DOCSLIB.ORG

PISA D Launch Zambia

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
PISA D Launch Zambia Incorporating out-of-school youth in international large-scale assessments – the case of PISA for Development Michael Ward OECD Development Co-operation Directorate & Directorate for Education and Skills World Bank, Washington – 3-4 February 2020 Measuring Learning in National Household Surveys This presentation • PISA and PISA for Development, a brief introduction • Rationale for a PISA household survey • The assessment structure (sampling, questionnaires, skills and subjects covered) • Data collection design • Results • Technical/operational challenges • Lessons learned and next steps Key documents The Programme for International Student Assessment (PISA) • 15-year-old students in 7th grade or above from randomly selected schools take two-hour tests (CBA and PBA) in the key subjects: reading, mathematics and science plus optional assessments. • Tests are competency based and internationally comparable. • Background questionnaires for students, schools, teachers and parents provide context which can help interpret the results. PISA design • Launched in 1997 by OECD - assessments conducted every three years since 2000 - Reading, Mathematics, Science and other optional domains • Major/minor domains 2000 2003 2006 2009 2012 2015 2018 2021 Read Read Read Read Read Read Read Read Math Math Math Math Math Math Math Math Science Science Science Science Science Science Science Science Prb Slv Prb Slv Collab. Prb. Global Creative Slv Competence thinking 5 Participating countries and economies in PISA 2018 Over half a million 15-year-olds from 79 countries and economies All 37 OECD member states and 42 partner countries/economies OECD countries Partner countries and economies EXAMPLES OF PISA OUTCOMES – THREE MAIN TYPES Score points Basic indicators: B-S-J-Z (China) Mean reading performance 550 Singapore Tab I.4.1 530 Macao (China) Estonia Hong Kong (China)* Ireland Canada Finland Countries/economies statistically Korea 510 Poland significantly above the OECD average United States* Sweden New Zealand Japan United Kingdom AustraliaDenmark Germany Norway Chinese Taipei Slovenia Countries/economies NOT statistically France Belgium 490 Portugal* significantly different from the OECD Czech Republic Switzerland Netherlands* Austria average Russia CroatiaLatvia Lithuania Belarus Iceland Hungary Italy 470 Luxembourg Israel Countries/economies statistically Turkey Ukraine significantly different below the OECD Greece Slovak Republic Chile average 450 Malta Serbia United Arab Emirates 430 Romania Costa Rica Uruguay Moldova Mexico Bulgaria MontenegroJordan Malaysia 410 Colombia Brazil AlbaniaQatar Brunei Darussalam Peru Argentina Bosnia and Herzegovina Saudi Arabia 390 North Macedonia Thailand Kazakhstan Baku (Azerbaijan) Georgia Panama 370 Indonesia Morocco Countries/economies with an asterisk* did not meet response-rate Kosovo Lebanon standards, but further analyses could exclude a large bias in the 350 ! published results due to non-response. Philippines Dominican Republic 330 B-S-J-Z (China) 550 Contextual indicators: Singapore High performance Reading performance and High equity Higher Performance Higher 530 equity in PISA 2018 Hong Kong (China) Chinese Taipei Estonia Poland Ireland Finland Macao (China) Korea Canada New Zealand Sweden 510 United Kingdom Germany Japan United States Australia Belgium Slovenia Denmark Norway 490 France Czech Republic Portugal Austria Netherlands Croatia Hungary Switzerland Russia Lithuania Italy Belarus Latvia Iceland 470 Luxembourg Israel Ukraine Turkey Some countries combine Slovak Republic Greece Chile equity and excellence 450 Malta Serbia Romania Uruguay 430 United Arab Emirates Reading performance (in score points) score (in performance Reading Moldova Costa Rica Mexico Jordan Montenegro Malaysia Bulgaria 410 Colombia Albania Brunei Darussalam Brazil Qatar Bosnia and Herzegovina Peru Argentina Saudi Arabia Thailand North Macedonia 390 Baku (Azerbaijan) Georgia Kazakhstan Panama 370 Indonesia Low performance Morocco Lebanon Kosovo 350 Low equity Philippines Dominican Republic 330 25 20 Percentage 15of variation in performance10 explained by social-economic5 statusGreater equity 0 Score-point differences (PISA 2018 – PISA 2015) -35 -25 -15 15 25 35 45 -5 5 North Macedonia Turkey Macao (China) performance Indicators on trends: Change Singapore Jordan United States Moldova Lebanon Hungary Poland United Kingdom Kosovo Sweden Brazil Chinese Taipei Slovak Republic Qatar Estonia Lithuania Peru Czech Republic Malta Denmark Albania Australia between 2015 and 2018 in mean reading Austria Costa Rica United Arab Emirates Hong Kong (China) Ireland Mexico OECD average-36 Korea New Zealand Belgium Montenegro Romania tone darker a in shown are 2018 PISA and 2015 PISA between S Chile differences significant tatistically Portugal Finland Canada France Iceland Croatia Switzerland Italy Israel Latvia Uruguay Greece Slovenia Germany Luxembourg Bulgaria Japan Colombia Fig I.8.1 Norway Dominican Republic Russia Thailand Netherlands Georgia Indonesia RATIONALE FOR A PISA HOUSEHOLD SURVEY – PISA FOR DEVELOPMENT PART ONE Three principle drivers of PISA for Development (1) • OECD Strategy on Development 2012 • make OECD instruments available to a wider range of countries Three principle drivers of PISA-D (2) Increasing demand to participate in PISA PISA cycle Members Non-Members Total 2000 28 15 43 2003 30 11 41 2006 30 27 57 2009 34 40 74 2012 34 30 64 2015 35 36 71 2018 37 42 79 2021 35 50 85 Three principle drivers of PISA-D (3) • Inclusion of PISA as a source of data for global monitoring of SDG 4. Global Indicator 4.1.1.c Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex • Equates to: Level 2 in PISA (at least 407 points for reading; 420 points for mathematics) PISA for Development International Seminar – London, 25 September 2019 PISA-D informed by the experience of the many low- and middle-income countries already in PISA… • PISA results highlight large differences in student performance • Some of the contextual factors measured by PISA are not adequately capturing the social and economic context in which students learn, teachers work and schools operate in lower and middle-income countries • Because out-of-school rates are high in middle income countries indices of coverage in these contexts can be as low as 50%; in low income countries average indices of coverage are 30% PISA-D Implementation: 2014-2020 • Nine countries from Africa, Asia and Latin America • OECD and international contractors • Development partners • In-school and out-of-school components • Capacity building of participating countries • International and national reports PISA-D’s Achievements PISA is now more relevant to Low PISA now more accessible to Low and Middle Income Countries and Middle Income Countries ▪ Increased the resolution of ▪ Partnerships for participation the PISA tests at the lower established end of the student ▪ Better preparation of performance distribution – countries and their Level 2 and below populations ▪ Captured a wider range of ▪ Capacity building and peer-to- social and economic contexts peer learning established ▪ Collaboration regarding ▪ Incorporated an assessment analysis of data, reporting and of out-of-school 14-16-year- dissemination and use of olds results established 17 What changes in PISA after PISA-D? PISA-D informed by: • PISA experience • Participating countries • Other assessments PISA PISA-D Outputs of PISA-D (instruments & approach for incorporating out-of- school youth in PISA) enhancing PISA from 2021 cycle onwards PISA for Development International Seminar – London, 25 September 2019 PISA-D a success, but the results reveal the extent of the global learning crisis (PISA-D, reading, 15-year-olds students in Grade 7 or above) Percentage of 15-year-olds not Level 1a Level 1b Level 1c Below Level 1c Level 2 Level 3 Level 4 Level 5 Level 6 included in the PISA sample OECD average 11 Zambia 64 Senegal 71 Paraguay m Honduras 59 Guatemala 53 Ecuador 39 Cambodia 72 100 80 60 40 20 0 20 40 60 80 100 % RATIONALE FOR A PISA HOUSEHOLD SURVEY PART TWO 100 % 10 20 30 40 50 60 70 80 90 0 Germany Hong Kong (China) Slovenia Brunei Darussalam covered by PISA What wasthe problem we set out to address? Malta Finland Coverage of the national 15-year-old population (Coverage Index 3) Ireland Czech Republic Singapore Moldova North Macedonia Montenegro Belgium Russia Estonia Greece Qatar Chinese Taipei Kazakhstan United Arab Emirates Spain Iceland France Netherlands Norway Japan Lithuania Poland Hungary Australia Chile Croatia Switzerland Austria New Zealand Latvia Serbia Macao (China) OECD average Korea Denmark Belarus Portugal Luxembourg Ukraine Lebanon Canada Percentage Slovak Republic United States Sweden Indonesia United Kingdom Italy Saudi Arabia Kosovo Georgia countries OECD across 15 entire theof 88.2% On Bosnia and Herzegovina OECD average OECD B-S-J-Z (China) of 15 Israel Argentina Uruguay Albania - Peru year Dominican Republic Romania Turkey represents 2018 PISA , Thailand - - olds Malaysia year Bulgaria Viet Nam Fig I.3.1 - Philippines population old Mexico Brazil Morocco Costa Rica Colombia Jordan Panama Baku (Azerbaijan) What we wanted to achieve Because out-of-school rates are high in many countries, indices of coverage in low-and-middle income countries especially can be as low as 30%, we wanted to achieve: • An approach and methodology for incorporating
Load more

Recommended publications
  • Michael Ward at the 30Th IARIW General Conference, Portoroz, Slovenia, August 2008
    Review of Income and Wealth Series 55, Number 1, March 2009 Michael Ward at the 30th IARIW General Conference, Portoroz, Slovenia, August 2008 © 2009 The Author Journal compilation © 2009 International Association for Research in Income and Wealth Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main St, Malden, MA, 02148, USA. 186 Review of Income and Wealth, Series 55, Number 1, March 2009 MICHAEL WARD (1939–2008): IN MEMORIAM A few years ago I was sitting on a beach in Vietnam when a gust blew away a page of my Herald Tribune. I chased after it and was glad I did so because there on the centre page was an article by Michael Ward. He was proposing a develop- ment tax to be paid by the richer countries to finance development in poorer ones. What struck me was how typical it was of Michael to turn up in a remote part of the world, often unexpectedly but always with good intentions and sound ideas. Michael, a long time member and past chairman (2000–2002) of the IARIW, died of a heart attack in October 2008 at his home in Cambridge. He was 69 and leaves his wife Rosemary, a son and two daughters and six grandchildren. His death was a great loss to his many friends and colleagues throughout the world. It was also a great shock because right up to the end Michael was his usual busy self. He was Chair of the Program Committee for the Special IARIW Conference in Kathmandu; he was a session organizer for the 2009 ISI meeting in Durban; he was finalizing details of a lecture tour in China and was working with the Indian statistical office on a project to improve their price statistics.
    [Show full text]
  • 04408-9781455245659.Pdf
    Macroeconotnics and the Environtnent ©International Monetary Fund. Not for Redistribution This page intentionally left blank ©International Monetary Fund. Not for Redistribution Macroeconon1ics and the Environn1ent Proceedings of a Seminar May 1995 editor Ved P. Gandhi International Monetary Fund ©International Monetary Fund. Not for Redistribution © 1996 International Monetary Fund Design and production: IMF Graphics Section Library of Congress Cataloging-in Publication Data Macroeconomics and the enviroment I edited by Ved P. Gandhi p. em. Includes bibiographical references. ISBN 1-55775-536-1 I. Enviromental economics-Congresses. 2. Macroeconomics-Congresses. 3. Economic policy-Congresses. I. Gandhi, Ved P. (Ved Parkash) II. International Monetary Fund. HC79.E5M323 1996 333.7-dc20 96-8789 CIP Price: $22.50 Address orders to: External Relations Depm1ment, Publication Services International Monetary Fund, Washington D.C. 20431 Telephone: (202) 623-7430: Telefax: (202) 623-720 I Internet: publicat.ions@imf.org ©International Monetary Fund. Not for Redistribution Contents Page Preface v 1. Macroeconomics and the Environment: Summary and Conclusions . 1 Ved P. Gandhi 2. Welcoming Remarks . 23 Margaret Kellj' Session 1. Analytics 3. How Macroeconomic Policies Affect the Environment: What Do We Know? . 29 Ved P. Gandhi and Ronald T. McMorran 4. Macroeconomic Policies and the Environment . 44 Stein Hansen Discussion Discussant's Comments . 65 A ndnrw Steer Other Discussion . 68 5. How the Environment Affects the Macroeconomy . 76 David Pearce and Kirh H arnilton Discussion Discussant's Comments ........ ................... 95 Kirit Parihh Other Discussion ................................ 100 Session 2. Integration of Economic and Environmental Accounts 6. Environmental Accounting: A Framework for Assessment and Policy Integration .... ..... .... ........... ... ..107 Peter Bartelmus I' ©International Monetary Fund.
    [Show full text]
  • A REVIEW of PUBLIC SPENDING and the POOR Dominique Van De
    Rcview of lncomc and Wealth Series 44, Number 2, June 1998 A REVIEW OF PUBLIC SPENDING AND THE POOR Dominique van de Walle and Kimberly Nead (eds.), The Johns Hopkins University Press, Baltimore, 1995 It is increasingly recognized that a main function of government policy in indus- trialized countries is directed towards redistributive objectives, where redistribu- tion is broadly interpreted to include not only redistribution of outcomes but also social insurance and equalization of opportunities. Moreover, a good deal of redistribution is accomplished on the expenditure side of the public budget. Despite the conventional view that a progressive tax system is the appropriate policy instrument for addressing inequality, tax systems are not all that progress- ive. Thus, programs in areas like education, health, social services, unemployment insurance, child care and pensions can all be interpreted as fulfilling, among other things, redistributive roles. Even pure transfer programs such as welfare payments are typically delivered separately from the tax system. The sheer magnitude of these various social programs and the size of the entitled population are respon- sible for the large share of GDP devoted to public expenditures in OECD countries. In the developing world, the imperative of redistribution is as much a concern as in industrialized countries, yet the extent of government policies aimed at redistribution is much less. This, in itself, accounts for the considerably lower share of government spending in GDP. Few of them have the extensive social programs that characterize the welfare state, such as universal health insurance, unemployment insurance, welfare and public pensions. Moreover, tax-transfer systems in developing countries seem ill-equipped to deliver significant amounts of redistribution, given their reliance on consumption and trade taxes.
    [Show full text]
  • Education Reform in Uganda – 1997 to 2004
    Researching the Issues 2006 60 Education Reform in Uganda – 1997 to 2004. Reflections on Policy, Partnership, Strategy and Implementation by Michael Ward, Alan Penny and Tony Read Education Reform in Uganda – 1997 to 2004. Reflections on Policy, Partnership, Strategy and Implementation by Michael Ward, Alan Penny and Tony Read 2006 Education Reform In Uganda 1997 to 2004 Reflections on Policy, Partnership, Strategy and Implementation Educational Papers Department for International Development: Educational Papers This is one of a series of Education Papers issued by the Central Research Department of the Department For International Development. Each paper represents a study or piece of commissioned research on some aspect of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material produced would be of interest to a wider audience, particularly those whose work focuses on developing countries. Each paper is numbered serially. Further copies can be obtained through DFID Publications - subject to availability. A full list of previous Education books and papers can be found on the following pages, along with information on how to order copies. Although these papers are issued by DFID, the views expressed in them are entirely those of the authors and do not necessarily represent DFID’s own policies or views. Any discussion of their content should therefore be addressed to the
    [Show full text]
  • Experimental Evidence on Adoption and Impact of the System of Rice Intensification*
    Experimental Evidence on Adoption and Impact of the System of Rice Intensification* Christopher B. Barrett (Cornell University) Asad Islam (Monash University) Abdul Malek (University of Tsukuba) Debayan Pakrashi (IIT Kanpur) Ummul Ruthbah (Dhaka University) January 2021 Abstract We report the results of a large-scale, multi-year experimental evaluation of the System of Rice Intensification (SRI), an innovation that first emerged in Madagascar in the 1980s and has now diffused to more than 50 countries. Using a randomized training saturation design, we find that greater cross-sectional or intertemporal intensity of direct or indirect training exposure to SRI has a sizable, positive effect on Bangladeshi farmers’ propensity to adopt (and not to disadopt) SRI. We find large, positive and significant impacts of SRI training on rice yields and profits, as well as multiple household well-being indicators, for both trained and untrained farmers in training villages. Despite the significant farm-level impacts on rice productivity and labor costs, we find no evidence of significant general equilibrium effects on rice prices or wage rates. We also find high rates of disadoption, and clear indications of non-random selection into technology adoption conditional on randomized exposure to training, such that adopters and non-adopters within the same treatment arm experience similar outcomes. Rice yields, profits and household well-being outcomes do not, however, vary at the intensive margin with intensity of training exposure, a finding consistent with multi-object learning models. Keywords: agricultural development, Bangladesh, BRAC, diffusion, innovation, learning, technology adoption * We are grateful to Marcel Fafchamps and Sisira Jayasuriya for detailed discussions on many aspects of the project and to the International Growth Centre (IGC) for financial support.
    [Show full text]
  • Commentaries on the Discussion Paper: Will SDG4 Achieve Environmental Sustainability?
    Commentaries on the discussion paper: Will SDG4 achieve environmental sustainability? by Hikaru Komatsu and Jeremy Rappleye Kyoto University Commentaries by Mary Metcalfe, Programme to Improve Learning Outcomes and University of Johannesburg Michael Ward, Organisation for Economic Co-operation and Development Aaron Benavot, University at Albany-State University of New York Oren Pizmony-Levy, Teachers College, Columbia University The research reported here was made possible (in part) by a grant from the Spencer Foundation Grant #201800045. The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation. The views also do not reflect the views of the Center for Advanced Studies in Global Education. Will SDG4 achieve environmental sustainability? http://dx.doi.org/10.14507/casge4.2018 CASGE working papers are circulated for discussion and comment purposes. They have not been peer-reviewed. Copyright notice Readers are free to copy, display, distribute, and adapt this article, as long as the work is attributed to the author(s) and Center for Advanced Studies in Education, the changes are identified, and the same license applies to the derivative work. More details of this Creative Commons license are available at https:// creativecommons.org/licenses/by-sa/2.0/. Commentary 1 Will SDG4 achieve environmental sustainability? Some Thoughts and Suggestions Mary Metcalfe University of Johannesburg I welcome the robust challenge made by Komatsu and Rappleye to the promotion of individualism over the conscious development of a selfhood that is deeply rooted in mutual-interdependence. In South Africa, this debate takes as its starting point the concept of Ubuntu: the promotion of African Communalism as opposed to Western Individualism.
    [Show full text]
  • TESTING the VALUE of the Postwar International Order
    BUILDING A SUSTAINABLE INTERNATIONAL ORDER A RAND Project to Explore U.S. Strategy in a Changing World TESTING THE VALUE OF THE Postwar International Order C O R P O R A T I O N Michael J. Mazarr Ashley L. Rhoades For more information on this publication, visit www.rand.org/t/RR2226 Library of Congress Cataloging-in-Publication Data is available for this publication. ISBN: 978-0-8330-9977-8 Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2018 RAND Corporation R® is a registered trademark. Limited Print and Electronic Distribution Rights This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions. The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest. RAND’s publications do not necessarily reflect the opinions of its research clients and sponsors. Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org Preface This project was sponsored by the Office of Net Assessment, Office of the Secretary of Defense, and conducted within the International Security and Defense Policy Center of the RAND National Defense Research Institute, a federally funded research and development center sponsored by the Office of the Secretary of Defense, the Joint Staff, the Unified Combatant Commands, the Navy, the Marine Corps, the defense agencies, and the defense Intelligence Community.
    [Show full text]
  • International Price Levels and Global Inflation
    Organisation de Coopération et de Développement Economiques Organisation for Economic Co-operation and Development International price levels and global inflation Michael WARD, Cambridge - England Agenda item n° 11 JOINT WORLD BANK – OECD SEMINAR ON PURCHASING POWER PARITIES Recent Advances in Methods and Applications WASHINGTON D.C. 30 January – 2 February 2001 INTERNATIONAL PRICE LEVELS AND GLOBAL INFLATION 1 Introduction and Issues 1. What is global inflation? And why does it matter? To date, little interest has been shown in this topic and answers to these apparently simple questions are not entirely straightforward. Although much depends on the particular perspective taken by the individual investigator and the objective of enquiry, global inflation in its simplest term measures the average aggregate rate of increase of national prices across all countries. 2. In itself, however, a country’s rate of inflation is of key interest to that nation’s policy makers. But it is not solely a matter of domestic concern nor only a question of the extent of imported inflation as traditionally perceived, i.e. the country’s dependency on international trade in commodities. Over and above this, there has been an inexorable rise in prices, on average, in all countries over the whole of the 20th Century. No research has been carried out to try and determine what are the fundamental forces at work that have brought about these global price rises. Clearly, some core but as yet unidentified real behavioral factors have influenced the overall increase in world prices. It is possible that a continuing global imbalance between the demand and supply of resources as an invariable accompaniment of growth may have pushed up prices.
    [Show full text]
  • Sensitivity of PPP-Based Income Estimates to Choice of Aggregation Procedures
    Sensitivity of PPP-Based Income Estimates to Choice of Aggregation Procedures by Yuri Dikhanov Development Data Group International Economics Department The World Bank Washington, D.C. January, 1997 Sensitivity of PPP-Based Income Estimates 1 Yuri Dikhanov The World Bank 08/17/99 Sensitivity of PPP-Based Income Estimates to Choice of Aggregation Procedures1 The choice of aggregation method significantly influences the results of international comparisons (both real incomes and rankings). The two most widely used methods of aggregating detailed data to get GDP in international prices -- the EKS and Geary-Khamis (GK) -- are discussed and contrasted here with the other additive and non-additive indexes (altogether 11 indexes discussed). The additivity issue, Paasche-Laspeyres spread and Gerschenkron effect are discussed in more detail. Special attention is paid to the Ikle index which while being additive minimizes the Gerschenkron effect (in contrast to the EKS and GK, the first of which is not additive and the second manifests significant Gerschenkron effect), and which is recommended for use in analytical work involving comparisons of the GDP structures as well as levels. Some of the results of this investigation include the following: (i) the system of international prices corresponding to the Iklé system is developed; (ii) a generalized Geary-Khamis system (GGK) is introduced; (iii) iteration procedures for solving the Iklé, Geary-Khamis and other systems were developed and implemented in a Microsoft Excel environment; (iv) existence and uniqueness of the Ikle solution is shown. The indexes were used to aggregate the 1985 ICP results, which are discussed as well. 1 I would like to thank Erwin Diewert (University of British Columbia) who kindly agreed to be the discussant of this paper at the Twenty-Third General Conference of the International Association for Research in Income and Wealth held at St.
    [Show full text]
  • The Economic Impacts of Learning Losses
    The Economic Impacts of Learning Losses Eric A. Hanushek Ludger Woessmann September 2020 Acknowledgements This paper benefitted from the encouragement and support of Andreas Schleicher and from his comments along with those of Macke Raymond, Michael Ward, and Francesco Avvisati. Foreword The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses.
    [Show full text]
  • Publications for Michael Ward 2021
    Publications for Michael Ward 2021 647108-1-647108-23. <a Ward, M. (2021). A new framework to address disease spillover href="http://dx.doi.org/10.3389/fvets.2021.647108">[More risk at the wild&#8722;domestic animal interface is needed. Information]</a> Transboundary and Emerging Diseases, 68(4), 1709-1710. <a Singh, B., Ward, M., Dhand, N. (2021). Geodemography, href="http://dx.doi.org/10.1111/tbed.14156">[More environment and societal characteristics Information]</a> drive the global diversity of emerging, zoonotic and human Kirkeby, C., Brookes, V., Ward, M., Durr, S., Halasa, T. pathogens. Transboundary and Emerging Diseases, , 1-13. <a (2021). A Practical Introduction to Mechanistic Modeling of href="http://dx.doi.org/10.1111/tbed.14072">[More Disease Transmission in Veterinary Science. Frontiers in Information]</a> Veterinary Science, 7, 1-13. <a Gabriele-Rivet, V., Brookes, V., Stephens, D., Arsenault, J., href="http://dx.doi.org/10.3389/fvets.2020.546651">[More Ward, M. (2021). Hybridisation between dingoes and domestic Information]</a> dogs in proximity to Indigenous communities in northern Brookes, V., Barrett, T., Ward, M., Roby, J., Hernandez-Jover, Australia. Australian Veterinary Journal, 99(9), 388-391. <a M., Cross, E., Donnelly, C., Tamsin S. Barnes, T., Wilson, C., href="http://dx.doi.org/10.1111/avj.13095">[More Khalfan, S. (2021). A scoping review of African swine fever Information]</a> virus spread between Lacasse, C., Rose, K., Allen, M., Ward, M., Pulscher, L., Giles, domestic and free-living pigs. Transboundary and Emerging A., Hall, J., Phalen, D. (2021). Investigation into Diseases, 68(5), 2643-2656.
    [Show full text]
  • Peter Michael Ward 1263770 Thesis
    A Thesis Submitted for the Degree of PhD at the University of Warwick Permanent WRAP URL: http://wrap.warwick.ac.uk/93942 Copyright and reuse: This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. For more information, please contact the WRAP Team at: wrap@warwick.ac.uk warwick.ac.uk/lib-publications Towards a Process View of Adherence by Peter Michael Ward A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Service Systems University of Warwick, WMG May 2017 Table of Contents Table of Contents ................................................................................................. i List of Figures ..................................................................................................... v List of Tables..................................................................................................... vii Acknowledgements .......................................................................................... viii Declaration ......................................................................................................... ix Abstract ............................................................................................................... x List of Abbreviations ..........................................................................................
    [Show full text]