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نتیجه جستجو - سیاست آموزش

تعداد مقالات یافته شده: 18
ردیف عنوان نوع
1 Regulating market entry of low-cost private schools in Sub-Saharan Africa: Towards a theory of private education regulation
تنظیم ورود مدارس خصوصی هزینه - پایین به بازار در آفریقای صحرایی: به سوی یک نظریه درباره مقررات آموزش خصوصی-2018
This study provides a comparative assessment of policies governing private schools in twenty countries in Sub-Saharan Africa. Findings suggest that current regulatory systems are failing to adequately address the negative externalities and failures of private schooling markets. Insufficient capacity on the part of governments is a contributor to uneven policy implementation and creates opportunities for rent-seeking and corruption. Onerous market entry regulations offer constraints on the growth of official private education markets, but facilitate growth in unofficial markets if demand for education is not being fully met by the supply of government service provision, restricting the government’s ability to provide adequate oversight of private providers.
keywords: Education policy |Regulation |Education markets |School choice |Low-cost private schools |Sub- Saharan Africa
مقاله انگلیسی
2 The reproduction of ‘best practice’: Following Escuela Nueva to the Philippines and Vietnam
بازتولید "بهترین روش": پیروی از اسکولا نوئوا برای فیلیپین و ویتنام-2018
Escuela Nueva is a renowned educational innovation from Colombia that to date has been successfully transferred to 14 countries around the world. In this paper, I follow this ‘traveling’ policy and examine the local enactment of Escuela Nueva in two of these countries, the Philippines and Vietnam. This study reveals the various ways through which this policy model has been reframed and mediated at different stages of policy-making and local enactment. Despite local mediation, however, each attempt to transfer Escuela Nueva still contributes to the reproduction of Escuela Nueva as a universally-applicable ‘best practice.’
keywords: Comparative education |Education policy |Escuela Nueva |Policy transfer
مقاله انگلیسی
3 Education and nation-state fragility: Evidence from panel data analysis
آموزش و شکنندگی دولت ملی: شواهدی از تحلیل داده های پنلی-2018
We empirically investigate the efficacy of current US foreign assistance policy and state-building efforts on state fragility through the effects of school enrollment levels on state fragility. This is accomplished by investigating whether levels of school enrollments (primary, secondary, or tertiary) can predict nation-state fragility; which level of enrollments has the highest effect on the levels of fragility and is subsequently the best investment for foreign assistance efforts; and whether there is a difference in levels of nation-state fragility based on changes in the average number of years of school enrollment. Results indicate education is capable of mitigating state fragility and promoting stable regimes under certain conditions.
keywords: Development |Educational policy |State-building
مقاله انگلیسی
4 Demand rationalities in contexts of poverty: Do the Poor respond to market incentives in the same way?
منطق های تقاضا در زمینه های فقر: آیا فقیر به انگیزه های بازار پاسخ یکسانی می دهد؟-2018
Over the last decades, we have witnessed the centrality of demand-side education policies intended to improve access and conditions of schooling for the poor. Among these policies, voucher systems have played a prominent role as a mechanism to enhance choice and competition. Actors advocating for and boosting such policies, such as the World Bank, national governments or private corporations, share a common understanding of the ways in which poor people respond to specific market and policy incentives. This article develops a critique of the assumed instrumental rationality of mainstream policies and programmes that focus on market and policy incentives to influence the educational demands of the poor. In the first part, the article describes the main characteristics of demand-side financing of education policies and provides an interpretation of the instrumental rationality embedded in the theory of change of these policies. In the second part of the article, alternative frameworks to interpret the responses of the poor to market and policy incentives are presented and discussed. The final section of the paper reflects on the significant policy implications of this discussion for global education reforms.
keywords: Poverty |Rationality |Policy incentives |Education policy |Demand-side interventions |Global education
مقاله انگلیسی
5 Determinants of willingness to study in Poland among members of Polish Diaspora
عوامل تعیین کننده تمایل به تحصیل در لهستان دربین اعضای یهودیان لهستانی-2018
Although the percentage of foreign students in Poland has increased over 9 times over past 10 years, it is still well below European Union average. We have been looking for determinants of willingness to study in Poland among members of Polish Diaspora, who already have ties with the country. We created empirical models of willingness of people with Polish origin to study abroad, in Poland, and in a peripheral Polish academic centre in particular. Such models can help policy-makers and universities to meet the needs of international students and make universities more competitive on the global higher education market.
keywords: International education |Development |Foreign students |International students |Educational influence on development |Higher education |Educational policy |Relation between education and economic development |International studies |Diaspora
مقاله انگلیسی
6 Informal fee charge and school choice under a free primary education policy: Panel data evidence from rural Uganda
هزینه غیر رسمی و انتخاب مدرسه تحت یک سیاست آموزش ابتدایی رایگان: شواهدی داده ای پنلی از روستاهای اوگاندا-2018
Although Uganda became a pioneer in sub-Saharan Africa by introducing a fee abolition policy to achieve universal primary education, charging fees has become increasingly common. This study assesses the effect of informal fee charges in public schools on primary school attendance and choice in rural Uganda, finding that there is a strong negative effect of high fees on public school attendance of children from poor households. The study also finds a limited role of private schools absorbing the children from poor households who left public school due to high fee charges.
keywords: Educational policy |Primary education |Fees |School choice |Sub-Saharan Africa |Uganda
مقاله انگلیسی
7 Differential pathways of South African students through higher education
مسیرهای مختلف دانشجویان آفریقای جنوبی ازطریق آموزش عالی-2018
This paper reports on a six-year study (2005–2010) tracking a cohort of students from Grade 12 into and through the South African higher education (HE) system. The study sought to ascertain how the pathways of students from different socioeconomic backgrounds differed. Key findings were that socioeconomic status is a differentiating feature in student progression through and retention within HE and in completion of HE programmes. Confirming UK and US findings, the study simultaneously points up the need for further research locating student progression and performance within a broader developmental context that takes account of learning pathways from pre-school into HE.
keywords: Educational policy |Socioeconomic status |Progression |Completion
مقاله انگلیسی
8 Does money matter? The effects of block grants on education attainment in rural China: Evidence from intercensal population survey 2015
آیا پول مهم است؟ تاثیرات بورسیه های بلوکی روی موفقیت آموزشی در روستاهای چین: شواهدی از جمعیت بین دوسرشماری سال 2015-2018
Considerable disagreement exists on the impacts of intergovernmental transfers in improving education access and outcomes. This is further complicated by the fungibility of these transfers, especially in a developing country setting. This study examines the effects of the block grant established by the Chinese government to subsidize the operating costs of rural compulsory education in 2006 on education attainment in a difference-in-difference framework. Comparing students whose compulsory schooling was completed just before or after the reform in counties receiving higher and lower percentages of their operating costs from higher-level governments, we find that a 20% increase in subsidies received from higher levels of government has led to 0.21 more years of schooling completed (0.07 standard deviation) and a 2.2 percentage points rise in the probability of completing compulsory education (0.08 standard deviation). These findings have implications not just for China but also for other developing countries which aim to achieve universal compulsory education.
keywords: Education finance |Education attainment |Education policy |Block grant |China
مقاله انگلیسی
9 Inequality of opportunity in higher education in the Middle East and North Africa
نابرابری فرصت در آموزش عالی در خاورمیانه و شمال آفریقا-2018
Struggles with inequality have been prominent in the Middle East and North Africa in the aftermath of the Arab Spring. This paper examines the extent and drivers of inequality of opportunity in attaining higher education in Egypt, Jordan, and Tunisia. We find that inequality is similarly high in Egypt and Tunisia, but moderate in Jordan. Background characteristics affect attainment even after accounting for test scores, which are themselves influenced by background. Particularly in Egypt and Tunisia, where higher education is free of charge, public spending on higher education is regressive. Thus, a theoretically meritocratic and equitable system perpetuates inequality.
keywords: Inequality |Higher education |Socio-economic mobility |Education policy |Middle East and North Africa
مقاله انگلیسی
10 Improving educational and financial effectiveness through innovation: A case study of Southern New Hampshire University’s College for America
بهبود سودمندی آموزشی و مالی ازطریق نوآوری: یک مطالعه موردی روی دانشگاه جدید جنوبی هامپشیر برای آمریکا-2018
This article explores an innovative student-centric learning model to more fully understand the compatibility of education quality improvement and sustainability. More specifically, this paper discusses findings from qualitative, case study research that investigates Southern New Hampshire University’s direct assessment competency-based education model: College for America. Competency-based education asserts the value of its credentials through the assurance of proficiency in employer-defined competencies and adherence to academically rigorous quality standards. Through mission-driven integration of principles of disruptive innovation in the strategic development of College for America, SNHU has realized a learning model with significant implications for students, employers, and institutional sustainability. The findings of this study suggest it is possible and advantageous for institutions to balance academic and business perspectives in the pursuit of educational and financial effectiveness.
keywords: Development |Educational administration |Educational policy |Competency-based education |Disruptive innovation |Student-centric learning
مقاله انگلیسی
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