nathalie. L'école et son double: Essai sur l'évolution pédagogique en France. Paris: Hermann, 2009.

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Lorente, Luis M. Lázaro. Las escuelas racionalistas en el País Valenciano (1906-1931). Valencia: NAU llibres, 1992.

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Fālūqī, Muḥammad Hāshim. Ittijāhāt ḥadīthah fī al-tarbiyah : maqālāt fī al-fikr al-tarbawī al-jadīd wa-al-tarbiyah al-mustadīmah. Miṣrātah, al-Jamāhīrīyah al-ʻArabīyah al-Lībīyah al-Shaʻbīyah al-Ishtirākīyah al-ʻUẓmá: al-Dār al-Jamāhīrīyah lil-Nashr wa-al-Tawzīʻ wa-al-Iʻlān, 1987.

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Book chapters on the topic "Progressive education"

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Weiler, Kathleen. "Was Progressive Education Progressive?" In Democracy and Schooling in California, 59–78. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137015914_4.

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Lagemann, Ellen Condliffe. "A Progressive Education." In Leaders in the Historical Study of American Education, 205–16. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-755-4_18.

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Sharma, Ajay, Mardi Schmeichel, and Elizabeth Wurzburg. "Progressive Neoliberalism." In Progressive Neoliberalism in Education, 196–206. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003224013-17.

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Volz, Austin, Julia Higdon, and William Lidwell. "Progressive Disclosure." In The Elements of Education for Teachers, 71–72. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-36.

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McKeon, Kerry Ann. "Reframing Progressive Neoliberalism." In Progressive Neoliberalism in Education, 93–104. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003224013-9.

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Miller, Andrew F., and Elizabeth Stringer Keefe. "Progressive Neoliberal Teacher Education." In Progressive Neoliberalism in Education, 63–77. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003224013-7.

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Guthrie, Gerard. "The Progressive Education Fallacy." In The Progressive Education Fallacy in Developing Countries, 3–20. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1851-7_1.

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Jones, Stephanie. "Progressive Neoliberalism in Action." In Progressive Neoliberalism in Education, 121–34. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003224013-11.

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Kraemer-Holland, Angela, and Alexandra Cruz. "The Progressive Neoliberal Proxy." In Progressive Neoliberalism in Education, 49–62. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003224013-6.

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Kpetay, Shakita Thomas. "We (Re) Member." In Progressive Neoliberalism in Education, 184–95. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003224013-16.

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Conference papers on the topic "Progressive education"

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Smakman, Matthijs, Koen Smit, Eline Lan, Thomas Fermin, Job van Lagen, Julia Maas, David van Vliet, and Sam Leewis. "Social Robots for Reducing Mathematics Hiatuses in Primary Education, an Exploratory Field Study." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.46.

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Since the outbreak of COVID-19 schools have gone into lockdown and teachers have had to teach pupils online from home. When pupils go back to school, standard, contemporary learning methods do not seem to be enough to reduce incurred hiatuses. Social robots are slowly becoming an integral component of our society and have great potential as educational technology. This study explores how social robots in classrooms can contribute to reducing mathematics-related hiatuses in Dutch primary education (pupils from four till twelve years old). A social robot as a tutor is evaluated by means of a field study with children (n = 43) to compare a class working with the robot, to a class working without the robot. Multiple factors on learning effect are taken into account by using a survey. Our results demonstrate that a robot can take the role of a tutor and practice with pupils. The results are of interest to researchers in the field of human-robot interaction as well as to educational institutes who wish to understand the implications of adopting robots in education.
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Camellia, Kurnisar, and Novemy Dhita S. Aulia. "Problem-Based Civic Education Textbook." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.140.

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Whittington, Keith. "Progressive Programminq Assignments." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2887.

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Progressive programming assignments were used in an introductory Java programming course where every assignment built on the previous one. The major goal was to help students learn difficult, abstract concepts. This technique allows students to concentrate on the current topic while building on their previous work. This also provides an incentive for students to keep up with their work. Students often feel that they can skip the current topic and pick up after it is over, but it is difficult to do this in a programming course because every new concept builds on the previous ones. This approach also has built-in scalability, which is difficult to achieve in introductory programming courses due to time constraints and the students limited knowledge. These assignments were given in a CS2-type course where the topics predominantly deal with abstract concepts. This paper discusses the assignments, goals, faculty observations, student comments, and results.
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Dianti, Puspa, Sri Artati Waluyati, and Husnul Fatihah. "The Development of Value-Based Democratic Education Textbook at Pancasila and Civic Education Study Program FKIP UNSRI." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.120.

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Hartono, Sofendi, Soni Mirizon, Abdelrahim A. Salim, Ebrahim M. Abdelgani, and Yasser B. Elsyed. "Preparing Pre-Service Teachers for the 21st Century Education: A Comparative Study of Two Teacher Education Programs." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.141.

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Syahrizal, Febrina Riska Putri, and Weni Yulastri. "Islamic Religious Education Module Understanding Antiradicalism and Terrorism: Practicality." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.113.

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Habibi, Roy Kembar, and Eny Kusdarini. "Civic Education Teacher Efforts to Improve Learning Through the Internet Media." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.100.

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Probosiwi, Fery Setyaningrum, and Febritesna Nuraini. "Visual Perception of Elementary School Teacher Education Students on “Batik Cap” Aesthetic." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.118.

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Prasetyo, Giri, Furqon Hidayatullah, M. Akhyar, and Wiranto. "The Needs Analysis of Multimedia Learning as a Solution to Strengthen Character Education." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.135.

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Bashir, M. Furqon Hidayatullah, Joko Nurkamto, and Asrowi. "Spirituality in Education: Perception of Teachers of Middle School Teachers in Sukoharjo District." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.156.

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Reports on the topic "Progressive education"

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Robyn Ready. The Progressive Insurance Automotive X PRIZE Education Program. Office of Scientific and Technical Information (OSTI), December 2011. http://dx.doi.org/10.2172/1040770.

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Chowdry, Haroon, Lorraine Dearden, and Gill Wyness. Higher education reforms: progressive but complicated with an unwelcome incentive. Institute for Fiscal Studies, December 2010. http://dx.doi.org/10.1920/bn.ifs.2010.00113.

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Torina, V., and S. Filatov. History of vocational education in Ukraine: analysis of origins and problems. JSC-Konf.com, 2021. http://dx.doi.org/10.31812/123456789/4536.

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The work is devoted to the history of professional education in Ukraine, which is at the stage of progressive reform and bringing it to international standards on the basis of using the experience of formation of vocational education will help to preserve the best national traditions and avoid mistakes.
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Krueger, Dirk, and Alexander Ludwig. On the Optimal Provision of Social Insurance: Progressive Taxation versus Education Subsidies in General Equilibrium. Cambridge, MA: National Bureau of Economic Research, September 2015. http://dx.doi.org/10.3386/w21538.

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Wandeler, Christian, and Felipe Mercado. Fresno County Afterschool Transportation Education. Mineta Transportation Institute, June 2024. http://dx.doi.org/10.31979/mti.2024.2355.

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Transportation is a critical infrastructure, and K–12 students benefit from understanding the industry and how it impacts their lives. This comprehensive report investigates the landscape of transportation education via the lens of the Madera Unified School District's afterschool programs, thus highlighting its crucial role in shaping the futures of students and, consequently, society. It further explores the substantial enhancements in learning, career readiness, and societal awareness that can be achieved through the strategic incorporation of transportation concepts into K–12 education, augmented by the support of afterschool programs and online educational technologies. The study tackles challenges and explores ways to make learning engaging, using afterschool programs and online tools. Real-world examples show how this education sparks student interest and builds problem-solving skills. Ultimately, results indicate the necessity of a comprehensive approach to empower students for a sustainable and innovative future. By equipping students with the knowledge, skills, and awareness for a rapidly evolving world, educators can cultivate a well-informed, skilled, and innovative future workforce prepared to navigate the complexities of a sustainable and progressive global society.
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Touhami, Abdelkhalek, and Dorothee Boccanfuso. Is the Moroccan Fiscal System Progressive ? A Shapley Decomposition. CIRANO, September 2023. http://dx.doi.org/10.54932/wrzq6217.

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Public policies, particularly those related to tax policy and subsidies, should help reduce poverty and inequality. However, the combination of the components of these two systems, as implemented, leads sometimes to an increase in poverty and/or inequality without this being necessarily visible. In this paper, based on data from the 2019 wave of the ONDH Household Panel Survey from Morocco, we first highlight the ifluence of taxes and subsidies on household incomes. We then derive the income variations relating to the tax burden and gains from subsidies for the different population groups. We then characterize taxes and subsidies in terms of their progressiveness and regressiveness. Finally, using a Shapley decomposition, we determine the contribution of each tax and subsidy to poverty and inequality measures. This analysis is done separately for rural and urban areas, useful to formulate recommendations on this basis. Our results show that the tax and subsidy system, taken all together, is redistributive. We can also conclude unambiguously that this system reduces poverty and inequality. However, the value-added tax (VAT) is regressive in its current form, unlike income tax, which is progressive. Finally, subsidies for primary and secondary education are highly progressive, while those for higher education are regressive,benefiting the wealthiest quintiles.
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Sanyal, Madhurima. Caste and Gender Backlash: A Study of the #MeToo Movement in Tertiary Education in Kolkata, India. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/backlash.2023.001.

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In the light of the #MeToo movement, this paper explores how the positionality (in terms of caste and class) of female university students in Kolkata, India is employed as an instrument of backlash to pushback their efforts at making progressive change with regard to sexual harassment. The study includes an analysis of six semi-structured interviews based on an amalgamation of conventional and alternate understandings of backlash. It argues that conventional and alternate understandings are not independent of each other, but are interlinked and exist side by side. Backlash silences women and forestalls their demands and pushes crucial gender issues to the backburner.
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8

Rosser, Andrew, Phil King, and Danang Widoyoko. The Political Economy of the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe01.

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Indonesia has done much to improve access to education in recent decades but it has had little success in improving learning outcomes. This paper examines the political origins of this problem. It argues that Indonesia’s learning crisis has reflected the political dominance during the New Order and post-New Order periods of predatory political, bureaucratic and corporate elites who have sought to use the country’s education system to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than produce skilled workers and critical and inquiring minds. Technocratic and progressive elements, who have supported a stronger focus on basic skills acquisition, have contested this orientation, with occasional success, but generally contestation has been settled in favour of predatory elites. The analysis accordingly suggests that efforts to improve learning outcomes in Indonesia are unlikely to produce significant results unless there is a fundamental reconfiguration of power relations between these elements. In the absence of such a shift, moves to increase funding levels, address human resource deficits, eliminate perverse incentive structures, and improve education management in accordance with technocratic templates of international best practice or progressive notions of equity and social justice—the sorts of measures that have been the focus of education reform efforts in Indonesia so far—are unlikely to produce the intended results.
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9

Bertoni, Eleonora, Gregory Elacqua, Luana Marotta, Matias Martínez, Humberto Santos, and Sammara Soares. Is School Funding Unequal in Latin America?: A Cross-country Analysis. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002854.

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Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country's funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive-benefiting the richest regions-to being progressive-benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.
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10

Go, Eugenia, Sam Hill, Maria Hanna Jaber, Yothin Jinjarak, Donghyun Park, and Anton Ragos. Developing Asia’s Fiscal Landscape and Challenges. Asian Development Bank, June 2022. http://dx.doi.org/10.22617/wps220267-2.

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This paper analyzes how substantial fiscal policy stimulus in response to COVID-19, combined with the impact of the downturn on revenues, has severely weakened public finances in many developing Asian economies. Analysis drawing on newly compiled data shows that while tax revenues in developing Asia steadily rose in the 2 decades before the COVID–19 pandemic, they continued to lag well behind high-income economies and some developing peers. The region relies on indirect taxes, creating a relatively efficient but less progressive tax structure, while government expenditures on education and health were comparatively modest.
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