Bibliografías temáticas / Post-secondary

Literatura académica sobre el tema "Post-secondary"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 27 de marzo de 2024

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Artículos de revistas sobre el tema "Post-secondary"

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Crowe, Frederick E. "Post-Secondary Education". Lonergan Workshop 5, n.º 9999 (1985): 109–32. http://dx.doi.org/10.5840/lw19855supplement19.

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Gallander Wintre, Maxine y Ashley S. Morgan. "Transferring Post-Secondary Schools". Journal of Adolescent Research 24, n.º 6 (25 de agosto de 2009): 726–49. http://dx.doi.org/10.1177/0743558409341081.

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White, Susan C. "Post-secondary physics enrollments". Physics Teacher 52, n.º 2 (febrero de 2014): 116. http://dx.doi.org/10.1119/1.4862121.

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E. DEL CHROL. "PANDORA IN THE SECONDARY AND POST-SECONDARY CLASSROOM". Classical Journal 107, n.º 4 (2012): 483. http://dx.doi.org/10.5184/classicalj.107.4.0483.

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CHROL, E. DEL. "PANDORA IN THE SECONDARY AND POST-SECONDARY CLASSROOM". Classical Journal 107, n.º 4 (2012): 483–98. http://dx.doi.org/10.1353/tcj.2012.0028.

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Wijnia, Lisette. "Students’ motivation in secondary and post-secondary education". Educational Psychology 40, n.º 8 (13 de septiembre de 2020): 913–16. http://dx.doi.org/10.1080/01443410.2020.1813404.

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Farrage, Dr Ahmad. "How to Avoid or Prevent Secondary Post -Tonsillectomy Haemorrhage?" Journal of Medical Science And clinical Research 04, n.º 10 (25 de octubre de 2016): 13337. http://dx.doi.org/10.18535/jmscr/v4i10.89.

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Kuo, Bor-Chen. "Motivation and post-secondary education". Educational Psychology 38, n.º 6 (3 de julio de 2018): 709–10. http://dx.doi.org/10.1080/01443410.2018.1478197.

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Freihofer, Hans Peter M. y Philip A. van Damme. "Secondary post-traumatic periorbital surgery". Journal of Cranio-Maxillofacial Surgery 15 (enero de 1987): 183–87. http://dx.doi.org/10.1016/s1010-5182(87)80046-x.

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Liu, Ou Lydia. "EXAMINING AMERICAN POST-SECONDARY EDUCATION". ETS Research Report Series 2011, n.º 1 (junio de 2011): i—42. http://dx.doi.org/10.1002/j.2333-8504.2011.tb02258.x.

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Tesis sobre el tema "Post-secondary"

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Rideout, Roxanne Sharon. "Partnerships in education : secondary/post-secondary collaboration /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ62419.pdf.

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Callahan, Marguerite (Marguerite Louise). "Identification of the Competencies Needed by Secondary & Post Secondary Career Counselors to Initiate and Maintain Articulation of Secondary & Post Secondary Comprehensive Career Development Programs and Services". Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278803/.

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This study researched effect of selected demographic variables on the self-perceived competencies of career counselors at secondary and post secondary institutions in Texas. Demographic variables were years of service, educational level, type of institution, age of counselor, size of institution, and percentage of vocational enrollment. One hundred career counselors, fifty secondary and fifty post secondary career counselors were mailed copies of the Professional Needs Assessment and a Demographic questionnaire.
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Hug, Sébastien. "Towards a Canada Post-Secondary Education Act?" Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20329.

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The transition from an industrial to a global knowledge-based economy has put universities in the spotlight of public policies as the new drivers of innovation and sustained economic growth. Consequently, societal expectations towards the academic community have changed and so has, under the influence of neo-liberal ideas, the public governance of higher education. This is particularly true in federalist systems, such as Germany, Australia and the European Union, where the roles of each government level in governing the higher education sector had to be renegotiated and clarified. In Canada, however, despite repeated recommendations by policymakers, scholars and international organisations, the respective responsibilities have not yet been clarified and, to date, there are still no mechanisms to coordinate the post-secondary education policies of the federal and provincial governments. This paper inquires into the reasons for this exception. In the academic literature, this has generally been explained in terms of Canada’s uniqueness with respect to its federalist system and the decentralized higher education sector. We attempt to go beyond this traditional federalism, state-centered approach, which is predominant in the Canadian higher education literature. Instead, based on interviews and official documents and inspired by the Advocacy Coalition Framework (ACF), we shall be looking at the belief systems of the major actors in the policy process and the degree of coordination among them. Our analysis comes to the conclusion that, on the one hand, proponents of a pan-Canadian approach are divided over their fundamental beliefs regarding the compatibility of inclusiveness and excellence. Some argue that the federal government must legislate common standards to ensure equal opportunities for all Canadians. Others propose a New Governance-inspired approach to create a differentiated and competitive university sector that meets the demands of the global knowledge-based economy more efficiently. On the other hand, even though the provinces differ in their beliefs regarding the equal opportunity versus economic efficiency debate, they share the same strong belief with respect to the role of the federal government. According to this view, post-secondary education is exclusively a provincial responsibility and the role of the federal government is solely to help them ‘fix the problems’. Moreover, contrary to the proponents of more intergovernmental collaboration, the provinces have successfully strengthened the coordination among themselves to block further perceived federal intrusions into provincial jurisdiction. We come to the conclusion that the absence of intergovernmental mechanisms to govern post-secondary education is a consequence of the diverging belief systems and the establishment of formal coordination structures among the provinces to block – as they perceive - further federal intrusions. Also, there is less of a sense of urgency to act compared to, say, health care. Finally, remembering the near-separation of Quebec in 1995, there is very little appetite to reopen the constitutional debates. Therefore, based on our analysis, we argue that contrary to suggestions by some higher education scholars, the establishment of intergovernmental coordinating mechanisms appears unlikely in the near future.
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Duncan, Pearl y n/a. "An analysis of post-secondary Aboriginal support systems". University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060706.112807.

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An overview of Aboriginal education in the last two hundred years reveals that Aborigines have had a depressingly inadequate education, also marked by inequity of opportunity and participation. The developmental pattern of Aboriginal education has been characterised by four broad periods or eras related to specific government policies. These periods are identified successively as The Protection Era, the Segregation Era, The Assimilation Era and The Integration Era. The Protection Era began with the early frontier settlement of Europeans in Australia and extended until the 1860's. The Segregation Era marked the full development of Aboriginal reserves from 1860 to 1940. The Assimilation Era extended from the 1940s to the mid 1960s. Finally the period of Integration began in the late 1960s and gathered momentum in the 1970s. Throughout the periods of protection, segregation and assimilation very little effort was expended in the provision of adequate education for Aborigines. It was not until the late 1960s that concerted attempts were made to redress the many decades of neglect and apathy. Researchers uncovered glaring problems needing urgent redress. Aboriginal pupils persistently achieved very poorly in comparison with others and left school at an earlier age. As a consequence Aborigines left school lacking the knowledge and skills to compete with other Australians and had much poorer prospects of employment. In the early 1970s the National Aboriginal Education Committee and the state Aboriginal Education Consultative Groups, combined with support and funding from DAA, Commonwealth Education and The Schools Commission, were very influential in establishing programmes. In response to the growing numbers of Aborigines who were denied adequate schooling, three general types of adult programmes were developed: a) enclave/support systems; b) pretertiary/bridging courses and c) off campus centres. It was these programmes operating at WACAE that DEET commissioned me to evaluate. The existence of these programmes is the result of WACAE's prompt response to the need for redressing Aboriginal educational imbalance. The programmes developed following the commencement of the Aboriginal Teacher Education Programme at Mt Lawley College in 1973. The first enclave was established in 1976, external AEEC commenced in 1978 and G.E.C. in 1980, the first off campus centre was set up in 1983, and the Tertiary Preparation Course (internal AEEC) began operation in 1985. Commonwealth money has provided the financial basis for the programmes, but WACAE was the first institution in Australia to implement programmes and its achievement is significant. The terms of reference for this project required that the method of research should be through data gathering by means of interviews and examination of documentary evidence during a three week period in Perth. The evaluator consulted DAIS staff, students and, as particularly requested in the brief, Aboriginal community members. Findings revealed that WACAE's enclaves, on campus and off campus, have made progress towards educational equity for Aborigines, provide good support and are valued by students and Aboriginal community members. Aboriginalisation was found to be essential to maximum enclave effectiveness. Staff, students and Aboriginal community members would like to see increased Aboriginal representation, contract hiring of staff not being conducive to employment security or staff continuity. It is recommended that rationalisation of enclaves would achieve a more efficient pooling of resources. During the last thirteen years considerable amounts of external funds have been injected and it is recommended that WACAE take greater institutional responsibility for enclaves, using funds from normal Commonwealth sources, as distinct from special course funding. The existing staffing patterns and conditions of employment should be regularised in regard to salary, tenure, study leave, superannuation, etc. Such a measure is necessary to ensure staff continuity, security and inclusion in the power structure of the institution. WACAEs external pretertiary courses (AEEC and GEC) have achieved a small measure of progress towards equity of access and participation in education for Aborigines. The wide geographical distribution is significant in providing availability of courses. The courses are valued by Aboriginal community members and there is a need for external courses of this nature to continue in the future. However, progress towards equity has been extremely slow and time taken for completion of courses is unduly long considering the basic nature of GEC, and the fact that the courses are designed for completion in one year. The courses are preceived as enhancing employment performance and prospects as well as being preparation for tertiary study. There has been a shift in opinion regarding Aboriginal education during the 1980s towards the view that education should not be seen in isolation but in combination with employment and training. It is recommended that DEET take immediate steps to implement the Aboriginal Employment Development Policy in Western Australia, considering how best the benefits of external AEEC and GEC can be maintained and expanded. On the other hand, the Tertiary Preparation Course (internal AEEC) has achieved commendable results and is assessed as being worthy of increased resources and energy. Difficulty was encountered in efforts to determine exactly how DEET funding was used. It seems that this type of enquiry would necessitate the services of a qualified accountant. Enclave/support systems and pretertiary/bridging courses will be needed for some time to come. Many Aboriginal people stated that they envisage the time when these programmes will no longer be needed, 'when inequity of education has been addressed' and 'equality' achieved. Until this goal is reached the programmes will remain necessary. The achievement of the broad objectives of the AEDP, i.e. employment and income equity with other Australians and equity of participation in all levels of education, will see Aboriginal aspirations becoming a reality.
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Powell, Scott M. "Perceptions of Appalachian Students about Post-Secondary Education". Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210366687.

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Norton, Charles W. "Post-secondary admissions the use of weighted grades /". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004nortonc.pdf.

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Latimer, Janet Humphreys. "Basic Academic Skills and Post-Secondary Technical Education". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3499.

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The purpose of this quantitative study was to determine if there is a significant difference in WorkKeys score, skills score, theory score, and job placement rates as compared by credential and program of study at a technical college in Tennessee. The study used data retrieved from a WorkKeys database and SIMS (Student Information Management System) at a technical college. The population consisted of 445 students in seven programs from 2010-2016 who had participated in the WorkKeys online academic training modules. The dependent variables for the study were WorkKeys score, skill score, and theory score. The independent variables were job placement status (related, non-related, not placed), program of study (Collision Repair/Motorcycle Repair, Computer Information, Welding/Machine Tool and Industrial Maintenance/Residential Maintenance), and graduation credential (diploma, certificate, none). Based on the data collected, it was found that there was a significant difference in the WorkKeys score by credential, skill score by credential, theory score by credential, WorkKeys score by job placement status, skill score by job placement status and theory score by job placement status. The job placement status was significantly affected by the program of study. Finally, the WorkKeys score was not affected by the program of study. Additionally, the not placed status for the Computer Information program was higher than the other two categories (related and non-related) whereas the related status was the highest for the other three programs of study (WEL/MT, CRT/MOT, and IM/RBM).
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Alattar, Manar Arica. "Food Waste Diversion Programming in Post-Secondary Education". PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4256.

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The urgent need for reform of USA and global food systems is evident in the pervasiveness of both food waste and food insecurity. Such an inefficient system strains the environmental, social, and economic systems on which it relies. Although policy and infrastructure changes are essential, consumers can play a significant role by decreasing their food waste, given that consumer waste represents 60% of the waste along the food cycle in developed countries. Incorporation of food literacy and food waste education in school curricula may provide a meaningful entry point for promoting food waste reduction skills. This dissertation presents context on the suitability of food systems for science and climate change education. Practical implementation of this concept is then explored through a survey of 495 students at Portland State University that presents the reported knowledge, attitudes, emotions, and beliefs related to food waste. The underlying factors that influence student food waste behavior and intent to change such behavior are likewise explored. I also provide a description and assessment of a food waste diversion program, No Scrap Left Behind, that was developed and piloted at PSU. I found that knowledge, attitudes, emotions, beliefs, and reported food-related behaviors were generally positive. Students were also interested in taking action and perceived that their food-related actions could make a difference. Intent to change food waste behaviors was influenced by: 1) sustainability actions, 2) food waste diversion actions, 3) attitudes about composting, 4) composting, 5) reported household food waste, 6) material reuse attitudes. Reported food waste diversion behaviors were related to: 1) intent to reduce food waste, 2) knowledge and attitudes towards composting, and 3) attitudes about reuse. The measures of reported knowledge, attitudes, emotions, beliefs, and behaviors were not significantly influenced by No Scrap Left Behind programming, but actual measured food waste was decreased by one-fourth both over an academic year and within an academic term of programming. This indicates that students are amenable to food waste behavior change when given the encouragement and infrastructure to make that change. Further research may consider opportunities for food waste education beyond the cafeteria setting, particularly as an entry into more complex discussions around environmental, social, and economic systems and concepts.
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Luecke, Heather Marie. "Post-secondary decisions of public school and homeschool graduates in Jackson County, Wisconsin, as compared to national post-secondary decision statistics". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lueckeh.pdf.

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Corrales, Alejandra y Jorge Vega. "Effect of immigration on Sweden natives' wages : The post-secondary and post-graduate case". Thesis, Umeå universitet, Nationalekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-92563.

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Libros sobre el tema "Post-secondary"

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Clothey, Rebecca, Stacy Austin-Li y John C. Weidman, eds. Post-Secondary Education and Technology. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770.

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Reed, Maureen J. (Maureen Joyce), 1959-, ed. The post-secondary learning experience. Toronto: Nelson, 2006.

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Canadian Association of University Teachers., ed. Post-secondary education financing act. Ottawa: CAUT, 1985.

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Canada. Dept. of Finance. Investing in post-secondary education. [Ottawa: Dept. of Finance], 1997.

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Canada. Dept. of Finance. Investing in post-secondary education. Ottawa: The Dept., 1997.

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Minnesota State Colleges and Universities. Office of Internal Auditing. Post-secondary enrollment options program. St. Paul, MN: MnSCU Office of Internal Auditing, 2001.

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Johnson County Community College (Overland Park, Kan.). Interpreter Training Program., ed. A handbook for educational interpreters: Elementary settings, secondary settings, post-secondary academic settings, post-secondary technical and vocational programs. Overland Park, KS: Johnson County Community College, 1988.

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1945-, Benick Gail, Saloojee Anver y Newby Dalyce, eds. Creating inclusive post-secondary learning environments. Toronto: [Ryerson Polytechnic University], 1996.

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Colclough, Christopher. Investment options in post-secondary education. [Gaborone]: University of Botswana, 1988.

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Schukert, Michael A. Post-secondary aviation & space education reference guide. [Washington, D.C.?]: U.S. Dept. of Transportation, Federal Aviation Administration, Office of Public Affairs, Aviation Education Program, 1992.

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Capítulos de libros sobre el tema "Post-secondary"

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Timmons, Vianne. "Inclusive post-secondary education". En Making Inclusive Higher Education a Reality, 40–42. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003253631-5.

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Faragher, Rhonda M. "Studying post-secondary education". En A Practical Guide to Educating Learners with Down Syndrome, 181–89. London: Routledge, 2023. http://dx.doi.org/10.4324/9780429262739-19.

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Moxom, Nanludet y Richard Noonan. "Post-Secondary and Higher Education". En Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 191–216. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3319-8_8.

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Bonati, Michelle L. "Preparing for Post-Secondary Transition". En Inclusive Education in Schools and Early Childhood Settings, 147–57. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2541-4_14.

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Lopez, Joseph, Shannath L. Merbs y Michael P. Grant. "Secondary Post-traumatic Orbital Reconstruction". En Innovations and New Developments in Craniomaxillofacial Reconstruction, 55–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74322-2_6.

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Kang, Trivina. "Post-secondary Education in Singapore". En Education in Singapore, 69–85. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9982-5_5.

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Clothey, Rebecca, Stacy Austin-Li y John C. Weidman. "Introduction". En Post-Secondary Education and Technology, 1–13. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_1.

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Tamim, Rana M. "Blended Learning for Female Empowerment". En Post-Secondary Education and Technology, 201–22. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_10.

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Tamim, Rana M. "Blended Learning for Female Empowerment". En Post-Secondary Education and Technology, 223–42. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_11.

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Wa-Mbaleka, Safary. "Educational Accessibility for African Refugees Challenges and Opportunities". En Post-Secondary Education and Technology, 243–58. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_12.

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Actas de conferencias sobre el tema "Post-secondary"

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Scott, Jennifer L. "Professional Development for Online Post-secondary Faculty". En 2019 Eighth International Conference of Educational Innovation through Technology (EITT). IEEE, 2019. http://dx.doi.org/10.1109/eitt.2019.00017.

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Brohinsky, William R. "Post-secondary photonics lab: simplified portrait holography". En Tenth International Topical Meeting on Education and Training in Optics and Photonics, editado por Marc Nantel. SPIE, 2015. http://dx.doi.org/10.1117/12.2207324.

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"Providing Geomedia Skills beyond (Post)Secondary Education". En GI_Forum 2013 - Creating the GISociety. Vienna: Austrian Academy of Sciences Press, 2013. http://dx.doi.org/10.1553/giscience2013s317.

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Lee, Yujin, Ali Bicer, Hyunkyung Kwon, Michael S. Rugh, Robert M. Capraro, Mary M. Capraro y Luciana Barroso. "Post-Secondary Ready:Does the STEM curriculum Matter?" En 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028434.

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Anyinam, Charles, Sue Coffey, Rick Vanderlee, Celina Da Silva, Frank Smith, Hilde Zitzelsberger, Jason Thompson y Francine Odette. "INNOVATION SUPPORTING POST-SECONDARY STUDENTS WITH DISABILITIES". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1178.

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Jacob, Frederico L. y Antonio S. D. P. Alberto. "Teaching Electronics Subject in Different Post-Secondary Courses". En 2020 XIV Congreso de Tecnología, Aprendizaje y Enseñanza de la Electrónica (XIV Technologies Applied to Electronics Teaching Conference) (TAEE). IEEE, 2020. http://dx.doi.org/10.1109/taee46915.2020.9163699.

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Banerjee, Satindranath y Jalal Kawash. "Re-thinking computer literacy in post-secondary education". En the 14th Western Canadian Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1536274.1536282.

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Young, Nick y Shriram Krishnamurthi. "Early Post-Secondary Student Performance of Adversarial Thinking". En ICER 2021: ACM Conference on International Computing Education Research. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3446871.3469743.

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Küttim, Merle, Jelena Hartšenko y Iivi Riivits-Arkonsuo. "Added value of post-secondary education in Estonia". En Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9437.

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Education is seen in the human capital literature as one of the determining factors for labour market outcomes (Blázquez et al., 2018), measured through multiple variables. The aim of the current study is to examine the change in the earnings of graduates from Estonian post-secondary education institutions. This is achieved by comparing graduates who had studied from 2013 to 2016 in four fields: engineering, information technology, economics and natural sciences. To assess the change in pre- and post-entry earnings difference-in-differences regression was used. The results indicate there are differences between disciplines in terms of added value. In economics gender differences have the smallest and entrepreneurial activities the largest impact for the change in earnings. The study contributes to our understanding of added value of post-secondary education by combining educational, tax and social data, and analysing the change in graduates’ earnings pre- and post-entry. Keywords: Post-secondary education; earnings; value added; Estonia; labour market success
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Zhang, Lu, Mingjiang Wang, Qiquan Zhang y Hu Chen. "Post-Secondary Filtering Improvement of GSC Beamforming Algorithm". En 2018 International Conference on Audio, Language and Image Processing (ICALIP). IEEE, 2018. http://dx.doi.org/10.1109/icalip.2018.8455622.

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Informes sobre el tema "Post-secondary"

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Brown, Jessie. Personalizing Post-Secondary Education. New York: Ithaka S+R, agosto de 2015. http://dx.doi.org/10.18665/sr.221030.

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Lemieux, Thomas. Post-Secondary Education and Increasing Wage Inequality. Cambridge, MA: National Bureau of Economic Research, marzo de 2006. http://dx.doi.org/10.3386/w12077.

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Alattar, Manar. Food Waste Diversion Programming in Post-Secondary Education. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6140.

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Carneiro, Pedro y James Heckman. The Evidence on Credit Constraints in Post-Secondary Schooling. Cambridge, MA: National Bureau of Economic Research, julio de 2002. http://dx.doi.org/10.3386/w9055.

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Stol, Jacqueline Stol, Rebecca Houwer Houwer y Sarah Todd Todd. Bridging Programs: Pathways To Equity In Post-Secondary Education. Toronto, Ontario Canada: Youth Research & Evaluation eXchange (YouthREX), septiembre de 2016. http://dx.doi.org/10.15868/socialsector.33747.

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Angrist, Joshua, David Autor, Sally Hudson y Amanda Pallais. Evaluating Post-Secondary Aid: Enrollment, Persistence, and Projected Completion Effects. Cambridge, MA: National Bureau of Economic Research, diciembre de 2016. http://dx.doi.org/10.3386/w23015.

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Angrist, Joshua, David Autor, Sally Hudson y Amanda Pallais. Leveling Up: Early Results from a Randomized Evaluation of Post-Secondary Aid. Cambridge, MA: National Bureau of Economic Research, diciembre de 2014. http://dx.doi.org/10.3386/w20800.

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Barr, Andrew y Sarah Turner. A Letter and Encouragement: Does Information Increase Post-Secondary Enrollment of UI Recipients? Cambridge, MA: National Bureau of Economic Research, abril de 2017. http://dx.doi.org/10.3386/w23374.

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Lam, David, Cally Ardington, Nicola Branson y Murray Leibbrandt. Credit Constraints and the Racial Gap in Post-Secondary Education in South Africa. Cambridge, MA: National Bureau of Economic Research, noviembre de 2013. http://dx.doi.org/10.3386/w19607.

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Hayashi, Ryotaro, David Raitzer, Xylee Javier y Milan Thomas. Assessment of Changes in Secondary School Learning Outcomes in Post-COVID-19 Bhutan. Asian Development Bank, agosto de 2023. http://dx.doi.org/10.22617/brf23329-2.

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Resumen
Bhutan’s schools maintained their relatively strong performance during the pandemic as access to remote learning, the opening of boarding facilities, and moves to prioritize education for secondary school pupils prevented performance gaps widening. This brief shows how Bhutan tried to minimize the impact of school closures on students, provided social safety nets to vulnerable households, and offered a mix of remote learning methods including television and internet. Analyzing exam grades for the Dzongkha national language, English, and science, it shows how the compensatory actions and steps to ensure continuity for secondary school pupils resulted in little decline in their results.
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