Готові списки джерел за темами / Education Economic aspects

Добірка наукової літератури з теми "Education Economic aspects"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 10 березня 2023

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Статті в журналах з теми "Education Economic aspects":

Engleman, Stephen R., and John F. Forbes. "Economic aspects of health education." Social Science & Medicine 22, no. 4 (January 1986): 443–58. http://dx.doi.org/10.1016/0277-9536(86)90049-3.

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Mashkova, I. V., A. M. Kostriukova, and V. V. Trofimenko. "Economic aspects in medical education, interdisciplinary approach." Вестник Челябинского государственного университета. Образование и здравоохранение, no. 2 (2022): 60–67. http://dx.doi.org/10.47475/2409-4102-2022-10209.

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Widyawati, Irin. "FAKTOR-FAKTOR YANG MEMPENGARUHI LITERASI FINANSIAL MAHASISWA FAKULTAS EKONOMI DAN BISNIS UNIVERSITAS BRAWIJAYA." Assets: Jurnal Akuntansi dan Pendidikan 1, no. 1 (December 1, 2012): 89. http://dx.doi.org/10.25273/jap.v1i1.527.

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<span>The purpose of this study to clarify: (1) the influence of socio-economic status of parents towards education family financial management, (2) the influence of parental socioeconomic status on cognitive aspects of financial literacy, (3) the influence of parental socioeconomic status on financial literacy aspects of attitude, (4) the effect of family financial management education to the cognitive aspects of financial literacy, (5) the effect of family financial management education for financial literacy aspect of attitude, (6) the effect of learning in higher education to cognitive aspects of financial literacy, (7) the effect of learning college for financial literacy aspect of attitude; (8) the effect of socioeconomic status of parents of student cognitive aspects of financial literacy through education family financial management; (9) the influence of socio-economic status of parents towards financial literacy aspect of student attitudes through education family financial management . Data collected using tests and questionnaires from 220 students. Data analysis techniques in this study using path analysis. The results of the study are: (1) socio-economic status of parents significant positive direct effect on education family financial management, (2) socio-economic status of parents does not directly influence the cognitive aspects of financial literacy, (3) socio-economic status of parents do not have direct the financial literacy aspect of attitude, (4) education family financial management a significant positive direct effect on the cognitive aspects of financial literacy, (5) education family financial management a significant positive direct effect on financial literacy aspect of attitude, (6) learning in higher education have direct positive significant impact on the cognitive aspects of financial literacy, (7) learning in higher education have significant positive direct effect on financial literacy aspect of attitude; (8) socio-economic status of parents significantly positive indirect effect on the cognitive aspects of financial literacy education mediated by family financial management; (9) the socioeconomic status of parents significantly positive indirect effect on the financial literacy aspect of attitude that is mediated by a family financial management education.</span>

Achilov, Obid Muzrobovich, Mahliyo Norbutayevna Kochkinova, and Ozodaxon Muzaffar Qizi Kamolova. "THE IMPORTANCE OF ECONOMIC EDUCATION IN PRESCHOOL CHILDREN." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (June 30, 2021): 137–40. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-26.

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This article discusses the specifics and important aspects of economic education of children in preschool education, as well as the content and priorities of comprehensive development, expanding the worldview of children through economic education. Along with the differences between economic education and all other types of education, there are comments on its interdependence and its role in child development.

Khamkhoeva, Fatima Yahievna, and Leila Bashirovna Merzhoeva. "THE ORETICAL ASPECTS OF MUNICIPAL EDUCATION." Chronos 7, no. 9(71) (October 13, 2022): 72–77. http://dx.doi.org/10.52013/2658-7556-71-9-15.

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The article is devoted to the systematization of existing approaches to the concept of «municipal formation» and the disclosure of its essence from an economic point of view. The authors analyzed the interpretations of the concept of «municipal formation» put forward by domestic researchers-economists. The result of the research is a theoretical generalization of five approaches: systemic, reproductive, object-subject, socio-economic and complex in determining the essence of the concept of municipal formation. The purpose of the study is to systematize and highlight economic theoretical and methodological approaches in determining the essence of the concept of «municipal formation». The study used general scientific methods: analysis and synthesis, as well as the method of analogy and comparison.

Auerbach, Alan J. "American Economic Journal: Economic Policy." American Economic Review 99, no. 2 (April 1, 2009): 679–80. http://dx.doi.org/10.1257/aer.99.2.679.

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AEJ Policy will publish papers covering a range of topics, the common theme being the role of economic policy in economic outcomes. Subject areas will include public economics; urban and regional economics; public policy aspects of health, education, welfare, and political institutions; law and economics; economic regulation; and environmental and natural resource economics.

Malik, Muh Syauqi, and Maslahah Maslahah. "THE INTERRELATIONSHIP OF JAVANESE AND ISLAMIC VALUES ON EDUCATIONAL ASPECTS AND ECONOMIC ASPECTS." Journal of Islamic Studies and Humanities 6, no. 2 (October 28, 2021): 120–29. http://dx.doi.org/10.21580/jish.v6i2.8717.

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The relationship between Islam and Javanese culture can be said to be two sides of an inseparable currency. On the one hand, Islam that came and developed in Java is influenced by Javanese culture or culture, while on the other hand, Javanese culture is increasingly enriched by Islamic customs. It makes the fusion between Javanese and Islamic culture stronger to form interrelation, especially in education and economics, a fundamental aspect of human life. Research based on this reference study needs to be done because there has not been any other research that discusses the interrelation of Javanese and Islamic values in the aspects of education and economics in detail. This study uses a qualitative approach to library studies to find, sort, and search for reference sources from ISBN books, national journal articles, and other reference sources to strengthen the analysis. Data analysis includes data reduction, data presentation, conclusion drawing, and verification. The results showed that Islam and Javanese culture have an inseparable relationship. Islamic acculturation with Javanese culture is to implement Islamic sharia with Javanese cultural packaging. The interrelation of Javanese and Islamic values in Education, namely the emergence of pesantren education and da'wah, was conducted by Walisongo to spread religion in the archipelago by combining Javanese and Islamic cultures Shariah. Interrelation Javanese and Islamic values in the economic aspect that is people identify themselves as people who uphold the noble and cultural qualities that they have both geographically and anthropologically, with the economic principles of Javanese people are noble.

Lukic, Vesna. "Socio-economic aspects of commuting." Sociologija 55, no. 2 (2013): 283–98. http://dx.doi.org/10.2298/soc1302283l.

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This paper contemplates on relevant socio-economic factors which have influence on variability of the scope and directions of commuting flows, with special emphasis on situation in Serbia. Due to the need for balance between work and family life, this specific form of population?s mobility often represents alternative for migration. It also has numerous implications on both commuters and their households, places of residence and work and society in general. Effects of sex, marital status, education, occupation, size and structure of a household, as well as local community onto participation in commuting and time/distance of traveling to work have been discussed. The results revealed that, apart from economic factors, non-economic ones also have important role in commuting.

Dmitriev, V. Ya. "Socio-Economic Aspects of Digital Transformation of Higher Education." Economics and Management 26, no. 11 (January 16, 2021): 1258–62. http://dx.doi.org/10.35854/1998-1627-2020-11-1258-1262.

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Aim. The presented study aims to assess the socio-economic aspects of higher education transformation based on the widespread use of digital technologies.Tasks. The author describes the essence of digital inequality (digital divide), determines the place and role of teachers and students in the transformation of education driven by digital technologies, and highlights the specific features of virtual reality.Methods. This study uses the methods of the systems approach, comparative and structural analysis, analytical and theoretical generalization.Results. The author outlines the concept of a new paradigm of education based on the widespread use of digital technologies and transformed roles of teachers and students.Conclusions. Digitalization of education has made it possible to form an individual educational trajectory based on different forms of presentation of educational content and its communication from the teacher to the student, including using such technologies as virtual reality and artificial intelligence.

Babieva, N. A., Y. V. Maslova, and G. V. Matveeva. "Axiological aspects of transforming library profession in the aspect of professional education." Scientific and Technical Libraries, no. 1 (January 20, 2023): 120–35. http://dx.doi.org/10.33186/1027-3689-2023-1-120-135.

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Technological evolution of the civilization have been increasingly define the integrated global landscape and contribute to political, economic, social and ecological changes. Innovative high-speed communication systems and wide access to information consolidate the states, economies and businesses in the more sophisticated way one can envision. This global interdependence bears the risks of increasing social and economic inequity; in particular, due to instability and social unsustainability of the weaker economies. The authors discuss the problems of the library profession digitalization affecting the transformation of library education as the condition for preserving and developing human resources in librarianship. They insist that training librarians should comply with the requirements to modern libraries. They specify the key professional competences for library specialists of a new breed, and suggest prospective vectors of training at library departments.

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Дисертації з теми "Education Economic aspects":

Suutari, T. (Tero). "Economic aspects in education." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201504021231.

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Leading theme in this master’s thesis is adaptation and preparation to ever changing requirements of skills and knowledge in the working life. These changes of requirements in the working life are implied by the changes in the occupational structure in Finland that is presented in the thesis. The data used in thesis to show the changes in the occupational structure in Finland Finnish Longitudinal Employer-Employee Data, FLEED, which is gathered by Statistics Finland and it shows changes in occupational structure of Finland between years 1995 and 2007. Education is considered in this thesis so that its object is to prepare children and future generations for working life with suitable skills and knowledge. The variety of other, equally important, objects that education has and possibly contradictions as well as problems that might arise in the course of achieving all the objects is beyond of this study. Changing occupational structure arises a question that how education prepares itself to the unknown changes? To answer the question asked, I will introduce Economics of education and Educational planning and how these two relate to each other, especially how economics of education has affected education and educational planning. Therefore I will first take historical review of the economics of education and introduce two main theories; human capital theory and screening theory. The main difference of these two will be explained and also what kind of difference it would make to education if either one could be proved right. It would also have an effect on how education should be arranged in the society. Educational planning has had, in its course, different approaches to analyze and predict future. I will review those approaches; also these approaches have been influenced by economics of education. In the last part of the thesis I bring up studies in Finland has tried to prepare and project changing work life. Also I discuss about can education bring something new to economics of education
Tämän Pro gradu-tutkielman johtava teema on mukautuminen ja valmistautuminen muuttuviin vaatimuksiin tiedoista ja taidoista työelämässä. Ammattirakenteen muutos Suomessa viittaa siihen että vaatimukset erilaisille tiedoille ja taidoille työelämässä on tapahtumassa. Aineisto ammattirakenteen muutoksesta on Tilastokeskuksen yhdistetty työntekijä-työnantaja-aineisto (Finnish Longitudinal Employer-Employee Data FLEED). Ammattirakenteen muutos ajoittuu vuosien 1995 ja 2007 välille. Koulutus mielletään tässä Pro gradu-tutkielmassa sellaiseksi toiminnaksi jonka tavoite on valmistaa lapsia sekä tulevia sukupolvia työelämään oikeanlaisilla taidoilla ja tiedoilla. Yhtälailla tärkeät muut tavoitteet, mitä koulutukselle ja kasvatukselle on annettu, sekä mahdollisesti syntyviä ristiriitoja tavoitteita saavuttamisessa ovat tämän tutkielman ulkopuolella. Muutokset ammattirakenteessa luo kysymyksen, että miten koulutus on valmistautunut tällaisiin tuntemattomiin muutoksiin? Vastatakseni kysymykseen esittelen koulutusekonomian ja koulutussuunnittelun, sekä erityisesti miten koulutusekonomia on vaikuttanut koulutussuunnitteluun. Aluksi käyn läpi koulutusekonomian ja esittelen sen kaksi pääteoriaa: inhimillisen pääoman teorian ja siiviläteorian. Selitän millä tavoin nämä teoriat eroavat toisistaan ja mikäli jompikumpi voidaan todistaa oikeaksi millainen vaikutus sillä olisi koulutukseen. Koulutussuunnittelussa on käytetty monenlaisia analysointivälineitä tulevaisuuden ennakoimiseksi. Esittelen nämä eri tavat ja työkalut, sekä miten koulutussuunnittelu on historiansa aikana muuttunut ja miten taloudellinen ajattelu on muuttanut koulutussuunnittelua. Viimeisessä osassa tuon esille tutkimuksia siitä miten Suomessa pyritään ennakoimaan ja valmistautumaan muutoksiin työelämässä. Käyn myös keskustelua siitä voiko kasvatustiede tuoda jotain uutta koulutusekonomiaan

Loshak, O., and K. Bondarenko. "Economic aspects in environmental education." Thesis, Видавництво СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/8543.

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Shure, Dominique Alexandra. "Essays in education economics." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:4c4e9922-1028-41eb-ad81-7ab74b80311b.

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This thesis examines three different aspects of education policy to ascertain their effects on individual outcomes, both in the classroom and in the labour market. The goal is to provide new empirical evidence using robust identification strategies that can inform better policy. The first chapter looks at the role of pre-primary education in Germany using the German Socio-Economic Panel data set (GSOEP) to determine if attending an early education programme for longer increases the probability of attending a higher-level secondary school at age fourteen. I employ family fixed effects estimation and quasi-experimental analysis to control for selection. The results of the family fixed effects estimation show a small and negative impact of attending early education for more years. In the quasi-experimental analysis, based upon a federal law change in 1996, I find no impact of more years of early education on later schooling outcomes. In the second chapter of this thesis, I again use the GSOEP to examine the recent German reform to extend the length of the primary school day. I exploit the quasi-experimental roll-out of reform to assign treatment to women and look at whether increasing school hours increases the likelihood that mothers enter into employment or extend their hours if already working. I find that the policy has an effect at the extensive margin, drawing more women into the labour market, but that there is no significant impact of the policy at the intensive margin. In the final chapter I turn my attention to how peers' non-cognitive traits impact an individual's learning outcomes. Using an educational panel from Flanders, Belgium, I use the linear-in- means model of peer effects as well as several non-linear models to see how peers' personalities in a classroom affect Dutch and math scores. The results show that having more conscientious peers on average positively impacts Dutch and math scores, but that a greater dispersion of conscientiousness hurts Dutch outcomes. I also find that having more extroverted peers on average hurts math performance.

Walckiers, Alexis. "Three essays on the economics of science and higher education." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210554.

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This PhD thesis takes a ’micro’ perspective on the production of higher education and research. More precisely, I use tools of industrial organization to study two individual institutions involved in their production process. The second chapter studies universities, the main producers of higher education and research, and the third and fourth chapters analyze scientific journals, which are central in the production and the dissemination of science. Besides being crucial nodes in the production and transmission of

knowledge, these institutions, interestingly, share other common characteristics: they both emerged before the Industrial Revolution, their importance increased over the centuries and they seem unavoidable today, and many actors are private not-for-profit.
Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished

Ma, Wing Sze. "An economic evaluation of the education sector in China." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/703.

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Gustafsson, Martin Anders. "Education and country growth models." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86578.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The over-arching concern of the three parts of the dissertation is how economics can and should influence education policymaking, the emphasis on the economics side being models of country development and the contribution made by human capital. Part I begins with a review of economic growth theory. How educational performance and country development have been measured is then discussed, with considerable attention going towards conceptual and measurement complexities associated with the latter. An approach is presented for expanding the number of countries whose educational quality can be compared, by expanding the number of linkable testing programmes. This approach, which above all allows for the inclusion of more African and Latin American countries, is one of the key contributions made by the dissertation to the existing body of knowledge. Three existing empirical growth models are examined, including work by Hanushek and Woessman on the relationship between educational quality and income. Part I ends with a discussion on how the economics literature can best be packaged to influence education policymaking. A ‘growth simulator’ tool in Excel for informing the policy discourse is presented. The production of this tool includes establishing empirically a feasible improvement trajectory for educational quality that policymakers can use and some analysis of how linguistic fractionalisation in a country evolves over time. This tool can be considered a further key output of the dissertation. A basic model for relating educational quality, via income growth, to teacher pay, is presented. Part II offers an analysis of UNESCO country-level data on enrolment and spending going back to 1970, with a view to establishing historical patterns that can inform education planners, particularly those in developing countries, on how budgets and enrolment expansion should be distributed across the levels of the education system. The analysis presented in Part II represents a novel way of using existing countrylevel data and can be seen as an important step towards filling a gap experienced by education policymakers, namely the paucity of empirical evidence that can guide decisions around the prioritisation of education levels. Part II moreover arrives at a few empirical findings, including the finding that enrolment and spending patterns have been systematically different in countries with faster economic growth and the finding that historical per student spending at the secondary level appears to play a larger role in development than was previously thought. Part III contrasts the available economic advice for education policymakers with what policymakers actually appear to believe in. The focus falls, in particular, on four developing countries: South Africa, Brazil, Chile and China. A few areas where economists could explore the data to a greater degree or communicate available findings differently, in the interests of better education policies, are identified. Part III partly serves as a demonstration of how comparisons between education systems can be better oriented towards providing advice to education policymakers on questions relating to efficiency and equity.
AFRIKAANSE OPSOMMING: Die oorkoepelende fokus van die drie gedeeltes van die verhandeling is hoe die studie van ekonomie beleid in die onderwyssektor kan en moet beïnvloed. Veral belangrik is modelle van die ekonomiese groei van lande en die rol van menslike kapitaal in hierdie modelle. Die eerste gedeelte van die verhandeling bied oorsig van die teorie rakende ekonomiese groei. Hoe onderwysprestasie en nasionale ontwikkeling gemeet word, word dan bespreek, met sterk fokus op die konseptuele en tegniese kompleksiteit van laasgenoemde. Metode word aangebied waardeur meer lande se onderwysgehalte vergelyk kan word, deur middel van die koppeling van data van groter aantal toetsprogramme. Hierdie metode, wat veral die insluiting van meer lande uit Afrika en Latyn-Amerika toelaat, is een van die kernbydraes van die verhandeling tot die bestaande korpus van kennis. Drie bestaande empiriese modelle van ekonomiese groei word geanaliseer, insluitende die werk van Hanushek en Woessman oor die verhouding tussen onderwysgehalte en inkomste. Die eerste gedeelte sluit af met bespreking oor hoe die ekonomiese literatuur optimaal aangebied kan word om beleidmaking in die onderwys te beïnvloed. Groei-simulasie hulpmiddel in Excel wat die beleidsdiskoers kan vergemaklik word aangebied en verduidelik. Die ontwikkeling van hierdie gereedskap maak dit moontlik om op empiriese basis moontlike trajek vir die verbetering van onderwysgehalte te bepaal, wat vir beleidsmakers nuttig kan wees, sowel as ontleding van hoe linguïstiese verbrokkeling in land histories kan ontwikkel. Hierdie gereedskap kan as verdere sleutelproduk van die verhandeling beskou work. Basiese model van hoe onderwysgehalte en die inkomste van onderwysers deur middel van ekonomiese groei gekoppel is, word ook aangebied. Die tweede gedeelte van die verhandeling bied ontleding van UNESCO se nasionale statistieke van lande oor skoolinskrywings en onderwysuitgawes vanaf 1970, met die oog op die identifikasie van belangrike historiese tendense vir onderwysbeplanners, veral in ontwikkelende lande. Die fokus hier is veral op hoe begrotings en inskrywings ideaal oor die verskillende vlakke van die onderwysstelsel versprei behoort te wees. Die ontleding in die tweede gedeelte verteenwoordig innoverende manier om die bestaande nasionale statistieke te gebruik en kan beskou word as belangrike stap om gaping te vul wat deur beleidsmakers in die onderwys ondervind word, naamlik die gebrek aan empiriese gegewens vir besluite oor prioritisering tussen onderwysvlakke. Die tweede gedeelte bied ook verskeie empiriese bevindinge, soos dat die tendense rakende inskrywings en besteding per student sistematies tussen lande met vinniger ekonomiese groei en ander lande verskil, asook dat historiese besteding per student op die sekondêre vlak blykbaar groter invloed op ontwikkeling het as wat vroeër gedink is. Die derde gedeelte van die verhandeling vergelyk die advies wat die ekonomiese literatuur aan beleidmakers in die onderwys bied met wat beleidmakers self blykbaar glo. Die fokus val op veral vier ontwikkelende lande: Suid-Afrika, Brasilië, Chili en China. Gebiede word bespreek waar ekonome in die belang van beter onderwysbeleid tot groter mate data kan analiseer of bevindings op beter maniere kan kommunikeer. Die derde gedeelte kan beskou word as demonstrasie van hoe vergelykings tussen verskeie onderwysstelsels beter georiënteer kan word om vir die beleidmaker in die onderwys advies te verskaf rakende kwessies van doeltreffendheid en gelykheid.

Ortiz, Ospina Esteban. "Essays on the economics of higher education." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:30fccd24-972e-4b57-8787-3b1c35e7a279.

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This DPhil thesis consists of three related but independent chapters discussing the question of admission and access to higher education. Chapter 1 explores the extent to which the underrepresentation of students from certain population groups at highly selective universities, can be explained by poor information and high non-monetary application costs, and how the universities' admission policies may affect outcomes. This chapter takes a positive approach and proposes a theoretical model to explore the implications of implementing alternative admission policies. Motivated by the results that arise from this exploration, Chapter 2 proceeds with a normative approach, proposing a general framework to study the optimal selection policy from a pool of applicants, taking into account that the pool of applicants is endogenous. This, it is argued, allows a characterisation of the optimal form of discrimination in university admissions. Chapter 3 studies the relationship between tuition fees and academic selectivity, by developing a different, although somewhat related model of monopolistic competition, where universities compete for students by simultaneously selecting prices and admission standards.

REUTER, Johanna Luise. "Why sisters are better than brothers : the effect of sibling gender on attitudes and other essays in gender and education economics." Doctoral thesis, European University Institute, 2022. http://hdl.handle.net/1814/74272.

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Defence date: 24 February 2022
Examining Board : Prof. Michèle Belot (Cornell University); Prof. Andrea Ichino (EUI); Prof. Almudena Sevilla (UCL); Prof. Arnaud Chevalier (Royal Holloway University of London)
This thesis is composed of three independent essays in applied microeconomics. The first contributes to the field of gender and family economics and analyzes the effect of the gender of the second-born sibling on first-born individuals’ attitudes. The second chapter speaks to the health economics literature, evaluating the unitended consequences of a liberalization of the morning after pill. The topic of the final chapter lies within the economics of education, proposing a way to differentiate between degrees depending on the type of higher education institution. Even though the three chapters seem separate, all of them share my interest in gender and education economics, as well as causal estimation. In Chapter 1, joint with Martin Habets, we analyze the causal effect of sibling gender on attitudes and preferences. Comparing first-born women with a next-born sister to first-born women with a next-born brother allows us to estimate the causal effect of sibling gender. In particular, we find that a next-born sister leads first-born women to have less stereotypically female preferences in education. We also explore how the gender of the next-born sibling influences parental involvement. Our findings indicate that parents are more involved in the education of their first-born daughter if their next-born sibling is also a girl. These results shed light on how sibling gender influences preferences and attitudes, specifically those for education choices that are gender role conforming. To further explore the role of sibling gender in shaping attitudes, we have designed an online survey – currently in progress – to measure gender roles more precisely. In Capter 2, I analyze the causal effects of liberalizing access to emergency hormonal contraception (EHC), also known as the morning after pill, on young adults’ reproductive behavior in England. The liberalization, which changed the prescription status from “on doctor’s prescription only” to “available without prescription in pharmacies", created easier and more timely access to EHC for all women aged 16 years or older. In a theoretical model of individual behavior I find that EHC, which can be seen as i insurance against pregnancies, acts both as a substitute for regular contraception, as well as a substitute for abortions. This creates the need for analyzing the issue empirically since overall effects on outcomes such as births and abortions are unclear. Using a difference-in-differences approach, I find that easier access to EHC increases births only among 20-24 year olds. I find no effects on abortions or sexually transmitted infections. Chapter 3, attempts to differentiate the degree attainment in the UK by type of higher education institutions. Historically higher education in the UK has been shaped by a dual system: elite universities on the one hand and polytechnics and other higher education institutions on the other. Despite the formal equivalence of both degrees, the two institution types faced different financing, target populations, admission procedures and subjects taught. Nevertheless, in survey data they are often indistinguishable. We overcome this problem using a multiple imputation technique in the UKHLS and BHPS data sets. We examine the validity of inference based on imputed values using Monte Carlo simulations. We also verify that the imputed values are consistent with university graduation rates computed using the universe of undergraduate students in the UK.
-- 1 Why Sisters are Better than Brothers - The Effect of Sibling Gender on Attitudes -- 1.1 Introduction -- 1.2 Literature -- 1.2.1 Review of the mechanisms behind sibling gender effects -- 1.3 Identification and Estimation Strategy -- 1.4 Data and Sampl -- 1.4.1 Next Steps Data -- 1.4.2 British Cohort Study -- 1.5 Results -- 1.5.1 Results from the Next Steps Data -- 1.5.2 Results British Cohort Study -- 1.6 Survey -- 1.6.1 Survey Questions -- 1.6.2 Survey Regression Specification -- 1.6.3 Survey Index Construction and Technical Details -- 1.7 Conclusion and Outlook -- References -- Appendix 1.A Appendix -- 1.A.1 Summary Statistics -- 1.A.2 Balance Tests -- 1.A.3 Results Next Steps Data -- 1.A.4 Results British Cohort Study -- 2 Liberalizing the Morning After Pill - Effects on Young Women -- 2.1 Introduction -- 2.2 Literature Review -- 2.3 Emergency Hormonal Contraception -- 2.4 The Model -- 2.4.1 Solution of the Model -- 2.4.2 Comparative Statics: The Reform -- 2.5 Data -- 2.6 Empirical Strategy -- 2.7 First Stage -- 2.8 Estimation Results -- 2.8.1 Randomization Inference -- 2.9 Robustness Checks --2.9.1 Common Trends: Leads in Main Regression -- 2.9.2 Serial Correlation -- 2.10 Conclusion -- References -- 3 Multiple Imputation of University Degree Attainment -- 3.1 Introduction -- 3.2 Institutional background -- 3.3 Data -- 3.3.1 Degree attainment in the BHPS and the UKHLS -- 3.4 Multiple imputation -- 3.4.1 Missing data mechanism -- 3.4.2 Imputation model -- 3.4.3 Evaluation -- 3.5 Results and discussion -- 3.6 Conclusion -- References

Ermakov, D. S. "Education for sustainable development: social ecological and economic aspects of the environment." Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/23455.

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郭國全 and Kwok-chuen Kwok. "The political economy of educational investment: a review and an appraisal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974764.

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Книги з теми "Education Economic aspects":

O'Donoghue, Martin. Economic dimensions in education. New Brunswick, NJ: AldineTransaction, 2007.

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Mark, Blaug, ed. The Economic value of education: Studies in the economics of education. Aldershot, Hants, England: E. Elgar Pub., 1992.

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York Region Board of Education. Futures Committee. Socio-economic influences. [Aurora, Ont.]: York Region Board of Education, 1985.

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Cohn, Elchanan. The economics of education. 3rd ed. Oxford, England: Pergamon Press, 1990.

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Johnes, Geraint. The economics of education. Basingstoke: Macmillan Press, 1993.

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Johnes, Geraint. The economics of education. New York: St. Martin's Press, 1993.

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Cole, David R. Surviving economic crises through education. New York: P. Lang, 2012.

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Ayot, H. Okello. Economics of education. Nairobi: Educational Research and Publications, 1992.

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Bond-Stewart, Kathy. Education. [Zimbabwe]: Mambo Press, 1986.

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Wolf, Alison, and Sandra McNally. Education and economic performance. Cheltenham, UK: E. Elgar Pub., 2011.

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Частини книг з теми "Education Economic aspects":

Popova, Tatiana N., Yana S. Mitrofanova, Olga A. Ivanova, and Svetlana B. Vereshchak. "Economic and Organizational Aspects of University Digital Transformation." In Smart Education and e-Learning 2020, 371–81. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5584-8_32.

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Svobodova, Libuse, and Miloslava Cerna. "Economic Aspects of Corporate Education and Use of Advanced Technologies." In Emerging Technologies for Education, 117–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03580-8_13.

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Mantulenko, V. V. "Digital Education: Pros and Cons (Instrumental and Axiological Aspects)." In Digital Technologies in the New Socio-Economic Reality, 923–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83175-2_112.

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Tire, Gunda. "Estonia: A Positive PISA Experience." In Improving a Country’s Education, 101–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_5.

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AbstractAccording to Programme for International Student Assessment (PISA) run by Organization of Economic Cooperation and Development (OECD), Estonian education system stands out as a high performing system where students from different socio-economic backgrounds achieve high results. In PISA 2018 Estonian students ranked first in reading and science and third in mathematics among the OECD countries. What has Estonia done to be at the top of the PISA league tables? There are many aspects that have contributed to the success of Estonian education. The following chapter will look at the historical background, describe the factors, policies and conditions that have contributed to the current educational landscape that has attracted considerable attention from all over the world.

Svobodova, Libuse, and Miloslava Cerna. "Economic Aspects of the Introduction of the SMART Technology into Kindergartens and Primary Schools—Czech National and Local Scene." In Smart Education and e-Learning 2016, 255–65. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39690-3_23.

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Evola, Marco, Julia Jungfleisch, and Tanasije Marinković. "Human Rights Law Through the Lens of the Gender Perspective." In Gender-Competent Legal Education, 217–60. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14360-1_7.

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AbstractThis chapter will provide an overview on several aspects of the gender perspective in Human Rights Law. The chapter will therefore look at the civil and political rights from a gender perspective, as well as social, economic and cultural rights of women, non-binary and LGBTIQA+ persons. The aim is to increase the students’ awareness for the gender perspective in international human rights protection, by providing an overview of currently discussed issues in this area. Such issues include the prohibition of gender-based violence, contemporary forms of slavery and trafficking in persons, the freedom of religion, the right to private life, access to justice for women, women’s (political) empowerment, the prohibition of economic and social discrimination, and women’s right to education.

Schwarz, Ingrid. "Perspectives for Pupils and Teachers in Economic Education: European and Austrian Aspects of the Fifobi-Project." In Fit for Business, 145–75. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-19028-0_7.

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Isnaeni, Nurida, Amri Amir, and Sigit Indrawijaya. "Islamic Sustainable Development Study Coal Mining Against Socio-economic Aspects and the Environmental Perspective of Maqashid Shari’ah." In Proceedings of the 3rd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2021), 385–97. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-33-6_44.

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Seppänen, Piia, Terhi Pasu, and Sonja Kosunen. "Pupil Selection and Enrolment in Comprehensive Schools in Urban Finland." In Finland’s Famous Education System, 193–210. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_12.

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AbstractThere is a pervasive myth that education policy for comprehensive schooling in Finland is non-selective, meaning that all children attend similar schools (peruskoulu) catering for the children who live nearby. Following from this is the idea that the Finnish education system must be relatively uniform and fair, since there is no obvious ability-grouping by tracks or streams for pupils under the age of 15. In this chapter we challenge these claims by analysing the ways in which public comprehensive schools select and track their pupils through different admission criteria for different teaching classes within schools. We argue that schools’ selection of pupils and the enrolment policies of cities vary nationally in a way that raises questions about the opportunities of attending ‘one school for all’. Our results indicate that selection processes for admission to emphasised teaching classes are fierce with schools not just evaluating pupil’s aptitudes for certain subjects but applying numerous criteria when enrolling pupils to emphasised teaching. Ways of testing, and the means by which they include and exclude pupils, may include aspects which reproduce existing social and economic inequalities in comprehensive schools.

Hashim, Datuk Abdul Rahim. "Redefining the Role of Universities in a Rapidly Changing Landscape." In The Promise of Higher Education, 245–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_38.

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AbstractOver the past few decades, the Malaysian higher education sector has experienced important reform, particularly guided by the Malaysia Education Blueprint for Higher Education 2015–2025 to stimulate continued excellence in the system. However, the dawn of 2020 has unfolded many challenges as COVID-19 rages across the globe bringing sudden paralysis to the whole world. Indeed, the pandemic has affected the world and greatly impacted our lives not only from a health perspective, but also from the political, economic, and social aspects. To date, universities in Malaysia have been closed for more than four months, although the Ministry of Higher Education has recently permitted postgraduate students undertaking full-time research programmes to return to the university should their research necessitate their physical presence in laboratories, workshops, design studios or to use specific equipment available only on campus. For other university students, online or virtual teaching and learning is set to continue until the end of this year, although identified groups of students will be allowed to return to the campus in stages.

Тези доповідей конференцій з теми "Education Economic aspects":

"Economic aspects of exports of educational services." In All-Russian Scientific Conference on Achievements of Science and Technology. Krasnoyarsk Science and Technology City Hall, 2021. http://dx.doi.org/10.47813/dnit.2021.2.155-162.

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Since exporting higher education is a type of economic activity, let us consider international education services as a special type of export commodity. In this case, the object of an educational service will be knowledge and skills, as well as the means of their identification, which are subsequently realised in the labour market in the form of labour supply.

Balco, P., and M. Drahosova. "The economic aspects of the electronization in Education process." In 2017 15th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2017. http://dx.doi.org/10.1109/iceta.2017.8102466.

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Nugumanova, L. N., G. A. Shaukhutdinova, and T. V. Jakovenko. "Some Aspects of Digitalization Processes in Education." In 2nd International Scientific and Practical Conference “Modern Management Trends and the Digital Economy: from Regional Development to Global Economic Growth” (MTDE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200502.032.

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Negriy, Varvara, and Grigoriy Lagutin. "Psychological aspects of digitalization of education." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-26.

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The article substantiates the relevance of digitalization of education. The economic, technological and psychological reasons for this process in modern society are given in the article. The main types of training using digital technologies are considered. One of the ways to digitalize education, which is gamification, is presented in the article in detail.

Kondrateva, O. L. "METHODOLOGICAL ASPECTS OF MODELING NETWORK PROCESSES IN GENERAL EDUCATION." In SOCIO-ECONOMIC DEVELOPMENT OF THE RUSSIAN EAST: NEW CHALLENGES AND STRATEGIC GUIDELINES. Khabarovsk: KSUEL Editorial and Publishing Center, 2021. http://dx.doi.org/10.38161/978-5-7823-0746-2-2021-202-209.

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The article considers three aspects of modeling network processes in general education - subject, quasi-organizational and institutional. since they define a finite set of properties and relationships in the processes of organizing network interactions, the following processes are presented in a meaningful way: production, organizational and regulatory.

Mokeeva, Natalia Nikolaevna, Tatiana Vladimirovna Bakunova, and Veronika Eduardovna Frais. "Modern Paradigm of Commercial Bank Funding: Socio-Economic Aspects." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.138.

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Radyuk, Alexandra, Maria Banshchikova, and Olga Lisyutina. "GOAL SETTING STRATEGY IN ECONOMIC DISCOURSE: PROSODIC PECULIARITIES AND LINGUODIDACTIC ASPECTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1190.

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Pilishvili, Anatoly, and Tatiana Pilishvili. "HUMAN CAPITAL MANAGEMENT IN RUDN UNIVERSITY- INDUSTRY COLLABORATION: ECONOMIC AND PSYCHOLOGICAL ASPECTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0463.

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Nikolaev, Andrey, and Alisherjon Saidmukhtorov. "Environmental Aspects of Sustainable Economic Growth in the ASEAN Area." In 2018 2nd International Conference on Education Science and Economic Management (ICESEM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icesem-18.2018.147.

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Filin, Sergey Aleksandrovich. "Organizational And Economic And Administrative Aspects Of Processes Of Informatization Of Education." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.98.

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Звіти організацій з теми "Education Economic aspects":

Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.129.

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This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.

Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.

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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.

Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.

Kud, A. A. Figures and Tables. Reprinted from “Comprehensive сlassification of virtual assets”, A. A. Kud, 2021, International Journal of Education and Science, 4(1), 52–75. KRPOCH, 2021. http://dx.doi.org/10.26697/reprint.ijes.2021.1.6.a.kud.

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Figure. Distributed Ledger Token Accounting System. Figure. Subjects of Social Relations Based on the Decentralized Information Platform. Figure. Derivativeness of a Digital Asset. Figure. Semantic Features of the Concept of a “Digital Asset” in Economic and Legal Aspects. Figure. Derivativeness of Polyassets and Monoassets. Figure. Types of Tokenized Assets Derived from Property. Figure. Visual Representation of the Methods of Financial and Management Accounting of Property Using Various Types of Tokenized Assets. Figure. Visual Representation of the Classification of Virtual Assets Based on the Complexity of Their Nature. Table. Comparison of Properties of Various Types of Virtual Assets of the Distributed Ledger Derivative of the Original Asset. Table. Main Properties and Parameters of Types of Tokenized Assets. Table. Classification of Virtual Assets as Tools for Implementing the Methods of Financial and Management Accounting of Property.

Hlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov, and Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3860.

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This article demonstrates that mathematics in the system of higher education has outgrown the status of the general education subject and should become an integral part of the professional training of future bachelors, including economists, on the basis of intersubject connection with special subjects. Such aspects as the importance of improving the scientific and methodological support of mathematical training of students by means of digital technologies are revealed. It is specified that in order to implement the task of qualified training of students learning econometrics and economic and mathematical modeling, it is necessary to use digital technologies in two directions: for the organization of electronic educational space and in the process of solving applied problems at the junction of the branches of economics and mathematics. The advantages of using e-learning courses in the educational process are presented (such as providing individualization of the educational process in accordance with the needs, characteristics and capabilities of students; improving the quality and efficiency of the educational process; ensuring systematic monitoring of the educational quality). The unified structures of “Econometrics”, “Economic and mathematical modeling” based on the Moodle platform are the following ones. The article presents the results of the pedagogical experiment on the attitude of students to the use of e-learning course (ELC) in the educational process of Borys Grinchenko Kyiv University and Alfred Nobel University (Dnipro city). We found that the following metrics need improvement: availability of time-appropriate mathematical materials; individual approach in training; students’ self-expression and the development of their creativity in the e-learning process. The following opportunities are brought to light the possibilities of digital technologies for the construction and research of econometric models (based on the problem of dependence of the level of the Ukrainian population employment). Various stages of building and testing of the econometric model are characterized: identification of variables, specification of the model, parameterization and verification of the statistical significance of the obtained results.

BESTAEVA, E. HISTORICAL AND PHILOSOPHICAL ASPECT OF THE ROLE AND IMPORTANCE OF ETHICS IN THE SYSTEM OF MODERN EDUCATION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-14-18.

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The article examines the issues of ethics in the educational process in the historical and philosophical development. The main attention is focused on the transformations taking place in the field of economics, science and technology, the meaning and significance of education, which is aimed at the formation of a morally oriented personality, is being revised in a new way. The need for ethical knowledge comes to the fore in the modern educational process, which is aimed at the formation of moral values of the younger generation.

Haider, Huma. Mainstreaming Institutional Resilience and Systems Strengthening in Donor Policies and Programming. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.101.

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This rapid review synthesises evidence on key aspects of mainstreaming institutional resilience and systems strengthening in donor policies and programming in FCAS (Fragile and Conflict-affect States) contexts, particularly in nutrition (food security), health, WASH and the economic sector. Institutional resilience is the ability of a social system (society, community, organisation) to absorb and recover from external shocks, while positively adapting and transforming to address long-term changes and uncertainty. Investing in strong, well-functioning and adaptable social systems, such as health, education and social protection systems, can build resilience, as this help to cushion the negative economic and social effects of crises. While development actors have established guidance on how institutions can be made more effective, inclusive and accountable, there is much less literature on institutional resilience and how development actors can help to foster it. Much of the literature notes a lack of systematic evidence on applying the concept of resilience. These gaps extend to a dearth of guidance on how development actors can mainstream institutional resilience and systems strengthening into their policies and programmes. This rapid review draws on common factors discussed in the literature that are considered important to the strengthening of resilience and particular systems. These may, in turn, provide an indication of ways in which to mainstream institutional resilience and systems strengthening into development policy and programming

Hicks, Jacky, Berni Smith, Anna Downs, and Benedetta Musillo. Conversations on Gender and Tax. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/k4d.2022.064.

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By being ‘gender aware’, tax policy, tax administration and tax research have the potential to both reduce discrimination and promote women’s economic empowerment, and benefit the wider inclusive economic growth and development process. Civil society organisations (CSOs) play an important role in all aspects of taxation and gender, from improving transparency and accountability of government decisions on tax policy, and engaging with governments and oversight institutions on taxation and gender, to educating female taxpayers and monitoring services that revenue authorities and ministries of finance provide. Specialised CSOs could carry out gendered analysis of taxation and its impacts in parallel to gendered analysis of budgeting.

Бондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко, and Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.

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Abstract. The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such in-class and distance courses as “Cartography and Basics of Topography”, “Population Geography”, “Information Systems and Technologies in Tourism Industry”, “Regional Economic and Social World Geography (Europe and the CIS)”, “Regional Economic and Social World Geography (Africa, Latin America, Asia, Anglo-America, Australia and Oceania)”, “Socio-Economic Cartography”. The advantages of using the specified interactive tool during the study of geographical disciplines are highlighted out in the article. As it has been established, the organization of the learning process using Google Classroom ensures the unity of in-class and out-of-class learning; it is designed to realize effective interaction of the subjects learning in real time; to monitor the quality of training and control the students’ learning achievements in class as well as out of it, etc. The article outlines the disadvantages that should be taken into account when organizing blended learning using Google Classroom, including the occasional predominance of students’ external motivation in education and their low level of readiness for work in the classroom; insufficient level of material and technical support in some classrooms; need for out-of-class pedagogical support; lack of guidance on the content aspect of Google Classroom pages, etc. Through the test series conducted during 2016-2017, an increase in the number of geography students with a sufficient level of academic achievements and a decrease of those with a low level of it was revealed.

Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.

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