Relevant bibliographies by topics / Education – Belize

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education – Belize'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 May 2024

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Journal articles on the topic "Education – Belize"

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Jaramillo, M. Elizabeth. "Global Speech-Language Health: Belize." Perspectives on Global Issues in Communication Sciences and Related Disorders 5, no. 2 (2015): 45–55. http://dx.doi.org/10.1044/gics5.2.45.

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This independent field experience in global health explores the application of health promotion and service delivery models from the field of public health to speech-language services through descriptive research of the case in southern Belize. This project explores first steps in global speech-language health outreach for children living in very limited resource settings. Global speech-language health outreach includes community-wide interventions, fostering collaboration in the community and internationally, health education, building on local resources to expand health services, and special education program development. This project makes the assumption that a rich language environment may be a determinant of speech-language health. Speech-language interventions that enrich the linguistic environment may be a strong starting point for regions with very limited access to speech-language services. Therefore, this project looks at targeting social and environmental factors that influence language and literacy skills. The aim is to raise awareness of pediatric speech-language disability in southern Belize, with the ultimate goal of increasing school and community participation of children with speech-language disabilities. The purpose of this project is to explore points of entry for population-wide, environment-enriching, and culturally relevant intervention targeting communication and academic growth, in a limited resource setting. Furthermore, this project describes barriers to speech-language services and interventions in southern Belize.
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Boxill, Ian. "Towards an alternative tourism for Belize." International Journal of Contemporary Hospitality Management 15, no. 3 (2003): 147–50. http://dx.doi.org/10.1108/09596110310470167.

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This paper argues that tourism development in Belize should avoid going the traditional mass tourism route of most Caribbean destinations. Instead, it suggests that Belize is at the appropriate stage in its development to forge an alternative model, which draws and builds on its geographical location, history, culture and ecology. In making this case, the paper identifies a number of limiting and facilitating factors to tourism development. These facilitating factors recommend the alternative model. Specifically, the alternative model includes nature, education and community tourism; and a type of cruise tourism that is linked to education and culture. For this effort to succeed, the paper recommends that government and civil society work together to develop the country’s human resources and to structure a strategy to achieve the goals.
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Pisani, Michael J., and Jana S. Pisani. "The economic returns to language in Belize: evidence from the 2000 census." Economía y Administración (E&A) 15, no. 2 (2023): 29–54. http://dx.doi.org/10.5377/eya.v15i2.17194.

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English is the official language of Belize used in the conduct of official government business and as the standard in public education. However, English is not the primary language spoken in Belizean households nor in the conduct of local business transactions. Belize is a polyglot nation inclusive of European-based languages, native languages, and creole languages. In this paper, we demonstrate the economic returns to language acquisition and usage in Belize using census 2000 data. Our results indicate that Belize primarily rewards the ability to communicate in English and Spanish. Other language skills are also important, such as the ability to speak German, to speak Maya and English or Spanish, and the ability to speak in combination Creole-Spanish-English. There is a severe wage penalty associated with the speaking of Maya and Garifuna. Other non-language endogenous and exogenous variables are also explored.
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Curry, Katherine A., Jentre Olsen, Ed Harris, Candy Garnett, and Dian Danderson. "Inclusive settings in Belizean primary schools: A focus on teacher practices." Journal of Global Education and Research 8, no. 1 (2024): 1–18. http://dx.doi.org/10.5038/2577-509x.8.1.1263.

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Educators in Belize are charged with ensuring that all Belizeans are given an opportunity to acquire a quality education that promotes personal development and productive citizenship. Consequently, Belizean law now requires all children from ages five through fourteen to attend at least eight years of primary school. Students with special needs have historically not received accommodations in the education system, so many teachers struggle with meeting the needs of students with learning disabilities in these inclusive settings. This qualitative case study explored teaching strategies and contextual factors in inclusive primary classrooms in Belize and was conducted in the form of Community Engaged Research in partnership with the Ministry of Education, Youth, Sports, and Culture (MOE). Findings suggest consistent approaches for differentiating instruction, teacher passion for teaching and commitment to meeting student needs, a need for additional resources and training, and a disconnect between families and schools. Interpretation of these findings through Hornby’s (2015) theory of inclusive education suggests that Belize is primarily following inclusivity as students with disabilities are integrated into the mainstream educational system. However, while some principles and practices of inclusion are followed, other features are absent. Adding a special education component could enhance student learning as individualization and standardization of instruction, expectations, and assessment could occur between teachers, across grade levels, and in communication with families. A special education component with associated teacher training could support teacher desire for additional resources and meet the needs of an increasingly diverse population of students.
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Harrison-Buck, Eleanor, and Sara Clarke-Vivier. "Making Space for Heritage: Collaboration, Sustainability, and Education in a Creole Community Archaeology Museum in Northern Belize." Heritage 3, no. 2 (2020): 412–35. http://dx.doi.org/10.3390/heritage3020025.

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Working with local partners, we developed an archaeology museum in the Creole community of Crooked Tree in the Maya lowlands of northern Belize. This community museum presents the deep history of human–environment interaction in the lower Belize River Watershed, which includes a wealth of ancient Maya sites and, as the birthplace of Creole culture, a rich repository of historical archaeology and oral history. The Creole are descendants of Europeans and enslaved Africans brought to Belize—a former British colony—for logging in the colonial period. Belizean history in schools focuses heavily on the ancient Maya, which is well documented archaeologically, but Creole history and culture remain largely undocumented and make up only a small component of the social studies curriculum. The development of a community archaeology museum in Crooked Tree aims to address this blind spot. We discuss how cultural sustainability, collaborative partnerships, and the role of education have shaped this heritage-oriented project. Working with local teachers, we produced exhibit content that augments the national social studies curriculum. Archaeology and museum education offer object-based learning geared for school-age children and provide a powerful means of promoting cultural vitality, and a more inclusive consideration of Belizean history and cultural heritage practices and perspectives.
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Coffin, Dale, Mechelle Collins, and Amiya Waldman-Levi. "Fostering Inter-Professional Education through Service Learning: The Belize Experience." Occupational Therapy In Health Care 35, no. 2 (2021): 217–26. http://dx.doi.org/10.1080/07380577.2021.1877862.

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Casey, Erin M., and Cynthia F. DiCarlo. "Early childhood education teachers’ constructs of teacher quality in Belize." Early Child Development and Care 188, no. 9 (2017): 1302–16. http://dx.doi.org/10.1080/03004430.2017.1337009.

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Nimehchisalem, Vahid. "Interview with Jean Kirshner, co-founder of Belize Education Project." International Journal of Education and Literacy Studies 8, no. 4 (2020): 100. http://dx.doi.org/10.7575/aiac.ijels.v.8n.4p.100.

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Jean Kirshner holds a Ph.D. in Education and Human Resource Development from Colorado State University and specializes in literacy and teacher education. I came to know Jean and her school adoption project in the process of publishing her article in our previous issue. She graciously accepted my invitation for this interview that we carried out through emails in July, 2020. In this interview, you will be reading about Jean and the impact she and her colleagues have created in the lives of school children. You will learn more about Jean as you read through, but here is a brief introduction. Jean started her career as the Early Childhood Director at Saint Ignatius Grammar School, Chicago in 1988. After two years she joined the Child Opportunity Program in Denver as a Head Start Supervising Teacher. In 1994, she became a kindergarten teacher and has been a First Grade Teacher since 2006 in Douglas County School District, Parker, Colorado. She co-founded the Belize Education Program in 2007 which is the main topic of this interview. The world needs more inspiring educators like Jean who contribute selflessly especially to the underprivileged communities that need more love and attention.
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Hosseini, Mona. "Book Review: Decolonizing Transcultural Teacher Education through Participatory Action Research Dialogue, Culture, and Identity." International Journal of Education and Literacy Studies 9, no. 4 (2021): 287. http://dx.doi.org/10.7575/aiac.ijels.v.9n.4p.287.

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Decolonizing transcultural teacher education through participatory action research, culture, and identity sketches the laborious process of decolonizing the education in Belize in Central America. It consists of 9 chapters: introduction, review of the literature, methodology, findings and discussions (3 chapters), as well as the conclusion.
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Wiskel, Tess, Roland Merchant, Marta Habet, and Joy Mackey. "Developing an Accident and Emergency HIV Testing Program in Belize City: Recommendations from Key Stakeholders." Journal of the International Association of Providers of AIDS Care (JIAPAC) 18 (January 1, 2019): 232595821985632. http://dx.doi.org/10.1177/2325958219856328.

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With the ultimate goal of developing an accident and emergency (A&E) department HIV testing program in Belize City, Belize, we sought input from key stakeholders on program components and potential facilitators and barriers to HIV testing in emergency care. We conducted semistructured interviews among 4 key stakeholder groups at Karl Heusner Memorial Hospital Authority (KHMHA) in Belize City: (1) 20 A&E patients, (2) 5 A&E physicians, (3) 5 A&E nurses, and (4) 5 KHMHA administrators. We performed a qualitative content analysis of the interview transcripts and isolated important themes. Major themes included: (1) Patient selection: patients preferred to test all A&E patients. All other stakeholder groups preferred testing specific patient groups. (2) Training: Specific training should be completed for staff. (3) Confidentiality: integral for testing. (4) Facilitators and barriers: facilitators included respectful relationships, privacy, resources, coordination, and education. Barriers included stigmatization, patient willingness, inadequate resources, privacy, and testing biases.
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Dissertations / Theses on the topic "Education – Belize"

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Pastor, Clara. "Education in Belize : history and current issues." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22616.

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This study examines the evolution of preschool, primary and secondary education in Belize for the period 1816 to 1994 in relation to access, quality, effectiveness and efficiency in the use of available resources. Qualitative analysis of documentary evidence and interviews with 40 Belizean educators was combined with quantitative analysis of enrollment and other statistics. The data collected identified the major development milestones including compulsory attendance for primary students, the Primary School Leaving Certificate, the Belize National Selection examination for primary students, the Caribbean Examination Council examinations for secondary students and local teacher training. Major continuing issues include: lack of proper planning, inadequate human and financial resources, shortages of qualified teachers, high dropout rates, irrelevant curricula, and imbalance between rural and urban educational opportunity. This study concludes that although preschool, primary and secondary education has expanded, much still remains to be done to provide equal access, and improve its quality, effectiveness and efficiency.
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Hitchen, Peter Ronald. "Education and multi-cultural cohesion in Belize, 1931-1981." Thesis, University of Central Lancashire, 2002. http://clok.uclan.ac.uk/7757/.

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This thesis is concerned with the British neglect of education in Belize and the emergence of increased tensions between church and state, from the twin catalysts for social change of the 1931 hurricane and economic depression until independence in 1981. This conflict has revealed a contradictory web of power structures and their influence, through the medium of schools, on multi-cultural development. The fundamental argument is that despite a rhetoric- of-difference, a cohesive society was created in Belize rooted in the cultural values propagated through an often-contradictory church-state education system, and that Jesuit supremacy of Belizean education came too late to unsettle or exploit the grass-root forces of cultural synthesis. Racial conflict in Belize is more a matter of habitual rhetoric and superficial. The historiography of Belize falls broadly into two categories: Diplomatic and labour, nevertheless cultural and educational studies have developed most notably from Social Anthropology. An extensive literature review revealed that notwithstanding the emergence of a substantial historiography of education on the British Caribbean similar research has been neglected on Belize. Therefore, my own thesis fills a significant gap in the historiography of British Caribbean education. The PhD discusses the relationship between conflicting hierarchies within education and multi-cultural cohesion, not yet been fully attempted in any of the secondary literature. This is a proposition argued through substantial and original primary research, employing a mix of comparative empirical research and theoretical Sights influenced by historical sociologist Nigel Bolland to analyse the interactions of people at community level, the ubiquitous presence of the denominations, and political and hierarchical activities. The empirical data was initially collected from HMSO, and Colonial Office files at the Public Record Office. The principal methodological area of research for the PhD resulted from a visit to Belize to procure a quantity of oral testimony providing a 'history from below' as an extra dimension to the British Colonial perspective. The methodology for Part 3 (1964-1981) reveals shifts in the balance of power relying solely on oral evidence and archival/ecclesiastical records from Belize. Church historians have confirmed previous research into the latter to narratives. An important contributiog.to my area of study lies in the use of Belize as a central focus and the historical peculiarity of denominalisation, where, unlike the English system the church rather than the secular lobby won the contest for control in schools.
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Miller, Deborah A. "Long term impacts of ecotourism on a Mayan rural community in Belize." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1164842.

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Before 1968, Blue Creek Village was comprised of Mayan Indians living their traditional way of life, growing corn, beans, and rice, caring for their homes and family. The years following 1968, Blue Creek Village began to see development and change. Between the years of 1968-1971, a road, Catholic Church and an ecotourism site were built, the International Zoological Expedition (IZE). Three years later a primary school was built (1974-75) and finally in 1978 an agriculture building was built. Only 9% of the people living in Blue Creek Village had no formal schooling. Two generations of the Blue Creek Village people experienced and were affected by developmental changes occurring in their community.During the summer of 1999 (May 13 - August 8), I studied the Mayan Indians to determine how ecotourism, education, and gender influence the cash income earned by the Mayan people and how education is influenced by ecotourism, gender, age, individual, family/generational or community decisions. Blue Creek Village, Belize, was chosen as the site of study because Mayan Indians lived a traditional lifestyle and it was adjacent to an ecotourism location, the IZE Blue Creek Rainforest Preserve in the Maya Mountains. Ethnographic interviews and participant observations were used to obtain responses and demographic data of the local Mayan people. From these responses the statistical analysis revealed that education does influence the cash income of the local Mayan people in Blue Creek Village. Prior to the IZE Rainforest Preserve, the Mayan men's only source of cash income was through rice production, and women were unable to earn cash. The cash earned from the visiting tourists assisted families by providing cash income to pay for an education for their children.
Department of Natural Resources and Environmental Management
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Rantala, Marjo, and Helena Stålhandske. "Belize : How school can work in a multilingual and multiethnic country." Thesis, Linköping University, Department of Educational Science (IUV), 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-633.

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This essay is about schools in Belize and how they handle the variety of cultures and languages. The study is based on observations and interviews made in four different schools. We spent one week in each school and every school represent one specific ethnic group. These ethnic groups are Creole, Maya, Garifuna and Mestiso. The interviews treat the different ethnic groups, their view of school and their relationship to the other ethnic groups living in Belize. To give an understanding about Belize we also present some common facts about the country which we have got from various books.

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Neighbor, Rebecca, Claire Gleadhill, and Kacie Denton. "Viral Hemorrhagic Conjunctivitis Outbreak in Rural Belize." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/196.

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ABSTRACT OBJECTIVES: The objectives of this project are to review current literature regarding conjunctivitis including the pathogens that cause conjunctivitis, how to diagnose and differentiate between viral and bacterial conjunctivitis, and the different modalities to treating the disease with limited resources in rural communities. Then examine an outbreak of viral hemorrhagic conjunctivitis in rural Belize in October of 2017. This includes examining data collected by ETSU Family Medicine Department during health outreach clinics regarding diagnosis made, treatment provided, and comparing this information to a survey collected about social determinants of health. Finally, discuss the importance of disseminating public health education regarding how to limit the spread of contagious infections to a rural population with limited health literacy and access to resources. METHODS: In October of 2017 East Tennessee State University (ETSU) Quillen College of Medicine medical students, primary care physicians, and residents traveled to rural Belize to provide free primary care. The clinics consisted of seeing patients at both an established clinic in Roaring Creek, Belize and at remote health clinics in even more rural locations. Many of the patients who presented to the clinics had similar complaints of itchy, red, and productive eyes. Quantitative data was recorded from patient charts regarding their presenting symptoms, diagnosis, and the treatment. The data was organized utilizing microsoft excel and evaluated using SPSS and measures of central tendency. Qualitative data was also collected from interactions with patients and newspaper articles published in Belize about the conjunctivitis outbreak. RESULTS: The results showed that a total of 431 patients received care and 52% of them were diagnosed with conjunctivitis. 46.9% of the patients were determined to have viral conjunctivitis, while 2.8% of them had bacterial conjunctivitis. It was discovered that many patients utilized one reusable cloth to wipe their children's eyes repeatedly thus spreading the disease across and throughout the rural communities. It was found through careful conversations with patients that they were putting urine and breast milk into their eyes in hopes that it would help their pink eye. The Belize Ministry of Health Reported that there were 5,343 cases of pink eye countrywide, with a viral strain being more predominant than bacterial. CONCLUSION: In conclusion, extremely contagious diseases like conjunctivitis are dangerous in rural developing countries because of lack of education about hygiene and limited resources necessary to contain such diseases. While medication is not effective for viral conjunctivitis, it can have devastating consequences (e.g blindness) if a superinfection is not caught early in the course. Education can be the best medicine especially in cases of viral diseases. Patients were also provided with resources to wash their hands often, sterilized water to flush their eyes, and single use towels. A lesson on conjunctivitis, its complications, and how to prevent the spread of the disease was aired on public television. This reports provides examples of both practice creative ways to spread health literacy in rural populations with limited access to resources.
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Coates, Martha J. "Indigenous and imported primary school textbooks in Belize, a comparative study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0004/MQ28410.pdf.

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Rellihan, Heather Emily. "Ad/ministering education gender, colonialism, and christianity in Belize and the Anglophone Caribbean /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8033.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Women's Studies Dept.. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Hinerman, Krystal M. "Construct Validation of the Social-Emotional Character Development Scale in Belize: Measurement Invariance Through Exploratory Structural Equation Modeling." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699875/.

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Social-emotional learning (SEL) measures assessing social-emotional learning and character development across a broad array of constructs have been developed but lack construct validity. Determining the efficacy of educational interventions requires structurally valid measures which are generalizable across settings, gender, and time. Utilizing recent factor analytic methods, the present study extends validity literature for SEL measures by investigating the structural validity and generalizability of the Social-Emotional and Character Development Scale (SECDS) with a large sample of children from schools in Belize (n = 1877, ages 8 to13). The SECDS exhibited structural and generalizability evidence of construct validity when examined under exploratory structural equation modeling (ESEM). While a higher order confirmatory factor structure with six secondary factors provided acceptable fit, the ESEM six-factor structure provided both substantive and methodological advantages. The ESEM structural model situates the SECDS into the larger body of SEL literature while also exhibiting generalizability evidence over both gender and time.
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Reneau, Cecil E. "Vocational education's potential contribution to the future development of Belize : a delphi study /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163256/.

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Hoare, Olda R. "A case study of governance of higher education in Belize : implications for finance and curricula in higher education." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002189.

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Books on the topic "Education – Belize"

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N, Young Colville. Language and education in Belize. C.N. Young, 1989.

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N, Young Colville. Language and education in Belize. 2nd ed. National Printers, 1995.

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Bennett, J. Alexander. Education in Belize: A historical perspective. Angelus Press, 2008.

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Education in Belize: A historical perspective. Angelus Press, 2008.

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Society for the Promotion of Education and Research (Belize), ed. Education in Belize: Toward the year 2000. SPEAR, 1991.

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Chan, Amado. The Belize national report on higher education. International Institute for Higher Education in Latin America and the Caribbean, 2006.

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Herrmann, Eleanor Krohn. Origins of tomorrow: A history of Belizean nursing education. Ministry of Health, 1985.

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Library of Congress. Hispanic Division. Portals to the world: Selected Internet resources : Belize. Library of Congress, 2002.

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Institute of International Education (New York, N.Y.), ed. Regional education profile-- Central America: Belize, Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, Panama. Institute of International Education, 1986.

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Niblock, Debbie Ann. Evaluating environmental education provision in developing countries: A case study approach in Belize and Cameroon. University of Birmingham, 1999.

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Book chapters on the topic "Education – Belize"

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Kirshner, Jean, and George Kamberelis. "Belize Education Project." In Decolonizing Transcultural Teacher Education through Participatory Action Research. Routledge, 2021. http://dx.doi.org/10.4324/9781003111573-1.

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Kirshner, Jean, and George Kamberelis. "Understanding Teachers' Lives and the Realities of Teaching in Belize." In Decolonizing Transcultural Teacher Education through Participatory Action Research. Routledge, 2021. http://dx.doi.org/10.4324/9781003111573-8.

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Penados, Filiberto. "Indigenous Governance and Education in Belize: Lessons from the Maya Land Rights Struggle and Indigenous Education Initiatives." In Handbook of Indigenous Education. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1839-8_28-1.

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Penados, Filiberto. "Indigenous Governance and Education in Belize: Lessons from the Maya Land Rights Struggle and Indigenous Education Initiatives." In Handbook of Indigenous Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-3899-0_28.

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Chisolm, Lorenda. "How School Leaders Leverage Resources for Social Justice, Equity and Access to Secondary Schooling in Belize: Implications for an Island Community." In Policy Implications of Research in Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54750-9_5.

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Azueta, Joycelyn Nair, and Leda Kamenopoulou. "The Perspectives of Teachers in Belize in Relation to Working with Visually Impaired Pupils in Mainstream Schools: An Exploratory Study." In Inclusive Education and Disability in the Global South. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72829-2_5.

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Szalay, Lorand B., Jean B. Strohl, Liu Fu, and Pen-Shui Lao. "Education." In American and Chinese Perceptions and Belief Systems. Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9148-8_6.

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Bothra, Sanjeev. "Personal Belief System." In Design Education in India. Routledge, 2023. http://dx.doi.org/10.4324/9781003383352-5.

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Trevors, Gregory J. "Belief Change." In Handbook of Educational Psychology, 4th ed. Routledge, 2023. http://dx.doi.org/10.4324/9780429433726-16.

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Masters, Geoff N. "The Power of Belief." In Achieving Quality Education for All. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5294-8_1.

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Conference papers on the topic "Education – Belize"

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Redd, Kayla, Krystal Tran, Xuan Yang, and Alex Kah. "The Big Leaf Mahogany Tree In Belize in Connection to Sustainable Development Goals." In The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/21.

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McKay, Maxine, and Lorna McKay. "Children with Disabilities and Distance Education: Experiences of Primary School Teachers and Parents: Covid-19 Lockdown." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6009.

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This study highlights the experiences of parents of children with disabilities and primary school teachers who taught these children via Distance Education during the COVID-19 Lockdown. The teachers who participated in the study teach children ages 10-14 with varying disabilities. The teachers are from three districts located in Belize (Belize, Orange Walk, and Cayo). The 30 parents were chosen based on recommendations made by the teachers. A phenomenological approach was used as the research method because this approach allowed the researchers to make in-depth analyses and provide thematic descriptions. Research data was collected through semi-structured interviews and analyzed using the inductive method. The researchers asked vital questions and the results show that teachers experienced various issues while using Distance Education. Teachers noted that although they made all attempts to cater to the needs of the children and their families via modalities like Zoom, WhatsApp and Googlemeet, children struggled regardless of the platforms used. The results also show that children did complete assignments, did not log on at times, did not follow directions without the help of the teachers, and the content was too challenging. Teachers also noted that they were not given adequate time nor support from Government, their school management, or their immediate supervisors. The teachers also reported a financial, psychological, and emotionally challenging experience while teaching via Distance Education. The teachers also noted that the parents expected them to work when they were available rather than schedule times. Teachers also noted that parents were rude when they sought clarification and insulted them on the platforms and in writing. Teachers also noted that it was hard to cater to the various exceptionalities. On the other hand, parents reported that teachers' assignments were challenging and not innovative. The teachers offered little support during Distance Education to their children, who struggled to keep up. Parents also noted that teachers seemed ill-equipped to deliver their lessons via Distance Education; they did not give quick feedback, which delayed their children's learning. Parents also reported that the teachers were late and at times did not meet deadlines they had set. Lastly, parents noted that they prefer face-to-face because their children get better support in the classroom.
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Obaka, Abel I. "Improving Access to Qualitative Education for Persons with Disabilities (PWDs): How National Open University of Nigeria (NOUN) Could Key in." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3434.

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This paper investigates how access to qualitative education for persons with disabilities (PWDs) can be improved through the National Open University of Nigeria (NOUN). The paper is anchored on Moore's theory of distance education. It employs qualitative survey research and findings show that majority of respondents believe that NOUN can fast-track access to education for PWDs. Also, the majority of respondents are of the opinion that one of the fastest means of removing the stigma against PWDs is their inclusiveness and integration through their unfettered access to Open and Distance Learning (ODL). However, the majority of the respondents are of the belief that PWDs may face challenges in accessing ODL due to endemic poverty and cultural distortions. The paper, therefore, concludes with recommendations for advocacy on the importance of ODL for the education of the PWDs as well as for the government to provide enabling environment to support ODL education in Nigeria by institutionalizing ODL education for PWDs. It also recommends the improvement and development of relevant information and communications technology (ICT) and more open educational resources (OER) for accessibility and inclusion of PWDs in ODL education delivery architecture. They must be combined with appropriate content and pedagogy as well as legislation to institutionalize the education of PWDs through ODL as offered by NOUN.
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Buchanan, R. "A virtual laboratory CD-ROM for distance students." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2430.

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The main objective of the CD-ROM project is to provide all students, especially distance learners, with a virtual laboratory environment where they can be exposed to the physical and technical aspects of electronic communication equipment. We believe this CD-ROM resource will contribute towards the enhancement of the distance education experience and go some way to providing educational equity.
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Oliveira Júnior, Ailton Paulo, Nilceia Datori Barbosa, Natália Galvão Simão de Souza, and Anneliese Oliveira Lozada. "The Creation and Validation of a Digital Pedagogical Game for the Teaching of Probability in the Early Years of Elementary School." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t10c2.

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We consider teaching probabilistic concepts using an educational digital game. In particular, we seek to validate the game’s usefulness through the evaluation of basic education teachers who teach this probabilistic content in their classrooms. We believe that, in addition to creating, developing, and organizing resources and materials for teaching, it is essential that the materials are evaluated to validate their effectiveness for teaching and learning. We seek to offer teachers and students greater possibilities for didactic work by offering digital educational activities for student learning.
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CHIRICA, Alexandra. "Pro-heritage education within the project the Chisinau of the Great Union." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p150-155.

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The article focuses on cultural-historical education and describes the process of forming the competence to preserve and appreciate national and local heritage in a universal context. The author highlights the role of non-formal education in preparing students to cherish and protect national history and cultural values. The study argues for the need to value cultural heritage in the education of the younger generation, intellectually, emotionally, socially, creatively and morally. The aim of the current article is to present the educational project „Chisinau of the Great Union” as a way of valuing cultural and historical heritage in education, which facilitates the knowledge of history in a different way. The project’s educational approach is focused on education through heritage and is oriented towards the formation of integrative skills, encouraging autonomous learning by the student, guided by the teacher. The article presents the four stages of the project: the pre-project activity; the actual implementation of the project; the presentation of the products and the evaluation of the project; the dissemination of the results. At the same time, the study mentions the didactic technologies and some educational resources used in the project: the action plan; the worksheet for the analysis of a monument/building; the questionnaire on the evaluation of own experience, which asks the students to reflect on the learnings gained and the skills developed. This article, focused on educational practice, comes to facilitate the work of the actors involved in the teaching process and shares an experience in heritage education. Knowledge and implementation of such practices will contribute to the development of a civic spirit and responsibility of the young generation. We believe that the degree of appreciation of cultural and historical heritage depends to a large extent on the involvement of young people in research, promotion and conservation of cultural values.
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Ionita, Mirela, and Veronica Pastae. "CHALLENGES OF ONLINE LEARNING DURING THE COVID-19 PANDEMIC." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-023.

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The sudden migration from traditional to online education in the context of the COVID-19 pandemic has been a major challenge for any educational approach and has shown that e-learning paradigms need to be revisited for situations when this type of education totally replaces conventional methods for long periods. Adapting e-learning to the conditions imposed by the pandemic obviously transcends the objectives of the initial concept. The improvisations that schools, in general, were forced to do quickly, substituting full-attendance education with distance learning, showed that in such situation, education can only have "crisis results". We believe that most failures in implementing online education come from interaction during communication. If one can overcome the technical malfunctions, the problems of limited interaction and poor communication have unpredictable consequences on the educational process and, further, on long-term social activity. Online learning as a substitute for conventional education brings about the same problems as traditional education, in terms of the risks of demotivating students, but this risk is even higher, given the artificiality of mediated communication. In this article we aim to adress the relationship between technology and user in the teaching process, from the perspective of communication and to review the main interaction factors that demotivate students during online learning. To this end, we will mainly analyze aspects of preparing, teaching and evaluating educational activities at university level. The article is largely based on findings and exemplifications from our direct activity and draws on the scientific apparatus of e-learning, mainly from the perspective of end-users. This article does not aim to put forward final value judgements about the quality or opportunity of online education, but only wants to emphasize that, even in this particular situation, the principle of correlation between expectations and performance applies.
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Ionita, Mirela, and Veronica Pastae. "DEBUNKING THE MYTHS OF E-LEARNING DURING THE COVID-19 PANDEMIC." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-022.

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The context of the COVID -19 pandemic placed e-learning in the mainstream, to prove its usefulness and efficiency, but it also brought to the fore the shortcomings of this type of alternative learning. Previous educational concerns have generally focused on improving online learning platforms, on the development and improvement of digital applications - in general, on technical aspects, inherent to the development of learning processes. The issues of Internet connection, user-friendly interfaces, educational platforms' security are further intensely addressed - as well as technical issues. But real practice during the pandemic has brought out additional aspects: psychological issues, such as adapting to new learning conditions; picking up new teaching and learning methods; understanding the differences between online and face-to-face education, and pedagogical ones, regarding content delivery and evaluation methods. To these problems few or no solutions have yet been found, despite the intense and widely publicized efforts made in this respect. In our opinion, however, an important cause of the e-learning failures is the mindset inertia of the actors involved in institutionalized education. On the one hand, the transition from face-to-face education to online learning was too rapid, which meant that all actors involved made the switch, without having a choice or time to adapt. On the other hand, those involved imagined that e-learning could fully replace traditional learning, and that the transition would simply mean a conversion of the communication environment and not a complex rethinking of educational paradigms. We believe that people have actually ignored that each communication medium has its own strategies for efficiently conveying the messages and for obtaining adequate feedback. We also believe that the relational aspect among advanced technologies and the expectations of the actors involved, of students, teachers, and especially decision-makers, was given too little attention.
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Shabaya, Anne. "Building Resilience in Non-formal Education: The Case of Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9598.

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Building resilience in the Non-formal Educational Sector Non-formal education refers to organized educational activities (Unesco, 2022) which are experiential in nature and foster developmental skills and knowledge (dothegap, 2018), but they do not have an elaborate curriculum, syllabus, accreditation, and the certification similar to that associated with formal learning (Khasnabis et al, 2010). Educational disruption is a phenomenon that may resonate with many, but it is always eschewed from non-formal education. In Kenya, non-formal education comprises of individuals from poor street families or those living in informal settlements. These are individuals who never got a chance to undergo formal schooling. To alleviate the situation, in 2002, the Kenyan government instituted Free Education for All (FEA), but a decade later, the problem still lingers. Street families are still thriving in the slums and other informal settlements in urban centers. They become fertile grounds for those who wish to prey on the marginalized such as organized crime syndicates, drug peddlers, child prostitutes, human traffickers, and all manner of forms of human dehumanization gangs. The government of Kenya instituted TVET (technical and vocational education and training) in 2013 (Wakiaga, 2022) to equip these individuals with markatable skills. Resilience in the non-formal educational sector is far reaching. It begins with identifying populations these poor populations, and then followed by an intertwined duality of rehabilitation and counseling. Street families never got any formal education, and they shun formal society and all its trimmings; furthermore, they believe that formal education is outside their reach. A way to remedy this is to offer them non-formal education through an apprentice system where they can learn and develop a skill or a craft which they can develop into an enterprise. Such skills may include masonry, carpentry, welding, painting, brick laying, stone dressing, cookery, car washing, and general cleaning, to mention, but a few. These skills are sellable since they are in demand in both formal and informal sectors of business in society. Since non-formal training is expensive, an apprentice system can ensure an income as they train. // This paper highlights the plight of these individuals and source by showing that through non-formal education and resilience; they can be rehabilitated and transformed to become productive members of society. Non-formal education is indeed an education like any other. Its consideration, and inclusion in the national educational budgets, streamlining it by having its curriculum developed, and trainers identified then trained, is vital.
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Izgarskaya, Anna A., and Ekaterina A. Gordeychik. "WORLD-SYSTEM ASPECTS OF EDUCATIONAL INEQUALITY IN A PERIPHERIZED SOCIETY." In All-Russian Conference with International Participation "Education, Social Mobility, and Human Development: to the 90th Anniversary of Prof. L.G. Borisova". Novosibirsk State University, 2022. http://dx.doi.org/10.25205/978-5-4437-1383-0-151-161.

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The article is devoted to the analysis of the problems of inequality in modern education from the point of view of the world-system approach. The authors establish links between educational inequality and in- 153 equality of societies in the «core – semiperiphery – periphery» structure. The authors attempt to consider the mechanism of the formation of educational inequality in peripheral societies in which social contradictions are most clearly observed from the perspective of the world-system approach. The authors use the theoretical constructions of the world-system approach of I. Wallerstein, S. Amin, F. Cardozo, the ideas of the representatives of the world-system paradigm in comparative education of R.F. Arnove, T. Griffiths, and the concept of a closed circle of inequality in education by R. Flecha. The authors believe that changes in the education system of a society that is integrated into the world-system through the specialization of its economy correspond to those specific transformations that are caused in this society by the innovation spread by the global hegemon. The authors of the article show that the reform of the education system proceeds in the general direction of integrating society into the world system of the division of labor, when the elite forms priority consumption patterns in a peripheralized society (including patterns of knowledge and education), borrowing they from the countries of the core and the hegemon of the world system. The formation of priority patterns leads to the displacement of their own educational culture, the imitation of the masses of the elite and the uneven spread of the patterns. Since full compliance with the priority patterns is unattainable for the majority of the population, its imitations are spreading.
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Reports on the topic "Education – Belize"

1

Martin, Dougal, Haydée Alonzo, and Emma Näslund-Hadley. Challenges and Opportunities in the Belize Education Sector. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0009116.

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Belize is paying a lot for education but getting little. More youth are outside the school system than in it and many fail to make the transition to the workforce. More and more youth drop out of school and become involved in gang activities. Action is needed if Belize is not to lose a whole generation of youth. This document discusses the current situation of the Belizean education sector and its progress over the last 10 years, its relative performance compared with other countries in the region, and the policies currently being implemented by the education sector in Belize. While the challenges are great, the recommendation is to focus on increased efficiency, quality and equity. To this end, the note discusses policy options that seek to improve educational outcomes with the same or fewer resources.
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Peirce, Jennifer, and Alexandre Veyrat-Pontet. Citizen Security in Belize. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0009140.

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In the face of rising crime rates and increasingly complex transnational and local criminal dynamics, Belize's limited institutional resources are overstretched. Youth violence and gangs are of particular concern in urban areas, where lack of education and employment options converge with the prevalence of guns and trafficking networks. Despite some promising smaller-scale crime prevention initiatives, a comprehensive crime prevention strategy requires more significant institutional reforms. This Technical Note reviews the current trends in crime and violence in Belize and the government's existing policies and programs in the sector. It then proposes several short and medium-term actions to strengthen the government's ability to prevent and reduce crime and violence, such as consolidating strategic planning and information management efforts, designing prevention programs more tailored to specific at-risk groups, bolstering criminal investigation and community policing resources, and adapting the corrections system to the specific needs of juveniles and gang-involved youth.
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Findlater, Emma, Emma Näslund-Hadley, Ingrid Acosta, María Fernanda Prada, and Mario Eckardt. Building a Skilled Workforce for the Green Transition: The Changing Technical and Vocational Education Landscape In Belize. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0005499.

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Belizes tourism-dependent economy was hit hard by the COVID-19 pandemic, pushing the importance of diversification and resilience to the forefront of discussions. To create a sustainable, resilient, and job-generating economy, the country is preparing for a transition to renewable energy. To meet this challenge, the Inter-American Development Bank and the government of Belize are working together to modernize technical and vocational education and training (TVET) so as to equip Belizeans with the skills demanded by a green economy. By harnessing the potential of TVET to bridge the skills gap and meet market demand, the changing training landscape in Belize is not only creating job opportunities, but also laying the foundation for a sustainable and prosperous future. The effort starts with the nations target of generating 85 percent of its electricity from renewable sources by 2030.
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4

Arcia, Gustavo. Efficiency of Public Expenditures in Education and Health in Belize, 2003 - 2013. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0000292.

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Näslund-Hadley, Emma, Haydée Alonzo, Neulin Villanueva, Ricardo Gideon, and Yvonne Flowers. The Effects of the COVID-19 Pandemic on Education Outcomes in Belize. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004836.

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The COVID-19 pandemic brought school systems to a halt across the globe. In Belize, remote learning was challenging owing to limited access to educational technologies and lack of familiarity with remote learning among teachers. This study draws on national standardized exams and specific achievement testing to assess pandemic-related learning losses at the primary education level. Based on administrative data, the study also analyzes changes in student enrollment, dropout rates, and grade repetition at the primary and secondary levels. We find that school closures resulted in significant learning losses in English language and mathematics at the end of primary education. Matching international trends, the largest losses occurred in mathematics. Among the strands of mathematics content, the one showing the most dramatic loss is number sense in primary schools and geometry in secondary schools; the achievement level in both dropped by around 55 percent. Also, in line with international trends, average student repetition and dropout rates surged at the secondary level after prolonged school closures. The largest increase in dropout and repetition levels were found in urban secondary schools: the average dropout rate increased by 51 percent in the 2020/21 school year, compared with the average rate in the year prior to the start of the pandemic, while the repetition rate increased from 6.7 percent in the 2019/20 school year to 11.6 percent in the 2021/22 school year.
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Arcia, Gustavo. Efficiency of Public Expenditures in Education and Health in Belize, 2003 - 2013. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0009289.

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Fundamental to the achievement of a country's economic and social development goals is efficiency in its public spending. This study analyses the levels and trends of public spending in the education and health sectors in Belize and offers an initial approach to evaluating the efficiency of such spending, taking into consideration the performance of the main outcome indicators for both sectors. The study contributes to the existing literature by using a new database that allows a territorial approach, by documenting the disparities of spending and sectorial outcomes at a national level and among different political administrative units (districts) for the period 2003-2013. Based on the aforementioned analysis, the study also identifies areas for improvement and presents policy recommendations to be implemented at a territorial level. Owing to the limitation of data in Central American countries, this analysis is encompassed in a regional effort of systematization and standardization of public spending figures and of input and output indicators in these two sectors.
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Stads, Gert-Jan, and Luis de los Santos. Agricultural R&D Indicators Factsheet Belize. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004872.

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The IDB has been financing the collection of data from Latin America and the Caribbean for several years for the Agricultural Science and Technology Indicators (ASTI) program. ASTI is an open-access and reliable source of data on agricultural research systems in developing countries, linked to the International Food Policy Research Institute (IFPRI) and part of the CGIAR Program. ASTI works with a broad network of national partners to collect, compile, and publish data on human, financial, and institutional resources, at the national and regional levels, from government organizations, higher education institutions, non-profit entities, and (where possible) private for-profit agricultural research organizations.
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Hamilton, Carolyn. Review and Recommendations for Strengthening Transitioning-from-State-Care Services for Youth in the Protection System. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004354.

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Research studies from a range of countries indicate that, despite differences in policies, youth who age out of state care have significant similarities in outcomes globally. These young people have difficulty finding stable and affordable housing; accessing a social network, healthcare, and supportive and safe social relationships; and engaging in education, training, and employment. The present report, focused on youth aging out of residential care and detention in Belize, aims to contribute to the growing literature on frameworks, models, programs, and best practices to address service gaps and barriers and improve outcomes for youth transitioning to post care. The report presents a diagnostic of available services to support youth in Belize to successfully transition to post-care and provides recommendations to strengthen services that improve their post-care outcomes.
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Tilson, John. Manipulation or education? : symbolic language, belief system and the Truman Doctrine. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5565.

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Merrien, François X. Reforming Higher Education in Europe: From State Regulation Towards New Managerialism? Inter-American Development Bank, 2000. http://dx.doi.org/10.18235/0010752.

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The present study describes the changes in the traditional European model of higher education, its successes as well as failures. The remarkable expansion of higher education in Europe during the postwar period was the result of a shared belief in the virtue of higher education per se. The traditional model of higher education assumes a stable relationship of fair exchange between the State and the academics: the State gives power to the academics in the belief that in this way it will receive in return the forms of knowledge, basic research, and advanced education that will be of most value to itself. In Europe-as was the case in Latin America-the policy of developing the higher education sector was supported by the elite and by the middle classes, both of whom considered higher education to be a means for training professional workers and a way to enhance economic development and social mobility. The 1980s marked the beginning of some radical changes on the two continents in terms of higher education. This evolution can be associated with a shift from a more interventionist, Keynesian welfare state to a more neoliberal and supervisory State. This shift meant diminution of the belief that bureaucratic institutions could respond correctly to society's needs and increased currency of the belief in the virtues of markets or quasi-markets. The aim of the study is not to compare trends in Europe with those in Latin America. Nevertheless, it is interesting to note that from the beginning of the 1970s radical changes were also introduced into the Latin American systems of higher education, partially for economic and political reasons.
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