Markus Gangl, Walter Müller, and David Raffe
- Published in print:
- 2003
- Published Online:
- January 2005
- ISBN:
- 9780199252473
- eISBN:
- 9780191601958
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199252475.003.0010
- Subject:
- Political Science, European Union
Offers our conclusions from the empirical parts of the study. We summarize the empirical results, emphasizing in particular the critical role of individual education and, hence, the structure of ...
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Offers our conclusions from the empirical parts of the study. We summarize the empirical results, emphasizing in particular the critical role of individual education and, hence, the structure of training systems in facilitating smooth labour market entry. We discuss some implications of our findings for the role of educational expansion and the issue of general versus vocationally specific training institutions. Most importantly, we stress various limitations inherent in our work and suggest directions for further research.Less
Offers our conclusions from the empirical parts of the study. We summarize the empirical results, emphasizing in particular the critical role of individual education and, hence, the structure of training systems in facilitating smooth labour market entry. We discuss some implications of our findings for the role of educational expansion and the issue of general versus vocationally specific training institutions. Most importantly, we stress various limitations inherent in our work and suggest directions for further research.
Walter Müller and Markus Gangl
- Published in print:
- 2003
- Published Online:
- January 2005
- ISBN:
- 9780199252473
- eISBN:
- 9780191601958
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199252475.003.0001
- Subject:
- Political Science, European Union
Serves to set the stage for the substantive analyses provided in subsequent chapters. We outline a broad social science perspective on individual, structural, and institutional determinants of ...
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Serves to set the stage for the substantive analyses provided in subsequent chapters. We outline a broad social science perspective on individual, structural, and institutional determinants of school-to-work transitions and define the cross-national comparison as our prime focus of interest. Consequently, we emphasize institutional explanations and in particular discuss the role of cross-national differences in training systems and labour market structures. Against that background, the chapter also discusses the scope of the book’s empirical chapters.Less
Serves to set the stage for the substantive analyses provided in subsequent chapters. We outline a broad social science perspective on individual, structural, and institutional determinants of school-to-work transitions and define the cross-national comparison as our prime focus of interest. Consequently, we emphasize institutional explanations and in particular discuss the role of cross-national differences in training systems and labour market structures. Against that background, the chapter also discusses the scope of the book’s empirical chapters.
Markus Gangl
- Published in print:
- 2003
- Published Online:
- January 2005
- ISBN:
- 9780199252473
- eISBN:
- 9780191601958
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199252475.003.0006
- Subject:
- Political Science, European Union
Describes cross-national differences in individual returns to education at entry into the labour market. With respect to occupational allocation, the analysis finds particularly large returns to ...
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Describes cross-national differences in individual returns to education at entry into the labour market. With respect to occupational allocation, the analysis finds particularly large returns to education in countries with a strong tradition of vocationally specific training, whereas in the case of the association between education and youth unemployment rates, it is the Southern European labour markets that are deviating considerably from the standard pattern. In terms of explaining cross-national differences in transition patterns from the structure of national educational systems, however, compositional as well as genuine macro effects are found to be more important than differences in returns to education on the micro level. In fact, countries classified as occupational labour market models do well because of relatively favourable skill structures as well as labour market structures receptive of new entrants in general.Less
Describes cross-national differences in individual returns to education at entry into the labour market. With respect to occupational allocation, the analysis finds particularly large returns to education in countries with a strong tradition of vocationally specific training, whereas in the case of the association between education and youth unemployment rates, it is the Southern European labour markets that are deviating considerably from the standard pattern. In terms of explaining cross-national differences in transition patterns from the structure of national educational systems, however, compositional as well as genuine macro effects are found to be more important than differences in returns to education on the micro level. In fact, countries classified as occupational labour market models do well because of relatively favourable skill structures as well as labour market structures receptive of new entrants in general.
Markus Gangl
- Published in print:
- 2003
- Published Online:
- January 2005
- ISBN:
- 9780199252473
- eISBN:
- 9780191601958
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199252475.003.0004
- Subject:
- Political Science, European Union
Scrutinizes the notion that patterns of school-to-work transitions in Europe can be characterized by a dichotomy between an occupational labour market (OLM) model, where entry jobs are closely linked ...
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Scrutinizes the notion that patterns of school-to-work transitions in Europe can be characterized by a dichotomy between an occupational labour market (OLM) model, where entry jobs are closely linked to young people’s specialized vocational training, and an internal labour market (ILM) model that results from a more significant role of labour market experience and seniority in matching processes. Empirically, the country clustering conforms to the OLM–ILM dichotomy insofar as entry patterns in Continental Europe with extensive vocational training systems differ from those of Northern European countries lacking such systems. Southern European countries differ systematically from both patterns, however, and indicate that transition patterns are not determined by the structure of training systems alone but result from the interaction of educational systems and labour market institutions.Less
Scrutinizes the notion that patterns of school-to-work transitions in Europe can be characterized by a dichotomy between an occupational labour market (OLM) model, where entry jobs are closely linked to young people’s specialized vocational training, and an internal labour market (ILM) model that results from a more significant role of labour market experience and seniority in matching processes. Empirically, the country clustering conforms to the OLM–ILM dichotomy insofar as entry patterns in Continental Europe with extensive vocational training systems differ from those of Northern European countries lacking such systems. Southern European countries differ systematically from both patterns, however, and indicate that transition patterns are not determined by the structure of training systems alone but result from the interaction of educational systems and labour market institutions.
Cristina Iannelli and Asunción Bonmatí
- Published in print:
- 2003
- Published Online:
- January 2005
- ISBN:
- 9780199252473
- eISBN:
- 9780191601958
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199252475.003.0008
- Subject:
- Political Science, European Union
Investigates differences and similarities in the school-to-work transition patterns in Italy and Spain and the institutional factors (education, labour market, and family) from which they originate. ...
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Investigates differences and similarities in the school-to-work transition patterns in Italy and Spain and the institutional factors (education, labour market, and family) from which they originate. The study highlights that the main differences in young people’s transitions between the two countries are accounted for by the extraordinary expansion of tertiary education and the massive use of temporary contracts in Spain. These two factors contribute to explaining country differences in the relationship between young people’s educational attainment and initial labour market outcomes. Despite these differences two important similarities between Italy and Spain emerge from the analyses: the vulnerability of young people’s position in their early occupational career and their strong dependence on the family of origin.Less
Investigates differences and similarities in the school-to-work transition patterns in Italy and Spain and the institutional factors (education, labour market, and family) from which they originate. The study highlights that the main differences in young people’s transitions between the two countries are accounted for by the extraordinary expansion of tertiary education and the massive use of temporary contracts in Spain. These two factors contribute to explaining country differences in the relationship between young people’s educational attainment and initial labour market outcomes. Despite these differences two important similarities between Italy and Spain emerge from the analyses: the vulnerability of young people’s position in their early occupational career and their strong dependence on the family of origin.
Kwang‐Yeong Shin and Byoung‐Hoon Lee
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0005
- Subject:
- Political Science, Comparative Politics
This chapter applies log-linear models to investigate the effects of fathers' social class on children's educational attainment in South Korea. It shows that with respect to educational attainment, ...
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This chapter applies log-linear models to investigate the effects of fathers' social class on children's educational attainment in South Korea. It shows that with respect to educational attainment, the middle class is the most privileged class among four social classes: the capitalist class, the petty bourgeoisie, the middle class, and the working class. The middle class has the highest odds of going to a general high school instead of a vocational high school. The ratio of children of the middle class who go to general high school rather than to vocational school is even larger than that for the capitalist class, let alone the petty bourgeoisie and the working class. However, the odds of going to university instead of not going to university or to a two-year college decrease for all social classes imply that fathers' class effect on children's transition after high school is weaker than that during the transition from middle school to high school. Children of the middle class are more likely to advance to university than those of other classes.Less
This chapter applies log-linear models to investigate the effects of fathers' social class on children's educational attainment in South Korea. It shows that with respect to educational attainment, the middle class is the most privileged class among four social classes: the capitalist class, the petty bourgeoisie, the middle class, and the working class. The middle class has the highest odds of going to a general high school instead of a vocational high school. The ratio of children of the middle class who go to general high school rather than to vocational school is even larger than that for the capitalist class, let alone the petty bourgeoisie and the working class. However, the odds of going to university instead of not going to university or to a two-year college decrease for all social classes imply that fathers' class effect on children's transition after high school is weaker than that during the transition from middle school to high school. Children of the middle class are more likely to advance to university than those of other classes.
Yi‐Lee Wong
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0008
- Subject:
- Political Science, Comparative Politics
This chapter focuses on some so-called middle-class losers: seventeen students of a middle-class origin selected from a qualitative study of community-college students in contemporary Hong Kong. They ...
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This chapter focuses on some so-called middle-class losers: seventeen students of a middle-class origin selected from a qualitative study of community-college students in contemporary Hong Kong. They all failed in their previous attempts to follow a traditional route to a local university—passing the required local public examinations—and instead chose an unconventional alternative that became available in Hong Kong in 2000, studying for an associate degree in community college, in the hope that they would transfer later to a university. Based on their personal accounts of educational achievements and failures, the chapter explores the role of emotion in their educational careers to see what we can learn from them in understanding educational inequality.Less
This chapter focuses on some so-called middle-class losers: seventeen students of a middle-class origin selected from a qualitative study of community-college students in contemporary Hong Kong. They all failed in their previous attempts to follow a traditional route to a local university—passing the required local public examinations—and instead chose an unconventional alternative that became available in Hong Kong in 2000, studying for an associate degree in community college, in the hope that they would transfer later to a university. Based on their personal accounts of educational achievements and failures, the chapter explores the role of emotion in their educational careers to see what we can learn from them in understanding educational inequality.
Walter Müller and Markus Gangl (eds)
- Published in print:
- 2003
- Published Online:
- January 2005
- ISBN:
- 9780199252473
- eISBN:
- 9780191601958
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199252475.001.0001
- Subject:
- Political Science, European Union
Compiles an integrated series of comparative empirical analyses of education-to-work transitions in European Union countries. Individual chapters describe the educational background of young people ...
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Compiles an integrated series of comparative empirical analyses of education-to-work transitions in European Union countries. Individual chapters describe the educational background of young people entering the labour market, address the scope of educational expansion over the past decades, and chart basic structures of transition patterns in European labour markets. Moreover, several chapters examine the role of individual qualifications, and also the impact of recent employment turbulences and structural change in the economy on school leavers' integration into the labour market. From these, the structure of education and training systems emerges as a key institutional factor for facilitating smooth transitions into the labour market. At the level of intermediate skills, vocational training and apprenticeships have retained their advantages, in particular with respect to youth unemployment. As devaluation trends have empirically been limited so far, tertiary level qualifications similarly continue to provide a most attractive inroad into the upper segments of the occupational structure. Youth labour markets, in particular for low-skilled leavers, clearly deteriorated during the macroeconomic turbulences of the early 1990s, however.Less
Compiles an integrated series of comparative empirical analyses of education-to-work transitions in European Union countries. Individual chapters describe the educational background of young people entering the labour market, address the scope of educational expansion over the past decades, and chart basic structures of transition patterns in European labour markets. Moreover, several chapters examine the role of individual qualifications, and also the impact of recent employment turbulences and structural change in the economy on school leavers' integration into the labour market. From these, the structure of education and training systems emerges as a key institutional factor for facilitating smooth transitions into the labour market. At the level of intermediate skills, vocational training and apprenticeships have retained their advantages, in particular with respect to youth unemployment. As devaluation trends have empirically been limited so far, tertiary level qualifications similarly continue to provide a most attractive inroad into the upper segments of the occupational structure. Youth labour markets, in particular for low-skilled leavers, clearly deteriorated during the macroeconomic turbulences of the early 1990s, however.
Cristián Cox
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0002
- Subject:
- Political Science, Comparative Politics
This chapter provides an overview and analysis of changes in the educational systems of Latin American countries. The first section sketches the general picture of educational inequality in the ...
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This chapter provides an overview and analysis of changes in the educational systems of Latin American countries. The first section sketches the general picture of educational inequality in the region, compares income inequality, and distinguishes the different development agendas for the quite different levels of development that exist among the countries of the region. The second section describes the main components of educational reform in the Latin American region for the period 1990–2006, and discusses their impact on the historical patterns of inequality in the social distribution of education. The third section examines available data about years of education and grade completion by countries and social categories, by way of assessing the expansion of access to education by different generations and different socioeconomic categories. The fourth section describes learning outcomes in six Latin American countries and analyses their association with socioeconomic and institutional factors, as well as comparing them with selected OECD countries. This permits an assessment of the region's educational structures in terms of equity of their results. A final section returns to policy issues.Less
This chapter provides an overview and analysis of changes in the educational systems of Latin American countries. The first section sketches the general picture of educational inequality in the region, compares income inequality, and distinguishes the different development agendas for the quite different levels of development that exist among the countries of the region. The second section describes the main components of educational reform in the Latin American region for the period 1990–2006, and discusses their impact on the historical patterns of inequality in the social distribution of education. The third section examines available data about years of education and grade completion by countries and social categories, by way of assessing the expansion of access to education by different generations and different socioeconomic categories. The fourth section describes learning outcomes in six Latin American countries and analyses their association with socioeconomic and institutional factors, as well as comparing them with selected OECD countries. This permits an assessment of the region's educational structures in terms of equity of their results. A final section returns to policy issues.
Geetha B. Nambissan and S. Srinivasa Rao
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780198082866
- eISBN:
- 9780199082254
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198082866.003.0006
- Subject:
- Sociology, Education
This chapter explores the sociological aspects of educational inequality in India. There is little coherent understanding of changing patterns of educational inequality, and few clear-cut pointers to ...
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This chapter explores the sociological aspects of educational inequality in India. There is little coherent understanding of changing patterns of educational inequality, and few clear-cut pointers to explanations for continued non-participation in, and non-completion of schooling on the part of a significant number of children. The author believes that this state of affairs arises out of the theoretical inadequacies and political conservatism that characterizes much of the study of educational inequality. The author also critiques the new research agenda by analysing the issue of unequal educational access and attainment in elementary education, with a focus on those subordinated by caste, class, and gender, and identifies crucial areas that are missing in our understanding of the influence of social processes in student participation in education and in shaping the educational system. The author points to the need for a critical systemic exploration of the education system as a subsystem of society in which school structure, organization, and processes are to be placed in wider political economy and stratified social structure based on wealth and social status. The author concludes by stressing the need to open up the issue of educational inequality to wider debates operating at the level of economy, polity, and society, and to adopt wider perspectives in sociological studies of the education system.Less
This chapter explores the sociological aspects of educational inequality in India. There is little coherent understanding of changing patterns of educational inequality, and few clear-cut pointers to explanations for continued non-participation in, and non-completion of schooling on the part of a significant number of children. The author believes that this state of affairs arises out of the theoretical inadequacies and political conservatism that characterizes much of the study of educational inequality. The author also critiques the new research agenda by analysing the issue of unequal educational access and attainment in elementary education, with a focus on those subordinated by caste, class, and gender, and identifies crucial areas that are missing in our understanding of the influence of social processes in student participation in education and in shaping the educational system. The author points to the need for a critical systemic exploration of the education system as a subsystem of society in which school structure, organization, and processes are to be placed in wider political economy and stratified social structure based on wealth and social status. The author concludes by stressing the need to open up the issue of educational inequality to wider debates operating at the level of economy, polity, and society, and to adopt wider perspectives in sociological studies of the education system.
Pawel Polawski
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0011
- Subject:
- Political Science, Comparative Politics
This chapter begins with a description of changes in Poland's educational system during the past decade. It then discusses the impact of these reforms on workers' skills, as well as on the role of ...
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This chapter begins with a description of changes in Poland's educational system during the past decade. It then discusses the impact of these reforms on workers' skills, as well as on the role of educational credentials in the labor market. It shows that the Polish educational system has been redesigned to provide easy access and a general education, rather than those skills that are genuinely valuable in the labor market. The fact that education must be related to labor-market demand has been overlooked. Skills mismatch has been an unintentional side effect of the reforms, producing a structural strain: available jobs do not meet the aspirations of young people who were encouraged by education.Less
This chapter begins with a description of changes in Poland's educational system during the past decade. It then discusses the impact of these reforms on workers' skills, as well as on the role of educational credentials in the labor market. It shows that the Polish educational system has been redesigned to provide easy access and a general education, rather than those skills that are genuinely valuable in the labor market. The fact that education must be related to labor-market demand has been overlooked. Skills mismatch has been an unintentional side effect of the reforms, producing a structural strain: available jobs do not meet the aspirations of young people who were encouraged by education.
Catherine Robson
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691119366
- eISBN:
- 9781400845156
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691119366.003.0002
- Subject:
- Literature, Criticism/Theory
This chapter investigates recitation's progress within the mass educational systems that developed in Great Britain and the United States over the course of the nineteenth and twentieth centuries. ...
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This chapter investigates recitation's progress within the mass educational systems that developed in Great Britain and the United States over the course of the nineteenth and twentieth centuries. Thus, this historical survey begins by scrutinizing the experiences of partial populations of individuals at relatively elite levels of society. First, it considers the utility of verse and memorization for very early learners, examining the service role played by poetry and poetic devices in the extended period during which rudimentary education in English was understood primarily as a necessary tool to unlock the Bible and Christian scriptures. It then proceeds to the era in which certain kinds of schools began to assign the memorization and recitation of vernacular literary and oratorical extracts as a task for their advanced readers. The chapter concludes with a brief consideration of the factors that affected the constitution of juvenile recitation canons over the years.Less
This chapter investigates recitation's progress within the mass educational systems that developed in Great Britain and the United States over the course of the nineteenth and twentieth centuries. Thus, this historical survey begins by scrutinizing the experiences of partial populations of individuals at relatively elite levels of society. First, it considers the utility of verse and memorization for very early learners, examining the service role played by poetry and poetic devices in the extended period during which rudimentary education in English was understood primarily as a necessary tool to unlock the Bible and Christian scriptures. It then proceeds to the era in which certain kinds of schools began to assign the memorization and recitation of vernacular literary and oratorical extracts as a task for their advanced readers. The chapter concludes with a brief consideration of the factors that affected the constitution of juvenile recitation canons over the years.
Michael Tåhlin
- Published in print:
- 2007
- Published Online:
- January 2008
- ISBN:
- 9780199230105
- eISBN:
- 9780191710575
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199230105.003.0002
- Subject:
- Economics and Finance, Public and Welfare
This chapter presents an empirical analysis of structure and change in skills and wages in five European countries: Germany, Spain, France, Great Britain, and Sweden. The discussion begins with an ...
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This chapter presents an empirical analysis of structure and change in skills and wages in five European countries: Germany, Spain, France, Great Britain, and Sweden. The discussion begins with an overview of previous research in three interrelated fields of relevance for the empirical analyses: (a) the structure and change of skill demand in Western Europe and the United States; (b) the connections between social class and skills; and (c) international variations in educational systems and school-to-work linkages. It then looks at a number of outstanding issues in need of further empirical analysis. Among the main findings are that firm-based skill formation seems to be more widespread and more important in Britain than in several other European countries considered here, including Germany and Sweden; also that in line with the production regime perspective, women are disadvantaged in firm-based skill formation; and finally that there is no strong indication of an interaction effect between class and gender, such that women's disadvantage relative to men is larger in the service class than in the working class.Less
This chapter presents an empirical analysis of structure and change in skills and wages in five European countries: Germany, Spain, France, Great Britain, and Sweden. The discussion begins with an overview of previous research in three interrelated fields of relevance for the empirical analyses: (a) the structure and change of skill demand in Western Europe and the United States; (b) the connections between social class and skills; and (c) international variations in educational systems and school-to-work linkages. It then looks at a number of outstanding issues in need of further empirical analysis. Among the main findings are that firm-based skill formation seems to be more widespread and more important in Britain than in several other European countries considered here, including Germany and Sweden; also that in line with the production regime perspective, women are disadvantaged in firm-based skill formation; and finally that there is no strong indication of an interaction effect between class and gender, such that women's disadvantage relative to men is larger in the service class than in the working class.
Malak Zaalouk
- Published in print:
- 2006
- Published Online:
- September 2011
- ISBN:
- 9789774160264
- eISBN:
- 9781617970252
- Item type:
- book
- Publisher:
- American University in Cairo Press
- DOI:
- 10.5743/cairo/9789774160264.001.0001
- Subject:
- Political Science, International Relations and Politics
This new study weaves anthropological detail with hard facts and analysis as it takes the reader to visit the community schools of Upper Egypt. It offers a historical understanding of the initiative ...
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This new study weaves anthropological detail with hard facts and analysis as it takes the reader to visit the community schools of Upper Egypt. It offers a historical understanding of the initiative whilst carefully embedding it in the political and economic global context of the late twentieth century. The book first introduces the movement approach to development and carefully develops the notion of learning as a countermovement to the disintegrating world of today. It then moves on to describe how a community schools movement developed in the most deprived areas of rural Egypt; how such a movement is planned, mobilized, and sustained; and details the strategies and activities of the initiative. In the third part of the work, the book describes the impact of the movement on people's lives. The last chapter places the community education movement within the political economy of Egypt's educational reform and attempts to forecast the movement's long-term impact on the educational system.Less
This new study weaves anthropological detail with hard facts and analysis as it takes the reader to visit the community schools of Upper Egypt. It offers a historical understanding of the initiative whilst carefully embedding it in the political and economic global context of the late twentieth century. The book first introduces the movement approach to development and carefully develops the notion of learning as a countermovement to the disintegrating world of today. It then moves on to describe how a community schools movement developed in the most deprived areas of rural Egypt; how such a movement is planned, mobilized, and sustained; and details the strategies and activities of the initiative. In the third part of the work, the book describes the impact of the movement on people's lives. The last chapter places the community education movement within the political economy of Egypt's educational reform and attempts to forecast the movement's long-term impact on the educational system.
Xiaoming Li and Yan Guo
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199765126
- eISBN:
- 9780199918942
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199765126.003.0005
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
Children’s life chances are dramatically shaped by the extent to which they succeed in school. Because of this, it is crucial for programs to be able to support the successful school entry of ...
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Children’s life chances are dramatically shaped by the extent to which they succeed in school. Because of this, it is crucial for programs to be able to support the successful school entry of children affected by AIDS. This chapter first reviews existing literature on the impact of the HIV/AIDS epidemic on educational systems (teachers and school resources), and the impact of HIV/AIDS on orphans and vulnerable children (OVC) and their educational outcomes, including school enrollment and attendance, school performance, school behaviors, and school completion. It then reviews global intervention practices that aim to address multiple threats to the educational needs of OVC and other vulnerable children, making recommendations for future actions based on the lessons learned from the existing literature.Less
Children’s life chances are dramatically shaped by the extent to which they succeed in school. Because of this, it is crucial for programs to be able to support the successful school entry of children affected by AIDS. This chapter first reviews existing literature on the impact of the HIV/AIDS epidemic on educational systems (teachers and school resources), and the impact of HIV/AIDS on orphans and vulnerable children (OVC) and their educational outcomes, including school enrollment and attendance, school performance, school behaviors, and school completion. It then reviews global intervention practices that aim to address multiple threats to the educational needs of OVC and other vulnerable children, making recommendations for future actions based on the lessons learned from the existing literature.
Laurence Lessard-Phillips, Fenella Fleischmann, and Erika Van Elsas
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780197265741
- eISBN:
- 9780191771934
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197265741.003.0002
- Subject:
- Education, Educational Policy and Politics
This chapter provides background information about the ten Western countries under study, starting with a description of the size of the second-generation groups in the ten countries and the major ...
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This chapter provides background information about the ten Western countries under study, starting with a description of the size of the second-generation groups in the ten countries and the major migration flows to these destinations. We also present indicators of the extent to which their parents (the primary migrants) were positively or negatively selected since selectivity is a major influence on second-generation educational outcomes. We then describe the selected countries’ educational systems to provide the background against which the different educational outcomes are analysed in the subsequent chapters. Finally, to capture differences in the integration climates which immigrants encounter, we describe how the ten Western countries under study differ in their scores with respect to multicultural policies. The aim of this overview is to provide readers with the necessary information to evaluate the findings given in the empirical chapters, and compare both the different minority groups and the destination countries.Less
This chapter provides background information about the ten Western countries under study, starting with a description of the size of the second-generation groups in the ten countries and the major migration flows to these destinations. We also present indicators of the extent to which their parents (the primary migrants) were positively or negatively selected since selectivity is a major influence on second-generation educational outcomes. We then describe the selected countries’ educational systems to provide the background against which the different educational outcomes are analysed in the subsequent chapters. Finally, to capture differences in the integration climates which immigrants encounter, we describe how the ten Western countries under study differ in their scores with respect to multicultural policies. The aim of this overview is to provide readers with the necessary information to evaluate the findings given in the empirical chapters, and compare both the different minority groups and the destination countries.
William E. Ellis
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780813129778
- eISBN:
- 9780813135724
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813129778.003.0005
- Subject:
- History, American History: 20th Century
The period from the 1890s to 1920 is often termed the Progressive Era, and for good reason. Kentucky's common schools of the nineteenth century slowly evolved into the graded public schools of the ...
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The period from the 1890s to 1920 is often termed the Progressive Era, and for good reason. Kentucky's common schools of the nineteenth century slowly evolved into the graded public schools of the early twentieth century, this also happened in most other states. Throughout its history, education in Kentucky often seemed to take nearly as many steps backward as forward. After the Civil War, the movement for state-supported normal schools in Kentucky languished. However, most colleges soon added teaching programs or moves towards normal education, providing a service as well as producing revenue. Education in Kentucky appeared to be on the march, the state finally recognizing the need for a state-funded normal school program. Most Kentucky educators of the early twentieth century grew up in the same educational milieu they had entered as teachers in their late teens and early twenties. From the mid-1920s through the Great Depression, several battles were waged in public education, the most important being over free textbooks, equalization, and certification. Kentucky's educational system had been nearly studied to death from 1900 to the early 1940s.Less
The period from the 1890s to 1920 is often termed the Progressive Era, and for good reason. Kentucky's common schools of the nineteenth century slowly evolved into the graded public schools of the early twentieth century, this also happened in most other states. Throughout its history, education in Kentucky often seemed to take nearly as many steps backward as forward. After the Civil War, the movement for state-supported normal schools in Kentucky languished. However, most colleges soon added teaching programs or moves towards normal education, providing a service as well as producing revenue. Education in Kentucky appeared to be on the march, the state finally recognizing the need for a state-funded normal school program. Most Kentucky educators of the early twentieth century grew up in the same educational milieu they had entered as teachers in their late teens and early twenties. From the mid-1920s through the Great Depression, several battles were waged in public education, the most important being over free textbooks, equalization, and certification. Kentucky's educational system had been nearly studied to death from 1900 to the early 1940s.
Huang Ronghuai, Jiang Xin, and Zhang Haishen
- Published in print:
- 2007
- Published Online:
- September 2011
- ISBN:
- 9789622098671
- eISBN:
- 9789882206861
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622098671.003.0014
- Subject:
- Society and Culture, Asian Studies
This chapter examines the current situation and challenges of the informationization of higher education in China. It explains that China's present educational system is composed of five levels: ...
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This chapter examines the current situation and challenges of the informationization of higher education in China. It explains that China's present educational system is composed of five levels: pre-school education, basic education, special education, higher education, and continuing education. It identifies some of the challenges in the process of higher education informationization including the speeding up and enhancement of resource development and application, rational and effective investment processes and adequate investment.Less
This chapter examines the current situation and challenges of the informationization of higher education in China. It explains that China's present educational system is composed of five levels: pre-school education, basic education, special education, higher education, and continuing education. It identifies some of the challenges in the process of higher education informationization including the speeding up and enhancement of resource development and application, rational and effective investment processes and adequate investment.
Peter Flaschel and Alfred Greiner
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199751587
- eISBN:
- 9780199932825
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199751587.003.0001
- Subject:
- Economics and Finance, Economic Systems
This chapter gives an introduction and a survey of the book. It presents a short summary of the discussion about flexicurity economies in Europe. In addition it identifies the three pillars on which ...
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This chapter gives an introduction and a survey of the book. It presents a short summary of the discussion about flexicurity economies in Europe. In addition it identifies the three pillars on which a flexicurity economy should rest. They concern labor market institutions, the underlying educational system and the process of elite formation in democratic societies. The chapter also points out important contributions from the seminal works of Marx, Kalecki-Keynes and Schumpeter and characterizes the focal points on which this book concentrates.Less
This chapter gives an introduction and a survey of the book. It presents a short summary of the discussion about flexicurity economies in Europe. In addition it identifies the three pillars on which a flexicurity economy should rest. They concern labor market institutions, the underlying educational system and the process of elite formation in democratic societies. The chapter also points out important contributions from the seminal works of Marx, Kalecki-Keynes and Schumpeter and characterizes the focal points on which this book concentrates.
Thijs Bol and Herman G. van de Werfhorst
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447326106
- eISBN:
- 9781447326212
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447326106.003.0005
- Subject:
- Education, Educational Policy and Politics
Educational systems differ in at least three dimensions: the timing and form of tracking students, the extent to which a system provides vocationally specific skills, and the extent to which an ...
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Educational systems differ in at least three dimensions: the timing and form of tracking students, the extent to which a system provides vocationally specific skills, and the extent to which an educational system is standardised nationwide. Existing conceptualisations of these three dimensions are rather fragmented, and in this chapter we develop new indicators for a large number of countries, based on various sources of data (OECD, UNESCO, TIMSS, PISA and Eurydice). With our new indicators we examine how educational systems affect four core functions of schooling: equality of opportunity, the optimisation of student skills, the allocation of students to the labour market, and the preparation for active participation in society at large.Less
Educational systems differ in at least three dimensions: the timing and form of tracking students, the extent to which a system provides vocationally specific skills, and the extent to which an educational system is standardised nationwide. Existing conceptualisations of these three dimensions are rather fragmented, and in this chapter we develop new indicators for a large number of countries, based on various sources of data (OECD, UNESCO, TIMSS, PISA and Eurydice). With our new indicators we examine how educational systems affect four core functions of schooling: equality of opportunity, the optimisation of student skills, the allocation of students to the labour market, and the preparation for active participation in society at large.
