Статті в журналах: "Post-Schooling"

1

Harley, Anne. "Post-Schooling People's Education." Education as Change 19, no. 2 (May 4, 2015): 58–81. http://dx.doi.org/10.1080/16823206.2015.1085612.

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2

Lister, Ian. "Education and Schooling in Post‐industrial Society." British Journal of Sociology of Education 10, no. 4 (December 1989): 501–6. http://dx.doi.org/10.1080/0142569890100410.

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3

Fataar, Aslam. "Schooling subjectivities across the post-apartheid city." Africa Education Review 6, no. 1 (June 2009): 1–18. http://dx.doi.org/10.1080/18146620902857202.

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4

McKinney, Carolyn. "Orientations to English in post-apartheid schooling." English Today 29, no. 1 (February 27, 2013): 22–27. http://dx.doi.org/10.1017/s0266078412000491.

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As Voloshinov has famously argued, ‘the word is the most sensitive index of social changes, and what is more, of changes still in the process of growth’ (Voloshinov, 1986: 19). Scrutiny of young people's discourses on language together with their language practices offers us a window into a society in transition, such as present-day South Africa. This article examines the language ideologies and language practices of Black youth attending previously White, now desegregated, suburban schools in South African cities, important spaces for the production of an expanding Black middle class (Soudien, 2004). Due to their resourcing during apartheid (both financial and human) previously White schools are aligned with quality education and perceived as strategic sites for the acquisition and maintenance of a prestige variety of South African English. This article looks at how mainly African girls (15–16 years) position themselves in relation to English, drawing on data collected using ethnographic approaches in four desegregated schools in South African cities: three in Johannesburg, Gauteng and one in Cape Town, Western Cape. The discussion focuses on two significant themes: English and the [re]production of race; and the place of English in young people's linguistic repertoires. My aim is to show how African youth in desegregated schools orient themselves to English and what their language ideologies and language practices might tell us about macro social processes, including the (re)constitution of race in South Africa. Schooling, as Bourdieu points out, is one of the most important sites for social reproduction and is thus also one of the key sites, ‘which imposes the legitimate forms of discourse and the idea that discourse should be recognised if and only if it conforms to the legitimate norms’ (Bourdieu, 1977: 650). However, co-present with processes of reproduction are practices that work to subvert and unsettle dominant discourses. Suburban desegregated schools are thus productive sites for the re-making of cultural practices (including language) and identities.

5

Maliranta, Mika, Satu Nurmi, and Hanna Virtanen. "Resources in vocational education and post‐schooling outcomes." International Journal of Manpower 31, no. 5 (August 17, 2010): 520–44. http://dx.doi.org/10.1108/01437721011066344.

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6

Gaulke, Amanda P. "Post-Schooling off-The-Job training and its benefits." Labour Economics 70 (June 2021): 102007. http://dx.doi.org/10.1016/j.labeco.2021.102007.

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7

Carneiro, Pedro, and James J. Heckman. "The Evidence on Credit Constraints in Post‐Secondary Schooling." Economic Journal 112, no. 482 (October 1, 2002): 705–34. http://dx.doi.org/10.1111/1468-0297.00075.

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8

McHugh, C. L. "Schooling in the Post-Bellum Southern Cotton Mill Villages." Journal of Social History 20, no. 1 (September 1, 1986): 149–61. http://dx.doi.org/10.1353/jsh/20.1.149.

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9

Sung, Yoo Kyung, and Kristi DeMar. "Schooling and Post-Immigration Experiences in Latinx Children's Literature." Bookbird: A Journal of International Children's Literature 58, no. 1 (2020): 15–28. http://dx.doi.org/10.1353/bkb.2020.0016.

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10

DeYoung, Alan J., and Bakhytkul Nadirbekyzy. "9. Redefining schooling and community in post‐Soviet Kazakstan." Journal of Education Policy 12, no. 1-2 (January 1997): 71–78. http://dx.doi.org/10.1080/0268093970120111.

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11

Sievertsen, Hans Henrik. "Local unemployment and the timing of post-secondary schooling." Economics of Education Review 50 (February 2016): 17–28. http://dx.doi.org/10.1016/j.econedurev.2015.11.002.

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12

Lee, Gregory, and Howard Lee. "Comprehensive post‐primary schooling in New Zealand: 1935‐1975." History of Education Review 37, no. 1 (June 24, 2008): 56–76. http://dx.doi.org/10.1108/08198691200800005.

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13

Pasalic-Kreso, Adila, and Charles J. Russo. "Rebuilding from the Ashes: Schooling in Post-War Bosnia." International Journal of Educational Reform 9, no. 2 (April 2000): 102–8. http://dx.doi.org/10.1177/105678790000900201.

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14

Ramsland, John. "Schooling Outback Children in Post-Colonial Australia, 1901–1950." Paedagogica Historica 34, sup2 (January 1998): 311–27. http://dx.doi.org/10.1080/00309230.1998.11434921.

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15

Rutherford, Katrina, Janya McCalman, and Roxanne Bainbridge. "The Post-Schooling Transitions of Remote Indigenous Secondary School Graduates: A Systematic Scoping Review of Support Strategies." Australian and International Journal of Rural Education 29, no. 2 (June 29, 2019): 8–25. http://dx.doi.org/10.47381/aijre.v29i2.222.

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School completion has been hailed by many as the â€˜holy grailâ€™ of Indigenous education, and 42% remote-living Indigenous students now attain year 12 completion each year. But for a range of complex reasons, only 60% of these graduates translate this achievement into further engagement in study, training or employment. This systematic literature review examined the evidence for strategies that support the post-schooling transitions of these students. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, it examinedthe scope and quality of the existing evidence and appliedqualitative meta-synthesis to elucidate the conditions that enable or hinder, and strategies that support post-schooling transitions. Findings suggested that lower rates of post-schooling study or employment uptake are influenced by: historical misalignment of education approaches with community values and aspirations; limited opportunities in remote communities; and other socio-economic factors. Strategies were found to bemost effective when cross-sectoral education/employment and community partnerships were formed, and remote communities were integralin the planning and implementation process. Strategies to improve transitions included: embedding Indigenous and Western knowledge systems in education, task-based learning, explicitly addressing studentsâ€™ language needs, providing immersion experiences such as in universities, and mentoring programs to widen studentsâ€™ aspirations. However, the evidence-base remains weak and further research is needed to understand the impact of strategies on studentsâ€™ aspirations and their immediate and long-term post-schooling transitions. Keywords: remote; Indigenous; transition; post-secondary; pathways; aspiration

16

Ressa, Theodoto. "(Mis)schooling of Children with Disabilities in Post-independent Kenya." International Journal of Progressive Education 17, no. 2 (April 7, 2021): 124–38. http://dx.doi.org/10.29329/ijpe.2021.332.8.

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17

Sahu, Ruchi. "Pre and Post Effects on Schooling Due to Covid-19." Indian Journal of Software Engineering and Project Management 1, no. 2 (July 10, 2021): 13–16. http://dx.doi.org/10.54105/ijsepm.b9010.071221.

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This project will show that how activities that done by the school is important for the new learners. This stored all the activities of school that enhance the development of each child towards their career after Covid impact. Involvement in cocurricular Activities helps student become tougher and avoid mental health issues. There is a lack of such activities which will enhance the knowledge of child with Covid precautions and if parents want to develop their child’s knowledge in technology and also for online activities, So there is not such platform where they can do all this without misusing the technology in unawareness also if parents wants to polish their interest, so that, they can think to make a career in it. So, how can they analyse that whatever the school will be able to do it or not, without visiting each school due to Covid 19. we will mention the facilities, activities, skills and international activities, events, to do using technology, etc. in the project. This project will have own interface/platform for online activities for students so that they could not misuse the technology. There is some online activities (Activities From Home) in Project that can be done while making some social – distance because of Covid. This project can increase efficiency of skill development and career opportunities from their interest in respective activity or skill. Managing the impact of COVID-19 on education systems without losing required knowledge for students via Incredible school activity as well.

18

Crutchfield, Jandel, and Danielle R. Eugene. "Responsive Reopening: District and Parent Recommendations for Post-COVID Schooling." Children & Schools 44, no. 2 (February 19, 2022): 121–26. http://dx.doi.org/10.1093/cs/cdac003.

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19

Sahu, Ruchi, and Dr Jay Kumar Jain. "Pre and Post Effects on Schooling Due to Covid-19." Indian Journal of Software Engineering and Project Management 1, no. 2 (July 10, 2021): 13–16. http://dx.doi.org/10.35940/ijsepm.b9010.071221.

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This project will show that how activities that done by the school is important for the new learners. This stored all the activities of school that enhance the development of each child towards their career after Covid impact. Involvement in cocurricular Activities helps student become tougher and avoid mental health issues. There is a lack of such activities which will enhance the knowledge of child with Covid precautions and if parents want to develop their child’s knowledge in technology and also for online activities, So there is not such platform where they can do all this without misusing the technology in unawareness also if parents wants to polish their interest, so that, they can think to make a career in it. So, how can they analyse that whatever the school will be able to do it or not, without visiting each school due to Covid 19. we will mention the facilities, activities, skills and international activities, events, to do using technology, etc. in the project. This project will have own interface/platform for online activities for students so that they could not misuse the technology. There is some online activities (Activities From Home) in Project that can be done while making some social - distance because of Covid. This project can increase efficiency of skill development and career opportunities from their interest in respective activity or skill. Managing the impact of COVID-19 on education systems without losing required knowledge for students via Incredible school activity as well.

20

Grootboom, Nomalanga P. "THE INCLUSION OF UBUNTU IN POST-APARTHEID SCHOOLING – MANDELA’S TAKE." Commonwealth Youth and Development 14, no. 2 (March 28, 2017): 121–34. http://dx.doi.org/10.25159/1727-7140/1935.

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This study explored the inclusion of Ubuntu in post-apartheid South African schooling – with a specific focus on Mandela’s take. The objective was to study possible benefits for the learners and the extent to which Ubuntu could affect desegregated schools in South Africa. The current discourse is born out of the findings of a major study on cross-racial interactions in desegregated schools, as found at one school in Gauteng, a province of South Africa. A qualitative approach study was conducted to obtain a purposive sample where learners were conveniently selected from grade 11 (both black and white learners). The Critical Race Theory (CRT) that was framed within the narrative design was undertaken to ascertain the extent to which integration processes have been implemented in former white schools in South Africa. The nature of this study fits well with CRT, as it helps to interrogate how marginalised black learners are now trying to co-exist in an environment that government purports to be integrated. Results show that although the country purports that schools are integrated, in essence the contrary is found in the schools. There is, in reality, continued polarisation and sheer segregation in the schools. Plans to revisit more than six sampled schools are afoot.

21

Watson, Jacqueline Elizabeth. "Post-secular schooling: freedom through faith or diversity in community." Cambridge Journal of Education 43, no. 2 (June 2013): 147–62. http://dx.doi.org/10.1080/0305764x.2013.767877.

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22

Motala, Shireen. "Privatising public schooling in post‐apartheid South Africa – equity considerations." Compare: A Journal of Comparative and International Education 39, no. 2 (March 2009): 185–202. http://dx.doi.org/10.1080/03057920902750459.

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23

CARMODY, BRENDAN P. "DENOMINATIONAL SECONDARY SCHOOLING IN POST-INDEPENDENCE ZAMBIA: A CASE STUDY." African Affairs 89, no. 355 (April 1990): 247–63. http://dx.doi.org/10.1093/oxfordjournals.afraf.a098287.

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24

Porter, Philip K., and Gerald W. Scully. "Potential earnings, post-schooling investment and returns to human capital." Economics of Education Review 4, no. 2 (January 1985): 87–92. http://dx.doi.org/10.1016/0272-7757(85)90050-0.

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25

Elsayed, Mahmoud A. A. "Keeping Kids in School: The Long-Term Effects of Extending Compulsory Education." Education Finance and Policy 14, no. 2 (March 2019): 242–71. http://dx.doi.org/10.1162/edfp_a_00254.

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This paper uses a natural experiment from Egypt to examine the effect of extending compulsory schooling on long-term educational and labor market outcomes. Beginning in school year 2004–05, the Egyptian government extended primary education from five to six years, moving from an eight-year compulsory schooling system to a nine-year system. Using a regression discontinuity design, I examine whether the compulsory schooling expansion affects years of schooling, literacy and cognitive skills, post-primary attendance, and labor market outcomes of individuals born just around the 1992 school entry cutoff. The results suggest that an extra year of compulsory education increases total years of schooling by 0.6 to 0.8 years. This effect, however, is concentrated among male individuals. In particular, I find that the school reform increases the schooling gap between male and female students by somewhere between 0.30 and 0.48 years. I also find no effect of expanding compulsory education on individuals’ literacy skills, schooling beyond the primary education level, or labor market outcomes. There is some evidence, however, that the school reform has improved reading and self-reported writing skills among male individuals.

26

Ainley, John, and Michael Sheret. "Beyond the Compulsory School Years." Australian Journal of Career Development 2, no. 2 (June 1993): 15–22. http://dx.doi.org/10.1177/103841629300200207.

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In Australia it has become conventional to regard Years 11 and 12 as the post-compulsory years of schooling and the years up to and including Year 10 as compulsory. A separation of Years 11 and 12 from Years 7, 8, 9 and 10 is evident in levels of participation, curriculum structures, certification and examination procedures, and many aspects of school organisation. The 1980s in Australia have been marked by a dramatic increase in the percentage of young people continuing to the post-compulsory years. Whereas in 1981 the retention rate to Year 12 was 35 per cent, by 1990 this had grown to 64 per cent. This paper is concerned with the progression from Year 10 to post-compulsory schooling, other forms of education and to work. It examines factors associated with school attainment (the number of years schooling completed) and the destinations of those who leave school, both at the point of transition from the compulsory to the post-compulsory years and at the end of secondary school. As part of its conclusion the paper notes the strong, and independent, influences of earlier achievement and attitudes to school on destinations as well as the role of background factors such as socio-economic status, parental expectations, ethnic background, and gender.

27

Ahmed, Osman S., Asma Ahmed, Mohd E. Eltahir, Salah Gad, Ali S. Ahmed, Zezit M. Noufal, and Alaa Zuhir Al Rawashdeh. "The Effect of COVID-19 on Family Support for Home-Schooling in Urban Areas." Emerging Science Journal 7, no. 5 (October 1, 2023): 1787–96. http://dx.doi.org/10.28991/esj-2023-07-05-021.

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The objective of the study is to clarify that the family participated in COVID-19 as a home-schooling family. The sample was selected according to the geographical distribution of schools in the eastern region of Khartoum. Data was collected through a questionnaire and interviews. The most important result is that there is an increasing interest from parents to support home-schooling despite the challenges of continuing learning, such as the widening digital divide in technology, previous experience, and poor network connectivity. This research paper focused on the point of view of parents in the city of Khartoum on supporting home-schooling according to social variables related to both mother and father, and the paper concluded that parents of students in private schools are more supportive of home education. Also, most of the parents of students who support home-schooling have reached their university level of education and post-university and belong to the youth age group. Although parents emphasize the importance of home-schooling during the COVID-19 infection, there are challenges associated with providing home-schooling for their children. Doi: 10.28991/ESJ-2023-07-05-021 Full Text: PDF

28

Billett, Stephen, Sue Thomas, Cheryl Sim, Greer Johnson, Steve Hay, and Jill Ryan. "Constructing productive post‐school transitions: an analysis of Australian schooling policies." Journal of Education and Work 23, no. 5 (November 2010): 471–89. http://dx.doi.org/10.1080/13639080.2010.526596.

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29

Knodel, John, and Gavin W. Jones. "Post-Cairo Population Policy: Does Promoting Girls' Schooling Miss the Mark?" Population and Development Review 22, no. 4 (December 1996): 683. http://dx.doi.org/10.2307/2137805.

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30

Aydarova, Elena, Zsuzsa Millei, Nelli Piattoeva, and Iveta Silova. "Revisiting Pasts, Reimagining Futures: Memories of (Post)Socialist Childhood and Schooling." European Education 48, no. 3 (July 2, 2016): 159–69. http://dx.doi.org/10.1080/10564934.2016.1223977.

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31

Szakács, Simona. "Childhood and Schooling in (Post)Socialist Societies: Memories of Everyday Life." European Education 51, no. 1 (January 2, 2019): 89–91. http://dx.doi.org/10.1080/10564934.2018.1556967.

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32

RUBB, STEPHEN. "Post-College Schooling, Overeducation, and Hourly Earnings in the United States." Education Economics 11, no. 1 (April 2003): 53–72. http://dx.doi.org/10.1080/09645290210127453.

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33

Winkley, David. "From Condescension to Complexity: post‐Plowden schooling in the inner city." Oxford Review of Education 13, no. 1 (January 1987): 45–55. http://dx.doi.org/10.1080/0305498870130105.

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34

Thomas, Kevin J. A. "Family Contexts and Schooling Disruption among Orphans in Post-Genocide Rwanda." Population Research and Policy Review 29, no. 6 (November 5, 2009): 819–42. http://dx.doi.org/10.1007/s11113-009-9167-0.

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35

Magnac, Thierry, Nicolas Pistolesi, and Sébastien Roux. "Post-Schooling Human Capital Investments and the Life Cycle of Earnings." Journal of Political Economy 126, no. 3 (June 2018): 1219–49. http://dx.doi.org/10.1086/697206.

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36

Meschi, Elena, Joanna Swaffield, and Anna Vignoles. "The role of local labour market conditions and pupil attainment on post-compulsory schooling decisions." International Journal of Manpower 40, no. 8 (November 4, 2019): 1482–509. http://dx.doi.org/10.1108/ijm-11-2017-0303.

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Purpose The purpose of this paper is to assess the role of local labour market conditions and pupil educational attainment as primary determinants of the post-compulsory schooling decision. Design/methodology/approach Through the specification of a nested logit model, the restrictive independence of irrelevant alternatives (IIA) assumption inherent in the multinomial logit (MNL) model is relaxed across multiple unordered outcomes. Findings The analysis shows that the factors influencing schooling decisions differ for males and females. For females, on average, the key drivers of the schooling decision are expected wage returns based on youth educational attainment, attitudes to school and parental aspirations, rather than local labour market conditions. For males, higher local unemployment rates encourage greater investment in education. Originality/value The contribution of this paper to the existing literature is threefold. First, a nested logit model is proposed as an alternative to a MNL. The former can formally incorporate the structured and sequential decision-making process that youths may engage with in relation to the post-compulsory schooling decision, as well as relaxing the restrictive IIA assumption inherent in the MNL across multiple unordered outcomes, an issue the authors discuss in more detail in the Methodology section below. Second, the analysis is based on extremely rich socio-economic data from the Longitudinal Study of Young People in England, matched to local labour market data and administrative data from the National Pupil Database and Pupil Level Annual School Census, which provide a broad set of unusually high-quality measures of prior attainment. The authors argue that such high-quality data and an appropriate model specification allows identification of the determinants of the post-compulsory decision in a more detailed manner than many previous analyses. Third, the data have the scale necessary to consider whether the determinants of post-compulsory schooling decisions vary by gender, a particularly important issue given the differential education participation rates of males and females (e.g. in this cohort, females are about 10 percentage points more likely to go on to higher education in the UK than males), and the gendered choices of occupation (see, e.g. Bertrand, 2011). The work will, therefore, provide recent empirical evidence from England on gender differences in the determinants of education choices.

37

Fischer, Martin, Martin Karlsson, Therese Nilsson, and Nina Schwarz. "The Long-Term Effects of Long Terms – Compulsory Schooling Reforms in Sweden." Journal of the European Economic Association 18, no. 6 (November 30, 2019): 2776–823. http://dx.doi.org/10.1093/jeea/jvz071.

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Abstract We evaluate the impact on earnings, pensions, and further labor market outcomes of two parallel educational reforms increasing instructional time in Swedish primary school. The reforms extended the annual term length and years of compulsory schooling by comparable amounts. We find striking differences in the effects of the two reforms: at 5% the returns to the term length extension were sizeable and benefited broad ranges of the population. The compulsory schooling extension had small (2%) albeit significant effects, which were possibly driven by an increase in post-compulsory schooling. Both reforms led to increased sorting into occupations with heavy reliance on basic skills and the term extension reduced the gender gap in employment and earnings.

38

Goldani, Marcelo Zubaran, Rosange Benatti, Antônio Augusto Moura da Silva, Heloisa Bettiol, Joel Cristiano Westphal Correa, Marcos Tietzmann, and Marco Antonio Barbieri. "Narrowing inequalities in infant mortality in Southern Brazil." Revista de Saúde Pública 36, no. 4 (August 2002): 478–83. http://dx.doi.org/10.1590/s0034-89102002000400014.

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OBJECTIVE: To determine the trends of infant mortality from 1995 to 1999 according to a geographic area-based measure of maternal education in Porto Alegre, Brazil. METHODS: A registry-based study was carried out and a municipal database created in 1994 was used. All live births (n=119,170) and infant deaths (n=1,934) were considered. Five different geographic areas were defined according to quintiles of the percentage of low maternal educational level (<6 years of schooling): high, medium high, medium, medium low, and low. The chi-square test for trend was used to compare rates between years. Incidence rate ratio was calculated using Poisson regression to identify excess infant mortality in poorer areas compared to higher schooling areas. RESULTS: The infant mortality rate (IMR) decreased steadily from 18.38 deaths per 1,000 live births in 1995 to 12.21 in 1999 (chi-square for trend p<0.001). Both neonatal and post-neonatal mortality rates decreased although the drop seemed to be steeper for the post-neonatal component. The higher decline was seen in poorer areas. CONCLUSION: Inequalities in IMR seem to have decreased due to a steeper reduction in both neonatal and post-neonatal components of infant mortality in lower maternal schooling area.

39

Berman, Elise, and Vicki Collet. "Marshallese Families’ Reported Experiences of Home-school Connections: An Asset-based Model for Critiquing “Parental Involvement” Frameworks and Understanding Remote Schooling during COVID-19." Human Organization 80, no. 4 (November 29, 2021): 311–21. http://dx.doi.org/10.17730/1938-3525-80.4.311.

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COVID-19 closed school buildings across the United States, forcing a shift to remote education. How families navigated remote schooling likely varied across class, racial, and ethnic differences, raising questions about how the pandemic might deepen educational inequities. We talked to Marshallese migrant families in a town in the South Central United States about their experiences with remote schooling in Spring 2020. Findings suggest families engaged in school activities at home and were invested in their children’s schooling. They reported numerous inequities tied to technology access and “time-collisions” between familial and educational schedules. They also reveal culturally specific patterns of home-school interactions we call “distributed involvement.” These issues are relevant during in-person as well as remote schooling. Families’ reports suggest problems with normative models of “parental involvement,” revealing ways to make home-school connections more culturally sustaining. A better understanding of reported COVID-19 experiences can inform educational policies and practices in post-pandemic futures.

40

Halliday, John. "Post-modernism and Post-compulsory Education." Paideusis 14, no. 1 (October 30, 2020): 31–47. http://dx.doi.org/10.7202/1072823ar.

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This paper examines and elaborates upon the work of two writers, Usher and Edwards who have explored the significance of post-modernism for those involved in the post-compulsory sector of education. They argue that postmodernism signals an increasing interest in this sector of education and a major challenge to the idea of compulsory schooling. In this paper it is argued that postmodernism challenges the very distinction between compulsory and postcompulsory education. It problematises and disturbs a number of entrenched assumptions about education, teaching and learning in interesting ways. The paper concludes with an outline of what formal education might become as a result of such problematisation and disturbance.

41

Charteris, Jennifer. "Post-panoptic accountability: making data visible through ‘data walls’ for schooling improvement." British Journal of Sociology of Education 43, no. 3 (January 17, 2022): 333–48. http://dx.doi.org/10.1080/01425692.2021.2018651.

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42

Grogger, Jeff. "School Expenditures and Post-Schooling Earnings: Evidence from High School and Beyond." Review of Economics and Statistics 78, no. 4 (November 1996): 628. http://dx.doi.org/10.2307/2109950.

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Perry, Laura B. "The seeing and the seen: contrasting perspectives of post‐communist Czech schooling." Compare: A Journal of Comparative and International Education 35, no. 3 (September 2005): 265–83. http://dx.doi.org/10.1080/03057920500212548.

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Macfarlane, Kym. "Playing the game: examining parental engagement in schooling in post‐millennial Queensland." Journal of Education Policy 23, no. 6 (November 2008): 701–13. http://dx.doi.org/10.1080/02680930802065913.

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Tangiashvili, Nodar, and Gavin Slade. "Zero-tolerance schooling: education policy, crime, and democracy in post-Soviet Georgia." Post-Soviet Affairs 30, no. 5 (September 23, 2013): 416–40. http://dx.doi.org/10.1080/1060586x.2013.833400.

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Vertinsky, Patricia, Alison McManus, and Cindy Sit. "‘Dancing class’: schooling the dance in colonial and post-colonial Hong Kong." Sport, Education and Society 12, no. 1 (December 22, 2006): 73–92. http://dx.doi.org/10.1080/13573320601081575.

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Herrera-Rocha, Lidia. "Carolyn McKinney, Language and Power in Post-Colonial Schooling: Ideologies in Practice." Policy Futures in Education 15, no. 6 (July 12, 2017): 808–9. http://dx.doi.org/10.1177/1478210317719793.

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Waller, Patrice Parker, and Kori L. H. Maxwell. "Mathematics Teachers’ Perceptions of Resources and Curriculum Availability in Post-Apartheid Schooling." International Journal of Science and Mathematics Education 15, no. 4 (February 29, 2016): 741–57. http://dx.doi.org/10.1007/s10763-016-9713-2.

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Excellent Khumalo, Khayelihle. "A quest for an Afro-centric post-schooling curriculum in South Africa." Journal of African Education 4, no. 2 (August 1, 2023): 31–49. http://dx.doi.org/10.31920/2633-2930/2023/v4n2a2.

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Loubaki, Diana. "The Theory of Investment in Schooling." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 1 (February 18, 2017): 84. http://dx.doi.org/10.21013/jems.v6.n1.p6.

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Анотація:

<p><em>The aim of this article is to bring an additional source of countries heterogeneity in the growth literature focused on knowledge accumulation. We find that, the observed heterogeneity in development levels among countries come mostly from income heterogeneities among families as the resulting effect of supplementary investment in schooling provided by parents since the high school. The productivity generated induces the firms’ profits increase through technology better comprehension, thus increases the country’s economic growth. Therefore, embodied knowledge is a process composed of two steps which are: schooling investment or ex-ante knowledge, first and human capital or ex-post knowledge after, thus are crucial unemployment reduction mechanisms.</em></p>

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