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Relevant bibliographies by topics / Transition from school to work

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Academic literature on the topic 'Transition from school to work'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 March 2023

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Journal articles on the topic "Transition from school to work"

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Maduka, Grace, and Ivan Robertson. "Transition from school to work." Journal of the National Institute for Career Education and Counselling 14, no. 1 (2006): 23–33. http://dx.doi.org/10.20856/jnicec.1406.

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Davis, Sharon. "Transition from School to Work." Career Development for Exceptional Individuals 11, no. 1 (1988): 51–56. http://dx.doi.org/10.1177/088572888801100107.

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Wehman, Paul. "Transition From School to Work." Career Development and Transition for Exceptional Individuals 36, no. 1 (2013): 58–66. http://dx.doi.org/10.1177/2165143413482137.

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Long, Therese M. "Transition from School to Work." Prevention in Human Services 8, no. 1 (1990): 87–98. http://dx.doi.org/10.1300/j293v08n01_07.

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Kogan, Irena, and Marge Unt. "TRANSITION FROM SCHOOL TO WORK IN TRANSITION ECONOMIES." European Societies 7, no. 2 (2005): 219–53. http://dx.doi.org/10.1080/14616690500083428.

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LEWIS, THEODORE, JAMES STONE, WAYNE SHIPLEY, and SVJETLANA MADZAR. "The Transition from School to Work." Youth & Society 29, no. 3 (1998): 259–92. http://dx.doi.org/10.1177/0044118x98029003001.

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Borus, Michael E. "The transition from school to work." Economics of Education Review 4, no. 1 (1985): 77. http://dx.doi.org/10.1016/0272-7757(85)90039-1.

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Jallade, Jean-Pierre. "The Transition from School to Work Revisited." European Journal of Education 20, no. 2/3 (1985): 173. http://dx.doi.org/10.2307/1502947.

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Genda, Yuji, and Masako Kurosawa. "Transition from School to Work in Japan." Journal of the Japanese and International Economies 15, no. 4 (2001): 465–88. http://dx.doi.org/10.1006/jjie.2001.0488.

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Drake, Gregory A., and Barbara J. Witten. "Facilitating Learning Disabled Adolescents' Successful Transition from School to Work." Journal of Applied Rehabilitation Counseling 17, no. 1 (1986): 34–37. http://dx.doi.org/10.1891/0047-2220.17.1.34.

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Recent federal regulations have focused attention on the learning disabled (LD) as the major disability group requiring rehabilitation services during the transition from school to work. In this article, a review of the need for increased linkages between the public schools and state vocational rehabilitation for LD individuals is documented. Some models for increasing cooperation between special educators and rehabilitation counselors also are presented. The importance of functional language arts and math content in school are discussed as a means of meeting the unique needs of learning disab

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Dissertations / Theses on the topic "Transition from school to work"

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Maduka, Grace U. "Transition from school to work." Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304846.

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Ross, Shane. "School work environment : transition from education to practice." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002941.

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Worth, Sean. "Youth employability in the transition from school to work." Thesis, University of Bath, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413907.

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Kirton, Derek. "The transition from school to work in the Durham Coalfield." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6786/.

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This study examines via questionnaire and interview data, various aspects of the transition from school to work experienced by young people in the Durham Coalfield during the 1980s. The aspects covered are those of education and careers guidance, unemployment, occupational choice, experience of work and its financial rewards, trade unionism, changes in family and leisure patterns, migration and certain political issues relating to youth unemployment. Analysis of data from prospective school leavers and young workers relating to these areas form the bulk of the study, but the context(s) foranal

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Furlong, A. J. "The effects of youth unemployment on the transition from school." Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/7938.

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Much of the literature on the transition of young people from school was undertaken at a time when employment opportunities for young people were quantitively and qualititavely different from the 1980's. This thesis uses data collected in a longitudinal study in order to examine the youth transition in the 1980's. The young people whose experiences are studied, follow various post-sixteen routes. Not all the young people in this study have direct personal experience of unemployment, yet high levels of youth unemployment in a local labour market are shown to have far reaching consequences. On a

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Anh, Nguyen Ngoc. "Transition from school to work : high school dropouts, first destination from high school and time to first job." Thesis, Lancaster University, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404253.

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Tam, Ki-ping, and 譚基平. "An exploratory study of transition from school to work of juvenile probationers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B3124905X.

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Mlatsheni, Cecil. "Youth unemployment and the transition from school to work in Cape Town." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/9302.

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Includes bibliographical references.<br>This thesis utilises, in the main, a unique panel survey of youth in Cape Town to gain insights into the functioning of the labour market in relation to transitions from schooling to work for youth. The Cape Area Panel Survey (CAPS) was conducted between 2002 and 2006, a period which coincides with upswing in the South African economy culminating in relatively high economic growth in recent history. The introductory chapters utilise cross-sectional data (Labour Force Survey, 2005) in order to contextualise the panel data analysis that follows in subseque

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Tam, Ki-ping. "An exploratory study of transition from school to work of juvenile probationers /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115637.

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Bravo, Daniela. "Parents' perspectives of undocumented students' transition from high school." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523275.

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<p> The focus of this qualitative study was to explore the parental experience of raising an undocumented child, particularly during the transition from high school. The sample consisted of 11 parents. Parents reported several negative feelings, including <i>impotencia</i>, guilt, fear, worry, and frustration. Many stated that their undocumented children's challenges increased as they entered high school. These challenges included school trips, driving without a license, and planning for further education. Coping methods for parents included hope, faith and spirituality, and seeking informatio

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Books on the topic "Transition from school to work"

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R, Rusch Frank, and Chadsey Janis G, eds. Beyond high school: Transition from school to work. Wadsworth Pub. Co., 1998.

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Littrell, Joseph J. From school to work. Goodheart-Willcox Company, 2009.

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Littrell, Joseph J. From school to work. Goodheart-Willcox Co., 2004.

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Littrell, Joseph J. From school to work. Goodheart-Willcox Co., 2006.

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Littrell, Joseph J. From school to work. Goodheart-Wilcox, 2000.

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Littrell, Joseph J. From school to work. Goodheart-Willcox Co., 1996.

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Littrell, Joseph J. From school to work. Goodheart-Willcox Co., 1991.

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United States. Congress. Office of Technology Assessment., ed. Learning to work: Making the transition from school to work. Office of Technology Assessment, Congress of the U.S., 1995.

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Baichman-Anisef, Etta. The transition from school to work: A bibliography. Institute for Social Research, York University, 1993.

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National Institute of Handicapped Research (U.S.), ed. Cooperative programs for transition from school to work. The Institute, 1985.

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Book chapters on the topic "Transition from school to work"

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Dahmen, Stephan. "2.2. Situating the Swiss Transition Regime." In Regulating Transitions from School to Work. transcript Verlag / Bielefeld University Press, 2021. http://dx.doi.org/10.14361/9783839457061-003.

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Dahmen, Stephan. "2.3. The Politics of VET in Switzerland and the Emergence of Transition Measures." In Regulating Transitions from School to Work. transcript Verlag / Bielefeld University Press, 2021. http://dx.doi.org/10.14361/9783839457061-004.

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Atchoarena, David, and Efison Mujanganja. "Transition from School to Work in East Asia." In International Handbook of Educational Research in the Asia-Pacific Region. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_48.

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Salmela-Aro, Katariina. "From Burnout to Engagement During Transition from School to Work." In A Positive Psychology Perspective on Quality of Life. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4963-4_14.

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Bye, Jayne. "Governing School-to-Work Transitions: Shaping the Future Worker." In Transitions from Education to Work. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230235403_11.

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Walther, Andreas. "Welfare States as Transition Regimes: Reconstruction from International Comparisons of Young People’s Transitions to Work." In Life Course Research and Social Policies. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13512-5_3.

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AbstractInternational comparison of welfare states offers a way for understanding how welfare states have contributed to the constitution of life course transitions and the different ways in which they are being shaped. The chapter introduces the concept of “transition regimes”, a comparative model developed with regard to school-to-work-transitions. The aim is to question if and to what extent this model can contribute to the objectives of reflexive transition research that extends the research of how individual transitions progress to how they are constantly re-constituted. In detail, this implies relating the analysis of comprehensive constellations with the discursive, institutional and individual practices involved in doing transitions. The chapter starts with an overview of international studies of school-to-work-transitions. This is followed by a review of comparative welfare research and the introduction of the concept of transition regimes, which is then related to the concept of doing transitions. The conclusion explores the contribution of comparative analysis of transition regimes for reflexive transition research.

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Mitchell, David, and Dean Sutherland. "Strategy 27: Transition from school to post-school environments1." In What Really Works in Special and Inclusive Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429401923-39.

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Dahmen, Stephan. "6.3. Gate-keeping and the Negotiation of Employability: The Intermediary Function of Motivational Semesters." In Regulating Transitions from School to Work. transcript Verlag / Bielefeld University Press, 2021. http://dx.doi.org/10.14361/9783839457061-014.

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Dahmen, Stephan. "7.1. Organizations as the "Missing Link" for the Mediation Between Systemic Requirements and Subjectivity." In Regulating Transitions from School to Work. transcript Verlag / Bielefeld University Press, 2021. http://dx.doi.org/10.14361/9783839457061-018.

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Dahmen, Stephan. "6.2. Conflicts Between Orders of Worth and situated Compromises in Human Service Work: The Case of Sanctions." In Regulating Transitions from School to Work. transcript Verlag / Bielefeld University Press, 2021. http://dx.doi.org/10.14361/9783839457061-013.

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Conference papers on the topic "Transition from school to work"

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Alikaj, Eni, and Esmerelda Shehaj. "Determinants of transition from school to work in Albania." In University for Business and Technology International Conference. University for Business and Technology, 2015. http://dx.doi.org/10.33107/ubt-ic.2015.24.

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Colibaba, Anca cristina, Irina Gheorghiu, Stefan Colibaba, Cintia Colibaba, and Ramona Cirsmari. "FACILITATING STUDENTS' TRANSITION FROM SCHOOL TO WORK THROUGH THE WWW PROJECT'S E-COURSE." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-126.

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The article is based on the We Welcome Work (WWW) project, funded by the European Commission under the Erasmus+ KA2 VET Programme (Ref. no.: 2016-1-RO01-KA202-02471). The project meets the growing needs of high school students and young people who live in a very mobile environment, where time, education and employment are challenging issues. The supply of apprenticeship and traineeship places in the EU continues to be under-developed. A lack of workplace experience and the related skills and competences is one of the factors contributing to the "skills gap" in the EU today. The project intends

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Colibaba, Cristina Anca, Anais Colibaba, Irina Gheorghiu, Radu Cozmei, and Stefan Colibaba. "TOWARDS YOUNG PEOPLE’S BETTER TRANSITION FROM SCHOOL TO WORK: THE APPRENTICE PREPARATION TRAINING– APT PROJECT." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1643.

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Kithinji, Winfred. "Adapting Apprenticeships Learning for Youth Employability: Evidences from Selected Dual Vocational Training Projects in Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.272.

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Apprenticeships learning is part of the ongoing educational reforms to combat youth unemployment in Kenya. This paper presents findings of a study that assessed five donor-funded apprenticeships training projects using a descriptive research design. Using a sample of 54 respondents from apprentices, employers, schoo-based and in-company trainers, the study established that apprenticeship training improved the quality of vocational training. Moreover, apprenticeship training equipped trainees with market-ready skills that enabled a school-to work transition for employment, with a higher employe

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Fomina, Tatiana, and Varvara Morosanova. "Dynamics of students’ subjective well-being and conscious self-regulation of learning activity in situation of transition from elementary to secondary school." In Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.1.33.

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Turner, Rodney. "IS Skills of Business Students in Transition from Secondary to Tertiary Studies." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2670.

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This paper reports an analysis of IT software skills of some Victorian students on entry to first year tertiary studies in Business along with an analysis of their performance in “Office” type application assignments. The assumption that youth of today are IT literate on exit from school is questioned. Despite survey results suggesting a high level of skill in word processing and, to a lesser extent in spreadsheets, results on assignments in these areas may suggest students perceive their skills as being better than their actual performance. In crowded curricula, where there is pressure to inc

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Kucukcan, Talip. "SOCIAL AND SPIRITUAL CAPITAL OF THE GÜLEN MOVEMENT." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/ixza9999.

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This paper examines the Gülen movement from the perspective of social and spiritual capital theory. It argues that, in an increasingly globalised world, this movement has been distin- guished by its consistent ability to convert its social network and spiritual capital into crea- tive projects that contribute positively to the transformation of Islamic thought and practice in many different settings and socio-political contexts. In the past, traditional spiritual and religious movements remained largely indifferent to the new forms of transformative agency such as civil society organisations,

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Ebaugh, Helen Rose, and Dogan Koc. "FUNDING GÜLEN-INSPIRED GOOD WORKS: DEMONSTRATING AND GENERATING COMMITMENT TO THE MOVEMENT." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/mvcf2951.

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The projects sponsored by the Gülen-inspired movement are numerous, international and costly in terms of human and financial capital. Critics of the movement often question the fi- nancing of these initiatives – with some convinced of collusion with Middle Eastern govern- ments, others (within Turkey) suspicious that Western governments are financially backing the projects. Aware of these criticisms, in a recent comment to a group of visiting follow- ers, Fethullah Gülen indicated greater financial transparency must become a priority for the movement. This paper addresses the financing of Güle

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Petrescu, Anca. "TOWARDS EFFECTIVE PRESCHOOL TO PRIMARY SCHOOL TRANSITIONS - RECOGNIZING THE POTENTIAL OF ICT." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-044.

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Starting school has always been perceived as one of the most important transitions in a child’s life and as a major challenge for the adults around him/her. Measured in social and intelectual terms, the success of this initiation is deemed by many specialists a determining factor in the easy adaptation of the newly-student to the specific demands of the educational environment. Some reference books (Fabian & Dunlop, 2002; Dunlop & Fabian, 2003) even advance the idea of a long-term impact of this period, since all subsequent experiences of the child may be influenced by his/her initial

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Hand, Brian, Jee Suh, and Gavin Fulmer. "UNDERSTANDING THE TRANSITION TO KNOWLEDGE GENERATION ENVIRONMENTS: EXAMINING THE ROLE OF EPISTEMIC ORIENTATION AND TOOL USE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end015.

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"Current reforms in education have emphasized shifting learning environments from a traditional replicative framework to be much more aligned to knowledge generation environments. These environments are focused on promoting student engagement with the epistemic practices of the discipline, which are the argumentative practices used to generate disciplinary knowledge. Helping teachers to shift from their more traditional pedagogical approaches requires professional development programs that enable them to not only experience learning within a generative environment but to also engage with the t

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Reports on the topic "Transition from school to work"

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Bühler, Christoph, and Dirk Konietzka. The transition from school to work in Russia during and after socialism: change or continuity? Max Planck Institute for Demographic Research, 2008. http://dx.doi.org/10.4054/mpidr-wp-2008-018.

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Alexander, Dicks, Levels Mark, and van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Maastricht University, Graduate School of Business and Economics, 2020. http://dx.doi.org/10.26481/umagsb.2020013.

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Alexander, Dicks, Levels Mark, and van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Research Centre for Education and the Labour Market, 2020. http://dx.doi.org/10.26481/umaror.2020005.

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

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent educ

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

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent educ

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Johnson, Eric M., Robert Urquhart, and Maggie O'Neil. The Importance of Geospatial Data to Labor Market Information. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0017.1806.

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School-to-work transition data are an important component of labor market information systems (LMIS). Policy makers, researchers, and education providers benefit from knowing how long it takes work-seekers to find employment, how and where they search for employment, the quality of employment obtained, and how steady it is over time. In less-developed countries, these data are poorly collected, or not collected at all, a situation the International Labour Organization and other donors have attempted to change. However, LMIS reform efforts typically miss a critical part of the picture—the geosp

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Pillay, Hitendra, and Brajesh Pant. Foundational ( K-12) Education System: Navigating 21st Century Challenges. QUT and Asian Development Bank, 2022. http://dx.doi.org/10.5204/rep.eprints.226350.

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Foundational education system commonly referred to as K-12 school education is fundamental for people to succeed in life as noted in United Nations declaration of human rights. Consequently, decades of investments have helped K-12 sector evolve and respond to new demands but many of the traditional thinking has remained and thus hinder agility and disruptive evolution of the system. In most countries the national school education systems are perhaps the largest single enterprise and subjected to socio-cultural, economic and political influences, which in turn make it reluctant and/or difficult

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Bano, Masooda. The Missing Link: Low-Fee Private Tuition and Education Options for the Poor – The Demand-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/113.

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Low-fee private schools are today recognised as important players in the education market in developing countries, as they are argued to provide at least marginally better education than is on offer in the state schools. Leading international development agencies have begun encouraging governments in developing countries to include them within the policy-planning process. Based on fieldwork in two urban neighbourhoods in Pakistan, this paper shows that low-income parents are keen to secure good-quality education for their children, but they have to choose not only between state schools and low

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Gilbertsen, Julie, Shantai Peckoo, Megan Carney, and Kristine Andrews. Lessons for Partners in School-Based Initiatives From Ready for Work at Suitland High School. Child Trends, Inc., 2022. http://dx.doi.org/10.56417/4105t704r.

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Cawley, John, and Sheldon Danziger. Obesity as a Barrier to the Transition from Welfare to Work. National Bureau of Economic Research, 2004. http://dx.doi.org/10.3386/w10508.

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