Relevant bibliographies by topics / Quality schooling

Contents

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

Academic literature on the topic 'Quality schooling'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Quality schooling"

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Taylor, Barry. "Quality of Schooling." International Journal of Educational Management 2, no. 1 (January 1988): 3–6. http://dx.doi.org/10.1108/eb023546.

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Curtis, Linda. "Book Review: Quality Schooling." Management in Education 9, no. 3 (June 1995): 35. http://dx.doi.org/10.1177/089202069500900324.

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Ali, Karamat, and Rana Ejaz Ali Khan. "Private Schooling - A Quality Puzzle." LAHORE JOURNAL OF ECONOMICS 7, no. 2 (July 1, 2002): 41–64. http://dx.doi.org/10.35536/lje.2002.v7.i2.a3.

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Primary school enrollment rates in Pakistan are lower than in other countries at the same level of economic development. The proportion of children reaching grade 5 is about half that in Sri Lanka and China and three-quarter that in India. Nationally, the gross primary school ratio is 74, and 101 for boys and 45 for girls. According to the National Education Policy 1992-2002, the target of literacy rate was set at 70 percent by the year 2002, which was achievable besides other measures, by inviting the private sector into education. Now, overall, private education accounts for about 10-12 percent of gross enrollments. The government of Pakistan has established a goal of universal primary enrollment by the year 2006. In the present study the quality characteristics of private schooling are discussed, i.e. qualitative aspects of schools, physical infrastructure of schools, teachers’ qualification and salaries, and fee, dropout rate, and repletion rate of the students, etc.
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Patrinos, Harry A., and Chris Sakellariou. "Quality of Schooling, Returns to Schooling and the 1981 Vouchers Reform in Chile." World Development 39, no. 12 (December 2011): 2245–56. http://dx.doi.org/10.1016/j.worlddev.2011.04.018.

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Hill, Brian V. "Quality Goods for the Clients of Schooling." Journal of Christian Education os-36, no. 1 (April 1993): 49–64. http://dx.doi.org/10.1177/002196579303600107.

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Klinov, Ruth. "Schooling and the Quality of Human Capital." Economica 72, no. 287 (August 2005): 559–60. http://dx.doi.org/10.1111/j.0013-0427.2005.430_8.x.

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Dolton, Peter. "Schooling and the Quality of Human Capital." Economic Journal 113, no. 491 (November 1, 2003): F676—F678. http://dx.doi.org/10.1046/j.0013-0133.2003.172_13.x.

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Calder, Pamela, and Alan Kennedy. "Bilingual Education: from Compensatory to Quality Schooling." First Language 19, no. 55 (February 1999): 124–25. http://dx.doi.org/10.1177/014272379901905508.

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Gray, John. "The quality of schooling: Frameworks for judgement." British Journal of Educational Studies 38, no. 3 (August 1990): 204–23. http://dx.doi.org/10.1080/00071005.1990.9973850.

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Valente, Christine. "Primary education expansion and quality of schooling." Economics of Education Review 73 (December 2019): 101913. http://dx.doi.org/10.1016/j.econedurev.2019.101913.

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Dissertations / Theses on the topic "Quality schooling"

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Neri, Frank. "Schooling quality and economic growth." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phn445.pdf.

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Bibliography: leaves 148-155. This thesis investigates whether cross-country variations in schooling quality (the productivity of the time spent studying) affect the empirical results in studies of economic growth based on an augmented method of Solow. It was found that schooling quality is positively and statistically significantly associated with mean economic growth rates in regressions which control for physical capital investment rates, population growth rates and secondary school enrolment rates. Education levels of parents, hours of homework and the non-teaching duties of teachers were also significant determinants.
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Selim, Suzanne. "Schooling for sale in Dubai : an analysis of schooling quality and price." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687370.

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The use of school inspections by educational authorities in the Arabian Gulf countries is rapidly becoming a chosen practice to ‘ensure’ good quality schooling in their private sector schools. Simultaneously, there is an emerging trend of linking inspection judgements with school fee increases. Advocates of this policy suggest that this form of ‘reward for good performance’ encourages poorer performing schools to improve, thus narrowing the gap in access to good quality schooling. In this context, where public schooling is exclusive to a minority of the population and the majority compulsorily choose from a spectrum of fee charging private schools offering different curricula, most parents are faced with the challenge of purchasing the best quality schooling for their children at prices they can afford. Additionally, policy makers are faced with the challenge of ensuring that market forces within the private sector do not widen access to good quality schooling. A premise of this model of market-provided schooling is that markets optimise the quality of schooling at a given price. This study focuses on the private schooling sector in Dubai as an example of a context in which school fee hikes are linked to school inspection outcomes. It examines the effects of different variables such as school fees and the curriculum offered on the quality of schooling provided. This study employed quantitative and qualitative techniques. Data on the quality of schooling, was obtained from inspection reports for the fifth year of inspections (2012/2013), in addition to data on fees charged which were obtained from official sources. The affordability of schools' fees was assumed to be an indicator of students’ socio-economic status. The findings of this study confirm the premise of the neo-liberal, market-provided approach to schooling. It suggests that students of a lower socio-economic status are more likely to receive an inferior quality of schooling than those of a higher socio-economic status when controlling for other factors. Thus, this study concludes by primarily suggesting that policy makers pursue alternative methods of both determining and rewarding good quality schooling.
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Le, Mau de Talancé Marine. "Educational Choices and Schooling Quality in Developing Countries." Thesis, Paris Sciences et Lettres (ComUE), 2017. http://www.theses.fr/2017PSLED052/document.

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Cette thèse se propose d’étudier les choix d’éducation en adoptant une approche originale intégrant la notion de qualité de l’enseignement. Cette étude se concentre sur deux pays : l’Indonésie et le Pakistan. Dans un premier temps, nous montrons que la scolarisation obligatoire a eu des effets sur les taux de scolarisation qui se sont répercutés sur les comportements de fécondité. Ces effets ne sont cependant pas automatiques et peuvent cacher une grande hétérogénéité. Nous nous intéressons ensuite au concept de qualité de l’éducation, une notion qui a de multiples facettes. Si on l’appréhende par le prisme des résultats scolaires, les enseignants semblent jouer un rôle majeur. Cependant, cette définition n’est pas entièrement satisfaisante quand on s’intéresse aux choix de scolarisation. En effet, les performances académiques des écoles ne reflètent qu’une partie de l’opinion des parents. Les parents semblent également rationaliser leurs choix a posteriori et considèrent que les écoles privées sont meilleures. Une approche qui considère la qualité subjective de l’éducation (perçue par les parents) permet de mieux comprendre leurs choix en termes d’éducation. Les parents non satisfaits par l’enseignement public ont tendance à s’orienter vers le privé, ce qui peut expliquer l'expansion de ce secteur dans de nombreux pays en développement. Le développement des écoles privées pourrait néanmoins accroître les inégalités car certaines franges de la population n’y ont pas accès
This thesis aims at better understanding the multiple aspects of education in developing countries with a focus on Indonesia and Pakistan. First, we show that compulsory education could positively impact educational attainment and change fertility behaviours, even though these effects can be heterogeneous. Then, we consider the multifaceted notion of quality of education. If we consider that the quality of education encompasses only learning outcomes, teachers play a central role in knowledge acquisition. However, this measure is unsatisfactory when trying to understand schooling behaviours. Indeed, student achievement only partly explains parents' opinions. Parents also tend to be subject to an ex-post rationalization bias and to value private schools more. The subjective dimension of the quality of education helps to understand school choice. Parents' dissatisfaction with public schools partly explains why they send their children to private establishments. Nevertheless, the expansion of the private education sector could increase gender and socio-economic inequalities
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Davidson, Euan George. "Understanding and improving quality in Tanzanian primary schooling." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423479.

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Tanzania has, ever since gaining independence, in 1961, been committed to Universal Primary Education (UPE). However, by the late 1990s, the primary education system was in crisis, with fewer than half of Tanzania's school-age children attending primary school, whilst many of those who were attending were receiving a poor quality of education. In response to this situation, in recent years, Tanzania, like many other developing countries, has committed itself to providing high quality UPE. As outlined within this thesis, partly with reference to the insights gained from in-depth research, conducted within a selection of Tanzanian primary schools and their communities, and partly from the wider literature available, there are serious doubts about whether, despite the rhetoric to be found within recent government documents, the quality of the education being provided has been a genuine policy priority. Furthermore, the analysis contained within this thesis challenges whether the increases in key quantitative inputs in the education process, most notably classroom construction and teacher recruitment, have been sufficient to compensate for the rapid expansion in access to primary education in Tanzania. In doing this, the thesis not only adds to the current body of knowledge about the progress that is being made towards Tanzania's drive towards achieving high quality UPE, but also makes a contribution to several wider debates, including the following: the use of the term 'quality of education'; the roles that local, national and international stakeholders can play within the areas of policy formulation and implementation; and the recent global debate about the link between the quantity and quality of education provision.
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Alisjahbana, Armida S. "Demand for child schooling in Indonesia : intrahousehold allocation of resources, the role of prices and schooling quality /." Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/7504.

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Nikolic, Sandra. "Educating the future: raising the quality of primary schooling in Bangladesh /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2682.

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Cuthbert, Carol. "Schooling and institution quality linked to earnings in the Eastern Cape." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62166.

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Return to investment for tertiary education is not equal for all. Human Capital Theory imposes a linear pathway between education and earnings, that fails to recognise other sources of capital, ignores social returns and does not explain why socio-economic variables influence employability and earnings. Those returns, rather than simply incrementally delivering returns for additional years of education, are however heterogeneous across students, with field of study, gender and population group influencing earnings; and schooling type and university attended filtering whether one finds a job. This study utilises data from Rhodes University and the University of Fort Hare, illustrating the extreme positions within the South African education landscape, employing a Heckman selection to predict the returns on education. The regression is found to be partially successful in predicting a graduate’s ability to find a job, in the first instance, and thereafter their returns. It is crucial to analyse the heterogeneity of socio-economic parameters to understand aspects of the economy, and develop education policies to take advantage of this understanding, especially against the backdrop of the student protests being experienced in the country and the funding models proposed. Access to tertiary education, through policy inducement, such as the recent increase of the grant limit from R122 000 to R350 000, requires disaggregated returns to education to be investigated.
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Maged, Rushid. "Quality schooling : defining and developing indicators of quality schooling for South African schools. A case study of a secondary school in an economically deprived area of the Western Cape." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/16132.

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Bibliography: 129-134.
If the main objective of schooling is the holistic development of the learner, i.e. the development of cognitive skills, critical thinking skills, social skills, life skills, creativity and emotional maturity, then it stands to reason that a quality school is one which contributes to such a holistic development of the learner. Therefore indicators of quality schooling would be those factors which make the holistic development of the learner possible. The important point to bear in mind however, is that these factors (indicators) in themselves are not standard nor static, they are dynamic and context-specific. It is this conceptual framework which underpins the research study. Tue research study is informed by the work of West and Hopkins (1996), Schmelkes (1996), Heneveld (1994) and Govinda & Vargese (1993), who propose a more ''whole school approach" in the measurement of school performance. The indicators of quality schooling were measured separately, but it is their collective impact that must be considered when attempting to assess the quality of schooling. Over a seven month period a co-educational secondary public school centrally situated in a community which resides in an economically and socially deprived area of the Western Cape, was closely observed and studied. The items and questions used in the questionnaires, interviews and observations were significantly influenced by the following: the work of West and Hopkins' (1996) four domains of school effectiveness; the IIEP research on increasing and improving the quality of basic education and Heneveld's (1994) model: Factors that determine School Effectiveness. The case study illustrates that when assessing the quality of schooling of any school it is important to assess all the factors that impact on the quality of schooling.
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Welsh, Mary, and n/a. "Promoting quality schooling in Australia : Commonwealth Government policy-making for schools (1987-1996)." University of Canberra. Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20061110.123723.

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Promoting the quality of school education has been an issue of international, national and local significance in Australia over the past three decades. Since 1973 the pursuit of quality in school education has been embedded in the rhetoric of educational discourse and framed by the wider policy context. This study focuses on the Commonwealth (federal) government's policy agenda to promote the quality of schooling between 1987 and 1996. During this ten year period, successive Labor governments sought to promote quality through a range of policy initiatives and funding programs. Through extensive documentary research, fifty semi-structured interviews and one focus group with elite policy makers and stakeholders, the study examines how the Commonwealth government's 'quality agenda' was constructed and perceived. An analysis of relevant government reports and ministerial statements provides documentary evidence of this agenda, both in terms of stated policy intentions and the actual policy initiatives and funding programs set in place in the period 1987-1996. Set against this analysis are elite informants' perspectives on Commonwealth policy-making in this period - how quality was conceptualised as a policy construct and as a policy solution, the influences on Commonwealth policies for schools, whether there was a 'quality agenda' and how that agenda was constructed and implemented. Informants generally perceived quality as a diffuse, but all-encompassing concept which had symbolic and substantive value as a policy construct. In the context of Commonwealth schools' policies, quality was closely associated with promoting equity, outcomes, accountability, national consistency in schooling and teacher quality. Promoting the quality of 'teaching and learning' in Australian schools took on particular significance in the 1990s through a number of national policy initiatives brokered by the Commonwealth government. An exploration of policy processes through interview data reveals the multi-layered nature of policy-making in this period, involving key individuals, intergovernmental and national forums. In particular, it highlights the importance of a strong, reformist Commonwealth Minister (John Dawkins), a number of 'policy brokers' within and outside government and national collaboration in constructing and maintaining the Commonwealth's 'quality agenda' for schools. While several Australian education ii policy analysts have described policy-making in this period in terms of 'corporate federalism' (Lingard, 1991, 1998; Bartlett, Knight and Lingard, 1991; Lingard, O'Brien and Knight, 1993), a different perspective emerges from this study on policymaking at the national level. Despite unprecedented levels of national collaboration on matters related to schooling in this period, this research reveals an apparent ambivalence on the part of some elite policy makers towards the Commonwealth's policy agenda and its approach to schools' policy-making within the federal arena. Policy coherence emerged as a relevant issue in this study through analysis of interview data and a review of related Australian and international policy literature. Overall, informants perceived the Commonwealth's quality agenda to be relatively coherent in terms of policy intentions, but much less coherent in terms of policy implementation. Perceptions of Commonwealth domination, state parochialism, rivalry, delaying tactics and a general lack of trust and cooperation between policy players and stakeholders were cited as major obstacles to 'coherent' policy-making. An analysis of informants' views on policy-making in this period highlights features of coherent policy-making which have theoretical and practical significance in the Australian context. This research also demonstrates the benefits of going beyond the study of written policy texts to a richer analysis of recent policy history based on elite interviewing. The wide range of views offered by elite policy makers and stakeholders in this study both confirms and challenges established views about policy-making in the period 1987-1996. Elite interviewing lent itself to a grounded theory approach to data collection and analysis (Glaser and Strauss, 1967; Strauss and Corbin, 1998). This approach was significant in that it allowed relevant issues to emerge in the process of research, rather than relying on 'up front' theoretical frameworks for the analysis of data.
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Weston, Carrie. "Quality physical education in the early years of compulsory schooling : from praxis to axiology." Thesis, University of the West of Scotland, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494770.

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This study investigates how teachers of young children (4-7 years, traditionally the infant age range) plan and teach Physical Education (PE) in order to identify where concerns for Early Years pedagogy are evident. Teacher training has eroded the depth of knowledge concerning Early Years pedagogy. On entry to compulsory schooling, children become part of a national system of learning based on a prescribed curriculum, but Early Years educators need to understand more than disciplines. PE has an eclectic inheritance derived from diverse origins. The games and sports model has become increasingly prominent in recent years, due to a number of sports and health-related agenda. The direction in PE is now problematic for young children, offering a praxis that does not reflect Early Years pedagogy. Training currently given to student teachers in PE is scant, leading to directional teaching styles and reliance on secondary sources. The movement philosophy of Veronica Sherborne arguably epitomises many of the concerns of Early Years pedagogy. Facilitators of Sherborne Developmental Movement (SDM) are, themselves, profoundly changed in their views on movement and learning. This research focused on three groups of teachers: 'Early Years' trained, 'primary' or 'secondary' (non-Early Years) trained, and those with SDM training. All teachers were qualified and currently teaching children in the 4-7 age range. Using mixed methods of questionnaire survey and in-depth interviews, the study sought quality PE by identifying where Early Years pedagogy was evident in planning and teaching PE, and to ascertain any barriers existing. Following a pilot study, questionnaire survey data from teachers of 4-7 year olds was analysed. In-depth interviews were then conducted with teachers from the original population. Triangulation was achieved through an in-depth interview of a senior governmental policy maker as an expert witness. Results identify that (1) SDM supports Early Years pedagogy in the planning and teaching of PE, (2) both Early Years and non-Early Years trained teachers are influenced by curriculum and strategy documents and popular concerns in planning and teaching PE, (3) these influences are barriers to planning and teaching PE with concern for Early Years pedagogy, (4) Early Years trained teachers are more likely than non-Early Years trained teachers to recognise that curriculum documents and strategy do not reflect Early Years pedagogy. The findings of this research contribute towards an axiology of PE in the Early Years of compulsory schooling by identifying commensurate values.
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Books on the topic "Quality schooling"

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Hanushek, Eric Alan. Schooling, labor force quality, and economic growth. Cambridge, MA: National Bureau of Economic Research, 1995.

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Wössmann, Ludger. Schooling and the quality of human capital. Berlin: Springer, 2002.

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Bilingual education: From compensatory to quality schooling. Mahwah, N.J: Lawrence Erlbaum, 1998.

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Bilingual education: From compensatory to quality schooling. 2nd ed. Mahwah, N.J: L. Erlbaum Associates, Publishers, 2006.

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Wößmann, Ludger. Schooling and the Quality of Human Capital. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-42584-8.

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Brisk, Maria. Bilingual education: From compensatory to quality schooling. Mahwah, N.J: L. Erlbaum Associates, 1998.

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Lee, Jong-Wha. Schooling quality in a cross section of countries. Cambridge, MA: National Bureau of Economic Research, 1997.

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Harmon, Colm. Selective schooling, school quality and labour market returns. Dublin: University College Dublin, Department of Economics, 1997.

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Kumar, B. L. Schools and schooling in tribal Gujarat: The quality dimension. Gota, Ahmedabad: Gujarat Institute of Development Research, 2004.

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Hernandez-Zavala, Martha. Quality of schooling and quality of schools for indigenous students in Guatemala, Mexico, and Peru. Washington, D.C: World Bank, 2006.

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Book chapters on the topic "Quality schooling"

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Chang, Ying-Hwa. "Academic Competition and Cram Schooling." In Quality of Life in Asia, 131–53. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4081-5_7.

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Wößmann, Ludger. "Implications for Schooling Policy." In Schooling and the Quality of Human Capital, 206–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-42584-8_6.

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Wößmann, Ludger. "Modeling the Production of Schooling Quality." In Schooling and the Quality of Human Capital, 124–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-42584-8_4.

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Wößmann, Ludger. "An Economic Analysis of Schooling." In Schooling and the Quality of Human Capital, 1–7. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-42584-8_1.

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Wößmann, Ludger. "The Link between Institutions and Schooling Quality." In Schooling and the Quality of Human Capital, 154–205. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-42584-8_5.

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Lee, Mal. "Providing a Balanced Schooling in a Networked World." In Achieving Quality Education for All, 177–82. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5294-8_29.

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Anderson, Don. "The Great Australian Divide: Public and Private Schooling." In Achieving Quality Education for All, 15–20. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5294-8_3.

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Oliver, Raylynn. "Fertility and Women’s Schooling in Ghana." In The Economics of School Quality Investments in Developing Countries, 327–44. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-15032-8_9.

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Wößmann, Ludger. "The Missing Link between Expenditure and Schooling Quality." In Schooling and the Quality of Human Capital, 58–123. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-42584-8_3.

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Skilbeck, Malcolm, and Helen Connell. "Basic Schooling for Universal Lifelong Learning: Renegotiating the Policy Agenda." In Achieving Quality Education for All, 37–42. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5294-8_7.

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Conference papers on the topic "Quality schooling"

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Deng, Zhixiang. "Improving Schooling Taste and Promoting Quality Development." In Proceedings of the 2018 2nd International Conference on Education Innovation and Social Science (ICEISS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceiss-18.2018.36.

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Lin, Lin. "Analysis on Improving the Schooling Quality and Level of Local Universities." In 2016 3rd International Conference on Management, Education Technology and Sports Science (METSS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/metss-16.2016.64.

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Wen, Yanrong. "Research on the Construction of Teaching Quality Evaluation System under the Background of Diagnostic Reform Taking Pre-Schooling Specialty as an Example." In Proceedings of the 4th International Conference on Humanities Science, Management and Education Technology (HSMET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hsmet-19.2019.113.

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Do Thi, Hien. "Teaching Vietnamese to Deaf Children Using Sign Languages: Situations and Solutions." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.13-2.

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Human civilization has made tremendous progress, to improve its quality of life. However, there are still a number of people in society who suffer from grave disadvantages due to their disabilities. There are many reasons for this phenomenon, and even though science is rapidly developing, it is impossible to completely erase those causes. Ameliorating education and offering vocational training for the disabled are considered as effective solutions to provide these people with a satisfying life, especially children. For deaf children, the dream of normal schooling becomes great. Limited language proficiency leads to limited communication skills and reduces confidence when entering the first grade, adversely affecting their academic performance and later development. Therefore, in this article, we focus on first grade deaf children. Like the impact of normal language on normal children, sign language plays an important role in language development of deaf children. They use sign language to think and communicate. However, to study in textbook programs as does a normal child, in the classroom of deaf children, both the teachers and students must use finger alphabets to teach and learn Vietnamese. We thus study teaching Vietnamese to deaf children and suggest games to draw their attention to the lessons.
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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.
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Ladini, Urwawuska, Budi Susetyo, and Indahwati Indahwati. "Modeling of Quality of Education in Junior High Schoolusing Multivariate Adaptive Regression Splines (MARS) Method." In Proceedings of the 1st International Conference on Statistics and Analytics, ICSA 2019, 2-3 August 2019, Bogor, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-8-2019.2290480.

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Reports on the topic "Quality schooling"

1

Hanushek, Eric, and Dongwook Kim. Schooling, Labor Force Quality, and Economic Growth. Cambridge, MA: National Bureau of Economic Research, December 1995. http://dx.doi.org/10.3386/w5399.

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Lee, Jong-Wha, and Robert Barro. Schooling Quality in a Cross Section of Countries. Cambridge, MA: National Bureau of Economic Research, September 1997. http://dx.doi.org/10.3386/w6198.

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Heckman, James, Anne Layne-Farrar, and Petra Todd. The Schooling Quality-Earnings Relationship: Using Economic Theory to Interpret Functional Forms Consistent with the Evidence. Cambridge, MA: National Bureau of Economic Research, October 1995. http://dx.doi.org/10.3386/w5288.

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Mushongera, Darlington, Prudence Kwenda, and Miracle Ntuli. An analysis of well-being in Gauteng province using the capability approach. Gauteng City-Region Observatory, 2020. http://dx.doi.org/10.36634/2020.op.1.

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As countries across the globe pursue economic development, the improvement of individual and societal well-being has increasingly become an overarching goal. In the global South, in particular, high levels of poverty, inequality and deteriorating social fabrics remain significant challenges. Programmes and projects for addressing these challenges have had some, but limited, impact. This occasional paper analyses well-being in Gauteng province from a capability perspective, using a standard ‘capability approach’ consistent with Amartya Sen’s first conceptualisation, which was then operationalised by Martha Nussbaum. Earlier research on poverty and inequality in the Gauteng City-Region was mainly based on objective characteristics of well-being such as income, employment, housing and schooling. Using data from the Gauteng City-Region Observatory’s Quality of Life Survey IV for 2015/16, our capability approach provides a more holistic view of well-being by focusing on both objective and subjective aspects simultaneously. The results confirm the well-known heterogeneity in human conditions among South African demographic groups, namely that capability achievements vary across race, age, gender, income level and location. However, we observe broader (in both subjective and objective dimensions) levels of deprivation that are otherwise masked in the earlier studies. In light of these findings, the paper recommends that policies are directly targeted towards improving those capability indicators where historically disadvantaged and vulnerable groups show marked deprivation. In addition, given the spatial heterogeneities in capability achievements, we recommend localised interventions in capabilities that are lagging in certain areas of the province.
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