Gotowe bibliografie tematyczne / Educational Outcomes

Gotowa bibliografia na temat „Educational Outcomes”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Educational Outcomes"

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Cross, Christopher T., i Betty Balcomb. "Educational outcomes". International Journal of Educational Research 11, nr 4 (styczeń 1987): 415–24. http://dx.doi.org/10.1016/0883-0355(87)90023-1.

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Thurlow, Martha L., i James E. Ysseldyke. "Focusing on Educational Outcomes". Special Services in the Schools 8, nr 2 (9.08.1994): 167–83. http://dx.doi.org/10.1300/j008v08n02_11.

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Romano, Elisa, Lyzon Babchishin, Robyn Marquis i Sabrina Fréchette. "Childhood Maltreatment and Educational Outcomes". Trauma, Violence, & Abuse 16, nr 4 (11.06.2014): 418–37. http://dx.doi.org/10.1177/1524838014537908.

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Fitz-Gibbon, C. T. "Researching outcomes of educational interventions". BMJ 324, nr 7346 (11.05.2002): 1155a—1155. http://dx.doi.org/10.1136/bmj.324.7346.1155/a.

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Shriner, James. "Broadening Educational Outcomes Beyond Academics". Special Services in the Schools 9, nr 2 (20.04.1995): 139–54. http://dx.doi.org/10.1300/j008v09n02_12.

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Turnbull, Ann. "Parental Perspectives on Educational Outcomes". Special Services in the Schools 9, nr 2 (20.04.1995): 185–91. http://dx.doi.org/10.1300/j008v09n02_16.

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Reed, V. A., G. C. Jernstedt i J. F. OʼDonnell. "Nature, nurture, and educational outcomes". Academic Medicine 72, nr 4 (kwiecień 1997): 245–6. http://dx.doi.org/10.1097/00001888-199704000-00004.

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Gropper, Roberta G. "Educational Outcomes and Specialized Accreditation". Nurse Educator 21, nr 3 (maj 1996): 8–10. http://dx.doi.org/10.1097/00006223-199605000-00003.

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Monks, James. "Loan burdens and educational outcomes". Economics of Education Review 20, nr 6 (grudzień 2001): 545–50. http://dx.doi.org/10.1016/s0272-7757(00)00030-3.

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Oosterbeek, Hessel, i Bas van der Klaauw. "Ramadan, fasting and educational outcomes". Economics of Education Review 34 (czerwiec 2013): 219–26. http://dx.doi.org/10.1016/j.econedurev.2012.12.005.

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Rozprawy doktorskie na temat "Educational Outcomes"

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Lam, Oi-yeung. "Family dynamics and educational outcomes". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31472370.

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Lam, Oi-yeung, i 林藹陽. "Family dynamics and educational outcomes". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31472370.

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Silva, Ana Paula Melo da. "Gender, Skills and Educational Outcomes". Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/12/12138/tde-21032016-131704/.

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Why do girls and boys perform differently in school? In this paper, we examine the gender gap in educational achievement for Language and Mathematics using a novel dataset of 10,000 students in the Public School System of Sao Paulo, Brazil. The broad set of available information allows us to test the relative importance of skills and incentives to schooling on the educational outcomes of boys and girls. We summarize a unique socioemotional profile of boys and girls in Brazil and find significant gender differences in skills and incentives to schooling. Performing a decomposition exercise, we find that the gender gap in educational outcomes is significantly explained by differences in the levels of observed inputs, especially incentives to schooling. We bring new evidence on the importance of incentives to schooling in explaining the gender differences in both classroom grades in standardized test scores.
Por que meninas e meninos têm desempenhos diferentes na escola? Nesta pesquisa, vamos examinar as disparidades de gênero no desempenho escolar em Linguagem e Matemática utilizando um novo conjunto de dados de 10.000 alunos do Sistema Público de Ensino de São Paulo, Brasil. O amplo conjunto de informações disponíveis nos permite testar a importância relativa das competências socioemocionais e incentivos à educação sobre os resultados educacionais de meninos e meninas. Nós traçamos um perfil socioemocional único de meninos e meninas no Brasil e encontramos diferenças de gênero significativas nas habilidades e incentivos à educação. Realizando um exercício de decomposição, descobrimos que a diferença de gênero nos resultados educacionais é significativamente explicada pelas diferenças nos níveis de insumos observados, especialmente incentivos à educação. Ainda, encontramos novas evidências sobre a importância dos incentivos à educação para explicar as diferenças de gênero em notas de sala de aula e resultados de testes padronizados.
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Austin, Wesley A. "Adolescent alcohol use and educational outcomes". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001775.

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Shakeshaft, Nicholas Graham. "From cognitive abilities to educational outcomes". Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/from-cognitive-abilities-to-educational-outcomes(8619b86e-ce2b-492f-969f-2d8511b3ec17).html.

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This project explores the genetic and environmental underpinnings of general and specific cognitive abilities, the relationships between them, and their associations with educational outcomes. Using analyses conducted mainly within the Twins Early Development Study (TEDS), it first estimates the substantial genetic influences on outcomes at the end of compulsory education in the UK (General Certificate of Secondary Education grades; GCSEs), then examines the nature and structure of general cognitive ability (g) and two specific abilities, and finally uses these as predictors of the phenotypic (i.e., observed) and genetic components of educational achievement. The specific cognitive domains examined are spatial ability (the mental manipulation of objects) and face recognition. The former has been found to be a strong predictor of educational outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, the psychometric structure of spatial ability is highly ambiguous in the literature, reducing the clarity of its measurement and limiting its utility as a predictor; the project therefore seeks to clarify and refine it. Face recognition serves as an invaluable comparison: despite similarly being a visual perceptual ability with many of the same features as spatial ability, it appears to be highly distinct – previous research has found it to be largely unrelated to other abilities. In addition, face recognition is an important social skill; since education in practice is a highly social activity, it is also a useful predictor in its own right. By clarifying the aetiology of these general and specific abilities, and the associations between them, the project seeks to apply the concepts with greater precision to understanding individual differences in educational outcomes. The main chapters present results indicating that i) GCSE grades are substantially heritable (58%); ii) g is aetiologically uniform across its whole distribution, making it suitable as a linear predictor; iii) spatial ability is phenotypically and genetically unifactorial; iv) the dissociation of face recognition from other abilities is driven by its substantial genetic component; and v) these refined measures provide useful prediction of educational outcomes, both phenotypically and genetically: spatial ability strongly predicts STEM achievement, and face recognition (as an index of social skills) is an independent predictor of non-STEM subjects such as English.
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Johnston, Jaures Prescott. "Predicting Educational Outcomes For Students Returning From Incarceration". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/42850.

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School Psychology
Ph.D.
During the 2005-2006 school year, 967 students returned from incarceration and were assigned to RETI-WRAP (Re-Entry Transition Initiative-Welcome Return Assessment Process), a ten-day transition program operated by the School District of Philadelphia designed to review, evaluate, and make recommendations for appropriate school placement upon their return to the public school system. The current study employed a retrospective analysis of archival data from the ’05-’06 school year in order to identify those variables that predict successful transition (active in school or graduated). The data included demographic information (e.g., gender, grade, high school credits, and race), educational placement (e.g., regular or special education), severity of crime and reading and math scores as determined by standardized testing conducted by RETI-WRAP personnel. Eight variables were used to determine the prevalence, relationships, and predictive power of demographic, academic, and crime-related variables. Frequency distributions, Pearson correlations, Phi coefficients, and discriminant function analysis were conducted to examine prevalence, associations between variables, and predictions to successful re-entry. A significant Wilks’ Lamba of .945 was obtained for the sole discriminant function. Three variables emerged as significant predictors of successful re-entry: the number of credits obtained, the severity of the crime committed, and the age of the student. Younger students with more credits who committed less severe crimes were more likely to have achieved a successful transition. The amount of variance (5%) explained by the statistical model was limited by the imbalanced nature of the sample, in that few students (21.9%) experienced a successful transition. The current study highlighted the dynamics and overall profile of one of the most challenging and vulnerable populations in the public school system. By using database decision- making and providing a comprehensive framework to understand the characteristics of students who transition successfully, policy makers are in a better position to identify an optimal placement match based on empirical findings, thus decreasing the number of students who drop out of school or who remain involved with the juvenile justice system.
Temple University--Theses
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Estringel, Neida. "Planning as it relates to student outcomes /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Hartman, Stacey Lynn. "Postsecondary learning strategy instruction and student outcomes". Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280183.

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With a pronounced move toward student-centered learning and academic self-regulation, the responsibility of learning is shifting from teacher to student. As a result, students are now being asked to take more responsibility for their learning. Research has made clear that strategic behavior and the use of learning strategies enhances teaming. Effective learners are able to self-regulate in order to evaluate when and how to use the appropriate strategies as well as evaluate their success relative to their actions. Students often enter postsecondary education without the knowledge and skills to self-regulate; therefore, learning strategy instruction becomes a key instrument in students' pursuit of academic success. Quantitative examination of the students' outcomes associated with this type of instruction is limited at best. This study examines student outcomes associated with the attendance of learning strategies workshops at the postsecondary level. Findings indicated that participants reported using some, if not all, of the strategies discussed. Additionally the largest percentage of strategies reported were strategies that were supported instructionally by modeling, practice, and feedback. This study did not uncover particular student traits that would lead to students' use of strategies. Strengths and weaknesses of this study are discussed, as are directions for future research.
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Blevins, Leia D., James J. Fox, P. Green i S. Salyer. "Initial and Long Term Outcomes of School-Wide Positive Behavior Support: Outcomes, Issues, and Challenges for Schools". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/143.

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Agbley, Gideon Kofi. "Social mobility and education in Ghana : interactions between capabilities and educational outcomes". Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609844.

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Książki na temat "Educational Outcomes"

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Margery, Garbin, red. Assessing educational outcomes. New York: National League for Nursing Press, 1991.

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Ysseldyke, James E. Educational outcomes and indicators. Minneapolis: National Center on Educational Outcomes, College of Education, University of Minnesota, 1994.

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Rosén, Monica, Kajsa Yang Hansen i Ulrika Wolff, red. Cognitive Abilities and Educational Outcomes. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43473-5.

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Broer, Markus, Yifan Bai i Frank Fonseca. Socioeconomic Inequality and Educational Outcomes. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11991-1.

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Measuring and evaluating educational outcomes. New York: Merrill, 1992.

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K, Verma Gajendra, Pumfrey Peter D, British Psychological Society. Division of Educational and Child Psychology. Committee., University of Bradford. International Centre for Intercultural Studies. i University of Manchester. Centre for Educational Guidance and Special Needs., red. Educational attainments: Issues and outcomes in multicultural education. London: Falmer Press, 1988.

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E, Ysseldyke James, i Thurlow Martha L, red. Educational outcomes for students with disabilities. New York: Haworth Press, 1994.

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Outcomes, Alberta Review Committee on. Review Committee on Outcomes: Survey results. Edmonton, AB: Alberta Education, 2006.

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Education, Middle States Association of Colleges and Schools Commission on Higher. Framework for outcomes assessment. Wyd. 2. Philadelphia, Pa: CHE/MSA, 1996.

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W, Banta Trudy, red. Hallmarks of effective outcomes assessment. San Franciso, CA: Jossey-Bass, 2004.

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Części książek na temat "Educational Outcomes"

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Harber, Clive. "Educational Outcomes". W Schooling in Sub-Saharan Africa, 229–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57382-3_11.

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Baldi, Gregory. "Explaining Educational Outcomes". W Ideas, Institutions, and the Politics of Schools in Postwar Britain and Germany, 45–88. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98156-3_3.

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Bertling, Jonas P., Tamara Marksteiner i Patrick C. Kyllonen. "General Noncognitive Outcomes". W Methodology of Educational Measurement and Assessment, 255–81. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45357-6_10.

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Steiner-Khamsi, Gita, i Ines Stolpe. "Outcomes-Based Education: Banking on Policy Import". W Educational Import, 131–45. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982971_7.

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Davies, Randall. "Assessing Learning Outcomes". W Handbook of Research in Educational Communications and Technology, 521–46. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36119-8_25.

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Phillips, Tommy M. "Religion, Adolescent Wellbeing, and Educational Outcomes". W The Wiley Handbook of Christianity and Education, 631–48. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119098416.ch26.

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Concina, Eleonora. "Educational Outcomes Assessment and Validity Testing". W Encyclopedia of the UN Sustainable Development Goals, 284–94. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-95870-5_94.

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Marjoribanks, Kevin. "Family Educational Capital and Students’ Outcomes". W Family and School Capital: Towards a Context Theory of Students’ School Outcomes, 52–76. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-015-9980-1_3.

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Concina, Eleonora. "Educational Outcomes Assessment and Validity Testing". W Encyclopedia of the UN Sustainable Development Goals, 1–10. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69902-8_94-1.

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Vanblaere, Bénédicte, i Geert Devos. "Learning in Collaboration: Exploring Processes and Outcomes". W Accountability and Educational Improvement, 197–218. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_10.

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AbstractMoving towards school improvement requires coming to understand what it means for a teacher to engage in ongoing learning and how a professional community can contribute to that end. This mixed methods study first classifies 48 primary schools into clusters, based on the strength of three professional learning community (PLC) characteristics. This results in four meaningful categories of PLCs at different developmental stages. During a one-year project, teacher logs about a school-specific innovation were then collected in four primary schools belonging to two extreme clusters. This analysis focuses on contrasting the collaboration and resulting learning outcomes of experienced teachers in these high and low PLC schools. The groups clearly differed in the type, contents, and profoundness of their collaboration throughout the school year. While the contents of teachers’ learning outcomes show both differences and similarities between high and low PLC schools, outcomes were more diverse in high PLC schools, nurturing optimism about the learning potential in PLCs. The study has implications for systematically supporting teacher learning through PLCs.
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Streszczenia konferencji na temat "Educational Outcomes"

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Lieberman, David, Michael Dubson, Ed Johnsen, Jack Olsen i Noah D. Finkelstein. "Physics I MOOC - Educational Outcomes". W 2014 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2014.pr.036.

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White, Phillip R. "Turning ABET Accreditation Review Into a Continuous Improvement Process". W ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13591.

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For many engineering programs, the assessment required for ABET accreditation results in little actual improvement in the educational program and is viewed by many faculty simply as a hurdle to be overcome to maintain accreditation. Particularly tedious is the assessment of the achievement of the ABET (a-k) program educational outcomes. One innovative approach to minimize the work involved in assessing the achievement of the (a-k) program educational outcomes is based on the establishment of course outcomes for each required course along with a mapping of the course outcomes to the (a-k) program educational outcomes. Course outcomes are the required topics that are to be covered in each required course and are the topics whose achievement are normally assessed through tests, homework, quizzes, reports and presentations. Collecting data on achievement of course outcomes places little additional burden on instructors because the data is readily available in grade records normally created for each course. The mapping of course outcomes to (a-k) program educational outcomes indicates which of the (a-k) outcomes each course outcome addresses. Therefore using the course outcome achievement data provided by each instructor from their grade records and the mapping of course outcomes to (a-k) program educational outcomes, the achievement of the (a-k) program educational outcomes by the entire curriculum can be relatively easily assessed. The process of establishing and assessing course outcomes not only addresses the assessment of achievement of the (a-k) program educational outcomes but it can also easily lead to continuous improvement of the curriculum. Continuous improvement can result when assessment is done periodically and the results are discussed by faculty groups responsible for each course. The establishment of course outcomes and their achievement assessment can lead to serious dialog about what is being taught in each course and the continuity between courses. Instruction and testing are more focused and improved because faculty know they must provide assessment data for each outcome. And finally the strengths and weaknesses in the curriculum as a whole are determined when the mapping is used to assess the overall achievement of the (a-k) program educational outcomes.
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Dagbaeva, Soelma B. "Personal Educational Outcomes And Their Evaluation". W EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.30.

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Mbanefo, Maryrose. "Promoting Educational Resilience through Effective Strategic Planning of Students Learning Outcomes by Educational Institutions". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4627.

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The paper examined the ways of promoting educational resilience through strategic planning of students learning outcomes by educational institutions management. Specifically, it investigated the extent management strategic planning operations can improve students learning outcomes, and promote educational resilience. Descriptive survey research design was used for the study, and it was carried out in National Open University of Nigeria with a population of 600 facilitators/ lectures in eight faculties. A sample of 60 lectures was purposefully selected from five faculties. A 16- items questionnaire and secondary data were used for data collection. The questionnaire was validated and trial tested to determine the reliability coefficient, which was 0.80. Mean and standard deviation were used to answer the two research questions. The findings revealed that management strategic planning operations can improve students learning outcomes to a high extent, such as: the institutions’ mission, vision, aspirations and objectives, core values, strengths, weaknesses, opportunities, and threats; strategies and operational tactics; evaluation and funding streams. It was also revealed that effective strategic planning of students learning outcomes can promote educational resilience to a very high extent, such as: creating an inclusive process (collaboration); having expectation for shared responsibility, taking ownership in managing, storing and securing data, consistency in motivating and building staff capacities, and commitment to making changes in organization for better options. The study gave the importance of Strategic planning in education amidst the past Covid-19 experiences; and the limitations of strategic planning in building educational resilience, these ranges from cultural, structural, managerial values, environmental, human resource capacity, management style, to inadequate strategy formulation and implementation of plans.
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Pribesh, Shana. "Residential Mobility and Educational Outcomes: Testing Competing Theories". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441504.

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Casey, John, Nilufar Baghaei i Kalpana Nand. "Improving learning outcomes by designing engaging educational tools". W 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044042.

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Yu, Chen-Hsiang, Jungpin Wu i Aa-Chi Liu. "PREDICTING LEARNING OUTCOMES WITH MOOCS CLICKSTREAMS". W 2nd Eurasian Conference on Educational Innovation 2019. International Institute of Knowledge Innovation and Invention Private Limited, 2019. http://dx.doi.org/10.35745/ecei2019v2.079.

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Wilson, Jodie. "Advancing Possibilities for Educational Improvement: Arts-Centered Educational Language in Outcomes-Centered Times". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1588017.

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Koval, Tatiana V. "Interdisciplinary Outcomes As A New Component Of Educational Standards". W International Conference "Education Environment for the Information Age". Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.45.

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Praks, J., A. Kestila, T. Tikka, H. Leppinen, O. Khurshid i M. Hallikainen. "AALTO-1 earth observation cubesat mission — Educational outcomes". W IGARSS 2015 - 2015 IEEE International Geoscience and Remote Sensing Symposium. IEEE, 2015. http://dx.doi.org/10.1109/igarss.2015.7326023.

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Raporty organizacyjne na temat "Educational Outcomes"

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Jacob, Brian, i Jens Ludwig. Improving Educational Outcomes for Poor Children. Cambridge, MA: National Bureau of Economic Research, grudzień 2008. http://dx.doi.org/10.3386/w14550.

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Ginther, Donna, i Robert Pollak. Does Family Structure Affect Children's Educational Outcomes? Cambridge, MA: National Bureau of Economic Research, kwiecień 2003. http://dx.doi.org/10.3386/w9628.

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Ginther, Donna, Astrid Grasdal i Robert Pollak. Fathers' Multiple-Partner Fertility and Children’s Educational Outcomes. Cambridge, MA: National Bureau of Economic Research, wrzesień 2019. http://dx.doi.org/10.3386/w26242.

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Lloyd, Cynthia, i Paul Hewett. Educational inequalities in the midst of persistent poverty: Diversity across Africa in educational outcomes. Population Council, 2009. http://dx.doi.org/10.31899/pgy3.1028.

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Hanushek, Eric, i Ludger Woessmann. How Much Do Educational Outcomes Matter in OECD Countries? Cambridge, MA: National Bureau of Economic Research, listopad 2010. http://dx.doi.org/10.3386/w16515.

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Been, Vicki, Ingrid Ellen, David Figlio, Ashlyn Nelson, Stephen Ross, Amy Ellen Schwartz i Leanna Stiefel. The Effects of Negative Equity on Children’s Educational Outcomes. Cambridge, MA: National Bureau of Economic Research, luty 2021. http://dx.doi.org/10.3386/w28428.

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Ogwuike, Clinton Obinna, i Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), listopad 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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Rozo, Sandra, i Juan F. Vargas. The Effect of Venezuelan Migration on Educational Outcomes in Colombia. Inter-American Development Bank, sierpień 2020. http://dx.doi.org/10.18235/0002725.

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Autor, David, David Figlio, Krzysztof Karbownik, Jeffrey Roth i Melanie Wasserman. Family Disadvantage and the Gender Gap in Behavioral and Educational Outcomes. Cambridge, MA: National Bureau of Economic Research, maj 2016. http://dx.doi.org/10.3386/w22267.

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Barón-Rivera, Juan David, i Deborah Cobb-Clark. Are young people's educational outcomes linked to their sense of control? Bogotá, Colombia: Banco de la República, maj 2010. http://dx.doi.org/10.32468/be.599.

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