Relevant bibliographies by topics / Secondary Economics Education

Contents

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

Academic literature on the topic 'Secondary Economics Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Secondary Economics Education"

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Blau, Francine D. "Symposium on Primary and Secondary Education." Journal of Economic Perspectives 10, no. 4 (November 1, 1996): 3–8. http://dx.doi.org/10.1257/jep.10.4.3.

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This article introduces the ‘Symposium on Primary and Secondary Education.’ It points out that considerable controversy surrounds the issues treated by the articles in the symposium: the effect of the level of resources invested in education on student outcomes, and the educational financing structure that would optimize desirable outcomes of the system, including allocative and productive efficiency and equity. Given rising wage inequality in the labor market associated with increasing demands for skill, concerns over slow U.S. productivity growth, and burgeoning public school enrollments, resolving these issues has become increasingly important.
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Tambovtsev, V. "Economics and Reforms of Russia’s Education." Voprosy Ekonomiki, no. 3 (March 20, 2005): 4–19. http://dx.doi.org/10.32609/0042-8736-2005-3-4-19.

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The directions of the change of economic mechanism of secondary education in Russia, some results of modern economics and the outcomes of school reforms in a number of foreign countries oriented at increasing competition among schools are considered in the paper. It is shown that expectations of better schooling quality due to economic mechanism change are to a large extent unsound: both theoretical arguments and international experience give evidence of serious risks that schooling quality will decrease as a result of competition among schools.
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Berková, Kateřina, Kristýna Krejčová, and Jaromír Novák. "STUDENTS' ATTITUDES TO SELECTED SUBJECTS IN SECONDARY ECONOMIC EDUCATION." Problems of Education in the 21st Century 78, no. 1 (February 12, 2020): 9–23. http://dx.doi.org/10.33225/pec/20.78.09.

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Students’ motivation is one of the key factors that determine their school success. It is closely linked to their attitudes toward individual school subjects. This research analyzes four crucial dimensions of students’ subject-related attitudes (practical importance, difficulty, popularity and curriculum contents attractiveness) in the secondary economic education in the Czech Republic and Slovakia in the international context. The research focused on the four dimensions of students’ attitudes (n = 573) toward four major school subjects (economics, accounting, mathematics and the mother tongue) at business academies. It analyzes the data from the questionnaires using the Spearman Correlation Coefficient, the non-parametric Kruskal-Wallis test and the modification of Tukey’s method for multiple comparisons. The results show that the popularity of a school subject significantly correlates with its curriculum contents attractiveness and practical importance. However, the difficulty of school subjects did not influence their popularity in a negative way, which opens several questions for further research in the area. Keywords: economic education; students’ attitudes; motivation in economic school subjects; school subject popularity; school subject difficulty.
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Memken, Jean A., Julie Johnson, and Kendra Vance. "An Education Note: The Importance of Housing Education in the Secondary Home Economics Curriculum." Housing and Society 16, no. 3 (January 1989): 37–46. http://dx.doi.org/10.1080/08882746.1989.11430043.

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Heyneman, Stephen P. "Curricular economics in secondary education: An emerging crisis in developing countries." Prospects 17, no. 1 (March 1987): 63–74. http://dx.doi.org/10.1007/bf02195159.

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Meer, Jonathan. "Evidence on the returns to secondary vocational education." Economics of Education Review 26, no. 5 (October 2007): 559–73. http://dx.doi.org/10.1016/j.econedurev.2006.04.002.

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Yeop, Nek Kamal, and Norasibah Abdul Jalil . "Economic Literacy amongst the Secondary School Teachers in Perak Malaysia." Information Management and Business Review 1, no. 2 (December 15, 2010): 69–78. http://dx.doi.org/10.22610/imbr.v1i2.873.

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The aim of the study is to determine the relationship between economics education exposure, saving, expenditure, investment and economics literacy amongst teachers in secondary schools in Perak. The theoretical framework was designed based on the literature and hence five hypotheses for the study were formulated. The samples were selected by quota sampling methods. The data were collected by distributing structured 35 items questionnaires to 100 teachers in secondary schools in eight districts in Perak. The instrument was adapted form Leader Behaviour Description Questionnaires which were used to measure economic literacy. Only 60 questionnaires were returned and analysed which gave 60% respond rate. Data collected were sorted out and keyed in into SPSS version 17. The data were analysed using descriptive and inferential statistics to answer the research questions. The result of the analyses showed that there was significant relationship between economics education and its predictors. Together the independent variables explained 81.7% of the variance in the dependent variables. The remaining 18.3% was due to unidentified variables. In relation to that, the study had contributed some knowledge about the understanding of economic of literacy. For future research, it is recommended that other than the above variables might influence economic literacy perhaps with a bigger samples and wider scope.
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Hill, Elizabeth T. "Post-secondary vocational education and on-the-job training." Applied Economics 23, no. 1 (January 1991): 197–208. http://dx.doi.org/10.1080/00036849108841064.

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Benešová, Tereza. "Towards Entrepreneurship: Reflections Between Theory and Practice." International Journal of Entrepreneurial Knowledge 3, no. 2 (December 1, 2015): 5–15. http://dx.doi.org/10.1515/ijek-2015-0012.

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Abstract The paper deals with the pragmatic need of linking theory and practice in the learning process, focusing on vocational education in economics and entrepreneurship education. In connection with selected alternative economic theories is shown the necessity of praxeological educational background and practical work experience in teaching process in entrepreneurship education. Results are based on the research, which was done in the framework of prepared dissertation thesis on the theme of entrepreneurship education from the perspectives of theory and the perspective of vocational school teachers of economics subjects. The results focus on the concept of entrepreneurship education preferred by teachers of the economical subjects at the secondary schools specialised in economics. The main aim of the research was to check, to what degree are the theoretical bases of the education of the entrepreneurship fulfilled in the reality of a secondary school specialised in economics. The results show that in the case of preferred aims of the respondents of our examination we could talk about the combination of creation of knowledge and preparation for the profession. It is confirmed that the teachers rely significantly on a prescribed list of educational topics, but at the same time the results clearly show that the respondents think about their subject and formative aspect of their classes through using of cross-sectional topic.
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Justina, Nchekwube, and Amarachi Igwe. "HOME ECONOMICS VERSUS OTHER SUBJECTS: A STUDY OF NIGERIANS PARENT ATTITUDE TOWARDS HOME ECONOMICS EDUCATION IN SECONDARY SCHOOLS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 517–20. http://dx.doi.org/10.21474/ijar01/12867.

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Home economics is an essential subject in Nigerias education system with the potential of providing life skills and teaching basic homecare knowledge to the students. However, there is a growing concern about the decreasing enrollment and interest of students in home economics education in Nigeria. Thus, the primary purpose of this study wasto investigate the attitudes of parentsregarding home economics education in comparison to other subjects. Two hundred and thirty-six parents were drawn from different locations in the Enugu State of Nigeria. A simple percentage score indicates that the majority of the parents (74%) indicated a negative attitude towards home economics, while less (26%) showed positive attitudes. The study concludes that there is a prevalence of negative attitudes towards home economics education in secondary schools in Nigeria.
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Dissertations / Theses on the topic "Secondary Economics Education"

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Pong, Wing-yan. "The impact of the change in the advanced level economics syllabus on the teaching and learning of economics." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18034949.

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Jephcote, Martin J. "Negotiating the secondary school curriculum : economics education for all." Thesis, Cardiff University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272294.

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Bricker, Jesse. "Three essays in labor economics." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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Hong, Chan Tsui-wah. "A critical study of the economics curriculum at certificate level in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B3862722X.

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Pratt, Brenda M. "Home economics subject development in the context of secondary education." Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/859/.

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Mupier, Robert M. Ramsey David D. "Economic education in the secondary schools of Zaire a problem-driven approach /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510427.

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Thesis (D.A.)--Illinois State University, 1994.
Title from title page screen, viewed March 28, 2006. Dissertation Committee: David D. Ramsey, Michael A. Nelson (co-chairs), Ram D. Singh. Includes bibliographical references (leaves 293-301) and abstract. Also available in print.
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Sober, Tamara Leigh. "Wise Choices? The Economics Discourse of a High School Economics and Personal Finance Course." Thesis, Virginia Commonwealth University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620921.

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Today’s high school students will face a host of economic problems such as the demise of the social safety net, mounting college student debt, and costly health care plans, as stated in the rationale for financial literacy provided by the Council for Economic Education’s National Standards for Financial Literacy. These problems are compounded by growing income and wealth inequality and the widespread influence of neoliberal ideology. Although one of the major goals of economics education is to teach students to make reasoned economic choices in their public and private lives and provide the skills to solve personal and social economic problems, little empirical research has been conducted on how these goals are addressed. Secondary economics education research has primarily focused on measuring students’ grasp of neoclassical economics while a separate body of literature provides theoretical critiques of that approach. This study responds to the gap presented by these separate camps by capturing the economics discourse of a high school economics and personal finance course in relation to the role of economic decision-making in a democracy, and the space to hold values discussions. Using case study methodology that included analysis of student and teacher interviews, classroom observations, the standards and official curriculum, lesson plans, and student-produced documents, the study provides deep, context-dependent knowledge about how the official curriculum is manifest in the classroom.

Findings reveal that the role of economic decision-making and values discussions were given very little space. The discourse was heavily focused on the acceptance of the science and mastery of technical knowledge about personal finance for the dual purposes of preparing students to succeed on the W!SE Financial Literacy Certification Test and preparing students to navigate and succeed in a fixed economic reality firmly committed to neoclassical economics. The role of economic decision-making was diminished by the foregrounding of financial literacy over economics, which served as a mechanism of power to send the silent message that economic circumstances (such as wealth inequality) change through individual choices and that economic and social phenomena can be understood and addressed through the application of technical approaches.

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Augurzky, Boris. "Evaluation strategies in labor economics an application to post-secondary education /." [S.l. : s.n.], 2000. http://deposit.ddb.de/cgi-bin/dokserv?idn=961753684.

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Pong, Wing-yan, and 龐永欣. "The impact of the change in the advanced level economics syllabus on the teaching and learning of economics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955605.

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Chae, Jung-Hyun. "Assessment of Korean secondary school home economics curriculum with implications for change /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487862972137299.

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Books on the topic "Secondary Economics Education"

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Programs, University of the State of New York Division of Occupational Education. Home economics education: Home economics core courses. Albany, NY: University of the State of New York, State Education Dept., Office of Occupational and Continuing Education, Division of Occupational Education Programs, 1987.

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Gorman, Gerry. Teaching GCSE economics. London: Hodder and Stoughton, 1987.

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Schools, Great Britain Scottish Office Education and Industry Department Inspectors of. Effective learning and teaching in Scottish secondary schools: Business education and economics. (Edinburgh): Scottish Office Education and Industry Department, 1997.

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O'Sullivan, Arthur. Prentice Hall economics. Upper Saddle River, N.J: Pearson/Prentice Hall, 2010.

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Barry, Harrison. GCSE economics: Coursework. Harlow: Longman, 1989.

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Advanced placement economics. 2nd ed. New York, NY: National Council on Economic Education, 1996.

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VanFossen, Phillip J. The national voluntary content standards in economics. Bloomington, Ind: ERIC Clearinghouse for Social Studies/Social Science Education, Indiana University, 1999.

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Alberta Teachers' Association. Home Econimcs Council. Home economics learning package. Volume 2. Edmonton, AB: Home Economics Council of The Alberta Teachers' Association, 1991.

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Eastburn, Deidre. GCSE coursework: Economics : a teacher's guide to organisation and assessment. Basingstoke: Macmillan Education, 1987.

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Schools, Great Britain Scottish Office Education and Industry Department Inspectors of. Effective learning and teaching in Scottish secondary schools: Guidance. (Edinburgh): The Scottish Office Education and Industry Department, 1996.

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Book chapters on the topic "Secondary Economics Education"

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McCloat, Amanda, and Martin Caraher. "Home Economics Education in Secondary School Settings: Lessons from Education Policy on the Island of Ireland." In Contemporary Issues in Technology Education, 123–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_8.

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Platz, Liane, Michael Jüttler, and Stephan Schumann. "Game-Based Learning in Economics Education at Upper Secondary Level: The Impact of Game Mechanics and Reflection on Students’ Financial Literacy." In Game-based Learning Across the Disciplines, 25–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75142-5_2.

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Ellington, Lucien, and Tadahisa Uozumi. "Economic Education in Japanese Secondary Schools." In An International Perspective on Economic Education, 169–81. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1382-3_10.

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Mitra, Susmita. "Socio-Economic Determinants of Secondary Education in India." In Universal Secondary Education in India, 245–62. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5366-0_11.

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Jain, Charu, and Narayan Prasad. "Identifying Inter-state Disparities and Socio-economic Linkages." In Quality of Secondary Education in India, 107–46. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4929-3_9.

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Kono, Hisaki, Yasuyuki Sawada, and Abu S. Shonchoy. "Primary, Secondary, and Tertiary Education in Bangladesh: Achievements and Challenges." In Economic and Social Development of Bangladesh, 135–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63838-6_7.

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Stenroos, Marko, and Jenni Helakorpi. "The Multiple Stories in Finnish Roma Schooling." In Social and Economic Vulnerability of Roma People, 99–116. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_7.

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AbstractRegardless of the good reputation of the Finnish basic education system, Finnish Roma children fall behind the overall average in their performance of academic skills: Roma children face more challenges completing basic education and have more repeated school years. Furthermore, compared to the average, Roma youth apply less for upper secondary education and thus their general level of education remains low. However, looking at Roma education solely through problematic representations only provides a partial picture. In this article, based on two separate sets of fieldwork among Finnish Kaale Roma, we examine how teachers, Roma activists and mediators perceive the educational trajectories of Finnish Roma children and youth. The article seeks to scrutinize Finnish Roma schooling within the framework of the Finnish National Policy on Roma (NRIS). The analysis highlights the multiplicity of voices in the field, discusses the possibilities, and thus problematizes the single-aspect discourse on Roma education. Many countries in Central and Eastern Europe struggle with school and residential segregation, but Finnish Roma face different challenges.
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Kuusipalo, Paula, Hanna Toiviainen, and Pirkko Pitkänen. "Adult Education as a Means to Social Inclusion in Nordic Welfare States: Denmark, Finland and Sweden." In Young Adults and Active Citizenship, 103–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_6.

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AbstractDenmark, Sweden and Finland are Nordic welfare states that historically have put a high value on both basic and adult education. Citizens should have equal opportunities to participate in education and society. Adult education has been a topical means to include citizens in active societal participation. This has been realised by providing special support for those in need. Currently, the dominance of neo-liberal market economies has challenged this educational ideology, and adult education has increasingly become reduced to only one of its functions, that of employability. Besides formal education, even informal learning has been harnessed for developing and maintaining work-related skills. Budget cuts have affected adult education while resources have increased on guidance and counselling, transition from basic to upper secondary education, education for the low-skilled and continuing training for workforce. Drawing on the history and present challenges this chapter discusses the possibilities to strengthen social inclusion through adult education. In the focus are groups that are at risk of staying outside the education society. The consequences of unfinished basic education and recently the educational needs of migrants and asylum seekers have revealed the largely unattended challenges of young adults and the vulnerability involved in comparison to the relatively high educated mainstream population. Our research focusing on social inclusion of vulnerable groups through differentiated support activities provides space to discuss, how adult education may regain its leading role in enhancing equal opportunities towards active political, social and economic participation in the Nordic societies.
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Tzavara, Dionisia. "From Emergency Remote Teaching to Strategically Embracing Online Learning." In The Promise of Higher Education, 249–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_39.

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AbstractAs a response to the Covid-19 pandemic, universities across the globe closed campuses, cancelled face-to-face classes, and resorted to digital instruction in an attempt to continue offering instruction, providing continuity to their students, and keeping the academic year going. This movement away from face-to-face instruction happened on a large scale (according to a World Economic Forum article “Some 1.5 billion students—close to 90% of all primary, secondary and tertiary learners in the world—are no longer able to physically go to school” (Kandri 2020), across various institutions and departments, and large numbers of students and academics were impacted by this shift to online instruction.
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Legrouri, Ahmed. "The African Dream for Quality Higher Education." In The Promise of Higher Education, 325–30. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_49.

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AbstractEducation is well established as a leading means for building broad-based social welfare, promoting economic development and eradicating poverty. Most governments and international development agencies have, for many years, argued for a sequential development of schooling, giving priority to primary and then to secondary education before moving on to higher education. The World Education Forum: Education for All (Dakar, Senegal in 2000) advocated for primary education as a lone driver for development. In 2015, the United Nations recognised the role of HE in advancing the 2030 sustainable development agenda. HE is mentioned among the 17 Sustainable Development Goals (SDGs) in target 4.3 and forms an important part of other goals (See Higher Education and Research for Sustainable Development (HESD) global portal, International Association of Universities).
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Conference papers on the topic "Secondary Economics Education"

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Küttim, Merle, Jelena Hartšenko, and Iivi Riivits-Arkonsuo. "Added value of post-secondary education in Estonia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9437.

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Education is seen in the human capital literature as one of the determining factors for labour market outcomes (Blázquez et al., 2018), measured through multiple variables. The aim of the current study is to examine the change in the earnings of graduates from Estonian post-secondary education institutions. This is achieved by comparing graduates who had studied from 2013 to 2016 in four fields: engineering, information technology, economics and natural sciences. To assess the change in pre- and post-entry earnings difference-in-differences regression was used. The results indicate there are differences between disciplines in terms of added value. In economics gender differences have the smallest and entrepreneurial activities the largest impact for the change in earnings. The study contributes to our understanding of added value of post-secondary education by combining educational, tax and social data, and analysing the change in graduates’ earnings pre- and post-entry. Keywords: Post-secondary education; earnings; value added; Estonia; labour market success
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Mališová, Daniela, and Jana Štrangfeldová. "EVALUATION OF EFFICIENCY IN SECONDARY EDUCATION." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.s.p.2020.111.

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The state of Slovak education is influenced by several negative factors. In terms of human capital, we have seen the decline of pupils for demographic reasons and lack of interest in the work of teachers. This paper aims to evaluate the efficiency of secondary education on the example of selected secondary schools. The main method of the paper is multicriteria analysis. The subject of research is the efficiency of selected secondary schools. The 10 Business Academies attended by pupils aged 15-19 years and established in the Banská Bystrica and Žilina self-governing regions will be the subject of research. For the analysis we use panel data collected for the school years 2013/2014 - 2017/2018. The contribution of the paper is to create an evaluation of the efficiency of the surveyed schools and to propose solutions for schools that achieved below-average results. The findings may serve as a basis for assessing the efficiency of the Business Academies for comparison with competitors, as well as for the founders of these secondary schools.
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Beltrán Felip, Antonio, Reyes Beltrán Felip, and María José Gómez Cantos. "ETHICS AND ECONOMICS. TEACHING MATERIALS FOR ECONOMICS AND PHILOSOPHY CLASSES IN 1ST YEAR OF UPPER SECONDARY EDUCATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0745.

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Zhou, Minghua, and Nan Cheng. "A Study on the Necessity of Promoting qNational Primary and Secondary School Students Martial Arts Aerobicsq in Primary and Secondary School." In 2016 International Conference on Education, Management Science and Economics. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemse-16.2016.85.

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Liu, Xiaoyu, Shixin Li, and Yang Cao. "The Course Orientation of Electronic Technology in the Secondary Vocational Education System." In 2018 International Conference on Education, Economics and Social Science (ICEESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceess-18.2018.11.

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Lu, Chunmei, and Hengshi Huang. "Research on Operation Mechanism of Regional Vocational Education Group under Perspective of Secondary and Higher Vocational Education Connection." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.173.

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Smolina, N. V., and M. N. Ryzhkova. "Motives and Forms of Secondary Employment in the Field of Higher Professional Education of the District Murom." In International Conference on Economics, Management and Technologies 2020 (ICEMT 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200509.053.

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Bu, Wenke, and Meng’en Zhao. "Research on the Secondary Development of Retired University Professors Based on the Background of Population Development Strategy." In 6th International Conference on Economics, Management, Law and Education (EMLE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210210.084.

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Xia, Xiaorong. "A Brief Analysis on the Present Situation and Countermeasures of the Management of Secondary Colleges in Private Colleges." In 2017 9th International Economics, Management and Education Technology Conference (IEMETC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemetc-17.2017.77.

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Tomcikova, Ivana. "SECONDARY LANDSCAPE STRUCTURE CHANGES IN THE DEMANOVA VALLEY (LOW TATRAS NATIONAL PARK) DEPENDING ON DEVELOPMENT OF TOURISM AND POSSIBLE SCENARIOS OF STRUCTURE CHANGES TO 2022." In 14th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgem2014/b52/s20.084.

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Reports on the topic "Secondary Economics Education"

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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
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Domínguez, Patricio, and Krista Ruffini. Research Insights: How Do Longer School Days Affect Students' Economic Well-Being in Adulthood? Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003284.

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Many Latin American countries and cities have substantially lengthened the school day over the past generation. Chile, for example, increased the school day by 30 percent between 1997 and 2010. While evidence on lengthening these additional instructional resources points to positive effects in the short term, we know little about whether these reforms affect students long-term economic outcomes once they enter the labor market. This project finds longer elementary and secondary school days substantially improve economic well-being by increasing educational attainment, delaying childbearing, and increasing earnings in young adulthood.
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3

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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Abstract:
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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4

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.2021.048.

Full text
Abstract:
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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5

Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Abstract:
Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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6

Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

Full text
Abstract:
Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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