Gotowe bibliografie tematyczne / Middle Years of Schooling

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Middle Years of Schooling”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 stycznia 2023

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Artykuły w czasopismach na temat "Middle Years of Schooling"

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Ursavaş, Uğur, and Hakan Sarıbaş. "Middle income trap and factors affecting the risk of growth slowdown in upper middle income countries." Economics and Business Letters 9, no. 4 (December 23, 2020): 350–60. http://dx.doi.org/10.17811/ebl.9.4.2020.350-360.

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In this paper, we investigate the macroeconomic, demographic and institutional factors affecting the probability of growth slowdown in upper-middle-income countries within the framework of the growth slowdown methodology developed by Eichengreen et al. (2011). To do so, we use probit regression, and the dataset covers the period 1980-2015. The results show that growth slowdown occurs when per capita income reaches 22 percent of that in the United States. Besides, an increase in the relative income, gross capital formation, trade openness, years of total schooling, old dependency ratio and law
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Assari MD MPH, Shervin. "Understanding America: Unequal Economic Returns of Years of Schooling in Whites and Blacks Race, Years of Schooling, and Economic Wellbeing." World Journal of Educational Research 7, no. 2 (May 25, 2020): p78. http://dx.doi.org/10.22158/wjer.v7n2p78.

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Background: Higher schooling is associated with higher economic wellbeing. Marginalization-related Diminished Returns (MDRs) framework, however, refers to smaller returns of schooling for non-Hispanic Blacks (NHBs) compared to non-Hispanic Whites (NHWs). Aim: Using a national sample of American adults, the current study compared NHBs and NHWs for the effects of each incremental increase in the years of schooling (gradient of educational level) among American adults. Methods: Data came from the Understanding America Study (UAS), a national online survey with a nationally representative sample.
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Assari, Shervin. "Prostate Cancer Screening in Middle-Aged and Older American Men: Combined Effects of Ethnicity and Years of Schooling." Hospital Practices and Research 5, no. 2 (June 11, 2020): 64–69. http://dx.doi.org/10.34172/hpr.2020.12.

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Background: Prostate cancer screening is more commonly utilized by highly educated people. As shown by marginalization-related diminished returns (MDRs), the effects of socioeconomic status (SES) such as education on the health outcomes are considerably smaller for ethnic minorities than for Whites. The role of MDRs as a source of ethnic health disparities is, however, still unknown. Objectives: The current study had two aims: first, to explore the association between years of schooling and having taken a prostatespecific antigen (PSA) test among men in the US, and second, to explore ethnic di
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Galton, Maurice, Linda Hargreaves, and Tony Pell. "Progress in the middle years of schooling: Continuities and discontinuities at transfer." Education 3-13 31, no. 2 (June 2003): 9–18. http://dx.doi.org/10.1080/03004270385200161.

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Faulkner, Val. "Adolescent Literacies Within the Middle Years of Schooling: A Case Study of a Year 8 Homeroom." Journal of Adolescent & Adult Literacy 49, no. 2 (October 2005): 108–17. http://dx.doi.org/10.1598/jaal.49.2.3.

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Gunter, Helen. "Teachers in the middle, reclaiming the wasteland of the adolescent years of schooling." School Leadership & Management 29, no. 3 (July 2009): 333–34. http://dx.doi.org/10.1080/13632430902815461.

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Carvalho, Guilherme Almeida, and Paulo Caramelli. "Normative data for middle-aged Brazilians in Verbal Fluency (animals and FAS), Trail Making Test (TMT) and Clock Drawing Test (CDT)." Dementia & Neuropsychologia 14, no. 1 (March 2020): 14–23. http://dx.doi.org/10.1590/1980-57642020dn14-010003.

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ABSTRACT Normative studies of neuropsychological tests were performed in Brazil in recent years. However, additional data are needed because of the heterogeneity of education of the Brazilian population. Objective: The present study provides normative data of executive function tests for middle-aged Brazilians and investigates the influence of age, sex, education and intelligence quotient (IQ) on performance in these tests. Methods: A total of 120 healthy staff and caregivers from a hospital were randomly selected and submitted to Fluency – animals and FAS, Trail Making Test (TMT) and Clock Dr
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CALLINGHAM, ROSEMARY, and JANE M. WATSON. "THE DEVELOPMENT OF STATISTICAL LITERACY AT SCHOOL." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 1 (May 31, 2017): 181–201. http://dx.doi.org/10.52041/serj.v16i1.223.

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Statistical literacy increasingly is considered an important outcome of schooling. There is little information, however, about appropriate expectations of students at different stages of schooling. Some progress towards this goal was made by Watson and Callingham (2005), who identified an empirical 6-level hierarchy of statistical literacy and the distribution of middle school students across the levels, using archived data from 1993-2000. There is interest in reconsidering these outcomes a decade later, during which statistics and probability has become a recognised strand of the Australian m
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Foss, Maria Paula, Viviane Amaral de Carvalho, Thais Helena Machado, Geraldo Cássio dos Reis, Vitor Tumas, Paulo Caramelli, Ricardo Nitrini, and Cláudia Sellitto Porto. "Mattis Dementia Rating Scale (DRS): Normative data for the Brazilian middle-age and elderly populations." Dementia & Neuropsychologia 7, no. 4 (December 2013): 374–79. http://dx.doi.org/10.1590/s1980-57642013dn74000004.

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ABSTRACT Objective: To expand norms for the Mattis Dementia Rating Scale (DRS) for the Brazilian middle-age and elderly populations. Methods: The DRS was administered to 502 individuals without cognitive deficits, 312 women and 190 men, aged 50 years or over and with educational level ranging from 0 to 13 years or more. The sample was composed of subjects who participated in other studies, from Caeté (Minas Gerais state), Ribeirão Preto (São Paulo state) and São Paulo (São Paulo state). Participants were divided into four schooling groups (illiterate, 1 to 4 years, 5 to 12 years and 13 years o
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Coffey, Anne, and Shane Lavery. "Student leadership in the middle years: A matter of concern." Improving Schools 21, no. 2 (October 4, 2017): 187–200. http://dx.doi.org/10.1177/1365480217732223.

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Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to deve
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Rozprawy doktorskie na temat "Middle Years of Schooling"

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Webb, R. "Developing information skills in the middle years of schooling." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380974.

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Demarte, Adele Louise, and adele@rahna com. "Middle Years of Schooling: The pressures on rural adolescents to achieve academically." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080208.145838.

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Within a climate of continual change this study offers insights into the academic pressures experienced by rural adolescents to achieve at school. In the often challenging transition from childhood to adulthood expectations from others place additional pressures on adolescents' lives. To better understand these pressures, I conducted a qualitative study of six students (ages nine to 15) and their teachers in the Middle Years of Schooling within rural Victoria, Australia. Students were studied prior to the Victorian Certificate of Education (VCE) in order to examine the pressures on students
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Priest, Hardev K. "Parent involvement in middle years schooling : a comparison of student and parent perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23463.pdf.

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Copping, Warren. "Middle schooling and scientific literacy : bringing the students to science." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63597/1/Warren_Copping_Thesis.pdf.

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This study is about young adolescents' engagement in learning science. The middle years of schooling are critical in the development of students' interest and engagement with learning. Successful school experiences enhance dispositions towards a career related to those experiences. Poor experiences lead to negative attitudes and rejection of certain career pathways. At a time when students are becoming more aware, more independent and focused on peer relationships and social status, the high school environment in some circumstances offers more a content-centred curriculum that is less personal
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Hunter, Lisa Therésè. "Young people, physical education, and transition : understanding practices in the middle years of schooling /." [St. Lucia, Qld. : s.n.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16654.pdf.

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Beutel, Denise. "Teachers' understandings of pedagogic connectedness." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16229/.

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This thesis explores the nature of pedagogic connectedness and reveals the qualitatively different ways in which teachers in the middle years of schooling experience this phenomenon. The researcher defines pedagogic connectedness as the engagements between teacher and student that impact on student learning. The findings of this phenomenographic-related study are used to provide a framework for changes to pedagogic practices in the middle years of schooling. Twenty teachers of years 7, 8, and 9 boys in an independent college in South-East Queensland participated in this study. Data were obtain
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Owens, Rick. "A number sense approach to written calculation: Exploring the effects in the middle years of schooling." Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/5f6d90fdac781dc0b71033c0ed6b5e47aef60d621db25305f8c4323c324bee07/1610774/Owens_2012_A_number_sense_approach_to_written.pdf.

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The purpose of this research was to investigate some of the effects on teachers and students of positioning written calculation within a commitment to building students’ number sense. The focus on number sense took shape initially through explicit teaching of a strategies approach to mental computation, followed by an exploration of approaches to written calculation which made use of effective mental computation strategies. The impetus for this research came from the following observations of many classrooms and a review of the available literature: the dominant aspect of calculation in many s
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Dauguet, Kathleen, and res cand@acu edu au. "Understanding the ‘Mixed Ability’ Program in Catholic Secondary Schools in Mauritius: Perceptions of educators for best practice in the middle years of schooling." Australian Catholic University. School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp181.20112008.

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The mission of Catholic Education in Mauritius is to ‘humanise’ education and pedagogies to be consistent with Catholic values. The vision of a ‘humanised’ education explicitly teaches collaboration and cooperation. In January 2005, the Catholic Education Bureau (BEC) opted for a ‘mixed ability’ philosophy whose articulation fosters inclusiveness in all Catholic secondary schools. To achieve this, schools need to re-invent and restructure themselves into learning organisations to make obvious the ‘mixed ability’ philosophy at the middle level of schooling from Form I to Form III.The first purp
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Hamilton, Mauricette Ann, and res cand@acu edu au. "We Grow in the Shade of Each Other: A study of Connectedness, Empowerment and Learning in the Middle Years of Schooling." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp95.29052006.

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Learning is enabled in an environment that promotes connectedness. This belief led me to an exploration of connectedness and the discovery that connectedness has more than one connotation in the literature. For some it means making connections within curriculum areas, which is closely associated with the understanding that connectedness means teaching and learning within a community of learners. Another body of literature understands connectedness as a person’s sense of belonging within the family, school and wider community. Embedded in all these understandings of the term is either implicit
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Hamilton, Mauricette Ann. "We grow in the shade of each other: A study of connectedness, empowerment and learning in the middle years of schooling." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/22de170c1fd76442d060171ac912ad07919f57e379a0c089a86f46753f1d3511/3475008/64899_downloaded_stream_124.pdf.

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Learning is enabled in an environment that promotes connectedness. This belief led me to an exploration of connectedness and the discovery that connectedness has more than one connotation in the literature. For some it means making connections within curriculum areas, which is closely associated with the understanding that connectedness means teaching and learning within a community of learners. Another body of literature understands connectedness as a person's sense of belonging within the family, school and wider community. Embedded in all these understandings of the term is either implicit
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Książki na temat "Middle Years of Schooling"

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Carrington, Victoria. Rethinking middle years: Early adolescents, schooling and digital culture. Crows Nest, NSW: Allen & Unwin, 2006.

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Webb, Rosemary. Developing information skills in the middle years of schooling. Norwich: University of East Anglia, 1987.

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Curricula, Catholic Heritage. CHC lesson plan guide for the middle school years: Educating for eternity! Twain Harte, CA: Catholic Heritage Curricula, 2005.

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Brainerd, Lee Wherry. Homeschooling your gifted child: Language arts for the middle school years. New York: LearningExpress, 2002.

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1948-, Carrington Bruce, and Troyna Barry, eds. Children and controversial issues: Strategies for the early and middle years of schooling. London: Falmer Press, 1988.

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Brainerd, Lee Wherry. Basic skills for homeschooling: Language arts and math for the middle school years. New York: LearningExpress, 2002.

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ISA Conference (35th 1985 Wellesly, Mass.). An international curriculum: Its development and content, with special emphasis on the middle years of schooling : report from the ISA Conference, 1985, Wellesley, Massachusetts, USA. Geneva: International Schools Association, 1985.

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Reay, Diane, Gill Crozier, and David James. White Middle-Class Identities and Urban Schooling. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230302501.

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Organisation, International Baccalaureate. Middle years programme. Geneva: International Baccalaureate Organisation, 1995.

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Organisation, International Baccalaureate. Middle years programme. Geneva: InternationalBaccalaureate Organisation, 1995.

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Części książek na temat "Middle Years of Schooling"

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Kim, Young Chun. "Middle School Years." In Shadow Education and the Curriculum and Culture of Schooling in South Korea, 91–124. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51324-3_5.

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Tamblyn, James. "Systemic Change Plan: Character Strengths in the Middle Years Schooling." In Future Directions in Well-Being, 97–101. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56889-8_18.

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Hill, Peter W., and V. Jean Russell. "Systemic, Whole-School Reform of the Middle Years of Schooling." In Enhancing Educational Excellence, Equity and Efficiency, 167–96. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4253-3_8.

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Berlinski, Samuel, and Norbert Schady. "Early Schooling: Teachers Make the Difference." In The Early Years, 121–47. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137536495_5.

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Calero, Catalina, and Derik Chica. "The First Three Years of LAEN: From Unity-Seeking to Equity-Seeking." In Critical Schooling, 147–74. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00716-4_7.

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Paavilainen, Eija, and Tanja Koivula. "The middle years." In The Routledge International Handbook of Domestic Violence and Abuse, 171–83. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429331053-16.

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Aoki, Masahiko. "Middle School Years." In Transboundary Game of Life, 29–30. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2757-5_8.

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Stern, Julian. "School Leadership: Caute in the Middle." In A Philosophy of Schooling, 103–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71571-1_6.

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Anderson, Judy, Paul White, and Monica Wong. "Mathematics Curriculum in The Schooling Years." In Research in Mathematics Education in Australasia 2008–2011, 219–44. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-970-1_11.

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Price, M. Philips. "The Middle West." In America After Sixty Years, 124–39. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003243182-8.

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Streszczenia konferencji na temat "Middle Years of Schooling"

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Sururi, Sururi, and Dewi Septiyani. "The Influence of Gross Regional Domestic Product on Mean Years of Schooling." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.187.

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Saidani, Wifek, Imen Bouassida, Bechir Ben Radhia, Hazem Zribi, Mahdi Abdennadher, Nidhal Balloumi, Yoldez Houcine, Sarra Zairi, and Adel Marghli. "Middle lobe syndrome: Twenty years’ surgical experience." In ERS International Congress 2021 abstracts. European Respiratory Society, 2021. http://dx.doi.org/10.1183/13993003.congress-2021.pa3406.

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Nurcahayani, Helida, I. Nyoman Budiantara, and Ismaini Zain. "Nonparametric truncated spline regression on modelling mean years schooling of regencies in Java." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139805.

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Pinheiro Peixinho, Joana, and Rui Marques Vieira. "DIGITAL TEXTBOOKS: ANALYSIS TOOL FOR SCIENCE EDUCATION IN THE FIRST YEARS OF SCHOOLING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0949.

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Yeasmin, Sabina, Md Mianoor Rahman, and CRK Murthy. "Assessing Students’ Attitudes on OER-based Open Schooling for Non-Residents Bangladeshis (NRBs) in the Middle East Countries." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3459.

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Now-a-days, open educational resources (OER) have been very powerful tool for imparting education in a cost-effective way for the students of diverse location. In line with this, Open School of Bangladesh Open University implements programmes for the non-resident Bangladeshis (NRBs) in the Middle East countries for skilling them using the OER. The aim of the present study is to assess the attitudes of students towards OER-based open schooling for the NRBs. The study used a survey approach to determine attitudes of 93 students towards OER-based open schooling. Attitude towards OER-based learnin
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Davidson, Christina. "Producing Multiple-Response Sequences During Whole-Class Talk in the Early Years of Schooling." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445324.

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Floris, Francesco, Marina Marchisio, Carla Marello, and Lorenza Operti. "Bridge the gap between high school systems with less than twelve years of schooling and European Universities." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9494.

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The phenomenon of globalization that concerns the modern era, pushed by technological evolution, has led to several changes in the field of education. Not only are education policies of the single States adapting by directing towards European models: the possibility for a student to choose a university is increasing all over the world, too. In order to facilitate students who want to enroll at a European university and who come from countries with less than 12 years of compulsory schooling, our University designed the Foundation Programme. This is an additional year that allows to earn 60 ECTS
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Maffioletti, Virgínia Lúcia, Maria Alice Baptista, Felipe Silva, Valeska Marinho, Maria Cavalcanti, and Marcia Cristina Dourado. "DAY CENTER FOR PEOPLE WITH DEMENTIA: A RETROSPECTIVE STUDY ON ADHERENCE." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda032.

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Background: Evidence shows that day centers (DC) are an effective technology to support people with dementia (PwD) and their family caregivers (FC). Objective: To assess the mediators of adherence to treatment for PwD attended in DC. Methods: Retrospective study with a sample of 143 PwD who attended a DC between May 1998 and March 2020. The sample was divided into 4 groups by period of attendance. A descriptive and comparative analysis of sociodemographic factors and disease severity (CDR) at admission was performed. Results: The mean usage rate was 43.36 months. Most PwD started treatment at
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Cortoni, Ida. "DIGITAL MEDIA AND INCLUSIVE EDUCATION IN HOME-SCHOOLING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end019.

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"The paper focuses on one of the aspects most investigated and monitored in recent years by the Desi index (Digital Economy and Society Index) on the digitization process in Europe, human capital, with an in-depth focus on primary school teachers. The emergent state of Covid 19 has had a strong impact in the field of education, so much so that the uses of digital technology and its applications are now an essential topic in public and political debate. The implementation of digital devices for education, during the lockdown, has necessarily led to a reflection on the methodological paths that
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Winzer, Margaret, and Kas Mazurek. "SALAMANCA 25 YEARS LATER: A RETROSPECTIVE ANALYSIS OF INCLUSIVE SCHOOLING FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1415.

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Raporty organizacyjne na temat "Middle Years of Schooling"

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Haßler, Björn. Cost- and Learning-Adjusted Years of Schooling. OpenDevEd, June 2022. http://dx.doi.org/10.53832/opendeved.279.

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Pritchett, Lant, and Marla Spivack. Understanding Learning Trajectories Is Key to Helping Adolescent Girls. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/032.

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There is a growing consensus among national governments and development partners about the importance of girls’ education. This is reflected in the UK government’s commitment to quality education for every girl for 12 years, and in targets for increasing girls’ schooling and learning adopted by the Group of 7 (G-7) countries at their meeting in mid-2021 (G7, 2021). The emergence of this consensus comes at a critical time. Education systems in low- and middle-income countries are facing a learning crisis, with many systems failing to equip children with the foundational skills they need to reac
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Kaffenberger, Michelle, Lant Pritchett, and Martina Viarengo. Towards a Right to Learn: Concepts and Measurement of Global Education Poverty. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/085.

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The idea that children have a “right to education” has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948) and periodically reinforced since. The “right to education” has always, explicitly or implicitly, encompassed a “right to learn.” Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education’s cumulative and dynamic nature, education poverty needs an “early” standard (e.g., Grade 3 or
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Feldstein, Martin. Employment Policy of the Middle Reagan Years: What Didn't Happen and Why It Didn't Happen. Cambridge, MA: National Bureau of Economic Research, February 1997. http://dx.doi.org/10.3386/w5917.

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Ríos Saloma, Martín F. (Martín Federico). Ten Years of the Middle Ages Historic Studies Seminar (SEHSEM-UNAM) 2007-2017. Premises, balance and perspectives. Edicions de la Universitat de Lleida, 2018. http://dx.doi.org/10.21001/itma.2018.12.04.

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Basham, Jennifer. The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2726.

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Waters, Tom, Agnes Norris Keiller, and Jonathan Cribb. Five years of recovery in living standards: middle incomes rise by more than for higher or lower income households. Institute for Fiscal Studies, March 2018. http://dx.doi.org/10.1920/bn.ifs.2018.bn0228.

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Seery, Emma. 50 years of Broken Promises: The $5.7 trillion debt owed to the poorest people. Oxfam, October 2020. http://dx.doi.org/10.21201/2020.6737.

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This year marks an historic chapter in the story of international aid. On 24 October 2020, it will be 50 years since high-income countries committed to spending 0.7% of their gross national income (GNI) on aid to low- and middle-income countries. This paper examines how aid has helped to improve the wellbeing of people in low- and middle-income countries. It discusses how donors’ broken promises on the 0.7% target have limited the potential of aid to reduce poverty and inequality. Oxfam has calculated that in the 50 years since the 0.7% promise was made, high-income countries have failed to de
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Araujo,, María Caridad, and Karen Macours. Education, Income and Mobility: Experimental Impacts of Childhood Exposure to Progresa after 20 Years. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003808.

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In 1997, the Mexican government designed the conditional cash transfer program Progresa, which became the worldwide model of a new approach to social programs, simultaneously targeting human capital accumulation and poverty reduction. A large literature has documented the short and medium-term impacts of the Mexican program and its successors in other countries. Using Progresas experimental evaluation design originally rolled out in 1997-2000, and a tracking survey conducted 20 years later, this paper studies the differential long-term impacts of exposure to Progresa. We focus on two cohorts o
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Lenhardt, Amanda. Private Sector Development Finance to Support the ‘Missing Middle’. Institute of Development Studies, January 2021. http://dx.doi.org/10.19088/k4d.2021.106.

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Evidence indicates that business support to small and medium enterprises (SMEs) in lower middle-income countries (LMICs) can improve firms’ performance, create jobs, and have a positive effect on labour productivity (Piza et al., 2016). The impacts of some approaches to private sector finance such as traditional loans, grants and technical assistance have been studied empirically, but there is limited evidence of the impacts of non-traditional and innovative financing instruments (Mallen & Bungey, 2019; Piza et al., 2016). Studies of financial instruments to support SMEs in LICs and LMICs
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