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Littérature scientifique sur le sujet « Education/Schooling »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 10 mars 2023

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Articles de revues sur le sujet "Education/Schooling"

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Shujaa, Mwalimu J. « Education and Schooling ». Urban Education 27, n^o 4 (janvier 1993) : 328–51. http://dx.doi.org/10.1177/0042085993027004002.

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Cookson, Peter W., et Robert G. Burgess. « Education, Schools, and Schooling. » Contemporary Sociology 16, n^o 3 (mai 1987) : 436. http://dx.doi.org/10.2307/2070375.

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Harley, Anne. « Post-Schooling People's Education ». Education as Change 19, n^o 2 (4 mai 2015) : 58–81. http://dx.doi.org/10.1080/16823206.2015.1085612.

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Burchell, Bebb. « Urban Schooling : whither education ? » Policy & ; Politics 17, n^o 1 (1 janvier 1989) : 1–10. http://dx.doi.org/10.1332/030557389783219479.

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Schostak, John. « Schooling and Education after Neoliberalism ». Power and Education 4, n^o 3 (janvier 2012) : 251–56. http://dx.doi.org/10.2304/power.2012.4.3.251.

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Campbell, Robin. « Primary education or primary schooling ? » Education 3-13 33, n^o 1 (mars 2005) : 3–6. http://dx.doi.org/10.1080/03004270585200021.

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Roth, Wolff‐Michael. « Taking science education beyond schooling ». Canadian Journal of Science, Mathematics and Technology Education 2, n^o 1 (janvier 2002) : 37–48. http://dx.doi.org/10.1080/14926150209556497.

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Pitman, Mary Anne. « Compulsory Education and Home Schooling ». Education and Urban Society 19, n^o 3 (mai 1987) : 280–89. http://dx.doi.org/10.1177/0013124587019003005.

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Kim, Young-Joo. « Catholic schooling and further education ». Economics Letters 114, n^o 3 (mars 2012) : 346–48. http://dx.doi.org/10.1016/j.econlet.2011.09.010.

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Schrag, Francis. « Postsecondary Schooling Education for All ». Philosophy of Education 63 (2007) : 383–91. http://dx.doi.org/10.47925/2007.383.

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Thèses sur le sujet "Education/Schooling"

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Abd, Rashid Abd Rahim. « Education, schooling and social development in Malaysia ». Thesis, Keele University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282634.

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Pourshafie, Tahereh, et Tahereh Pourshafie@flinders edu au. « Essential Features of Wisdom Education in Baha'i Schooling ». Flinders University. Education, 2007. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20070727.144412.

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This thesis explores wisdom education, in theory and practice, at a Baháí-inspired school. As background for this research, the thesis investigates the concept of wisdom, taking into account representative voices from philosophy (Socrates), psychology (Sternberg) and Biblical studies (Proverbs), and undertaking a detailed analysis of wisdom as a central idea in Baháí thought and Baháí education. The data for the research into Baháí education was collected at Nancy Campbell Collegiate Institute (NCCI), a Baháí-inspired school committed to wisdom education. NCCI, located in Stratford, Canada, provides a solid foundation for education through the twin pillars of achieving academic excellence and a clear moral framework. NCCI asserts that the centre of the educational experience is their commitment to nurturing and inspiring qualities of the spirit, emphasizing that the spiritual life of their students is an important element of their overall development. The data collected was analysed through the strategies and techniques of interpretive ethnography in educational research. The sources for generating the data were: participant observation, interviews and document/curriculum analysis. After critical analysis of the data, it became apparent that wisdom in this school is understood to be more than knowledge and experience. Wisdom is an educational process involving: · An innate capacity within each individual to become wise. · The stimulus of this innate wisdom capacity through exploring fields of both spiritual and material knowledge. · An acquired understanding of these spiritual and material worlds that increases the potential for good in individual and collective lives. · Making informed and beneficial moral and life decisions based on this acquired understanding, which becomes an integral part of the persons life experience. · Reflection on decisions made and actions taken, which enables the individual to gain a new level of understanding for seeking knowledge and making better decisions. Also, it became apparent that the acquisition of wisdom is more than seeking knowledge from the elders, God and the environment. There was a strong consensus amongst the informants that education is a vital instrument to stimulate the development of the innate wisdom in their students. This was evident by the way the school emphasised the implementation of the 19 Moral Capabilities (Appendix Three) and promoted spiritual awareness, employed the technique of consultation, implemented the concept of mentorship, upheld the principle of Unity in Diversity, and used performing arts through dance and theatre workshops to enhance social, moral and spiritual understandings. The model of wisdom education investigated in the research undertaken in this thesis offers a valuable model for exploring wisdom education in a wide range of contemporary schools in Australia.

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Olafson, Joan Elaine. « Re-thinking education and schooling in the 1990s ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24608.pdf.

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McCalman, Lionel Albert. « African Caribbean schooling and the British education system ». Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:6675.

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Hodgkin, Kieran. « Schooling, Physical Education and the primary-secondary transition ». Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/6525.

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Preliminary evidence indicates that although there have been attempts to ensure continuity across the primary-secondary transition (Tobell, 2003), discontinuities remain and that there is a „hiatus in progression‟ (Galton et al., 2000). For pupils the transition to secondary school is a time of change leaving their small familiar primary school and entering a large unfamiliar secondary school. This thesis presents pupils‟ expectations and experiences of the primary-secondary transition, across the curriculum and specifically with regards to Physical Education (PE). The primary-secondary transition with regards to PE is marked by significant changes in resource provision, and a mode of delivery from (mainly) non-specialist teachers to subject specialists (Capel and Piotrowski, 2000). As an exploratory case study, an ethnographic approach was adopted with „pupil-voice‟ a distinctive and central feature. Two phases of fieldwork were conducted. The first phase examined Year 6 (aged 10-11) pupils‟ expectations of the primary-secondary transition at Urban Primary and tracked these pupils into City Comprehensive to explore their experiences (June-October 2011). The second phase of fieldwork examined the particularities of the transition concerned with PE. Once more, expectations of Year 6 pupils at Urban Primary were explored and tracked into City Comprehensive (June-October, 2012). Thematic inductive analysis was conducted and there were four super-ordinate findings which relate to: pupils‟ perceptions of the process of transition across the curriculum and with regards to PE; the notion of „being good enough‟; social implications of transition; concept of „growing up‟; teachers and teaching. Findings suggest that these factors contribute to a discontinuous experience for pupils during transition. Future research directions point towards a focus on academia across transition and a consideration of the development in physical competence within primary school settings. Throughout this thesis reflexivity and reflection were used to provide an insight into the research journey as part of the doctoral apprenticeship.

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Olsen, Nolen Ben. « Understanding Parental Motivation To Home School : A Qualitative Case Study ». The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-09102008-155429/.

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Comparatively little educational research has focused on home schooling. Since most students are educated in public schools, parents' choice of other educational alternatives is often perceived as a deviation from the societal norm. Friends and neighbors of parents who home school rarely understand their motivation for doing so. This study addresses the following question: why do parents remove their children from traditional, public school programs to initiate home schooling, and how well do public school personnel understand this motivation? Using qualitative case study methodology, the researcher confined the study to a specific concentrated population of home schooling families. Phenomenological data analysis procedures were used to refine the volume of data and to construct a narrative containing the essence of parents' lived experience concerning the decision to home school their children. A total of 31 parents from 20 home schooling families participated in semi-structured face-to-face interviews with the researcher. Six public school administrators and 12 teachers from schools directly impacted by home schooling were also interviewed. Parents explained their motives for initiating home school programs and elaborated by telling their stories. Educators described their experiences with children being removed from their schools and with home school children returning to the classroom. They shared their experiences and perceptions of the value of home school and issues relating to student learning. Educators were included in order to determine how well they understand parents' reasons for choosing to home school a child. Data analysis revealed eight primary factors that initially motivated parents in this study to choose home schooling for their children: (1) negative effects of peer socialization; (2) religion; (3) a child's special learning needs and disabilities; (4) negative personal experiences of a parent as a student in school; (5) lack of administrative support; (6) an incident at school involving the child; (7) unique environmental needs of the family; and (8) recruitment. Data analysis also revealed that educators' understanding of these motivations was limited. Although educators' views of home schooling were primarily negative, they are clearly keenly interested in and concerned about the learning of all children, in and out of school.

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O'Neil, Morgan. « “ALL EDUCATION BUT NO SCHOOLING” : EDUCATION REFORM IN CHARLOTTE PERKINS GILMAN’S HERLAND ». OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1888.

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When critics consider utopian literature, they often claim that the utopian imagination is limited in its ability to provide practical instruction for societal reform. In Archaeologies of the Future, Fredric Jameson extends this critique by arguing that the utopian imagination only exists “to demonstrate and to dramatize our incapacity to imagine the future” (288-289). By returning to an early twentieth century utopian novel, Charlotte Perkins Gilman’s Herland (1915), we can put pressure on Jameson’s ideas about the ultimate function of the utopian imagination. By analyzing the education system in Herland, we are able to see how Gilman integrated the contemporary educational philosophy of John Dewey and methods of Maria Montessori to provide an intellectual and institutional foundation for her utopian education system. Therefore, Gilman provides a set of ‘instructions’ to suggest how we might reform current methods of education to fit within her utopian vision. Gilman’s Herland allows us to see how a highly imaginative utopian text can promote social change to build a ‘better’ future.

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Menon, Nimi. « Schooling the imagination : an experiment in arts-based education ». Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79797.

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This classroom-based interpretive inquiry investigates how the teaching strategies used in a grade-three classroom in a small, private, arts-based primary school implement the arts mission of the school. Further, it explores the relationship between art subjects [music, visual arts, theater, and dance] taught in art ateliers and academic subjects taught in the classroom. The art teachers' practices and the classroom teacher's practices are conceptualized within a Vygotskian socio-cultural framework. Further theoretical background is provided by the literature from art-based curriculum studies, developmental psychology, philosophy of education, and theories of qualitative research. This inquiry challenges the traditional view of arts reflected in most North American classroom practices. The chief research participants were the classroom teacher, the arts teachers, the school's founder, and the school's Principal. The children in the school also participated in focus groups. Data collected and analyzed include 40 hours of classroom-based observations in one class over a three-month period, 12 hours of interviews with the research participants over 16 months, and documents such as course handouts and small brochures describing the school's mission. Findings indicate that the arts instructors and classroom teacher collaborate closely to develop the yearly "theme unificateur" or unifying theme. Attitudes and strategies revealed in the study fit the constructivist model of classroom instruction. Despite growing pains experienced by the school's current expansion, findings suggest that the arts instructors and the classroom instructor are not only filling the academic mission of the school, but are also (a) creating strong relationships with their students, (b) promoting self-esteem and emotional intelligence, and (c) creating artistic and cultural literacy.

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Kirke, A. « Education in interwar rural England : community, schooling and voluntarism ». Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1545142/.

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Rural education was heavily contested in the interwar years, rooted in diverging ideas about the countryside and rural community. Adopting a broad definition of education, this thesis examines educational initiatives within voluntary organisations, rural schools and progressive schools established in the countryside. Through an examination of these diverse forms of educational activity, this research redresses the marginalisation of the rural in the history of education and enhances historical understanding of the countryside as an educative space. Drawing on archival and documentary sources which have not been used before, it argues that conceptions of ‘rurality’ and ‘rural community’ shaped the structure and content of education in the countryside during the interwar years. It contends that a critical understanding of ‘rural education’ is needed within the history of education, one that acknowledges the changing representational and physical significance of the countryside. This has importance for a fuller understanding of dominant themes in the field, including progressivism, the expansion of the national education system following the First World War and informal education. This research also contributes to rural history by exposing the different ways in which the rural community was conceptualised among various individuals and groups, in relation to changing ideas about voluntarism, citizenship and gender.

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Daniel, Duane E. « A descriptive study of the effects of home schooling as perceived by Christian school administrators, teachers and home school parents ». Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Livres sur le sujet "Education/Schooling"

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Wright, Giles R. Schooling and education. Trenton : New Jersey Historical Commission, Dept. of State, 1987.

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Koerrenz, Ralf, Annika Blichmann et Sebastian Engelmann. Alternative Schooling and New Education. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-67864-1.

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McGregor, Glenda, Martin Mills, Kitty Te Riele, Aspa Baroutsis et Debra Hayes. Re-imagining Schooling for Education. London : Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-59551-5.

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Fowler, Stuart. Christian schooling : Education for freedom. Sous la direction de Van Brummelen Harro W et Van Dyk John. Potchefstroom : Potchefstroom University for Christian Higher Education, 1990.

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Gutek, Gerald Lee. Education and schooling in America. 2^e éd. Englewood Cliffs, N.J : Prentice-Hall, 1988.

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Gutek, Gerald Lee. Education and schooling in America. 3^e éd. Boston : Allyn and Bacon, 1992.

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Non-formal education : Flexible schooling or participatory education ? Hong Kong : Comparative Education Research Centre, the University of Hong Kong, 2004.

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Alan, Rogers. Non-formal education : Flexible schooling or participatory education ? Hong Kong : Comparative Education Research Centre, the University of Hong Kong, 2004.

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Alan, Rogers. Non-formal education : Flexible schooling or participatory education ? New York : Springer, 2005.

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Rogers, Alan. Non-formal education : Flexible schooling or participatory education ? Hong Kong : Comparative Education Research Centre, University of Hong Kong, 2004.

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Chapitres de livres sur le sujet "Education/Schooling"

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Hargreaves, David H. « Education, not schooling ». Dans Beyond Schooling, 192–219. Abingdon, Oxon ; New York, NY : Routledge, 2019. : Routledge, 2019. http://dx.doi.org/10.4324/9780429198229-11.

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Duff, SE. « Schooling and Education ». Dans Children and Youth in African History, 101–30. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11097-9_5.

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McGregor, Glenda, Martin Mills, Kitty Te Riele, Aspa Baroutsis et Debra Hayes. « Schooling Against Education ». Dans Re-imagining Schooling for Education, 39–69. London : Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-59551-5_3.

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Samuel, Michael Anthony, et Hyleen Mariaye. « Schooling Education in Mauritius ». Dans Handbook of Education Systems in South Asia, 1–31. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3309-5_54-1.

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Schiefelbein, Ernesto, et Noel F. McGinn. « Introduction : Schooling and Education ». Dans Learning to Educate, 1–24. Rotterdam : SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-947-8_1.

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Patel, Kiran Klaus. « Education, Schooling, and Camps ». Dans A Companion to Nazi Germany, 181–97. Chichester, UK : John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781118936894.ch11.

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Samuel, Michael Anthony, et Hyleen Mariaye. « Schooling Education in Mauritius ». Dans Handbook of Education Systems in South Asia, 575–605. Singapore : Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-0032-9_54.

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Hargreaves, David H. « State schooling versus community education ». Dans Beyond Schooling, 103–23. Abingdon, Oxon ; New York, NY : Routledge, 2019. : Routledge, 2019. http://dx.doi.org/10.4324/9780429198229-7.

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Finlay, Graham. « Mill on Education and Schooling ». Dans A Companion to Mill, 504–17. Hoboken, NJ, USA : John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118736739.ch33.

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Harris, Bernard. « Education and schooling, 1800–1914 ». Dans The Origins of the British Welfare State, 136–49. London : Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-07980-0_10.

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Actes de conférences sur le sujet "Education/Schooling"

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Smith, P., P. W. C. Prasad et Ashutosh Kumar Singh. « Cyber schooling : A revolution for the education system ». Dans 2014 2nd International Conference on Emerging Technology Trends in Electronics, Communication and Networking (ET2ECN). IEEE, 2014. http://dx.doi.org/10.1109/et2ecn.2014.7044992.

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Su, Ruihan. « Marketization and Education of Schooling in Urban China ». Dans 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France : Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.55.

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Cortoni, Ida. « DIGITAL MEDIA AND INCLUSIVE EDUCATION IN HOME-SCHOOLING ». Dans International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end019.

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"The paper focuses on one of the aspects most investigated and monitored in recent years by the Desi index (Digital Economy and Society Index) on the digitization process in Europe, human capital, with an in-depth focus on primary school teachers. The emergent state of Covid 19 has had a strong impact in the field of education, so much so that the uses of digital technology and its applications are now an essential topic in public and political debate. The implementation of digital devices for education, during the lockdown, has necessarily led to a reflection on the methodological paths that can be applied and tested in the educational context. There are many uncertainties linked to the validity of new digital didactic approaches and to the communicative and transmissive effectiveness of the contents where the digital skills of teachers and families and the lack of adequate equipment risk compromising the objective of effective and inclusive education. How can educational quality and inclusion be guaranteed through digital communication, beyond socio-cultural inequalities? How can school digital capital guarantee new educational planning in the classroom? These are the main questions of the paper, which will focus on illustrating the communicative strategies of visual storytelling and graphicacy as tools for democratising digital communication, for sociocultural inclusion and for reducing sociocultural inequalities, by illustrating the structural framework and the main actions/strategy of the European Erasmus Plus project CAVE (Communication and Visual Education in homeschooling)."

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Setiadi, Riswanda, et Ilfiandra. « Peace Education Pedagogy : A Strategy to Build Peaceful Schooling ». Dans Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.105.

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Alves, Natalia. « EDUCATION AND TRAINING COURSES IN PORTUGAL : ANOTHER KIND OF SCHOOLING ? » Dans SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.034.

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Svasta, Paul, Zsolt Illyefalvi-Vitez et Balazs Illes. « Learning factories for open schooling and collaboration on science education ». Dans 2016 39th International Spring Seminar on Electronics Technology (ISSE). IEEE, 2016. http://dx.doi.org/10.1109/isse.2016.7563248.

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Valentina Dan, Diana. « Family’s role during online school ». Dans Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p285-294.

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The closure of schools due to the COVID-19 pandemic made it difficult for families and teachers to support children's remote schooling. From the standpoint of sustainable education, this paper analyzes parents' thoughts on their adaptation to the rapid transition to distant schooling. Parents were concerned about their children's learning and well-being, as well as the management of daily life and the use of information and communication technology. Individual requirements of families should be recognized and provided in a sustainable manner to promote children's learning in shifting settings, including online schooling.

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Govaerts, Fadoua. « Schooling Vs Home Education : Implications in Measuring Success in Home Education in the United Kingdom ». Dans 2nd International Conference on New Approaches in Education. GLOBALKS, 2020. http://dx.doi.org/10.33422/2nd.icnaeducation.2020.03.144.

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Floris, Francesco, Marina Marchisio, Carla Marello et Lorenza Operti. « Bridge the gap between high school systems with less than twelve years of schooling and European Universities ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9494.

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The phenomenon of globalization that concerns the modern era, pushed by technological evolution, has led to several changes in the field of education. Not only are education policies of the single States adapting by directing towards European models: the possibility for a student to choose a university is increasing all over the world, too. In order to facilitate students who want to enroll at a European university and who come from countries with less than 12 years of compulsory schooling, our University designed the Foundation Programme. This is an additional year that allows to earn 60 ECTS to reach the 12 years of schooling, a basic requirement for university access in Europe. The main feature of this project is that it is delivered online; this allows to reduce the costs of enrollment and allows students to attend it directly from home in their country. The design, structure and methodologies of the project are described and discussed in this article.

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Min, Sungeun. « Transboundary Learning Culture of Korean Students Under Public Schooling and Shadow Education ». Dans 2019 AERA Annual Meeting. Washington DC : AERA, 2019. http://dx.doi.org/10.3102/1433468.

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Rapports d'organisations sur le sujet "Education/Schooling"

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Stephens, Melvin, et Dou-Yan Yang. Compulsory Education and the Benefits of Schooling. Cambridge, MA : National Bureau of Economic Research, août 2013. http://dx.doi.org/10.3386/w19369.

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DeCicca, Philip, et Harry Krashinsky. Does Education Reduce Teen Fertility ? Evidence from Compulsory Schooling Laws. Cambridge, MA : National Bureau of Economic Research, septembre 2015. http://dx.doi.org/10.3386/w21594.

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Kaffenberger, Michelle, et Lant Pritchett. Women’s Education May Be Even Better Than We Thought : Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), septembre 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.

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Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.

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Hungerman, Daniel. The Effect of Education on Religion : Evidence from Compulsory Schooling Laws. Cambridge, MA : National Bureau of Economic Research, avril 2011. http://dx.doi.org/10.3386/w16973.

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Mocan, Naci, et Luiza Pogorelova. Compulsory Schooling Laws and Formation of Beliefs : Education, Religion and Superstition. Cambridge, MA : National Bureau of Economic Research, octobre 2014. http://dx.doi.org/10.3386/w20557.

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Bazzi, Samuel, Masyhur Hilmy et Benjamin Marx. Islam and the State : Religious Education in the Age of Mass Schooling. Cambridge, MA : National Bureau of Economic Research, mai 2020. http://dx.doi.org/10.3386/w27073.

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Elacqua, Gregory, Patricia Navarro-Palau, Maria Prada et Sammara Soares. The impact of online technical education on schooling outcomes : Evidence from Brazil. Inter-American Development Bank, novembre 2021. http://dx.doi.org/10.18235/0003778.

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This paper studies the impact of online technical education offered to complement regular academic instruction in high school on student schooling outcomes. Using a regression discontinuity design with an oversubscribed large-scale online technical course in Brazil, we find that students who score above the cutoff on the online technical education admission exam are less likely to drop out of high school, while their performance on standardized tests in math and Portuguese is similar to that of students just below the admission exam cutoff. Overall, we provide evidence that complementing high school regular instruction with technical education in an online format can be an effective public policy to increase students work readiness as it reduces the dropout rate from secondary education without negatively affecting students academic proficiency.

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Kaffenberger, Michelle, et Lant Pritchett. Women’s Education May Be Even Better Than We Thought : Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), septembre 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/049.

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Acemoglu, Daron, et Joshua Angrist. How Large are the Social Returns to Education ? Evidence from Compulsory Schooling Laws. Cambridge, MA : National Bureau of Economic Research, décembre 1999. http://dx.doi.org/10.3386/w7444.

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Opalo, Ken Ochieng'. What Is the Point of Schooling ? Education Access and Policy in Tanzania since 1961. Research on Improving Systems of Education (RISE), février 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe07.

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Learning is not always the goal of schooling. As policymakers around the world tackle the ongoing global “learning crisis,” it is important to understand the logics behind the design of education systems. Using a political settlements approach, this article documents the evolution of education policy and associated outcomes in Tanzania in tandem with shifts in elite perceptions of the goals of schooling. Tanzania has experienced four phases of political settlements, each of which encapsulated a different policy posture regarding the goal of schooling. The article also shows that electoral incentives are decidedly biased in favor of increasing access to schooling, even at the expense of quality. These findings advance our understanding of the politics of education policy and the persistent failures to invest in improving learning outcomes in many countries around the world.

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