Adult Education in Continental Europe: an Annotated Bibliography Of
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EPAU HDI Comparative Assessment Technical Note December 2011 Docx
Economic and Policy Analysis Unit UNDP Maputo December 2011 Mozambique’s Performance in the HDI . A comparative Assessment Author: Thomas Kring Technical Note Mozambique’s Performance in the HDI Published by The Economic and Policy Analysis Unit (EPAU) UNDP Mozambique Av. Kenneth Kaunda 931 Maputo, Mozambique Technical Notes from EPAU are intended to be informal notes on economic and technical issues relevant for the work of the UNDP in Mozambique. The views expressed are those of the author and may not be attributed to the UNDP. 1 Technical Note Mozambique’s Performance in the HDI Introduction Since 1990 the UNDP has published the Human Development Report (HDR) on an annual basis. One significant component of the HDR has traditionally been advanced statistics seeking to measure economic and human development in more comprehensive and informative ways. One of the best known measures in the HDR is the Human Development Index (HDI). The HDI provides a broad overview of human progress and the complex relationship between income and well-being. The HDI looks beyond the GDP to a broader definition of well-being by including health and knowledge. By doing so it corrects, to some extent, for the inherent weaknesses in traditional measurements of growth and wealth (see Annex 2 for more detail). The recently released Global HDR 2011 provides, as in previous years, a HDI value for a 187 countries in the world. Mozambique’s performance this year, as in previous years, continues to baffle observers. The country has made significant progress in the past ten years or more. It is among the five highest performers in the world measured in terms of average annual increase in the HDI since 2000 in relative terms, and among the top 25 in absolute terms (see Annex 1). -
PROMOTING MATHEMATICAL THINKING in FINNISH MATHEMATICS EDUCATION Heidi Krzywacki, Leila Pehkonen & Anu Laine University of Helsinki
1 PROMOTING MATHEMATICAL THINKING IN FINNISH MATHEMATICS EDUCATION Heidi Krzywacki, Leila Pehkonen & Anu Laine University of Helsinki Abstract In this article, we outline some of the main characteristics of the mathematics education in the Finnish educational context. In Finland, at both primary and secondary school levels teachers are educated to be autonomous and reflective academic experts. This policy means there is a strong emphasis on teachers’ independence and autonomous responsibility and it also has many consequences for teaching mathematics. We start by discussing the main features of Finnish mathematics education through the outline stated in the National Core Curriculum and reflecting on the features of teacher education, which prepares academic, pedagogically thinking teachers for school work. In Finland, mathematics education is highly dependent on teachers and their understanding of teaching and learning mathematics. Secondly, we elaborate the practical and environmental aspects influencing schooling and the way mathematics is taught in Finnish comprehensive schools. The central aspects characterising Finnish mathematics education, such as the distribution of lesson hours, the availability of pedagogically well-structured learning materials and the principles of school assessment, are discussed. To conclude, Finnish teachers responsible for teaching mathematics play a significant role in maintaining and developing the quality of school mathematics education. Keywords: mathematics education, comprehensive school, curriculum, teacher education 1 Introduction In Finland, basic education in mathematics is carried out by primary school teachers, responsible for the first six years of schooling, i.e., grades 1-6 when pupils are 7 to 12 years old, and by specialised subject teachers, who teach mathematics at secondary school level in grades 7-9 when pupils are 13 to 16 years old. -
Ethnolinguistic Diversity and Education. a Successful Pairing
sustainability Article Ethnolinguistic Diversity and Education. A Successful Pairing Mª Ángeles Caraballo 1,* and Eva Mª Buitrago 2 1 Dpto. Economía e Historia Económica and IUSEN, Universidad de Sevilla, 41018 Sevilla, Spain 2 Dpto. Economía Aplicada III and IAIIT, Universidad de Sevilla, 41018 Sevilla, Spain; [email protected] * Correspondence: [email protected]; Tel.: +34-954-557-535 Received: 22 October 2019; Accepted: 19 November 2019; Published: 23 November 2019 Abstract: The many growing migratory flows render our societies increasingly heterogeneous. From the point of view of social welfare, achieving all the positive effects of diversity appears as a challenge for our societies. Nevertheless, while it is true that ethnolinguistic diversity involves costs and benefits, at a country level it seems that the former are greater than the latter, even more so when income inequality between ethnic groups is taken into account. In this respect, there is a vast literature at a macro level that shows that ethnolinguistic fragmentation induces lower income, which leads to the conclusion that part of the difference in income observed between countries can be attributed to their different levels of fragmentation. This paper presents primary evidence of the role of education in mitigating the adverse effects of ethnolinguistic fractionalization on the level of income. While the results show a negative association between fragmentation and income for all indices of diversity, the attainment of a certain level of education, especially secondary and tertiary, manages to reverse the sign of the marginal effect of ethnolinguistic fractionalization on income level. Since current societies are increasingly diverse, these results could have major economic policy implications. -
The Human Development Index (HDI) Has Been Criticized for Not Incorporating Distributional Issues
Using Census Data to Explore the Spatial Distribution of Human Development Iñaki Permanyer1 Abstract: The human development index (HDI) has been criticized for not incorporating distributional issues. We propose using census data to construct a municipal-based HDI that allows exploring the distribution of human development with unprecedented geographical coverage and detail. Moreover, we present a new methodology that allows decomposing overall human development inequality according to the contribution of its subcomponents. We illustrate our methodology for Mexico‘s last three census rounds. Municipal-based human development has increased over time and inequality between municipalities has decreased. The wealth component has increasingly accounted for most of the existing inequality in human development during the last twenty years. Keywords: Human Development Index, Measurement, Spatial Distribution, Inequality, Census, Mexico. 1 Contact person: [email protected], +345813060, Centre d‘Estudis Demogràfics, Campus UAB, Bellaterra, 08193, Barcelona, Spain. 1 1. INTRODUCTION Since it was first introduced in the 1990 Human Development Report, the Human Development Index (HDI) has attracted a great deal of interest in policy-making and academic circles alike. As stated in Klugman et al (2011): ―Its popularity can be attributed to the simplicity of its characterization of development – an average of achievements in health, education and income – and to its underlying message that development is much more than economic growth‖. Despite its acknowledged shortcomings (see Kelley 1991, McGillivray 1991, Srinivasan 1994), the HDI has been very helpful to widen the perspective with which academics and policy-makers alike approached the problem of measuring countries development levels (see Herrero et al 2010). -
Technical Notes
Technical notes Calculating the human development indices—graphical presentation Human Development DIMENSIONS Long and healthy life Knowledge A decent standard of living Index (HDI) INDICATORS Life expectancy at birth Expected years Mean years GNI per capita (PPP $) of schooling of schooling DIMENSION Life expectancy index Education index GNI index INDEX Human Development Index (HDI) Inequality-adjusted DIMENSIONS Long and healthy life Knowledge A decent standard of living Human Development Index (IHDI) INDICATORS Life expectancy at birth Expected years Mean years GNI per capita (PPP $) of schooling of schooling DIMENSION Life expectancy Years of schooling Income/consumption INDEX INEQUALITY- Inequality-adjusted Inequality-adjusted Inequality-adjusted ADJUSTED life expectancy index education index income index INDEX Inequality-adjusted Human Development Index (IHDI) Gender Development Female Male Index (GDI) DIMENSIONS Long and Standard Long and Standard healthy life Knowledge of living healthy life Knowledge of living INDICATORS Life expectancy Expected Mean GNI per capita Life expectancy Expected Mean GNI per capita years of years of (PPP $) years of years of (PPP $) schooling schooling schooling schooling DIMENSION INDEX Life expectancy index Education index GNI index Life expectancy index Education index GNI index Human Development Index (female) Human Development Index (male) Gender Development Index (GDI) Gender Inequality DIMENSIONS Health Empowerment Labour market Index (GII) INDICATORS Maternal Adolescent Female and male Female -
The US Education Innovation Index Prototype and Report
SEPTEMBER 2016 The US Education Innovation Index Prototype and Report Jason Weeby, Kelly Robson, and George Mu IDEAS | PEOPLE | RESULTS Table of Contents Introduction 4 Part One: A Measurement Tool for a Dynamic New Sector 6 Looking for Alternatives to a Beleaguered System 7 What Education Can Learn from Other Sectors 13 What Is an Index and Why Use One? 16 US Education Innovation Index Framework 18 The Future of US Education Innovation Index 30 Part Two: Results and Analysis 31 Putting the Index Prototype to the Test 32 How to Interpret USEII Results 34 Indianapolis: The Midwest Deviant 37 New Orleans: Education’s Grand Experiment 46 San Francisco: A Traditional District in an Innovation Hot Spot 55 Kansas City: Murmurs in the Heart of America 63 City Comparisons 71 Table of Contents (Continued) Appendices 75 Appendix A: Methodology 76 Appendix B: Indicator Rationales 84 Appendix C: Data Sources 87 Appendix D: Indicator Wish List 90 Acknowledgments 91 About the Authors 92 About Bellwether Education Partners 92 Endnotes 93 Introduction nnovation is critical to the advancement of any sector. It increases the productivity of firms and provides stakeholders with new choices. Innovation-driven economies I push the boundaries of the technological frontier and successfully exploit opportunities in new markets. This makes innovation a critical element to the competitiveness of advanced economies.1 Innovation is essential in the education sector too. To reverse the trend of widening achievement gaps, we’ll need new and improved education opportunities—alternatives to the centuries-old model for delivering education that underperforms for millions of high- need students. -
Global Urban Indicators Database Version 2
GLOBAL URBAN INDICATORS DATABASE Version 2 Global Urban Observatory United Nations Human Settlements Programme (UN - Habitat) NOTE The designation and presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of the secretariat concerning the legal status of any country, city, or territory concerning the delimitation of its frontiers or boundaries. UNITED NATIONS PUBLICATION HS/637/01E ISBN 92-1-131627- 8 Any questions or comments concerning this product should be addressed to: Coordinator Global Urban Observatory United Nations Human Settlements Programme (UN - Habitat) P. O. Box 30030 - Nairobi, Kenya Tel: (254 02) 623050 - Fax: (254 02) 623080 Email: [email protected] http://www.unhsp.org/guo TABLE OF CONTENTS Page List of Acronyms ......................................................................................... iv 1. INTRODUCTION ........................................................................................1 Overview .......................................................................................................1 Databases .....................................................................................................1 Data collection ..............................................................................................2 2. THE CITY DEVELOPMENT INDEX ......................................................3 3. REGIONAL DATA ANALYSIS ...............................................................4 Tenure ............................................................................................................4 -
2014 Mastercard African Cities Growth Index Understanding Inclusive Urbanization
Knowledge Leadership 2014 MasterCard African Cities Growth Index Understanding Inclusive Urbanization By Dr Yuwa Hendrick-Wong & Professor George Angelopulo Acknowledgements The authors thank Rodger George (Deloitte Consulting (PTY) LTD.) for his advice when designing the MasterCard African Cities Growth Index and Desmond Choong (The Quiet Analyst LTD.) for technical support during data gathering and analysis. Copyright MasterCard 2014 Table of Contents Foreword 4 Introduction 5 ONE | ABOUT THE 2014 MASTERCARD AFRICAN CITIES GROWTH INDEX 7 TWO | THE CITIES OF THE 2014 INDEX 8 Illustration 2.1: The six international comparison cities of the 2014 MasterCard African Cities Growth Index 8 Illustration 2.2: The 74 African cities reviewed by the 2014 MasterCard African Cities Growth Index 9 THREE | DATA AND RANKING 10 Lagging Indicators 10 Illustration 3.1: Lagging indicators 10 Figure 3.1: Lagging indicator ranking by city 12 Leading Indicators 13 Illustration 3.2: Leading indicators 13 Figure 3.2: Leading indicator ranking by city 14 FOUR | CITY RANKING 15 International Comparison Cities 15 Table 4.1: International comparison cities 15 Figure 4.1: Inclusive growth potential - comparison city array 16 Large Cities 17 Table 4.2: Large cities of more than 1 000 000 inhabitants 18 Figure 4.2: Inclusive growth potential - large city array 19 Figure 4.3: 2014 MasterCard African Cities Growth Index - large cities by rank 20 Medium Cities 21 Table 4.3: Medium cities of 500 000 to 1 000 000 inhabitants 21 Figure 4.4: Inclusive growth potential - medium -
The Reform and Modernization of Vocational Education and Training in China
A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Hao, Yan Working Paper The reform and modernization of vocational education and training in China WZB Discussion Paper, No. SP III 2012-304 Provided in Cooperation with: WZB Berlin Social Science Center Suggested Citation: Hao, Yan (2012) : The reform and modernization of vocational education and training in China, WZB Discussion Paper, No. SP III 2012-304, Wissenschaftszentrum Berlin für Sozialforschung (WZB), Berlin This Version is available at: http://hdl.handle.net/10419/57097 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons -
Completing the Fertility Transition: Third Birth Developments by Language Groups in Turkey
Demographic Research a free, expedited, online journal of peer-reviewed research and commentary in the population sciences published by the Max Planck Institute for Demographic Research Konrad-Zuse Str. 1, D-18057 Rostock · GERMANY www.demographic-research.org DEMOGRAPHIC RESEARCH VOLUME 15, ARTICLE 15, PAGES 435-460 PUBLISHED 24 NOVEMBER 2006 http://www.demographic-research.org/Volumes/Vol15/15/ DOI: 10.4054/DemRes.2006.15.15 Research Article Completing the fertility transition: Third birth developments by language groups in Turkey Sutay Yavuz © 2006 Yavuz This open-access work is published under the terms of the Creative Commons Attribution NonCommercial License 2.0 Germany, which permits use, reproduction & distribution in any medium for non-commercial purposes, provided the original author(s) and source are given credit. See http:// creativecommons.org/licenses/by-nc/2.0/de/ Table of Contents 1 Introduction 436 2 Background: General fertility trends in Turkey 437 3 Data, methodology, and variables 439 4 Third birth developments in Turkey 446 5 Conclusions 452 6 Acknowledgements 454 References 455 Appendix Tables 458 Demographic Research: Volume 15, Article 15 research article Completing the fertility transition: Third birth developments by language groups in Turkey Sutay Yavuz 1 Abstract The purpose of the present study is to examine third birth dynamics by mother tongue group in Turkey, a country that has reached the advanced stage of its fertility transition. Third-birth intensities of Turkish speaking mothers are lower than Kurdish speaking mothers and the decline in fertility started much later for the latter group. Kurdish speaking women who cannot read and who live in more customary marriages have the highest third birth risk. -
5. Education・ Vocational Training Preliminary Study for Iraq Reconstruction Projects in Hashemite Kingdome of Jordan Final Report
5. Education・ Vocational Training Preliminary Study for Iraq Reconstruction Projects in Hashemite Kingdome of Jordan Final Report 5 Education and Vocational Training 5.1 Outline of Education and Vocational Training in Iraq The population in Iraq is estimated at 2.6 million with annual population growth rate of approximately 2.8%. The education system in Iraq showed high performance rate until the early 1980s and it achieved nearly universal primary enrollment in 1980. Thereafter, for more than two decades, the enrollment rate went into a steady decline and the attendance went down at an alarming rate. Out of nearly 15,000 existing school buildings, 80% now require significant restoration. More than 1,000 schools need to be demolished and completely reconstructed. Another 4,600 require major repair based on information from the Ministry of Education. Table 5.1.1 No. of Students by Level of School (excluding higher education) Level of Education No. of Source Students Kindergarten 53,499 MOE and UNICEF Primary school 4,280,602 MOE and UNICEF Secondary education (Intermediate and Preparatory) 1,454,775 MOE, UNICEF, UNESCO and USAID Vocational school 62,841 MOE and UNICEF Teacher training school 66,139 MOE and UNICEF Table 5.1.2 No. of Students by Sex by Level of Education (excluding higher education) Level of Education Sex No. of Students Source Female 26,068(48.73%) MOE and UNICEF Kindergarten Male 27,431(51.27%) Female 1,903,618(44.47%) MOE and UNICEF Primary school Male 2,376,984(55.53%) Secondary education (Intermediate Female 585,937(40.28%) MOE, UNICEF, UNESCO and USAID and Preparatory) Male 868,838(59.72%) Vocational school Female 11,940(19%) MOE and UNICEF Teacher training school Male 50,901(81%) Table 5.1.3 No. -
Higher Education Management and Policy – Volume 18, No. 2
« Journal of the Programme on Institutional Management Volume 18, Volume No. 2 Higher Education Management and Policy Journal of the Programme in Higher Education on Institutional Management Higher Education Management and Policy in Higher Education Volume 18, No. 2 CONTENTS Managing the Unmanageable: The Management of Research in Research-Intensive Universities Higher Education John Taylor 9 Management and Policy Incorporation and University Governance: A Comparative Perspective from China and Japan Futao Huang 35 The Professional Doctorate: From Anglo-Saxon to European Challenges Jeroen Huisman and Rajani Naidoo 51 Widening Access through Partnerships with Working Life Andrew Casson 65 The Politics of Access: Measuring the Social Returns on Post-secondary Education Michael Conlon 77 Evaluation of the Competence Reform in Norway: Access to Higher Education Based on Non-formal Learning Vibeke Opheim and Håvard Helland 87 Where are the Boys? Gender Imbalance in Higher Education Fred Evers, John Livernois and Maureen Mancuso 103 Promoting a Lifelong Learning Society in China: The Attempts by Tsinghua University Aiyi Wang, Gilsun Song and Feiyu Kang 117 Subscribers to this printed periodical are entitled to free online access. If you do not yet have online access via your institution's network contact your librarian or, if you subscribe personally, send an email to [email protected] www.oecd.org ISSN 1682-3451 2006 SUBSCRIPTION � �� (3 ISSUES) 89 2006 02 1 P -:HRLGSC=XYZUUU: Volume 18, No. 2 Volume 18, No. 2 JOURNAL OF THE PROGRAMME ON INSTITUTIONAL MANAGEMENT IN HIGHER EDUCATION Higher Education Management and Policy Volume 18, No. 2 ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT The OECD is a unique forum where the governments of 30 democracies work together to address the economic, social and environmental challenges of globalisation.