|
on Education |
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Issue of 2018‒04‒09
twenty-six papers chosen by João Carlos Correia Leitão Universidade da Beira Interior |
| By: | Zsuzsa Blasko (European Commission - JRC); Patricia Dinis Mota Da Costa (European Commission - JRC); Esperanza Vera-Toscano (European Commission - JRC) |
| Abstract: | In the current context of rising populism, racism, intolerance and scepticism among European Union (EU) citizens, coupled with a decreasing level of electoral participation rates in several Member States, the European Commission has the clear mandate to reinforce EU citizens’ commitment to Europe’s common democratic values. Educational institutions are essential agents in promoting a learning environment that can support a Europe that is fair, inclusive and more democratic. To serve this goal, schools are expected to contribute to civic and citizenship knowledge creation as well as to the shaping of students’ beliefs and attitudes. Both from a research and a policy perspective, it is important to improve our understanding of current civic and citizenship attitudes in the EU, as well as of the educational processes shaping them. In 2016, 14 EU Member States participated in the International Association for the Evaluation of Educational Achievement (IEA) International Civic and Citizenship Education Study (ICCS), including Belgium (Flemish region), Bulgaria, Croatia, Denmark, Estonia, Finland, Germany (North Rhine-Westphalia region), Italy, Latvia, Lithuania, Malta, the Netherlands, Slovenia and Sweden. The study offers substantial new data on the civic knowledge as well as the civic attitudes and behavioural intentions of the 14-year-old student population in these countries and regions. Besides assessing these civic and citizenship education (CCE) outcomes in great detail, ICCS also offers data on students’ background characteristics and the school and community context where the learning process takes place. The present policy brief is based on a detailed analysis of the ICCS 2016 data from the EU Member States, focusing on adolescents’ civic attitudes and behavioural intentions (non-cognitive outcomes), and their drivers, with a particular emphasis on the broader role of education. |
| Keywords: | Civic and citizenship education; Democracy; Education; Behavioural intentions |
| Date: | 2018–03 |
| URL: | http://d.repec.org/n?u=RePEc:ipt:iptwpa:jrc109480&r=edu |
| By: | Janke, Katharina (Lancaster University); Johnston, David W. (Monash University); Propper, Carol (Imperial College London); Shields, Michael A. (Monash University) |
| Abstract: | Studies using education policy reforms to isolate causal effects of education on health produce mixed evidence. We analyse an unusually large sample and study chronic health conditions. For identification, we use two major education reforms, one that raised the minimum school leaving age and one that affected the broader educational attainment distribution. This method generated precise estimates of the impact of education on a comprehensive range of health conditions. Our results indicate that extra education, at the lowest end or higher up the attainment distribution, has little impact on the prevalence of chronic illness. The one interesting exception is diabetes. |
| Keywords: | education reform, health conditions, causality |
| JEL: | I14 I24 |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11353&r=edu |
| By: | Heckley, Gawain (Department of Clinical Sciences, Lund University, Sweden); Fischer , Martin (University of Duisburg-Essen, Essen, Germany); Gerdtham, Ulf-G. (Department of Economics, Lund University); Karlsson , Martin (University of Duisburg-Essen, Essen, Germany); Kjellsson, Gustav (Department of Economics, University of Gothenburg, Sweden); Nilsson, Therese (Department of Economics, Lund University) |
| Abstract: | There is a well-documented large positive correlation between education and health and yet it remains unclear as to whether this is a causal relationship. Potential reasons for this lack of clarity include estimation using different methods, analysis of different populations and school reforms that are different in design. In this paper we assess whether the type of school reform, the instrument and therefore subgroup identified and the modelling strategy impact the estimated health returns to education. To this end we use both Regression Discontinuity and Difference in Differences applied to two Swedish school reforms that are different in design but were implemented across overlapping cohorts born between 1938 and 1954 and follow them up until 2013. We find small and insignificant impacts on overall mortality and its common causes and the results are robust to regression method, identification strategy and type of school reform. Extending the analysis to hospitalisations or self-reported health and health behaviours, we find no clear evidence of health improvements due to increased education. Based on the results we find no support for a positive causal effect of education on health. |
| Keywords: | Health returns to education; demand for medical care |
| JEL: | I12 I18 |
| Date: | 2018–03–29 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:lunewp:2018_008&r=edu |
| By: | Coelli, Michael (University of Melbourne); Foster, Gigi (University of New South Wales); Leigh, Andrew (Australian National University) |
| Abstract: | We explore responses of Australian school principals to the introduction of test score reporting via the My School website in 2010. Our analysis is motivated by the implicit assumption that heightened public scrutiny should motivate principals to align schools' policies and practices with what is believed to generate better test results. We use responses from both public and private schools to a custom-built questionnaire administered to principals before (2009) and after (2012) the My School website launch. We find scarce evidence of meaningful adjustments over time, but we do find evidence of significantly different policies and practices across school groups. |
| Keywords: | school accountability, standardized test scores, educational performance, school competition |
| JEL: | D83 I21 I28 |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11350&r=edu |
| By: | Elisabetta Aurino (Imperial College London, UK); Jasmine Fledderjohann (Lancaster University, UK); Sukumar Vellakkal (BITS Pilano, India) |
| Abstract: | We investigated inequalities in learning achievements at 12 years by household food insecurity trajectories at ages 5, 8 and 12 years in a longitudinal sample of 1,911 Indian children. Estimates included extensive child and household controls, and lagged cognitive scores to address unobserved individual heterogeneity in ability and early investments. Overall, household food insecurity at any age predicted lower vocabulary, reading, maths and English scores in early adolescence. Adolescents from households that transitioned out from food insecurity at age 5 to later food security, and adolescents from chronically food insecure households had the lowest scores across all outcomes. There was heterogeneity in the relationship between temporal occurrence of food insecurity and cognitive skills, based on developmental and curriculum-specific timing of skill formation. Results were robust to additional explanations of the “household food insecurity gap”, i.e. education and health investments, parental and child education aspirations, and child psychosocial skills. |
| Keywords: | Cognitive skills, Learning, Adolescent, Food insecurity, India, Education inequality, Human capital, Longitudinal, Education, Lifecourse |
| JEL: | I24 I29 I39 H52 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:ven:wpaper:2018:09&r=edu |
| By: | Virgi Sari |
| Abstract: | We examine the evolution of educational assistance in Indonesia, following two decades of government decentralization, and its effect on education quality. Using Indonesia Family Life Survey data, we exploit as exogenous rule the variation in the implementation of government decentralization to compute difference-in-difference estimators. Indicative evidence suggests decentralization has facilitated collusion between village authorities and marginalized private schools, with substantial increases in educational assistance and financial resources, especially to religious schools. Despite dominant rent-seeking behaviour and self-interest motives, increased public resource allocation to private schools impacted positively on student achievement. Our results also emphasize the role of social norms in undermining efficient public goods allocation after decentralization. |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:unu:wpaper:wp2018-37&r=edu |
| By: | Farah Khattab (School of Business, Lebanese International University, P.O. Box: 146404, Beirut-Lebanon) |
| Abstract: | Objective –The objective of this study is to identify and implement the most suitable and prominent dimensions for service quality, which is key for the development of a successful model. Within a competitive academic environment, Lebanese higher education institutions are forced to develop their own dimensions of service quality and offer higher quality services than their competitors. Therefore, identifying the key dimensions of service quality in the Lebanese higher education sector is a priority for universities, to improve their overall services and maintain high levels of retention. The foremost condition to success is a well-developed service quality assessment process to evaluate university services. This paper aims to investigate the most effective service quality assessment tool for Lebanese universities, in addition to the corresponding dimensions of service quality and their impact on the satisfaction of the students. Methodology/Technique – This study undertakes a comprehensive review of recent studies dealing with different aspects of service quality models and the corresponding service quality dimensions are presented and discussed. Considering the proved and established qualities and capabilities of the SERVQUAL model and the urgent need for service quality assessment for private higher education institutions in Lebanon, a modified SERVQUAL model with seven dimensions is proposed and highlighted as a potential model for assessing service quality in the Lebanese higher education sector. Findings – Based on the comprehensive literature review carried out, it was noted that the SERVQUAL instrument is the most prominent model used in recent investigations to assess service quality in the higher education sector. Novelty – Choosing the proper and the most influential service quality model is one of the crucial challenges faced in higher education |
| Keywords: | Service Quality; Quality Dimensions; Service Model; Customer Satisfaction; Lebanese Higher Education. |
| JEL: | I20 I23 I29 |
| Date: | 2018–02–09 |
| URL: | http://d.repec.org/n?u=RePEc:gtr:gatrjs:jmmr177&r=edu |
| By: | Rossella Iraci Capuccinello; Giuseppe Migali |
| Keywords: | High school dropout, Extracurricular Activities, Student Engagement, Propensity score matching |
| JEL: | I20 I21 I28 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:lan:wpaper:232397381&r=edu |
| By: | Wilkinson, David (University College London); Bryson, Alex (University College London); Stokes, Lucy (National Institute of Economic and Social Research (NIESR)) |
| Abstract: | We explore the variation in pupil attainment at the end of secondary schooling in England. The paper links data on all schools and all pupils within these schools to analyse the role of the school in accounting for this variation. We analyse a number of different indicators of pupil attainment including value added between the end of primary and secondary schooling and attainment levels at the end of secondary schooling. We examine indicators that were the focus of the school accounting framework as well as others indicators that were not directly part of how schools were assessed. We show that schools account for a minority of the variance in pupil attainment, and the extent of the variation accounted for by the school is sensitive to the measure of pupil attainment used. In addition, we find that the majority of the explained school level variance in attainment is related to school composition. However, most of the variance in pupil attainment remains unexplained, raising questions about what other factors contribute to the variation in school performance. |
| Keywords: | schools, school performance, pupil attainment |
| JEL: | I21 |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11372&r=edu |
| By: | Ketel, Nadine (University of Gothenburg); Leuven, Edwin (University of Oslo); Oosterbeek, Hessel (University of Amsterdam); van der Klaauw, Bas (Vrije Universiteit Amsterdam) |
| Abstract: | We exploit admission lotteries to estimate the payoffs to the dentistry study in the Netherlands. Using data from up to 22 years after the lottery, we find that in most years after graduation dentists earn around 50,000 Euros more than they would earn in their next-best profession. The payoff is larger for men than for women but does not vary with high school GPA. The large payoffs cannot be attributed to longer working hours, larger human capital investments or sacrifices in family outcomes. The natural explanation is that Dutch dentists extract a monopoly rent, which we attribute to the limited supply of dentists in the Netherlands. We discuss policies to curtail this rent. |
| Keywords: | dentists, returns to education, monopoly rents, random assignment |
| JEL: | J44 I18 I23 C36 |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11351&r=edu |
| By: | Tomori, Françeska |
| Abstract: | In a mixed duopoly environment, I study under which conditions the introduction of a voucher system for private schools can increase competition and as a result, social welfare. My model considers a market in which schools compete in qualities to attract students. Speci cally, I consider two settings: one with two private pro t-maximizing schools and one with a mixed duopoly, in which one of the schools maximizes social welfare. In the two situations, the quality level offered by the schools plays a crucial role in the students' enrollment decision. I nd that in both private and mixed duopoly, the voucher reduces the tuition fee and the quality of the high quality school. It also increases own pro ts and decreases the ones of its competitor. Thus, the voucher reduces the incentives of the high-quality school to invest on its quality, and this weakens the competition in the market. In the mixed duopoly scenario, particularly for having an increasing consumer surplus and social welfare, the social planner needs to implement a low voucher. The contrary needs to be implemented in the private duopoly. Finally, the low voucher policy can be successful as a high voucher is costly. Keywords: Mixed Duopoly, Voucher Programs, Educational System, Vertical and Horizontal Differentiation. JEL classi fications: D21, H52, I2, L13. |
| Keywords: | Despeses públiques, Política educativa, 338 - Situació econòmica. Política econòmica. Gestió, control i planificació de l'economia. Producció. Serveis. Turisme. Preus, 37 - Educació. Ensenyament. Formació. Temps lliure, |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:urv:wpaper:2072/306548&r=edu |
| By: | Yuki, Kazuhiro |
| Abstract: | Many developing countries are populated by multiple ethnic groups who use their own language in daily life and in local business, but have to use a common language in national business and in communications with other groups. In these countries, how much weights should be placed on teaching a local ethnic language and teaching a common language is a critical issue. A similar conflict arises in low-income countries in general between teaching skills that are "practical" and directly useful in local jobs, and teaching academic skills that are important in modern sector jobs. This paper develops a model to examine these questions theoretically. It is shown that balanced education of the two languages/skills is critical for skill development of those with limited wealth for education. It is also found that the balanced education brings higher earnings net of educational expenditure, only when a country has favorable conditions (TFP is reasonably high, and education, in particular, common language education [academic education] is reasonably e¤ective) and only for those with adequate wealth. Common-language-only (academic-only) education maximizes net earnings of those with little wealth, and, when the country's conditions are not good, maximizes net earnings of all. This implies that there exists a trade-off between educational and economic outcomes for those with little wealth, and, when the conditions are not good, the trade-off exists for everyone without adequate wealth. Policy implications derived from the results too are discussed. |
| Keywords: | language policy, bilingual education, vocational education, human capital, economic development |
| JEL: | I25 I28 J24 O15 O17 |
| Date: | 2018–03–07 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:85034&r=edu |
| By: | Afifa Khanam (Lahore College for Women University, Jail Road Lahore, 54000, Lahore, Pakistan Author-2-Name: Uzma Qureshi Author-2-Workplace-Name: Lahore College for Women University, Jail Road Lahore, 54000, Lahore, Pakistan Author-3-Name: Fakhra Aziz Author-3-Workplace-Name: Lahore College for Women University, Jail Road Lahore, 54000, Lahore, Pakistan) |
| Abstract: | Objective – This research is designed to provide knowledge and skills to female teachers to increase their competence to initiate and maintain their own businesses for their economic wellbeing. The study also aims to raise awareness in teachers about the importance of entrepreneurship by utilizing their teaching skills, experiences and motivation to start their own independent teaching programs and projects. Methodology/Technique – The project?s outcomes and process were monitored, assessed and evaluated by conducting pre and post-tests throughout the intervention program. The researchers extended their contributions by conducting guidance and counselling sessions for the trained faculty members for further teaching of the modules. Findings – The results show that there are sustainable implications for female teachers? self-employment through their use of teaching programs in Punjab. Novelty – This study is an action research conducted by researchers of a women-only university in Pakistan under the sponsorship of the HEC (Higher Education Commission). The study aims to encourage entrepreneurial skills in female students of pre-service teacher education programs in Punjab by developing curriculums and arranging entrepreneurial workshops and seminars. |
| Keywords: | Teacherpreneurship; Entrepreneurship Modules; Teacher Education Programs; Women Entrepreneurs |
| JEL: | I25 L26 |
| URL: | http://d.repec.org/n?u=RePEc:gtr:gatrjs:gjbssr510&r=edu |
| By: | Carla Canelas; Miguel Niño-Zarazúa |
| Abstract: | In 2006, the Bolivian government introduced a large-scale cash transfer programme, Bono Juancito Pinto (BJP). Exploiting the exogenous variation of the programme expansion, this paper examines the impact of BJP on schooling and child labour. The analysis suggests that the transfer increases the likelihood of school enrolment but has no sizeable effect on the incidence of child labour. The results are in line with theoretical models that predict that if leisure and schooling decisions are substitutes, a school incentive will have either positive or neutral effects on child labour. Our findings support previous evidence that schooling and work decisions are not perfect substitutes among children. |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:unu:wpaper:wp2018-36&r=edu |
| By: | Juanna Joensen (University of Chicago); Gregory Veramendi (Arizona State University); John Eric Humphries (University of Chicago) |
| Abstract: | Does the college major premium reflect returns to prior abilities or college education? We decompose the college major premium into labor market returns to multidimensional abilities (grit, interpersonal, and cognitive) and skills learned in college. This allows us to quantify how much of the college major premium is due to sorting on multi-dimensional abilities and how much is due to the differential labor market value of major-specific skills. We find that sorting on abilities accounts for 10-50\% of the college major premium. We also provide novel estimates of complementarities and interaction effects between abilities and skills, since the returns to abilities vary significantly across college majors. We document that 40\% of students who enter STEM degrees change major or drop out. We evaluate counterfactual policies to promote STEM degrees, accounting for the fact that many who start STEM degrees do not finish. |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:red:sed017:1623&r=edu |
| By: | Kießling, Lukas (University of Bonn); Radbruch, Jonas (IZA); Schaube, Sebastian (University of Bonn) |
| Abstract: | In many natural environments, carefully chosen peers influence individual behavior. In this paper, we examine how self-selected peers affect performance in contrast to randomly assigned ones. We conduct a field experiment in physical education classes at secondary schools. Students participate in a running task twice: first, the students run alone, then with a peer. Before the second run,we elicit preferences for peers. We experimentally vary the matching in the second run and form pairs either randomly or based on elicited preferences. Self-selected peers improve individual performance by .14-.15 SD relative to randomly assigned peers. While self-selection leads to more social ties and lower performance differences within pairs, this altered peer composition does not explain performance improvements. Rather, we provide evidence that self-selection has a direct effect on performance and provide several markers that the social interaction has changed. |
| Keywords: | field experiment, self-selection, peer effects, social comparison, peer assignment |
| JEL: | C93 D01 I20 J24 L23 |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11365&r=edu |
| By: | Iñaki Iriondo Múgica (Departamento de Economía Aplicada II. Facultad de Ciencias Económicas y Empresariales. Campus de Somosaguas, Universidad Complutense de Madrid) |
| Abstract: | Existe una escasa literatura empírica que evalúe el impacto del programa Erasmus en las carreras profesionales de los universitarios. En ocasiones la evidencia empírica que se aporta sobre la materia es parcial e indirecta. Además, habitualmente no se tiene en cuenta que los estudiantes que participan en los programas de movilidad son distintos del resto de sus compañeros en cuanto a su capacidad, entorno socioeconómico o campo de estudios, de forma que no podemos afirmar que las correlaciones observadas sean realmente causales. En este trabajo se utiliza propensity score matching al objeto de proporcionar una evidencia menos sesgada sobre el efecto de la movilidad Erasmus en los salarios y empleo de los universitarios. Hasta donde llega nuestro conocimiento, no existen trabajos que analicen el caso español desde esta perspectiva. El objetivo de este trabajo es contribuir a cubrir ese hueco mediante el análisis de dos encuestas de inserción laboral de graduados. El principal resultado del estudio es que el programa Erasmus tiene a medio plazo un impacto positivo en la productividad de los recién titulados, que se traduce en un incremento de los salarios de entre 10 y 12 puntos porcentuales, independientemente de la fase del ciclo económico en que nos encontremos. |
| Abstract: | There is little empirical literature that evaluates the impact of the Erasmus program on the professional careers of university graduates. Sometimes the empirical evidence on the subject is partial or indirect. In addition, it is usually not taken into account that students who participate in mobility programs are different from their peers in terms of ability, socioeconomic background or field of study, so that we cannot state that the observed correlations are really causal. We use propensity score matching to provide less biased evidence of the effect of Erasmus mobility on university wages and employment. To the best of our knowledge, there are no studies that analyze the Spanish case from this perspective. The objective of this paper is to contribute to cover this gap by analyzing two graduate surveys. The main result of the study is that the Erasmus program has a positive impact on the productivity of recent graduates in the medium term, which translates into an increase in wages of 10 to 12 percentage points. |
| Keywords: | Movilidad, Erasmus, Graduados, Salarios, Empleo.; Mobility, Erasmus, Graduates, Wages, Employment, Propensity Score Matching. |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:ucm:doctra:17-02&r=edu |
| By: | Iñaki Iriondo Múgica (Departamento de Economía Aplicada II. Facultad de Ciencias Económicas y Empresariales. Campus de Somosaguas, Universidad Complutense de Madrid) |
| Abstract: | Existe una escasa literatura empírica que evalúe el impacto del programa Erasmus en las carreras profesionales de los universitarios. En ocasiones la evidencia empírica que se aporta sobre la materia es parcial e indirecta. Además, habitualmente no se tiene en cuenta que los estudiantes que participan en los programas de movilidad son distintos del resto de sus compañeros en cuanto a su capacidad, entorno socioeconómico o campo de estudios, de forma que no podemos afirmar que las correlaciones observadas sean realmente causales. En este trabajo se utiliza propensity score matching al objeto de proporcionar una evidencia menos sesgada sobre el efecto de la movilidad Erasmus en los salarios y empleo de los universitarios. Hasta donde llega nuestro conocimiento, no existen trabajos que analicen el caso español desde esta perspectiva. El objetivo de este trabajo es contribuir a cubrir ese hueco mediante el análisis de dos encuestas de inserción laboral de graduados. El principal resultado del estudio es que el programa Erasmus tiene a medio plazo un impacto positivo en la productividad de los recién titulados, que se traduce en un incremento de los salarios de entre 10 y 12 puntos porcentuales, independientemente de la fase del ciclo económico en que nos encontremos. |
| Abstract: | There is little empirical literature that evaluates the impact of the Erasmus program on the professional careers of university graduates. Sometimes the empirical evidence on the subject is partial or indirect. In addition, it is usually not taken into account that students who participate in mobility programs are different from their peers in terms of ability, socioeconomic background or field of study, so that we cannot state that the observed correlations are really causal. We use propensity score matching to provide less biased evidence of the effect of Erasmus mobility on university wages and employment. To the best of our knowledge, there are no studies that analyze the Spanish case from this perspective. The objective of this paper is to contribute to cover this gap by analyzing two graduate surveys. The main result of the study is that the Erasmus program has a positive impact on the productivity of recent graduates in the medium term, which translates into an increase in wages of 10 to 12 percentage points. |
| Keywords: | Movilidad, Erasmus, Graduados, Salarios, Empleo.; Mobility, Erasmus, Graduates, Wages, Employment, Propensity Score Matching. |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:ucm:doctra:17-04&r=edu |
| By: | Daniela Del Boca; Chiara Monfardini; Sarah Grace See |
| Abstract: | Using data from OECD’s PISA, Eurostat and World Bank’s WDI, we explore how child cognitive outcomes at the aggregate country level are related to macroeconomic conditions, specifically government education expenditures and early education experience. We find that both government expenditures in education and attendance to early child care are associated with better later school performance. We also consider different childcare characteristics such as duration and quality, which appear to have significant effects Our results may imply that policies encouraging childcare expansion should also take into account quality issues. |
| Keywords: | early childcare and education, school performance, test scores |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_6934&r=edu |
| By: | Mira Aliza Rachmawati (Universitas Islam Indonesia, Jl. Kaliurang km 14,5 Besi Sleman, 55584, Yogyakarta, Indonesia Author-2-Name: Nur Widiasmara Author-2-Workplace-Name: Universitas Islam Indonesia, Jl. Kaliurang km 14,5 Besi Sleman, 55584, Yogyakarta, Indonesia Author-3-Name: Thobagus Muh Nu'man Author-3-Workplace-Name: Universitas Islam Indonesia, Jl. Kaliurang km 14,5 Besi Sleman, 55584, Yogyakarta, Indonesia) |
| Abstract: | Objective – This study aims to determine the effect of differentiated instruction training on teachers' efficacy at inclusion schools in Jogjakarta. Methodology/Technique – The subjects in this study consist of 5 school teachers working in elementary inclusion schools in Baciro Yogyakarta. The data were collected using the Teacher Sense of Efficacy Scale (TSES), which is adapted from Woolfolk and Hoy (1993). This is an experimental study, using one group pre-test and post-test. The data is analyzed using the Wilcoxon test. Findings – The findings show that there is a significant difference in the efficacy of inclusion school teachers before and after the training is given, where the value Z = -2.023 and p = 0.0438 (p |
| Keywords: | Differentiated Instruction Training; Effectiveness; Teacher Efficacy; Inclusion Schools; Indonesia. |
| JEL: | I21 I29 |
| URL: | http://d.repec.org/n?u=RePEc:gtr:gatrjs:gjbssr506&r=edu |
| By: | Del Boca, Daniela; Monfardini, Chiara; See, Sarah |
| Abstract: | Using data from OECD's PISA, Eurostat and World Bank's WDI, we explore how child cognitive outcomes at the aggregate country level are related to macroeconomic conditions, specifically government education expenditures and early education experience. We find that both government expenditures in educationand attendance to early child care are associated with better later school performance. We also consider different childcare characteristics such as duration and quality, which appear to have significant effects Our results may imply that policies encouraging childcare expansion should also take into account quality issues. |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:cpr:ceprdp:12756&r=edu |
| By: | Zsuzsa Blasko (European Commission - JRC); Patricia Costa (European Commission - JRC); Esperanza Vera-Toscano (European Commission - JRC) |
| Abstract: | Using data from the 2016 International Civic and Citizenship Education Study (ICCS), this policy report provides a detailed analysis of adolescents’ civic attitudes and behavioural intentions, and the mechanisms shaping them, with a particular emphasis on the broader role of education. ICCS 2016 offers broad information on 14-year-old students’ civic and citizenship knowledge, their civic attitudes and behaviours, as well as their individual characteristics and the school and community contexts. We focus on the 14 the European Member States participating in ICCS 2016. This reports aims at improving the understanding of the associations between students’ school experiences and their attitudes towards citizenship values, the equal rights to minority groups, students' expected political participation and their level of institutional trust. Our findings support the expectation that school can have a role in educating engaged and open-minded young individuals. In particular we find that maintaining an open classroom climate is a key factor associated not only with students’ civic knowledge and later engagement but also with civic attitudes and behavioural intentions. Likewise, motivating students to take part in various forms of within-school activism is likely to increase their interest in actively engaging in democratic processes in later life. Active community involvement (which could be promoted by the school) is also positively associated with attitudes towards social-movement-related citizenship in almost all the participating countries. Above these education approaches, both civic and citizenship knowledge and civic efficacy remain important predictors of students’ civic outcomes. Their roles are very different, though: while efficacy is consistently positively related to all the non-cognitive outcomes across all the countries, for civic knowledge this is true regarding only some attitudes. Finally, we also show that there is no systematic, universal gap between immigrant and native students’ democratic attitudes. A significant gap between immigrant and native students is apparent in most Member States participating in ICCS only with regard to expected electoral participation. On the other hand, immigrant students are generally more in favour of equal rights for minorities. Policies implications are also discussed. |
| Keywords: | Citizenship, Civic attitudes, ICCS |
| Date: | 2018–03 |
| URL: | http://d.repec.org/n?u=RePEc:ipt:iptwpa:jrc109180&r=edu |
| By: | Claus-Jochen Haake (Paderborn University); Nadja Stroh-Maraun (Paderborn University) |
| Abstract: | We show that the Boston school choice mechanism (BM), the student proposing deferred acceptance algorithm (DA) and the top trading cycles algorithm (TTC) generate the same outcome when the colleges’ priorities are modified according to students’ preferences in a “first preferences first” manner. This outcome coincides with the BM outcome under original priorities. As a result, the DA and TTC mechanism that are non-manipulable under original priorities become vulnerable to strategic behavior. |
| Date: | 2018–01 |
| URL: | http://d.repec.org/n?u=RePEc:pdn:ciepap:111&r=edu |
| By: | Asadullah, Niaz (University of Malaya); Maliki, (Indonesia National Planning and Development Agency (Bappenas)) |
| Abstract: | Using a nationally representative data set of Indonesian households and villages, we study the determinants of enrolment in Islamic schools (i.e., madrasahs) and private non-religious vis-Ã -vis public non-religious schools. Multinomial logit estimates indicate that madrasahs systematically attract children from poorer households, rural locations, and less educated parents while the opposite is true for private school enrolment. Moreover, girls are significantly more likely to be in madrasahs, irrespective of their locations, while boys enjoy a higher probability of enrolment in non-madrasah schools, particularly in urban areas. A significant effect of household income remains even after factoring out the influence of child characteristics, parental background, and village characteristics. Therefore policies that reduce household poverty are likely to reduce demand for Islamic schooling. However, the presence of a "girl effect" in madrasah enrolment independent of household income and location factors is puzzling and underscores the need to better understand the socio-cultural determinants of school choice in Indonesia. |
| Keywords: | Indonesia, madrasah education, poverty, gender, private school |
| JEL: | D04 I21 O15 |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11362&r=edu |
| By: | Amelia Paterson (Harvard University); Hanna Dumont (German Institute for Economic Research (DIW-Berlin)); Marc Lafuente; Nancy Law (University of Hong Kong) |
| Abstract: | Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on key areas of pedagogy. In particular, each chapter addresses a pedagogical dimension that together offers a conceptual framework for action. This framework moves beyond a fragmented focus on specific innovations. In doing so, it helps explain how innovative pedagogies may be developed, applied and scaled. Amelia Peterson’s first contribution shows how fundamental purpose is to pedagogy, while Hanna Dumont’s section explores adaptive teaching as a cross-cutting concept over a range of different pedagogical approaches. Then the paper moves to discuss the importance of understanding pedagogies as combinations, which Amelia Peterson defines as two layers: one combining discrete teaching practices and another that combines approaches to meet long-term educational goals. Marc Lafuente looks first at content domains (mathematics, non-native languages, and socio-emotional learning) and how they relate to pedagogies. He then contributes to the thinking on “new learners” and technology, as important context influencing pedagogical choices and implementation. The final section by Nancy Law is focused on change, through the particular prism of technology-enhanced pedagogical innovations. Her analysis moves towards a theory of change that takes account of the need for alignment at the different levels of the educational system. |
| Date: | 2018–03–29 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduaab:172-en&r=edu |
| By: | Li, Chenhui; Lian, Xubei; Zhang, Zhi |
| Abstract: | This paper investigates the relationship between government education expenditure and regional innovation, a key engine of China's long-term economic growth as the nation undergoes massive economic restructuring and deep transformations. In an attempt to inform a whole-of-government approach in promoting indigenous knowledge generation, the authors examined the effect of two additional institutional factors, financial market development and Intellectual Property protection, as well as their interaction with education expenditure on regional innovation levels. By employing a sample of provincial panel data from 1998 to 2014, the authors find a significant positive correlation between education expenditure and regional innovation levels, an effect most pronounced in the Western provinces of China. Their analysis also revealed that financial market development augments the pro-innovation effect of education spending whereas a stronger IP protection regime could potentially mitigate such effect. The findings indicate that government investments in education as well as the creation of a more developed financial landscape will be effective ways to enhance regional innovation levels. However, attention should be paid to the nuances of the current IP protection system as well as the conduct of market players to pre-empt exploitations and enable greater incentives for sustained innovations. |
| Keywords: | education expenditure,innovation,financial market development,intellectual property protection |
| JEL: | I21 I28 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:ifwedp:201823&r=edu |