Relevant bibliographies by topics / Economic culture of schools

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Economic culture of schools'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Economic culture of schools"

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Budiarti, Nugraheni Dwi, and Sugito Sugito. "Creating Inclusive Culture of Elementary Schools." Jurnal Ilmiah Peuradeun 6, no. 2 (May 28, 2018): 307. http://dx.doi.org/10.26811/peuradeun.v6i2.237.

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Karangmojo Sub-District, Gunungkidul Regency Is One Of The Minus Areas In Various Aspects Of Life With The Highest Number Of Persons With Disabilities In The Special Region Of Yogyakarta, Indonesia. In This Area, The Forerunner Of Inclusive Education In Indonesia Was Born. The Purpose Of This Study Was To Reveal: A) Attitudes Of Teachers Toward Students With Special Needs As A Reflection Of The School's Inclusive Culture, B) Role Of Principals In Creating School Inclusive Culture, And C) School, Parent, And Community Partnership In Promoting Inclusive Culture. Data Collection Techniques Were Interviews, Observation, And Documentation. The Findings Showed That In General The Regular Teacher Showed A Positive Attitude To The Students With Special Needs In The Social Interaction, But Negative Attitudes Could Appear During Classroom Teaching Practices Involving The Presence Of Students With Special Needs. In General, The Support And Ability Of School Principals In Embracing All Parties In The Implementation Of Inclusive Education In Schools Helped To Support Creating Inclusive Culture In Schools. School, Parents, And Community Partnership Also Supported Creating An Inclusive Culture In Schools, But Were Often Constrained By The Social And Economic Conditions Of The Surrounding Community.
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Saddiqa, Ayesha, Maria Isabel Maldonado Garcia, and Nadir Ali. "Proliferation of Multi-Cultures Through Globalization: Is It Promoting the Indigenous Culture or Global Culture?" International Journal of English Linguistics 9, no. 2 (February 24, 2019): 75. http://dx.doi.org/10.5539/ijel.v9n2p75.

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The purpose of the study was to highlight the impact of multicultural proliferation through globalization on the adolescents of Lahore, Pakistan. A way to measure part of the impact is to have an understanding of how they have internalized foreign holidays and/or festivals which belong to other cultures. The data were collected from 200 male and female participants, of ages 13 to 19 years. The sample was subdivided into two groups of 100 participants each based on their parents’ income level and the type of their institution (public or private). The medium of instruction in the private institutions of Lahore is English. English is, clearly, the language of globalization. In this regard, the hypothesis is that those students who study in private schools are more affected than those who study in public schools and whose medium of instruction is Urdu. A survey design was used to collect data regarding their perceptions about foreign cultural and religious festivals such as “Christmas”, “Holi”, “Valentine’s Day”, etc. Hamelink’s Cultural synchronization theory provided the theoretical lens to the study. The analysis procedure was based on content analysis. The findings reveal a vivid difference between the perceptions of both groups. The adolescents who belong to the lower socio-economic status (who attend public schools) do not favour the celebration of foreign festivals. However, a tendency towards celebrating “Black Friday”, “Valentine’s Day” and “Basant” has been noticed. On the other hand, the adolescents of higher socio-economic background (who attend private schools) look forward to celebrating these festivals and perceive their celebration does not harm their cultural values. Even if this effect is partially due to globalization, the speedy influence on one stratum of the young generation of Pakistan may lead to a rapid assimilation to the global culture in the forthcoming times and also an opposition to the other strata. The study suggests a national media campaign as well as an institutional policy with an emphasis on indigenous cultural, social and religious values. There is a need to be more tolerant towards “others”, and know how to co-exist but at the same time be able to retain the elements of the home culture of Pakistan, rather than adopting foreign practices.
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FILIN, Sergei A., Irina S. ALEKSEEVA, and Al'bert V. AMMOSOV. "Distinctions in the emergence of the economic culture of upper-grade pupils." National Interests: Priorities and Security 17, no. 1 (January 15, 2021): 167–83. http://dx.doi.org/10.24891/ni.17.1.167.

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Subject. The article discusses the emergence of the economic culture among upper-grade pupils as part of additional training courses. Objectives. We herein outline our recommendations for addressing the emergence of the economic culture among upper-grade pupils as part of their additional training. We also analyze the outcome of our original project raising the economic culture of upper-grade pupils as part of their additional training and make conclusions on its efficiency. Methods. The study is based on the project-based method and method of sampling of relevant data, its grouping, systemic, statistical and technical-economic analysis to review the emergence of the economic culture of upper-grade pupils as part of their additional training. Results. The article presents how the Business Games Project has been implemented as part of additional training in schools of Yakutsk as it is supposed to stimulate the effective emergence of the economic culture of upper-grade pupils. According to statistical data on the project completion, we analyzed what distinctions arose during the implementation of the project so as to increase classes of economics for upper-grade pupils of secondary schools, and pointed out the specifics of their economic literacy. We evaluated the efficiency of results and provide out guidelines. The article unveils special circumstances of the emerging economic culture among upper-grade pupils as part of additional training, which can be treated as the novelty of the article. Conclusions and Relevance. As a result of the study, we proved that additional training should be introduced to raise the economic culture of upper-grade pupils so as to help them get successfully and efficiency prepared for learning economics and becoming economically literate.
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Dodds, Agnes E., Jeanette A. Lawrence, Kellie Karantzas, Abi Brooker, Ying Han Lin, Vivienne Champness, and Nadia Albert. "Children of Somali refugees in Australian schools: Self-descriptions of school-related skills and needs." International Journal of Behavioral Development 34, no. 6 (July 6, 2010): 521–28. http://dx.doi.org/10.1177/0165025410365801.

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We examined self-descriptions of children of Somali refugee families in Australian primary schools, focusing on how children’s school-related skills and needs relate to the interpretive frames of mainstream and ethnic cultures. Three groups of Grade 5 and 6 children (Somali, Disadvantaged, Advantaged) made choices among school-related skills, and rated feelings and needs for the transition to high school. Findings indicate a general goodness of fit between emphases of the mainstream culture and Somali children’s choices (sport, maths), while reflecting some values of their ethnic interpretive frames (rejecting art, music). Gender stereotypic differences did not interact with culture. Children’s computer-based choices provide a basis for bringing together studies of development and acculturation, and for differentiating between refugee status and socio-economic disadvantage.
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Bilavych, Halyna. "System of Continuous Agricultural Education in Precarpathia (Late XIX - early XX centuries)." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (December 22, 2014): 13–17. http://dx.doi.org/10.15330/jpnu.1.2-3.13-17.

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Ukrainian public communities have important achievements in development of thesystem of continuous agricultural education in Precarpathia - Ukrainian Pedagogical Society“Ridna Shkola”, “Prosvita”, “Silskyi Hospodar”, the Union of Ukrainians and others. In the lateXIX - early XX centuries, they held important educational work among adults, organized variousforms of training - courses, professional-complementary schools, agricultural schools, high schools,colleges, courses, public universities etc. All this contributed to increasing of economic culture ofthe Ukrainian land. Formation of economic culture of children and adults in Precarpathia had itsown characteristics, mainly associated with the economic, social, historical, climatic, cultural andeducational conditions of life and activities. The system of continuous agricultural educationincluded some educational institutions such as courses, vocational schools, which performedvarious levels of training. Agricultural schools became an important area of lifelong education. Letus consider, for example, the activities of two schools - one of the first established societies“Enlightenment” in the Precarpathia - schools in Mylovanya (Tlumachchyna) and Starokosivska,which was founded in 1942 during the German occupation. Thus, on condition of the absence ofstate Ukrainian professional schools in the late XIX - early XX centuries civil societies created asystem of continuous agricultural education which was aimed at improving the economic cultureof young people and adults
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Angulo, Kira Mahamud, and Yovana Hernández Laina. "Teaching Economics with Spanish Primary School Textbooks during the Franco Dictatorship and the Transition to Democracy (1962-1982)." Journal of Educational Media, Memory, and Society 9, no. 1 (March 1, 2017): 83–99. http://dx.doi.org/10.3167/jemms.2017.090105.

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In this article we analyze knowledge about economics conveyed via primary school textbooks published during the late Franco dictatorship and the years of transition to democracy in Spain. Starting from the premise that the process of political socialization and identity construction is based partly on economic factors, we examine the evolution of the content of economics in textbooks during and after the technocratic phase of planning and development. We elucidate ways in which economic culture is transmitted in schools, identifying certain values, principles and patterns of sociopolitical thought that this culture upholds and projects.
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Gargaun, Natalia. "The methodical principles of formation of the economic culture of students of technical specialties of the colleges." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 383–91. http://dx.doi.org/10.33310/2518-7813-2019-65-383-391.

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The article describes the organization and analysis of the results of the pedagogical experiment on the formation of economic culture of junior specialists-electricians (MSTE), which gives grounds to conclude on the effectiveness of the constructed model and implementation of a set of pedagogical conditions for the formation of economic culture of MSTE in professional training. The ascertaining stage of the experiment included the collection of data required for pedagogical research; development of criteria, indicators and levels of formation of economic culture of MSTE; mass research of students of vocational and professional higher education institutions (technical schools and colleges). To achieve this, interviews and testing were conducted with students of research institutions of professional and professional higher education (technical schools and colleges). It has been proven that a significant number of respondents approve of the prospect of mastering economic culture but know little about it. The research carried out at the observational stage of the experiment showed that the initial level of formation of the economic culture of future MSTE in the experimental and control groups is approximately equally low for all components. At the formative stage of the pedagogical experiment, a study of the level of formation of the economic culture of MSTE in the process of professional training in relation to the selected criteria: motivational-value, oriented-cognitive, creative, activity-practical. Consideration of the results of the experiment allowed to state that the use of the proposed set of pedagogical conditions in the education of students in institutions of professional and professional higher education (technical schools and colleges) has a positive effect on the formation of economic culture MSTE in the process of professional training. In the experimental group there was an increase in the number of students with a high and medium level of formation of economic culture MSTE, which confirms the hypothesis. Key words: economic culture, future junior specialists of electricians, professional training, pedagogical conditions of formation of economic culture of junior specialists of electricians, pedagogical experiment.
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Maher, Anthony J., Hayley Fitzgerald, and Joanne McVeigh. "Factors influencing the culture of special school physical education: A Gramscian critique." European Physical Education Review 26, no. 4 (March 4, 2020): 954–69. http://dx.doi.org/10.1177/1356336x20901337.

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Physical education (PE) research has largely been preoccupied with mainstream (regular) schools. This article reports on part of a larger research project that centralises special school PE. In particular, Gramsci’s conceptualisations of hegemony, power and ideology are utilised to help shed light on the key factors that shape the culture of special school PE. A number of key themes were constructed from twelve interviews with special school senior leaders and PE teachers including, ‘economic climate: budgetary constraints’, ‘access to appropriate facilities and learning spaces’ and ‘pressures from Office for Standards in Education, Children’s Services and Skills (Ofsted) and senior management team’. These findings demonstrate how particular historical and contemporary factors contribute to the positioning of PE in special schools. The status and value of PE in these settings is sometimes considered less favourably than other areas of the curriculum or indeed mainstream PE. In spite of this, staff tasked with delivering special school PE had the desire and creativity to offer engaging experiences. In concluding we note that issues concerning economic constraints, limited space to deliver PE and pressures associated with Ofsted can be found in many mainstream schools too. However, honing in on the particular circumstances within special schools broadens insight about PE in contemporary schools.
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Claval, Paul. "City and culture." Ekistics and The New Habitat 70, no. 418/419 (April 1, 2003): 36–41. http://dx.doi.org/10.53910/26531313-e200370418/419308.

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The author was bom in Paris but raised and educated in South-Western France. He was a student at the University of Toulouse and then taught for a few years in secondary schools in Bordeaux and Montpellier. He then spent 12 years at the University of Besançon and 25 years at the Sorbonne in Paris. He has a permanent interest in the history and epistemology of geography, and in the relations geographers developed with other social sciences. In the 1960s , he worked mainly on the economic connections of geography, in the 1970s, on its ties with sociology and political sciences. During the last 20 years, he has been fascinated by ways geographers deal with culture. He has also maintained a permanent curiosity for urban geography.
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Danso, Sakyiwaa, Mensah Joseph Frank, Boateng Alex, and Pillay Pravina. "Understanding the Socio-economic Implications of Pre-service Teachers School-based Experiences through Students’ Reflective Practices"." African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society) SI, no. 2 (January 15, 2022): 245–68. http://dx.doi.org/10.31920/2634-3649/2022/siv2a14.

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The objective of this study was to explore pre-service teachers’ school-based experiences through their reflective practices. A qualitative research approach was employed based on the multiple case study design. Data was collected from 20 pre-service teachers who were purposively sampled. The data was in the form of personal reflective accounts as well as open-ended questions. Seven themes were generated under 3 broad categories after the triangulation of data. The categories were organizational culture, instructional, and shared leadership as well as community engagement in extra-mural activities. The results indicate that there were varied school-based experiences by pre-service teachers based on the kind of organizational culture that existed in their host schools. These challenges could be addressed if university departments responsible for teacher training embark on community engagements on the supportive role those pre-service teachers play in their host schools as well as the responsibilities of the schools towards them.
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Dissertations / Theses on the topic "Economic culture of schools"

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Rakgole, Molatelo Walter. "The relationship between socio - cultural factors and sport participation in schools : a case study of Germiston High School in the Gauteng Province." Thesis, University of Limpopo, 2018. http://hdl.handle.net/10386/2329.

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Thesis (M. Dev.) -- University of Limpopo, 2018
The post-apartheid socio-cultural, economic and political dispensation in South Africa have prompted a high-level perceived potential inclusion in sport-participating in different aspect of self-development regardless of culture, economic and social difference across the nation. However, little is understood, from an empirical viewpoint, about the potential challenges and limits towards the successful participation in sport in South Africa. The purpose of this study was to investigate the relationship between socio-cultural factors and sport participation at Germiston High School in the Gauteng Province. A quantitative research was conducted using case study research design method. A Non-probability sampling method was done through purposive sampling method to select Grade 8 to Grade 12 students from. Data collection was done using self-administered questionnaires. There were one hundred and forty-seven students that participated in a survey of self-administered questionnaires at Germiston High School. The findings of the study reveal that sport-participation is highly linked to socio-cultural and economic aspects among students. For students, teachers are expected to be involved in sport-participation and be of the forefront of inclusiveness. It also was found that sport preference among students is linked to their important others. Thus, a full experience of sport-participation through resources available at school is compromised for many students. Schools, the Ministry of Education, Sports and Culture together with sponsors and parents are encouraged to intervene in promoting sport participation.
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Wu, Xiaoxin. "The power of market mechanism in school choice in three junior middle schools in Nanning : a case study." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538288.

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The practice of parent-initiated school choice in China is characterized by the involvement of substantial amounts of money, various forms of capital, the explicit government policy of banning the practice in words but accommodating it in deeds. This research investigates the school choice situation in three middle schools in Nanning, China. Drawing on Bourdieu’s theory of the forms of capital and cultural and social reproduction and Brown’s Positional Conflict Theory, this thesis argues that the use of cultural, social and economic capital is widespread in the school choice process. With more capital of various types available, middle class families are at a competitive advantage compared to their working class counterparts in the current struggle to gain a place in a good school. The resources of the former families enable their children to gain more cultural capital through extracurricular enrichment activities, exercise more social capital through existing guanxi1 networks and focus more economic capital with which to pay large sums for choice fees, all of which result in the greater chances of entering a desired school. The change of the school admission policy since the mid-1990s from universal entrance examination for junior middle schools to the present school place assignment by proximity has resulted in an unintentional shift from meritocracy to “parentocracy”2. School choice effectively closes out opportunities for quality education for working class families, because they lack the cultural, social and economic capital that is necessary to “work the system”. As a result, school choice tends to insure the intergenerational transmission of existing social classes and to decrease the possibility of upward mobility for the next generation. 1 A network of contacts which an individual may draw upon to secure resources or advantage in the course of social life (see 4.1.2 for detail). 2 See Brown (1990).
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Reed, Jerry Lee III. "You Are What Others Eat: Informal Economics and Social Hierarchy in Middle Schools." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1587302015966842.

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Brent, Alan Colin. "An investigation into the challenges of transdisciplinary R&D : values, culture and the case of the BIOSSAM project." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20012.

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Thesis (MPhil) -- Stellenbosch University, 2012.
ENGLISH ABSTRACT: The emerging classification of Sustainability-oriented Innovation Systems places an emphasis on the social elements of change, as well as the technological. However, sustainability-oriented problems are too vast for one person or discipline to comprehend; thus people tend to want to collaborate, meaning they form teams. As a further extension to address sustainability-oriented problems, there is an increasing emphasis on transdisciplinary research and development (R&D) efforts, whereby co-production transgresses boundaries, and science becomes visible before it becomes certain. To reach the objectives of transdisciplinary R&D efforts will require two key concepts: the gathering of information from experts, namely knowledge transfer; and making connections between them, namely knowledge integration. Nevertheless, challenges have been noted in terms of academic tribes that impede teamwork, and, importantly, the lack of combined thought and action in R&D. This research, which is compiled as two journal articles, explored the collaboration, between disciplines, that has been described as the means of meeting the requirements of transdiscplinary R&D to identify, structure, analyse and deal with specific problems in such a way that it can: grasp the complexity of problems; take into account the diversity of life-world and scientific perceptions of problems; link abstract and case-specific knowledge; and develop knowledge and practices that promote what is perceived to be the common good. However, the latter brings into question how values and culture influence collaboration and thus transdisciplinary R&D efforts. The first article set out to investigate, from a literature analysis, how the culture and values of individuals in a transdisciplinary R&D team, as well as those of the organisation, determine the potential success or failure of the R&D effort. A conceptual framework is derived based on the theories of complexity, as it relates to knowledge management, learning within organisations, cognitive and behavioural approaches to culture and values, and communication. The framework also builds on previous research that has been conducted with respect to the management of transdisciplinary R&D. The second article then utilises the introduced conceptual framework for an in-depth investigation of a case study in the bioenergy field. The R&D project, which spanned over three years in South Africa, required a transdisciplinary team of engineers and scientists of various fields to collaborate with stakeholders outside the R&D team. The case emphasises that the lack of disciplines to recognize, understand and incorporate values and culture into R&D practices will lead to project failure; pre-empting and managing expectations of social change (often) far outweigh the necessity for technological change. A number of recommendations are thus made to improve R&D practices.
AFRIKAANSE OPSOMMING: Die opkomende klassifikasie van Volhoubaarheid-georiënteerde Innovasie Sisteme plaas 'n klem op die sosiale elemente van verandering, sowel as die tegnologiese. Volhoubaarheid-georiënteerde probleme is egter te groot vir een persoon of dissipline om te verstaan, dus neig individue om saam te wil werk, wat beteken dat hulle spanne vorm. As 'n verdere uitbreiding om volhoubaarheidgeoriënteerde probleme aan te spreek, is daar 'n toenemende klem op transdissiplinêre navorsing en ontwikkeling (N&O) pogings, waardeur mede-produksie grense oortree, en die wetenskap sigbaar word voor dit sekerheid bereik. Om die doelwitte van transdissiplinêre N&O pogings te bereik sal twee sleutelkonsepte vereis: die insameling van inligting van deskundiges, naamlik die oordrag van kennis, en die maak van skakels tussen hulle, naamlik kennis integrasie. Desondanks is die uitdagings wel bekend in terme van akademiese stamme wat spanwerk belemmer, en, baie belangrik, die gebrek aan gekombineerde denke en optrede in N&O. Hierdie navorsing, wat saamgestel is as twee joernaal artikels, ondersoek die samewerking, tussen dissiplines, wat al beklemtoon is vir die vereistes van transdissiplinêre N&O om spesifieke probleme te identifiseer, struktuur, ontleed en hanteer in 'n manier wat: die kompleksiteit van probleme op 'n verstaanbare wyse beskryf; rekening hou met die diversiteit van die lewe-wêreld en wetenskaplike persepsies van probleme; abstrakte en geval-spesifieke kennis skakel; en die ontwikkeling van kennis en praktyke bevorder wat beskou word as die algemene goed. Maar die laasgenoemde bring in twyfel hoe die waardes en kultuur samewerkings, en dus transdissiplinêre N&O pogings, beïnvloed. Die eerste artikel, met behulp van 'n literatuur-analise, ondersoek hoe die kultuur en waardes van individue in 'n transdissiplinêre N&O span, sowel as dié van die organisasie, die potensiële sukses of mislukking van die N&O poging bepaal. 'n Konseptuele raamwerk is afgelei wat gebaseer is op die teorieë van kompleksiteit, soos dit verband hou met die bestuur van kennis, leer binne organisasies, kognitiewe en gedrag benaderings tot kultuur en waardes, en kommunikasie. Die raamwerk bou op vorige navorsing wat gedoen is met betrekking tot die bestuur van transdissiplinêre N&O. Die tweede artikel gebruik dan die konseptuele raamwerk vir 'n in-diepte ondersoek van 'n gevallestudie in die gebied van bio-energie. Die N&O-projek, wat gestrek het oor 'n tydperk van drie jaar in Suid- Afrika, het van 'n transdissiplinêre span van ingenieurs en wetenskaplikes, van verskeie gebiede, verwag om saam te werk met belanghebbendes buite die N&O-span. Die gevallestudie beklemtoon die gebrek van dissiplines om waardes en kultuur te erken, verstaan en inkorporeer in N&O-praktyke wat sal lei tot die mislukking van sulke projekte; vooruitskatting en die bestuur van die verwagtinge van sosiale verandering is (dikwels) veel swaarder as die noodsaaklikheid van tegnologiese verandering. 'n Aantal aanbevelings word derhalwe gemaak om N&O praktyk te verbeter.
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Galindo, Marilys. "A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1010.

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From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
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Lopes, Daniel Alisson Feitosa. "Culture, institutions and school achievement in Brazil." Universidade Cat??lica de Bras??lia, 2017. https://bdtd.ucb.br:8443/jspui/handle/tede/2325.

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This paper estimates the impact of culture on the academic performance of Brazilian students in standardized tests. Based on data with student identification, we apply an algorithm of surname classification that assigns the student, based on the surnames of his/her parents, to one of the following ancestry groups: Iberian, Japanese, Italian, Germanic, Eastern European and Syrian-Lebanese. We show that students with non-Iberian European or Japanese ancestry obtain statistically and substantively higher scores on 3rd and 5th grade standard Math tests, even with a large set of individual, family and municipal controls. We also tested the hypothesis of persistence of local institutions, established during the era of mass immigration to Brazil in the 19th and 20th centuries, and we showed that the mechanisms of family transmission of culture remain robust for students with Japanese and Italian ancestry.
Este trabalho estima o impacto da cultura no desempenho acad??mico de estudantes brasileiros em testes padronizados. A partir de dados com identifica????o por aluno, aplicamos um algoritmo de classifica????o de ancestralidade que atribui ao aluno, com base nos sobrenomes dos pais, um dos seguintes grupos: ib??ricos, japoneses, italianos, germ??nicos, europeus do leste e s??rio-libaneses. Mostramos que os alunos com ancestralidade europeia n??o-ib??rica e japonesa obt??m notas, na prova de Matem??tica da Avalia????o Nacional da Alfabetiza????o e na Prova Brasil, estat??stica e substantivamente mais elevadas, mesmo com um amplo conjunto de controles individuais, familiares e municipais. Testamos ainda, por meio de proxies, a hip??tese de persist??ncia das institui????es locais, influenciadas pela imigra????o em massa no Brasil no s??culo XIX e XX, e mostramos que os mecanismos de transmiss??o familiar da cultura permanecem robustos para os alunos com ancestralidades japonesa ou italiana.
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Thompson, Jonathan. "Culture and Economic Growth." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19268.

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The most fundamental question in economics is what causes some countries to prosper. An emerging literature has focused on the role of culture in determining growth. I interpret culture as "the collective programming of the mind which distinguishes the members of one group or category of people from those of another," following Hofstede. I focus on the role of culture in determining economic decision making and cooperation, with an emphasis on how cross-cultural differences in how strangers are viewed may influence economic activity by narrowing the scope of interaction. I use modern econometric techniques and neoclassical economic models to formalize the role of culture in economic decision making and test the power of culture to explain cross-country differences in long run growth paths. Throughout my research I assume that agents behave rationally but that culture influences the expectations or beliefs they have about different activities. Subject to the common elements above, each chapter answers a slightly different question. Chapter II focuses on how colonial history may influence decisions over risk-taking in certain countries, leading to a dearth of entrepreneurial activity. Chapter III focuses on how interactions across and between cultural groups may explain the decision of minority immigrant groups to assimilate or segregate over time and how public policy may influence this decision making. Chapter IV looks at the effect of culture through the media of trust and government. Using an instrumental variables strategy, I ask which is more important to economic development, contract quality or interpersonal trust, and find strong evidence that interpersonal trust is more important.
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McMurray, Paula Ann. "The construction, negotiation, and integration of gender, school culture, and peer culture positionings in preschool." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382632136.

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Fujiwara, Hikojiro. "Culture, institutions and economic performance." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8282/.

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The role of cultural diversity in various aspects of society has been theoretically and empirically investigated. Prevailing measures of cultural diversity mainly focus on diversity of ethnicity, religion and language. However, there has been little discussion about diversity in human values. We construct cultural diversity measures based on human values and seek to examine its role in economic development. This thesis demonstrates the significance our measure plays in estimating the impact of formal institutions (rule of law) and informal institutions (respect for others) on economic performance.
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Anderies, John M. "Culture, economic structure, and the dynamics of ecological economic systems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/NQ34506.pdf.

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Books on the topic "Economic culture of schools"

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James, Estelle. Why is there proportionately more enrollment in private schools in some countries? Washington, DC (1818 H St., NW, Washington 20433): Country Economics Dept., World Bank, 1993.

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1960-, Li Zijian, ed. The changing role of schools in Asian societies: Schools for the knowledge society. London : New York, NY: Routledge, 2008.

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Kovadlo, Lyudmila. Russian language and speech culture. Workshop. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1014771.

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The textbook is a didactic material for the textbook "Russian language and culture of speech. Theory". Russian Russian vocabulary and stylistics are outlined in the books, which instills the skills of using the norms of Russian speech. The study of the Russian language in professional educational organizations implementing the educational program of secondary general education has its own characteristics depending on the profile of vocational education, which is expressed through the content of training. When mastering the professions of technical, natural-scientific, socio-economic profiles of vocational education, the Russian language is studied at the basic level of secondary education. When mastering the specialties of secondary vocational education in the humanities, the Russian language is studied in depth as a specialized academic discipline that requires a higher level of language training of students. In this regard, much attention is paid to functional styles of speech, especially the official business style, and the specifics of the use of language units in accordance with the speech situation, which has practical application not only for students of secondary vocational education, but also for a wide range of business people. The manual contains practical material: tasks of varying complexity; answers to questions and tasks; historical references, as well as historical information on the history of the origin of words related to all parts of speech; entertaining and reference materials that can be useful for reports, abstracts and other independent works. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education, applicants and high school students.
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Kovadlo, Lyudmila. Russian language and speech culture. Theory. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1013721.

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Russian Russian Language and Culture of Speech textbook consists of two books: "Russian language and culture of speech. Theory" and "Russian language and speech culture. Practicum". The study of the Russian language in professional educational organizations implementing the educational program of secondary general education has its own characteristics depending on the profile of vocational education, which is expressed through the content of training. When mastering the professions of technical, natural-scientific, socio-economic profiles of vocational education, the Russian language is studied at the basic level of secondary education. When mastering the specialties of secondary vocational education in the humanities, the Russian language is studied in depth as a specialized academic discipline that requires a higher level of language training of students. In this regard, much attention is paid to functional styles of speech, especially the official business style, and the specifics of the use of language units in accordance with the speech situation, which has practical application not only for students of secondary vocational education, but also for a wide range of business people. Russian Russian vocabulary and stylistics are outlined in the textbook, which instills the skills of using the norms of Russian speech. In addition, attention is drawn to the norms of Russian literary pronunciation, the rules of text construction are given. The main part is devoted to the culture of Russian speech in the study of grammar and syntax. A separate chapter is devoted to punctuation of the Russian language. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education, applicants and high school students.
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Council, Wisconsin Legislature Legislative. Legislation on American Indian education and economic development: 1989 Assembly Bill 896, relating to increasing aid for American Indian language and culture education programs in alternative schools [and] 1989 Assembly Bill 897, relating to the American Indian Economic Liaison Program. Madison, Wis. (1 E. Main St., Suite 401, Madison): The Council, 1990.

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Daniele, Checchi, and Lucifora Claudio, eds. Education, training and labour market outcomes in Europe. Houndmills, Basingstoke: Palgrave Macmillan, 2004.

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Ammannati, Francesco, ed. Dove va la storia economica? Metodi e prospettive. Secc. XIII-XVIII – Where is Economic History Going? Methods and Prospects from the 13th to the 18th Centuries. Florence: Firenze University Press, 2011. http://dx.doi.org/10.36253/978-88-6453-287-5.

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The book proposes to take stock of the situation of the studies of economic history of the pre-industrial age, in an attempt to grasp what – in the current state of European research – is the cultural scope and role of the discipline among the many specialisations of history and economic science. It analyses the different approaches that have characterised the various European historiography schools over time, as well as the evolution and prospects of directions of research; it reflects on the analysis of the sources, the methods that are at the basis of their use, and the interpretative questions that they pose for the academic. Finally it proposes the inclusion of economic history within the more general context of research, through an interdisciplinary comparison between the method proper to this discipline and that of other economic and social sciences.
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Herrmann-Pillath, Carsten. China's Economic Culture. Abingdon, Oxon ; New York, NY : Routledge, 2017. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315884653.

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D, Cox Stephen, and Cantor Paul A. Literature & the economics of liberty: Spontaneous order in culture. Auburn, Ala: Ludwig von Mises Institute, 2009.

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Cook, Timothy J. Architects of Catholic culture: Designing & building Catholic culture in Catholic schools. Washington, DC: National Catholic Educational Association, 2001.

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Book chapters on the topic "Economic culture of schools"

1

Kim, Il Gon. "Confucian Culture and Economic Development in East Asia." In The Theory of Ethical Economy in the Historical School, 250–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57801-4_12.

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Phillips, Fred. "The Business School in a Time of Transition." In Social Culture and High-Tech Economic Development, 49–60. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230597242_6.

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Plainer, Zsuzsa. "Segregated Schools, “Slow Minds” and “Must Be Done Jobs”: Experiences About Formal Education and Labour Market in a Roma Community in Romania." In Social and Economic Vulnerability of Roma People, 39–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_3.

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AbstractBased on a long-term ethnographic fieldwork, this study applies the cultural-ecological theory to understand reasons for making and maintaining a segregated school in a Romanian town, and those community forces which track and maintain Roma children there. As findings indicate, creating and sustaining such an institution reflects the flipsides of Romanian national policies, which due to the financing strategies and centralized curricula—involuntarily—block the chances to provide quality education to marginal groups. Tracking and staying of Roma children into such schools is a result of their parents’ ambivalent experiences with formal economic activities and formal education. Experiences with work and schooling shared by this urban group of Roma reveal that parents have clear expectations towards school: transmission of practical knowledge, good treatment and isolation of the school problems from family life, which not always can be fulfilled by the educational units.
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Xiao, Tiancheng. "The Research of the Influence of North American Hip-hop Culture on Chinese High School Students." In Proceedings of the 2022 4th International Conference on Economic Management and Cultural Industry (ICEMCI 2022), 694–701. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-098-5_79.

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Koslowski, Peter, and Matthias Lutz-Bachmann. "Economics as Ethical Economy and Cultural Economics in the Historical School." In The Historicity of Economics, 139–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-540-24824-8_5.

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Borruso, Francesca, and Marta Brunelli. "Il museo racconta la scuola tra passato e presente." In La Public History tra scuola, università e territorio, 59–74. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-616-2.08.

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The Museums of educational heritage - especially those established in University Departments – represent an extraordinary resource for scientific research, education, and the Third Mission, which is aimed at promoting collaboration, dialogue and exchange between the University and its territory to generate knowledge and benefit of social, cultural, and economic nature as well. Within the Third Mission precisely lies Public History defined as "the communication of history outside academic environments" (AIPH 2018). In this framework the paper presents some examples of educational projects and activities carried out with local schools and communities by the "Mauro Laeng" Museum of school and education at the University of Roma Tre, and by the "Paolo & Ornella Ricca" Museum of school history at the University of Macerata. The final aim is to provide a methodological approach, project ideas, and operational tools for inspiring schoolteachers and professors, university researchers and museum educators.
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Bullock, Shawn Michael. "The Culture of Schools." In Inside Teacher Education, 11–20. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-403-4_2.

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Facer, Jo. "How can schools improve their culture?" In Culture Rules, 163–68. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003097075-13.

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McCartney, Matthew. "Culture." In Economic Growth and Development, 250–67. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-29031-1_13.

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Szenberg, Michael, and Lall Ramrattan. "Culture." In Economic Ironies Throughout History, 87–111. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137450821_9.

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Conference papers on the topic "Economic culture of schools"

1

Bucha, Agostinho Inácio, and António Ferreira. "INNOVATE SCHOOLS: THE DIFFERENCE." In 4th International Scientific Conference – EMAN 2020 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eman.2020.163.

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Schools are currently facing considerable challenges, as the paradigm of today`s society is very different from the view for which most education systems were created. It`s beginning from this principle that many schools in Portugal seek to modify, adapt and improve their teaching practices. Another of the principles that guided this study is the search for good examples at European level. It´s important to create an innovative school culture, marked by collaborative work, openness of school to families, the surrounding environment and a commitment to shared leadership that ensures the sustainability of the innovative culture.
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Song, Boyu. "The Theory and Practice Analysis of Foreign Language Teaching Method Schools." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.262.

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Armiati, Dessi Susanti, and Rose Rahmidani. "The Validity Analysis of Economic Enrichment Book Based on Minangkabau Culture for Senior High Schools." In 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210618.061.

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Saeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman, and Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/icearnc/10.

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"The study aimed to identify the degree of availability of governance principles in the schools of the North and South Al Sharqiyah governorates from the point of view of school principals. The researchers used the descriptive analytical method, and the questionnaire as a tool, by applying it to a sample of (100) principals, and the study reached the following results: The degree of availability of governance principles in the schools of North and South Al Sharqiyah governorates was moderate in most of its axes, except for one axis that came to a high degree, so the phrases in all axes varied between weak and medium. Al-Sharqiya came in general with a medium degree, where it was ranked as follows: the principle of integrity with a mean of (2.38), and after that came the axis of the principle of responsibility with a mean of (2.25), and the principle of justice came in the third place with a mean of (2.04), and finally came the pivotal principles of the principle of accountability and the principle of disclosure and transparency with an average of My Account (1.99), and the study confirmed that there are no statistically significant differences in the principles of governance in the schools of North and South Sharqiya governorates, due to the variables (gender, location), and the researchers recommend the need to create a legal culture around the principles of governance and make it easy and clear to access them. "
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Saeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman, and Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/uhdicearnc/10.

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"The study aimed to identify the degree of availability of governance principles in the schools of the North and South Al Sharqiyah governorates from the point of view of school principals. The researchers used the descriptive analytical method, and the questionnaire as a tool, by applying it to a sample of (100) principals, and the study reached the following results: The degree of availability of governance principles in the schools of North and South Al Sharqiyah governorates was moderate in most of its axes, except for one axis that came to a high degree, so the phrases in all axes varied between weak and medium. Al-Sharqiya came in general with a medium degree, where it was ranked as follows: the principle of integrity with a mean of (2.38), and after that came the axis of the principle of responsibility with a mean of (2.25), and the principle of justice came in the third place with a mean of (2.04), and finally came the pivotal principles of the principle of accountability and the principle of disclosure and transparency with an average of My Account (1.99), and the study confirmed that there are no statistically significant differences in the principles of governance in the schools of North and South Sharqiya governorates, due to the variables (gender, location), and the researchers recommend the need to create a legal culture around the principles of governance and make it easy and clear to access them. "
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Peng, Yanling, and Xingyi Zeng. "A Study on the Loss of Young Teachers in Western Rural Primary Schools and the Countermeasures*." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.186.

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Alata. "Investigation on the Status of Mother Tongue Education in Mongolian Schools of Ningcheng Country, Inner Mongolia*." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.259.

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Zabat, Mary Jane, Jolly S. Balila, Putu Tommy S. Suyasa, Rostiana, Leonardo Dorado, and Pamela Hendra Heng. "School Culture and Management Functions as Correlated to Teachers’ Job Satisfaction in selected ASEAN Elementary Schools." In International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210805.212.

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Mestry, Raj, and Pierre du Plessis. "EMPOWERING PRINCIPALS TO LEAD AND MANAGE PUBLIC SCHOOLS EFFECTIVELY IN THE 21ST CENTURY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end006.

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Globally, education systems have been affected by radical social, political and economic changes. Although school principals play a pivotal role in improving student learning and attaining educational outcomes, they work under strenuous conditions to deal with multifaceted transformational issues. Principals experience great difficulty in coping with numerous changes, partly because they are inadequately prepared for their leadership position, or simply lack the necessary skills, knowledge and attitudes to lead and manage schools effectively and efficiently. Fundamentally, principals should be empowered to effectively deal with challenges facing them in the 21st century. Using qualitative research, this study explored the importance of promoting a culture of professional development that will prepare principals to confront education challenges and obstacles facing them. Fifteen principals were selected to determine their perceptions and experiences of how they were prepared and professionally developed to lead and manage schools. Findings revealed that in South Africa, there is no formal preparation for aspiring or practicing principals taking on leadership and management positions, and very few in-service professional development programmes are available. There is a dire need for education authorities to introduce compulsory training and development programmes for aspiring and practicing school leaders to lead and manage their schools successfully.
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Li, Jinrong. "Research on the Construction of Ceramic Skill Training System for Art Teachers in Primary and Secondary Schools*." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.215.

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Reports on the topic "Economic culture of schools"

1

Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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Yilmaz, Ihsan, and Nicholas Morieson. Religious populism in Israel: The case of Shas. European Center for Populism Studies (ECPS), March 2022. http://dx.doi.org/10.55271/pp0011.

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Since the 1990s, populism has become increasingly prevalent in Israeli politics. While scholars and commentators have often focused on the populist rhetoric used by Benjamin Netanyahu, his is hardly the only manifestation of populism within Israel. For example, Shas, a right-wing populist party which seeks to represent Sephardic and Haredi interests within Israel, emerged in the 1980s and swiftly became the third largest party in the country, a position it has maintained since the mid 1990s. Shas is unique insofar as it merges religion, populism, and Sephardic and Haredi Jewish identity and culture. Indeed, Shas is not merely a political party, but a religious movement with its own schools and religious network, and it possesses both secular and religious leaders. In this article, we examine the religious populism of Shas and investigate both the manner in which the party constructs Israeli national identity and the rhetoric used by its secular and religious leadership to generate demand for the party’s religious and populist solutions to Israel’s social and economic problems. We show how the party instrumentalizes Sephardic ethnicity and culture and Haredi religious identity, belief, and practice, by first highlighting the relative disadvantages experienced by these communities and positing that Israeli “elites” are the cause of this disadvantaged position. We also show how Shas elevates Sephardic and Haredi identity above all others and claims that the party will restore Sephardic culture to its rightful and privileged place in Israel.
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Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.

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Establishing School-Based Management Committees (SBMCs) is one of the most widely adopted and widely studied interventions aimed at addressing the learning crisis faced in many developing countries: giving parents and communities a certain degree of control over aspects of school management is assumed to increase school accountability and contribute to improvements in learning. Examining the case of Nigeria, which in 2005 adopted a national policy to establish SBMCs in state schools, this paper reviews the evidence available on SBMCs’ ability to mobilise communities, and the potential for this increased community participation to translate into improved learning. The paper shows that while local community participation can help improve school performance, the donor and state supported SBMCs struggle to stay active and have positive impact on school performance. Yet for ministries of education in many developing countries establishing SBMCs remains a priority intervention among the many initiatives aimed at improving education quality. The paper thus asks what makes the establishment of SBMCs a priority intervention for the Nigerian government. By presenting an analysis of the SBMC-related policy documents in Nigeria, the paper demonstrates that an intervention aimed at involving local communities and developing bottom-up approaches to identifying and designing education policies is itself entirely a product of top-down policy making, envisioned, developed, and funded almost entirely by the international development community. The entire process is reflective of isomorphic mimicry—a process whereby organisations attempt to mimic good behaviour to gain legitimacy, instead of fixing real challenges. Adopting the policy to establish SBMCs, which is heavily promoted by the international development community and does not require actual reform of the underlying political-economy challenges hindering investment in education, enables education ministries to mimic commitment to education reforms and attain the endorsement of the international community without addressing the real challenges. Like all cases of isomorphic mimicry, such policy adoption and implementation has costs: national ministries, as well as state- and district-level education authorities, end up devoting time, resources, and energy to planning, designing, and implementing an intervention for which neither the need nor the evidence of success is established. Additionally, such top-down measures prevent state agencies from identifying local opportunities for delivering the same goals more effectively and perhaps at a lower cost. The paper illustrates this with the case of the state of Kano: there is a rich indigenous culture of supporting community schools, yet, rather than learning why local communities support certain kinds of school but not state schools, and trying to replicate the lessons in state schools, the SBMC model introduced is designed by development agencies at the national level and is administratively complicated and resource-intensive. The opportunity for local learning has not been realised; instead, both the agenda and the implementation framework have been entirely shaped by international aid agencies. The paper thus demonstrates how apparently positive policy interventions resulting from pressure exerted by the international community could be having unintended consequences, given the national-level political-economy dynamics.
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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.
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Pillay, Hitendra, and Brajesh Pant. Foundational ( K-12) Education System: Navigating 21st Century Challenges. QUT and Asian Development Bank, 2022. http://dx.doi.org/10.5204/rep.eprints.226350.

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Foundational education system commonly referred to as K-12 school education is fundamental for people to succeed in life as noted in United Nations declaration of human rights. Consequently, decades of investments have helped K-12 sector evolve and respond to new demands but many of the traditional thinking has remained and thus hinder agility and disruptive evolution of the system. In most countries the national school education systems are perhaps the largest single enterprise and subjected to socio-cultural, economic and political influences, which in turn make it reluctant and/or difficult to change the system. However, as the world transitions from industrial revolution to information revolution and now to knowledge economy, the foundational education sector has been confronted with several simultaneous challenges. The monograph reviews and analyses how these challenges may be supported in a system that is reliant on traditional rigid time frames and confronted by complex external pressures that are blurring the boundaries of the school education landscape. It is apparent that doing more of the same may not provide the necessary solutions. There is a need to explore new opportunities for reforming the school education space, including system structures, human resources, curriculum designs, and delivery strategies. This analytical work critiques current practices to encourage K-12 educators recognize the need to evolve and embrace disruptions in a culture that tends to be wary of change. The key considerations identified through this analytical work is presented as a set of recommendations captured under four broad areas commonly used in school improvement literature
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Sapienza, Paola, Luigi Zingales, and Luigi Guiso. Does Culture Affect Economic Outcomes? Cambridge, MA: National Bureau of Economic Research, February 2006. http://dx.doi.org/10.3386/w11999.

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Smith, Emil, David Reimer, Ida Gran Andersen, and Bent Sortkær. Exploring School Culture: Technical report for data collection. Aarhus University Library, 2021. http://dx.doi.org/10.7146/aul.403.

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This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019.
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Hanushek, Eric, and Ludger Woessmann. Do Better Schools Lead to More Growth? Cognitive Skills, Economic Outcomes, and Causation. Cambridge, MA: National Bureau of Economic Research, January 2009. http://dx.doi.org/10.3386/w14633.

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Marchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian, and Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.017.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.
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