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2. Analysis on influencing factors of carbon emissions from China's pulp and paper industry and carbon peaking prediction.
- Author
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Wang H
- Subjects
- Carbon Dioxide analysis, China, Carbon analysis, Economic Development statistics & numerical data, Industry statistics & numerical data, Air Pollution statistics & numerical data, Paper, Carbon Footprint statistics & numerical data
- Abstract
China's pulp and paper industry (CPPI) has been always the main carbon emission source in recent years. However, the analysis on influencing factors of carbon emissions from this industry is insufficient. To address the issue, the CO
2 emissions from CPPI are estimated in the period of 2005-2019, the driving factors of CO2 emissions are investigated by the logarithmic mean Divisia index (LMDI) method, the decoupling state of economic growth and CO2 emissions is determined by Tapio decoupling model, and finally, future CO2 emissions are predicted under four scenarios by the STIRPAT model to explore the potential of carbon peaking. The results show that CPPI exhibits a rapid increase and a fluctuating downward trend in CO2 emissions during the period of 2005-2013 and 2014-2019, respectively. The main promoting and inhibiting factors to the increase of CO2 emission are per capita industrial output value and energy intensity, respectively. There are five decoupling states of CO2 emissions and economic growth during the study period, and the CO2 emissions exhibit a weak decoupling state with the industrial output value growth in most years of the study period. It is very difficult to realize the carbon peaking goal by 2030 under the baseline and fast development scenarios. Therefore, efficient low carbon and strong low-carbon development policies are necessary and urgent for the realization of carbon peaking goal and the sustainable development of CPPI., (© 2023. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)- Published
- 2023
- Full Text
- View/download PDF
3. Returns to Education in Azerbaijan: Some New Estimates. Policy Research Working Paper 9117
- Author
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World Bank, Moreno, Vicente Garcia, and Patrinos, Harry Anthony
- Abstract
This paper estimates private and social returns to investment in education in Azerbaijan, using the 2015 Azerbaijan Monitoring Survey for Social Welfare. The private rate of return to education is 6 percent; this is the first estimate of returns to schooling in Azerbaijan since 1995. The returns to schooling are 6 percent for men and 8 percent for women, even controlling for selection. In addition, the paper estimates the returns for higher education; for this level, the rate of return is 9 percent. Finally, using the full discount method, the private rate of return to tertiary education is 9 percent, and the social rate of return is 8 percent. One policy implication is to re-examine the funding of higher education and for its expansion. [This paper is a product of the Education Global Practice.]
- Published
- 2020
4. Mobilizing Resources for Education and Improving Spending Effectiveness: Establishing Realistic Benchmarks Based on Past Trends. Policy Research Working Paper 8773
- Author
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World Bank, Al-Samarrai, Samer, Cerdan-Infantes, Pedro, and Lehe, Jonathan
- Abstract
This paper looks at how countries have mobilized additional resources for education and assesses their impact on access and learning outcomes, using the World Bank's new Learning-Adjusted Years of Schooling measure. The paper shows that global spending on education has risen significantly over the past two decades, although spending as a share of gross domestic product has remained relatively unchanged, at about 4.5 percent. However, global trends mask large differences across regions and country income groups. For example, low-income countries recorded the largest increases in terms of the share of GDP spent on education, but the absolute amount they devoted to education remained low compared to other countries. Economic growth has been the main driver of increases in public education spending. Yet, countries that achieved the largest and most rapid spending increases did this through a combination of increases in overall government revenues, a greater prioritization of education in the government budget as well as healthy economic growth. Increases in public education spending did not generally result in major improvements in average education outcomes. Using the available data, the paper shows that a doubling of government spending per child led to an increase in learning-adjusted years of schooling of only half a year. Preliminary findings also show that countries with lower efficiency and spending are expected to get the most from increases in spending in improved education outcomes. The paper concludes by outlining an approach that allows countries to assess their potential for increasing education funding and the expected effects on their education outcomes, based on benchmarks drawing from the data of comparable countries. It also underscores the urgent need to improve data on public education spending and education outcomes, to extend this analysis to cover a wider set of countries and increase the robustness of country-level benchmarks. [This paper is a product of the Education Global Practice.]
- Published
- 2019
5. A Third Wave of International Student Mobility: Global Competitiveness and American Higher Education. Research & Occasional Paper Series: CSHE.8.18
- Author
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University of California, Berkeley. Center for Studies in Higher Education and Choudaha, Rahul
- Abstract
International students are critical to the competitiveness of American higher education in terms of financial, intercultural, and educational contributions. However, recent data indicates that the U.S institutions enrolled 31,520 fewer international students in Fall 2017 as compared to Fall 2016. At average tuition and fees of US$ 25,000, higher education institutions are likely to lose potential revenue of US$ 788 million for the first year of studies alone. This paper examines the shifting landscape of international enrollment from the lens of three overlapping Waves spread over seven years and takes a deeper dive into implications for American universities. Wave I was shaped by the terrorist attacks in September 2001 and resulted in slower overall growth in international student enrollment of 11% between 1999 and 2006. Wave II has its origins in the global financial crisis which prompted universities to search for self-funded students and experienced overall robust growth of 44 percent in international student enrollment between 2006 and 2013. Finally, Wave III is shaped by the new political order and intensified competition from English-taught programs in Europe and Asia which will slow down the pace of projected growth in international enrollment to 18 percent between 2013 and 2020. In this current Wave of intensified global competition, overall international student enrollment is likely to flatten or decline for most universities. While the reputation and quality of American higher education is admired and emulated around the world, resting on its past laurels will not be sufficient for attracting international students in the Third Wave. This means that universities must get proactive and strategic in reaching, engaging and supporting international students throughout their educational lifecycle. Demand for studying abroad among international students remains robust, however, increasing competition and expectations for value for money will requires proactive and concerted efforts to maintain the global competitiveness of American higher education.
- Published
- 2018
6. Universities as the Engine of Economic Growth: Insights from Developing the First Industry-Higher Education Clusters in El Salvador. International Development Working Paper, No. 2017-03
- Author
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RTI International, Navarro, Richard, Barbarasa, Estera, and Thakkar, Ami
- Abstract
We explore the recent undertaking in El Salvador to establish the country's first industry-higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology; (2) light manufacturing; (3) energy and energy efficiency; and (4) agroindustry and food processing. These clusters take a systems approach to aligning higher education institutions (HEIs) with the talent and research needs of the private sector. Under the United States Agency for International Development's "Higher Education for Economic Growth" project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Finally, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-level economic benefits.
- Published
- 2017
7. Knowledge Based Economic Areas and Flagship Universities: A Look at the New Growth Ecosystems in the US and California. Research & Occasional Paper Series: CSHE.9.16
- Author
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University of California, Berkeley. Center for Studies in Higher Education and Douglass, John Aubrey
- Abstract
The acceptance of new growth theory relates, in part, to a number of highly touted regional success stories--or what I term "Knowledge Based Economic Areas" (KBEAs) in this and past essays. The United States, and California in particular, is viewed as perhaps the most robust creators of KBEAs, providing an influential model that is visited and revisited by business and government leaders, and other Flagship (or leading national) universities, that wish to replicate their strengths within their own cultural and political terms. While California has a number of unique characteristics, including a robust University of California system with a strong internal academic culture and devotion to public service, the story of its historical and contemporary success as an agent of economic development is closely linked to a number of key contextual factors. These relate to the internal culture, governance and management capacity of major universities in the United States, national investment patterns in R&D, the business environment, including the concentration of Knowledge Based Businesses, the acceptance of risk, and the availability of venture capital, legal variables related to Intellectual Property (IP) and tax policies, the quality of regional workforces, and quality of life factors that are important components for attracting and retaining talent. In most of these KBEAs variables, California has enjoyed an advantage that helps to partially explain the success of the University of California (UC) and other major research universities as agents of economic development. This study focuses on seven contextual variables common to all KBEAs in the United States and much of the world, and with particular attention to the UC system--a network of ten research-intensive campuses. General Principles for a University Governing Board Association of Governing Boards (AGB) are appended.
- Published
- 2016
8. Why Do Countries Participate in International Large-Scale Assessments? The Case of PISA. Policy Research Working Paper 7447
- Author
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World Bank and Lockheed, Marlaine E.
- Abstract
The number of countries that regularly participate in international large-scale assessments has increased sharply over the past 15 years, with the share of countries participating in the Programme for International Student Assessment growing from one-fifth of countries in 2000 to over one-third of countries in 2015. What accounts for this increase? This paper explores the evidence for three broad explanations: globalization of assessments, increasing technical capacity for conducting assessments, and increased demand for the microeconomic and macroeconomic data from these assessments. Data were compiled from more than 200 countries for this analysis, for six time periods between 2000 and 2015, yielding more than 1,200 observations. The data cover each country's participation in each of six cycles of PISA as it relates to the country's level of economic development, region, prior experience with assessment, and OECD membership. The results indicate that the odds of participation in PISA are markedly higher for OECD member countries, countries in the Europe and Central Asia region, high- and upper-middle-income countries, and countries with previous national and international assessment experience; the paper also finds that regional assessment experience is unrelated to PISA participation.
- Published
- 2015
9. China: A Follower or Leader in Global Higher Education? Research & Occasional Paper Series: CSHE.1.16
- Author
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University of California, Berkeley. Center for Studies in Higher Education, van der Wende, Marijk, and Zhu, Jiabin
- Abstract
This paper focuses on China both as an object and a subject in the globalization of higher education and the sometimes paradoxical nature of the country's policies in this respect. How is the Chinese perspective on globalization shaping its agenda for higher education, the development of world-class universities, and cooperation with Europe and the West? What is China's role in the globalization of higher education, its global agency in higher education, and the impact of its diaspora, soft power, and its new Silk Routes policies? What is its capacity to become a global leader in higher education, i.e. in creating global public goods, such as knowledge and educational opportunity? It seems that China's higher education focus is shifting, widening, and diversifying. It is seeking a leading role along its New Silk Roads, primarily in its neighboring region, but potentially reaching out into Europe. This is in line with its renewed economic policy, aimed at innovating its large-scale manufacturing sector and reducing regional inequalities. A more diversified higher education system should come along to support this. At the same time, China is still an important basis for talent recruitment by the US and Europe. China's higher education sector is thus becoming more complex and will require a next level of strategic management, facilitated by new governance models which allow institutions to seize their opportunities, while guiding the country as a whole towards a "World-Class System."
- Published
- 2016
10. HANJONG INDUSTRIAL DEVELOPMENT CO., LTD. invites tenders for Purchase of Pvc Coated Paper (Tarpaulin)
- Subjects
Paper ,Economic development ,News, opinion and commentary - Abstract
HANJONG INDUSTRIAL DEVELOPMENT CO., LTD., South Korea has invited tenders for Purchase of Pvc Coated Paper (Tarpaulin). Tender Notice No: 20240605278-01 Deadline: June 11, 2024 Copyright © 2011-2022 pivotalsources.com. All [...]
- Published
- 2024
11. Between 'Scylla and Charybdis'? Trusteeship, Africa-China Relations, and Education Policy and Practice
- Author
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Obed Mfum-Mensah
- Abstract
Sub-Saharan African societies had contacts with China that stretch back to the early days of the Silk Road where the two regions facilitated trade relations and exchanged technology and ideas. Beginning in the 1950s China formalized relations with SSA based on South-South cooperation. At the end of the Cold War, China intensified its relations with SSA within the frameworks of "One Belt one Road" in Africa and the Forum for China-Africa Cooperation (FOCAC). The China-Africa relations have scored benefits in the areas of promoting infrastructural development, strong investments in SSA, trade links between the two regions, less expensive technical assistance for nations in SSA, cultural exchanges, and student scholarships. Nonetheless, the relations raise complicated issues around trade where China is flooding markets in SSA with inferior goods, acquisition of resources, Chinese mining companies causing environmental destruction in many countries in SSA, and the Chinese government's debt trapping of many sub-Saharan African nations. Many suspect that China is surreptitiously forging a relationship with SSA that may help it assert its "trusteeship" over sub-Saharan Africa's political, economic, and development processes. The paper is developed within these broader contexts to examine the paradoxes and contradictions of the China-sub-Saharan Africa (SSA) relations and their potential impacts on education policy and practice in the region. The paper focuses on SSA, a region that constitutes forty-eight of the fifty-four countries of the African continent. This sociohistorical paper is part of my ongoing study to examine the impacts of external forces' economic and political relations on education policy and practice in the SSA and the potential of the relations to destabilize the epistemological processes of sub-Saharan African societies. [For the complete Volume 22 proceedings, see ED656158.]
- Published
- 2024
12. A Meaningful Description of the Institutional and Legal Factors in the Functioning of the Tax Administration Ecosystem That Affect the Implementation of Economic Tasks
- Author
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Grundel, Larisa P., Kacprzyk, Janusz, Series Editor, Gomide, Fernando, Advisory Editor, Kaynak, Okyay, Advisory Editor, Liu, Derong, Advisory Editor, Pedrycz, Witold, Advisory Editor, Polycarpou, Marios M., Advisory Editor, Rudas, Imre J., Advisory Editor, Wang, Jun, Advisory Editor, Nagar, Atulya K., editor, Jat, Dharm Singh, editor, Mishra, Durgesh Kumar, editor, and Joshi, Amit, editor
- Published
- 2024
- Full Text
- View/download PDF
13. Functioning of the Tax Administration Ecosystem: Problems and Prospects Affecting the Implementation of the Development Tasks of the Russian Economy Under Sanctions
- Author
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Zasko, Vadim N., Kacprzyk, Janusz, Series Editor, Gomide, Fernando, Advisory Editor, Kaynak, Okyay, Advisory Editor, Liu, Derong, Advisory Editor, Pedrycz, Witold, Advisory Editor, Polycarpou, Marios M., Advisory Editor, Rudas, Imre J., Advisory Editor, Wang, Jun, Advisory Editor, Nagar, Atulya K., editor, Jat, Dharm Singh, editor, Mishra, Durgesh Kumar, editor, and Joshi, Amit, editor
- Published
- 2024
- Full Text
- View/download PDF
14. 'Right-to-Work' Laws and Economic Development in Oklahoma. Briefing Paper.
- Author
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Economic Policy Inst., Washington, DC. and Mishel, Lawrence
- Abstract
The bulk of this position paper consists of statements in opposition to a September 2001 referendum on adopting 'right-to-work' (RTW) legislation in Oklahoma. The statements are by Joan Fitzgerald, William Sschweke, Raymond Hogler, Steven Shulman, Stephan Weiler, Ann Markusen, Robert G. Lynch, David R. Howell, James Galbraith, Colin Gordon, Wim Wiewel, Mark Cassell, Philip Shapira, Chris Tilly and Andrew Reamer and make the following points: (1) RTW results in low pay and income polarization; (2) RTW has limited positive effects on job creation and economic development and significant social costs; (3) in a global economy, RTW primarily attracts low wage firms, which are later easily lured away; (4) other factors, such as a highly skilled workforce, infrastructure, vibrant communities, and a clean environment are often more important in attracting businesses than low labor costs; (5) RTW encourages low wages resulting in lower tax receipts and more need for social services; (6) fewer high skill jobs will result in the out-migration of higher education graduates and skilled workers; and (7) nurturing home-grown businesses and start-ups has recently become a preferred economic development strategy over luring businesses from elsewhere. (CG)
- Published
- 2001
15. Integrated Model of VET Dynamics: Social and Economic Benefits for All. CRLRA Discussion Paper.
- Author
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Tasmania Univ., Launceston (Australia). Centre for Learning & Research in Regional Australia. and Falk, Ian
- Abstract
The model currently used to represent the impacts of Australia's technical and further education (TAFE) programs implies a one-way flow of impact from TAFE to student to community. It may be argued that TAFE could better serve its clients by developing a social capital-based, two-way, reciprocal dynamic of vocational education and training (VET) planning and development. The evidence from a 5-year research effort encompassing more than 50 whole communities largely supports an integrated rather than segregated model of VET. The research has identified the following needs ("drivers") of the vocational learning experience: community; culture; enterprise; natural resource management; policy; providers; and industry. Vocational policy depends on two factors. The first is identifying vital checkpoints in the process of vocational learning where quality learning can be seen to have occurred. The second is identifying accurate benchmarks for profiling these checkpoints of quality. The solution to meeting these needs and conditions at the local level while juggling the demands of national strategic measures and data requirements lies in adopting a "community capacity inventory" model and resourcing through key performance measures. An integrated model of VET would be fairer and more accurate to all VET stakeholders, be more cost-effective for TAFE, and be better for enterprise and policy outcomes. (Contains 19 references.) (MN)
- Published
- 2001
16. The Employment Challenge: An Agenda for Global Action. A Policy Paper Commissioned by UNDP for the World Summit for Social Development (Copenhagen, Denmark, March 1995).
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United Nations Development Programme, New York, NY.
- Abstract
In May 1994, 26 experts from 10 countries attended a technical meeting on economic policies and employment. After hearing and discussing eight papers on the nature of the employment problem and its macroeconomic solution, the group formulated an outline for global action that called on nations to act together to increase their chances of providing remunerative and sustainable work for all their citizens. Among the principles and recommendations included in the outline were the following: (1) the industrial countries of the Organization for Economic Cooperation and Development must coordinate their policies for faster growth; (2) the momentum toward freer trade must be sustained with reductions in tariffs and other barriers by countries at all levels of development; (3) the system of official development assistance should be revamped to concentrate available resources on the countries that need them most; (4) the outstanding debts of the poorest developing countries should be reduced or eliminated; and (5) basic education for all individuals and retraining for adults are essential preconditions for increasing/upgrading employment everywhere. (Appended are lists of 8 background papers and the 26 participants in the technical meeting.) (MN)
- Published
- 1995
17. Discordant Implementation of Multilateral Higher Education Policies: Evidence from the Case of the Bologna Process. Research & Occasional Paper Series: CSHE.18.13
- Author
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University of California, Berkeley. Center for Studies in Higher Education, Murasawa, Masataka, Oba, Jun, and Watanabe, Satoshi P.
- Abstract
In pursuit of enhanced employability of university graduates, along with their increased mobility in a rapidly globalizing economy, colleges and universities in the world today participate in regional alliances and partnerships in which shared targets with mutually recognized degrees and curricula are sought across boundaries through transnational higher education policies. The Bologna Process is certainly exemplified as one of the most important multilateral efforts in the recent history of higher education, in establishing such a system of quality assurance within the European Higher Education Area. Although the member states of the Bologna Process endeavor to meet the common benchmarks on the preset assessment criteria, the speed of policy implementation is found to widely vary across the participating countries. This paper attempts to identify the sources of discrepancies in achieving the common policy targets among the member states and explore in particular the extent to which varying stages of socio-economic as well as political development, along with indigenous ethnic and linguistic complexities, affect the robust progress of implementing multilateral higher education policies. Our findings generally suggest significant impacts of these indigenous factors.
- Published
- 2013
18. The European House of Education: Education and Economy--A New Partnership. Background Paper.
- Author
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European Training Foundation, Turin (Italy).
- Abstract
Five areas essential to developing partnerships between the education systems and economies of the countries of Central and Eastern Europe were analyzed: (1) state and social partner roles in supporting links between education/training and the economy; (2) contribution of the world of work to education and training; (3) education/training to underpin economic growth processes; (4) supporting people at the interface between education/training and work; and (5) role of teacher training in linking education/training and the economy. Selected conclusions of the analysis were as follows: (1) correlation of human resource development strategies and employment strategies is essential to enlargement of the European Union; (2) the state should provide the policy and legislative framework to support links between education and the economy; (3) the economy should increasingly contribute to training so that training can become more responsive to labor market needs; (4) promotion of entrepreneurial skills, qualification of the work force by targeting continuing training, and promotion of regional development by tertiary educational institutions are important in promoting growth through education and training; (5) support of the transition from education/training to work must be improved; and (6) teachers' and trainers' capabilities to make learning relevant to labor market needs should be strengthened. (MN)
- Published
- 1999
19. Profiling the Flagship University Model: An Exploratory Proposal for Changing the Paradigm from Ranking to Relevancy. Research & Occasional Paper Series: CSHE.5.14
- Author
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University of California, Berkeley. Center for Studies in Higher Education and Douglass, John Aubrey
- Abstract
It's a familiar if not fully explained paradigm. A "World Class University" (WCU) is supposed to have highly ranked research output, a culture of excellence, great facilities, and a brand name that transcends national borders. But perhaps most importantly, the particular institution needs to sit in the upper echelons of one or more world rankings generated each year by non-profit and for-profit entities. That is the ultimate proof for many government ministers and for much of the global higher education community. Or is it? It is not that current rankings are not useful and informative. The problem is that they represent a very narrow band of what it means to be a leading, or what might be best called a "Flagship" university within a region, within a nation. Further, WCU advocates do not provide much guidance, or knowledge, on what organizational behaviors and methods can lead to greater productivity in research, teaching, "and" public service that can best help universities meet the needs of the societies they must serve. In this essay I attempt to advocate the notion of the "Flagship University" as a more relevant ideal--a model for public institutions, and perhaps some private institutions, one that could replace, or perhaps supplement and alter the perceptions, behaviors, and goals of ministries and universities in their drive for status and influence on society. It is a model that does not ignore international standards of excellence focused largely on research productivity, but is grounded in national and regional service, and with a specific set of characteristics and responsibilities that, admittedly, do not lend themselves to ranking regimes. Indeed, one goal here is to articulate a path, using the language of the "Flagship University," that de-emphasizes rankings and that helps broaden the focus beyond research to relevancy and responsibility. "Flagship Universities" are research-intensive institutions, or in the process of becoming so, but have wider recognized goals. The great challenge for the network of universities that are truly leaders in their own national higher education systems is to shape their missions and, ultimately, to meaningfully expand their role in the societies that gave them life and purpose. The "Flagship University" profile explored here includes an outline of mission, culture, and operational features, and is intended as a possible construct for this cause. An appendix presents the Assigned Characteristics of a WCU.
- Published
- 2014
20. Gender, Education and Development: A Partially Annotated and Selective Bibliography. Education Research Paper.
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Department for International Develpment, London (England)., Brock, Colin, Cammish, Nadine, Aedo-Richmond, Ruth, Narayanan, Aparna, and Njoroge, Rose
- Abstract
This partially annotated and selected bibliography lists several hundred publications on the topics of gender and gender and education at the global level and in countries located in the following areas: Sub-Saharan Africa, North Africa and the Middle East, Asia, South Asia, Southeast Asia, Central and East Asia, Latin America, and Tropical Island zones. Annotations including fairly detailed summaries are included for 60 publications. The vast majority of the books and papers cited are written in English. A few French and Spanish publications that are considered key sources on gender and education and development have also been included. A sampling of the topics covered in the various publications is as follows: access to education; adult education; agriculture; AIDS; attainment; basic education; capitalism; careers; caste; child bearing; civic education; class; coeducation; constraints; curriculum; distance learning; divorce; dropouts; employment; enrollment; family; famine; fertility; formal education; health; higher education; households; illiteracy; income; industry; jobs; labor market; labor supply law; literacy; adult literacy; marriage; nonformal education; patriarchy; politics; poverty; religion; reproduction; rural education; schools; women's status; stereotyping; teachers; trade unions; training schemes; urban education; vocational education; women and work; women's associations; and women's rights. Author, country, and theme indexes are included. (MN)
- Published
- 1997
21. Promise Scholarship Programs and Local Prosperity. Policy Paper No. 2018-019
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W.E. Upjohn Institute for Employment Research, Miller-Adams, Michelle, and Smith, Edward
- Abstract
We argue that place-based college scholarships, if designed intentionally and leveraged effectively, can foster local economic development. Since the introduction of the Kalamazoo Promise in 2005, a growing number of communities have applied the place-based approach to investments in human capital through the creation of college scholarship programs. Reviewing the existing literature on educational and economic outcomes associated with Promise programs reveals that they can expand students' postsecondary aspirations, improve a school district's college-going culture, and increase college enrollment and degree attainment while promoting immigration of residents and positive growth in housing prices. Therefore, these programs can serve a broader communal interest, benefiting both individuals (e.g., through higher earnings) and their localities. We conclude this report by outlining observations for city leaders and local policymakers that can be distilled into lessons concerning the civic engagement and economic vitality of a community, the attainment of equity in student outcomes, and the scale and sustainability of a program's design. We hope the evidence presented in this report will aid in the design, adoption, and scaling of programs that harness community assets and respond to community needs. [For the accompanying policy brief, see ED598184.]
- Published
- 2018
22. Adult Literacy: The Next Generation. An NCAL White Paper.
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National Center on Adult Literacy, Philadelphia, PA.
- Abstract
During the past 5 years, groundbreaking studies of adult literacy and literacy education have been conducted that can help policymakers and practitioners shape the next generation of adult literacy work in the United States. Among the topics examined in those studies were the following: relationship between literacy and economic well-being; literacy instruction and measurement; workplace literacy and competitiveness; English as a second language; family literacy; professionalization and standards; and electronic technologies in education. It was discovered that, despite increased awareness of adult literacy as a social issue and increased enrollment in literacy programs, efforts to improve adult literacy have not yet brought the dramatic gains for which policymakers, the literacy community, or the public have hoped. Useful ways to improve the effectiveness and efficiency of adult literacy programs were identified, and specific recommendations concerning adult literacy practice, research, and policy were formulated. It was concluded that making major gains toward the goal of a fully literate United States will require the following: more funding of literacy efforts; better targeting of available resources toward improving customer service; tailoring programs to address diverse needs; and developing user-friendly educational technologies. (Contains 74 endnotes and 88 references.) (MN)
- Published
- 1995
23. A Competent Recovery? Economic Downturn and Australia's Vocational Education and Training System. Occasional Paper
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National Centre for Vocational Education Research and Sweet, Richard
- Abstract
Economic downturns have a particularly strong impact upon new entrants to the labour market. These can include recently arrived migrants and refugees, women returning to the labour force after a period of child rearing, and youth. This paper reflects on the impact of the recent financial crisis on particular groups in Australian society and comments on whether the VET sector is well placed to meet the challenges of the recovery. An overview accompanies this paper. (Contains 7 tables, 1 figure, and 10 footnotes.)
- Published
- 2009
24. Social Enterprises and Social Sector Workforces: Workforce Initiatives Discussion Paper #3
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Academy for Educational Development
- Abstract
Increasing evidence shows that investing in social sector supply, service, and value chains has exponentially stronger development impact than investments in other sectors. There are often severely lacking social services such as child care, elder care, health care delivery, prescription drug distribution, home schooling, and private sector training. These areas serve people (even the poorest people) who are willing to pay for or make contributions towards the overall costs. Weak social systems are, as Elinor Ostrom describes them, "collective action problems" where a common pool of resources is needed with "polycentric small units nested in larger systems," i.e., within markets for social good there are needs for state-sponsored social systems, supporting services delivery enterprises, entrepreneurs who identify gaps and fill them through charity or investment, and workforce agencies and businesses that provide people with the skills needed to expand access, affordability, and employment in social sectors. (Contains 8 endnotes.) [For "Taking Workforce Initiatives to Scale: Workforce Initiatives Discussion Paper #2," see ED520198.]
- Published
- 2011
25. Science and the Entrepreneurial University. Research & Occasional Paper Series: CSHE.9.10
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University of California, Berkeley, Center for Studies in Higher Education, Atkinson, Richard C., and Pelfrey, Patricia A.
- Abstract
The current and still-evolving role of the American research university has been shaped by four key developments in the past sixty-five years: the historic decision to establish a comprehensive postwar federal science policy, described in Vannevar Bush's 1945 report, "Science, The Endless Frontier;" the Bayh-Dole Act of 1980; economic analyses from the 1950s onward that have validated the central role of knowledge in economic growth and influenced government and university policy on industry-university research; and various experiments with such research that have led to an increasing integration of research universities and industrial partners in the pursuit of innovation. Can American research universities continue to meet intensifying demands for innovation that advances regional, state, and national economic growth? This paper answers the question with a conditional yes. It describes the trend toward closer relations between universities and industry and how this trend is encouraging new ways of conducting scientific research and new forms of organization within the research university. It concludes with several recommendations for preserving the competitive advantage research universities contribute to American economic leadership: correcting our underinvestment in research in certain disciplines, such as the physical and social sciences; ensuring that federal support for research is sufficient to train graduate students in the numbers needed for national economic competitiveness and to encourage young faculty to pursue research projects with potential for innovative breakthroughs; and to make it easier for foreign-born students to remain in this country once they have earned advanced degrees in American universities. (Contains 18 endnotes.) [This report was prepared as the basis for Richard C. Atkinson's remarks at the Conference of Presidents of Academies and Scholarly Societies in honor of the fiftieth anniversary of the establishment of the Israel Academy of Sciences and Humanities, March 14-17, 2010, Jerusalem, Israel.]
- Published
- 2010
26. The Class of 2010: Economic Prospects for Young Adults in the Recession. EPI Briefing Paper #265
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Economic Policy Institute, Bivens, Josh, Edwards, Kathryn Anne, and Hertel-Fernandez, Alexander
- Abstract
It will take years for the labor market to recover from the damage induced by the recent recession. While monthly job losses almost surely peaked in 2009, the unemployment rate will likely peak in 2010 (CBO 2010a). In April, the unemployment rate reached 9.9% and the overall economic cause is simple: firms are not hiring quickly enough, as indicated by the 5.6 job seekers per current job opening. The 290,000 jobs gained in April, the largest monthly job gain in three years, represent a baby step in climbing out of the jobs hole of 10.7 million that remains in the recession's wake. For the class of 2010, it will be one of the worst years to graduate high school or college since at least 1983 and possibly the worst since the end of World War II. This paper documents several aspects of the grim labor market situation facing young graduates. It also discusses ways that government policy both helps and ways that it fails to help young workers damaged by the recession. The class of 2010 is graduating at a particularly bad time, and their poor job prospects are manifestly not their fault. They need a response from policy makers that appreciates these facts. (Contains 9 figures, 1 table, and 6 endnotes.)
- Published
- 2010
27. White Paper Analysis of Human Resource Policy Considerations of Revitalization of Rural America. HRD & ALL Research Series.
- Author
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Colorado State Univ., Ft. Collins. Office for Applied Research., Geroy, Gary D., and Williams, Richard A.
- Abstract
The overall economic well-being of U.S. rural communities is on the decline. Rural America is now dependent on a highly diversified economy, and its problems will not be resolved through improved farm income alone. Various weaknesses in rural development policies must be addressed. The narrow policy focus on attracting manufacturing industries to rural areas has hindered needed economic restructuring and helped only a few communities. In many rural areas, aging infrastructures have been neglected, and modern telecommunications systems are not available. Years of selective outmigration have left rural areas short of human capital, and financial capital sources are inadequate in rural areas. Four existing policy options are described, and an approach that brings all four together into one comprehensive policy is advocated. A collaborative funding effort implemented by regional councils composed of a collaboration of stakeholders is recommended in place of the previous approach of pouring money into just one agency. The Colorado Rural Revitalization Program (CRRP) is described and presented as an effective model for rural economic development. A six-step blueprint for policy formation, implementation, and evaluation is based on identifying public preferences and implementing a stakeholder model with an evaluation-feedback cycle. Contains 17 references. (TD)
- Published
- 1990
28. European Responses to Global Competitiveness in Higher Education. Research & Occasional Paper Series: CSHE.7.09
- Author
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University of California, Berkeley, Center for Studies in Higher Education and van der Wende, Marijk
- Abstract
The growing global competition in which knowledge is a prime factor for economic growth is increasingly shaping policies and setting the agenda for the future of European higher education. With its aim to become the world's leading knowledge economy, the European Union is concerned about its performance in the knowledge sector, in particular in the nexus of research, higher education institutions, and innovation. A major concern is to solve the "European paradox": whereby Europe has the necessary knowledge and research, but fails to transfer this into innovation and enhanced productivity and economic growth. Further complicating the matter, policy responses are formulated and implemented at different levels within the EU: at the European-wide level, the national, regional, and institutional levels. Moreover, the formulation of policies are often underpinned by different perceptions of the meaning of globalization, the nature of global competition for the higher education sector, and by differences in the current ability of institutions to effectively promote innovation in the private sector. This paper offers an overview of relevant European higher education policies and responses to global competition, and considers how global competitiveness can best be stimulated and achieved; what role competition and cooperation-based strategies at the national and European level play in this respect, and what is the best mix. (Contains 3 tables.)
- Published
- 2009
29. America in the Global Economy: A Background Paper for the New Commission on the Skills of the American Workforce
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National Center on Education and the Economy, Uhalde, Ray, and Strohl, Jeff
- Abstract
In this paper the authors identified the size of America's home market as a crucial component of its historical comparative advantage. The authors showed that over the last four decades nearly 60 percent of per capita U.S. growth has been dependent upon growth in the domestic consumption. Thus, a comprehensive demand side strategy also must target the domestic consumers U.S. businesses know best. On the supply side, they asked themselves what education and skills matter for individual and national economic success in the global economy? The authors' research demonstrated that education matters for growth and college matters the most. Boosting college completion rates by just 10 percent would inject $125 billion into the economy over the long run. Education credentials often serve as a signaling devise that employers use to gauge what potential hires might know and be able to do on the job. Employers are really interested in the knowledge, skills and abilities people bring to the workplace, not just their education credentials. The authors examined a new data set to test this hypothesis and found preliminary evidence to support it. The authors showed that the greater the level of skill required of occupations, the higher the education levels of job incumbents. Secondly, they found that the greater the level of skill required of occupations, the greater the average earnings for workers in those occupations, after holding constant the level of education. Consequently, not only is there a clear payoff to education, there also is an independent payoff to higher skills. And that appears true not only for competencies like innovation, critical thinking, and complex problem solving, but also for basic skills and social skills that are important in interacting with colleagues and customers. They also found that these competencies were useful in estimating which jobs are most vulnerable to being offshored overseas. In conclusion, they recognize that globalization is neither automatically beneficial nor universally destructive. Neither their analysis nor history offer assurances, though their work does suggest some ways forward. Therefore, they should identify strategies that will enable America to seize opportunities presented by globalization while minimizing its negative effects on communities, workers, and their families. Average Earnings by Education of Workers and the Competency Level Occupations Require are appended. (Contains 14 figures, 8 tables and 57 endnotes.) [This paper was written with Zamira Simkins.]
- Published
- 2006
30. Measuring Gender (In)Equality: Introducing the Gender, Institutions and Development Data Base (GID). OECD Development Centre Working Paper No. 247
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Organisation for Economic Cooperation and Development, Development Centre, Jutting, Johannes P., Morrisson, Christian, and Dayton-Johnson, Jeff
- Abstract
Efforts to establish, test and analyse hypotheses regarding cross-country variations in women's economic status are hampered by the lack of a readily accessible and easily used information resource on the various dimensions of gender inequality. Addressing this gap, this paper introduces the Gender, Institutions and Development data base (GID) www.oecd.org/dev/institutions/GIDdatabase of the OECD Development Centre. The GID constitutes an important improvement upon existing sources, notably because it incorporates institutional variables related to norms, laws, codes of conduct, customs, and family traditions that heretofore have been neglected in quantitative comparative studies. To illustrate the utility of the GID, the paper models the determinants of women's participation in the labour force -- an indicator of gender equality as well as an important ingredient for long-run economic growth -- and demonstrates that the economic role of women hinges critically on variations in discriminatory social institutions. (A bibliography is included. Contains 4 footnotes, 6 figures and 6 tables.)
- Published
- 2006
- Full Text
- View/download PDF
31. Federal, State, and Local Governments: University Patrons, Partners, or Protagonists? Research & Occasional Paper Series: CSHE.3.06
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California Univ., Berkeley. Center for Studies in Higher Education. and Vest, Charles M.
- Abstract
Charles Vest gave the first of three Clark Kerr Lectures on the Role of Higher Education in Society on April 19, 2005 on the Berkeley campus. This essay argues that research-intensive public and private universities increasingly have far more similarities than differences in missions, structures, and even financial support. For both, the federal government, despite numerous tensions, remains our indispensable partner. At the same time, the role of state governments toward their public universities has evolved from that of patron to that of partner-sometimes a minor partner financially. Yet at every level-federal, state, and local- governments and universities each consider themselves to be the protagonist having the central role, moral authority, and last word in setting the objective and the course. Despite its complexities and tensions, out of this stew (with philanthropists and the private sector thrown in for good measure), we have forged the greatest system of higher education in the world and we must work hard and effectively to sustain and continuously improve it. We must strive for innovation and excellence, but also nurture broad access to this system and stay true to our fundamental mission of creating opportunity. (Contains 7 notes.)
- Published
- 2006
32. Tra le nostre carte. Acquisti e donazioni per l’Archivio del Centro Studi Piemontesi.
- Author
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Ludovici, Andrea Maria and Orla, Livia
- Subjects
ARCHIVES ,DIPLOMATS ,INDUSTRIALIZATION ,ECONOMIC development - Abstract
In the course of 2020-2023, the Centro Studi Piemontesi renewed its commitment to the preservation and promotion of the memory of the history and culture of Piedmont and the ancient Savoy States, both through the targeted purchase of a number of documentary sources available on the antiquarian market, and through the donation of various private documentary collections, accepted with the commitment of taking care of their reorganization, inventorying and utilization. Among the purchases are two letters written by Count Gian Francesco Galeani Napione di Cocconato (1748- 1830) in 1807 and the Catalogo de’ Cavalieri dell’Ordine della Santissima Annunziata drawn up by Giovanni Toja in 1779. The donations include: the valuable series of diplomatic honours given by the heirs of Manlio Brosio (1897-1980), linked to his activities as a minister in the Bonomi, Parri and De Gasperi governments, as an Italian diplomat and as Secretary General of NATO from 1 August 1964 to 1 October 1971; the documentary fonds on journalist and academic Francesco Pastonchi (1874-1953), donated by Count Piero Gondolo della Riva; the war and captivity diary written by Alessandro Forchino during his time as a fighter in World War I, donated by his daughter Gabriella and published by Centro Studi Piemontesi; and the documentary fund on the Vitelli and Losa families, of particular interest for the industrial history of Piedmont. [ABSTRACT FROM AUTHOR]
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- 2023
- Full Text
- View/download PDF
33. A Companion to the Film, 'Putting Mathematics Education in Its Place'. Working Paper No. 41
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Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM) and Corbett, Michael
- Abstract
A challenge for contemporary rural educators (especially teachers) is how to imagine rural education in a way that is not entirely focused on defining the rural as a problems space or as something simultaneously left behind by history and outmigration. Problems of community economic development come into the picture when we attempt to imagine rural schools that support and contribute to their communities rather than mostly serving as way-stations for outward bound youth. These are the kinds of questions raised by the ACCLAIM project, organized by the University of Tennessee Knoxville, Ohio University, West Virginia University, the University of Louisville, and the University of Kentucky. ACCLAIM is doing ground-breaking work in the United States simply by asking a number of key questions about the relationship between math education and rurality that concern what difference place might make in math education. Because this is a relatively new area and one which has not been researched in the Canadian context the author decided to take up an invitation from Craig Howley of ACCLAIM by raising a series of questions with math educators in rural Nova Scotia addressing five key questions (the final three of which are central to the ACCLAIM mission): (1) What difference does place make in mathematics and what difference does it make in mathematics education?; (2) Mathematics has been presented as a decontextualized, metalanguage that sits outside politics, culture and place. It is also constructed as a representation of pure intelligence because it is not linguistically anchored. Finally, because it is lifted out of context, math is often used as a sorting and selection mechanism both in school and for occupational and academic placements outside school. What has been the impact on this way of seeing and using mathematics on contextualized teaching; (3) What kinds of mathematical knowledge sustains place?; (4) What sorts of mathematical knowledge accommodates place well?; and (5) What kinds of mathematical preparation suits a rural world of greater scarcity? In the film "Putting Mathematics in its place: In conversation with David Reid and Christine Knipping," developed for ACCLAIM, they take up the questions above. The author takes up a baker's dozen of issues that seem to him to arise from the conversation. (Contains 1 footnote.)
- Published
- 2011
34. School Competition and Students' Entrepreneurial Intentions: International Evidence Using Historical Catholic Roots of Private Schooling. Working Papers Series. PEPG 10-01
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Harvard University, Program on Education Policy and Governance, Falck, Oliver, and Woessmann, Ludger
- Abstract
School choice research mostly focuses on academic outcomes. Policymakers increasingly view entrepreneurial traits as a non-cognitive outcome important for economic growth. We use international PISA-2006 (Programme for International Student Assessment -2006) student-level data to estimate the effect of private-school competition on students' entrepreneurial intentions. We exploit Catholic-Church resistance to state schooling in 19th century as a natural experiment to obtain exogenous variation in current private-school shares. Our instrumental-variable results suggest that a 10 percentage-point higher private-school share raises students' entrepreneurial intentions by 0.3-0.5 percentage points (11-18 percent of the international mean) even after controlling for current Catholic shares, students' academic skills, and parents' entrepreneurial occupation. (Contains 6 tables and 8 footnotes.) [Partial funding for this research was provided by the Fritz Thyssen Foundation.]
- Published
- 2010
35. The United Arab Emirates: Policy Choices Shaping the Future of Public Higher Education. Research & Occasional Paper Series: CSHE.13.07
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University of California, Berkeley, Center for Studies in Higher Education and Fox, Warren H.
- Abstract
The United Arab Emirates (UAE) is in the midst of tremendous economic development. With a rapidly changing economy, it is increasingly important for this expatriate dependent country to start training a native, modern workforce with the skills required to enter the workplace. The UAE must continue improving and developing their higher education system if it wants to create graduates with the training and education required to compete with students and workers from over-seas. This paper will describe the UAE's higher education system, as well as current and potential obstacles for UAE universities to overcome, focusing on issues such as funding concerns and student access. (Contains 1 table and 2 figures.)
- Published
- 2007
36. Higher Education in China: Consulting for the Asian Development Bank on Higher Education Reform. ASHE Annual Meeting Paper.
- Author
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Mauch, James
- Abstract
This paper examines the relationship of the Chinese National Academy of Educational Administration, the Asian Development Bank, and a consulting U.S. university in a project to provide technical assistance for senior Chinese university administrators in management training and modernization of facilities. Although the higher education component in China is relatively small, the central government expects it to play a key role in social and economic development. The government also wants to decentralize university administration and reduce its share of the financial burden, but at the same time not lose complete control. Sections of the paper discuss the development of Chinese higher education, sources of funding for higher education, private higher education, the need to decentralize the administrative structure, and issues of efficiency, effectiveness, and expansion. Issues addressed include free education in China losing out to market forces; a growing disparity between rich and poor; increasing demand for higher education as a result of the growth of secondary education; and the need for legal codes on which to base policies and protect the rights of institutions, their administrators, faculty, and students. (Contains 25 references.) (RH)
- Published
- 1999
37. Cluster-Based Workforce Development: A Community College Approach. White Paper.
- Author
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Regional Technology Strategies, Inc., Carrboro, NC.
- Abstract
This paper is a response to the collective interests expressed by a network of the leadership of ten U.S. community college systems to better understand how community colleges can support emerging state cluster-based economic development strategies. The intent is to proved concrete applications of a cluster-based model that inform both workforce and economic development policy and decision makers, bringing together two agendas that states usually pursue separately. The paper presents an initial model of a cluster-based workforce delivery system based on: (1) college practices observed and studied in the U.S. and around the world; (2) direct experience with cluster building strategies; (3) emerging theories and innovations; and (4) the experience and wisdom of members of the network. According to the authors, industry clusters have become the new mantra for economic development policy. Regional technical institutions are best able to focus on and respond to regional economies. Therefore, the paper argues, these institutions would do well to practice institutional and system-wide cooperation in order to develop specific expertise that will help them to become a particular business cluster's center of excellence. The paper presents an assortment of special features that some colleges have added to address the needs of clusters. The choices colleges make should reflect industry and student needs; local availability of and access to programs, services, and budgets; and long-term development plans of the state and region. (Contains 13 references.) (NB)
- Published
- 2003
38. Toward Rural Prosperity: A State Policy Framework in Support of Rural Community Colleges. Policy Paper.
- Author
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MDC, Inc., Chapel Hill, NC., Chesson, J. Parker, and Rubin, Sarah
- Abstract
In six policy areas, states can better equip rural community colleges to serve their communities. In the area of economic and community development, states can use rural community colleges to promote community development efforts and service learning and to provide small business assistance and entrepreneurship education. States can improve access to education by keeping community college costs affordable; empowering colleges to serve a diverse student population; ensuring colleges have adequate staff to provide counseling and support services; helping rural students overcome the barrier of distance; supporting partnerships between community colleges and K-12 schools to prepare low-income youth for college; and funding developmental education, literacy, and basic skills instruction. Concerning workforce preparation, states can designate community colleges as presumptive deliverers of workforce education and training, mandate collaboration among workforce agencies, fund noncredit workforce instruction, and develop policies that enable welfare recipients and the working poor to attend community colleges. In the area of technology, states can ensure that rural areas have an affordable telecommunications infrastructure and provide funding to small, rural colleges to maintain their technological capacity. In funding matters, states can provide base funding to small colleges and those in low-wealth districts, help resource-poor colleges initiate new programs, and facilitate intercollegiate partnerships for greater economies of scale. Concerning governance, states can give state and local boards appropriate powers for shared governance; ensure that board membership reflects community diversity; encourage collaboration among colleges, universities, and K-12 schools; and place community and technical colleges in their own state system. Congressional delegations from states with tribal colleges should make adequate federal funding for tribal colleges a high priority, and states should reimburse tribal colleges for the education of non-Indian state residents. Sidebars describe successful initiatives undertaken by rural community colleges. (Contains 28 endnotes.) (TD)
- Published
- 2003
39. Before Every Child Is Left Behind: How Epistemic Games Can Solve the Coming Crisis in Education. WCER Working Paper No. 2005-7
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Wisconsin Center for Education Research, Madison., Shaffer, David Williamson, and Gee, James Paul
- Abstract
In his recent bestseller The World Is Flat, Thomas Friedman argues that countries like the United States can no longer compete in the global economy on the basis of making and selling commodities. Their competitive edge increasingly comes from how well they produce products, services, and technologies that are new . . . special . . . non-standard--and thus not easily produced across the globe by competitors. In this paper, we look at the educational implications of this crisis--implications that are both profound and alarming. We argue that young people in the United States today are being prepared for "commodity jobs" in a world that will, very soon, only reward people who can do innovative work and punish those who can't. The problem is being exacerbated by a new equity gap, in which some students have access at home to the technologies they need to prepare for life in a digital world, but many do not--a problem made worse by current educational policies that focus on giving students standardized skills for standardized tests rather than preparation for creative thinking and innovative work. We argue that the time to tinker with schools, as we have done for decades, is over, and that the change we need is neither liberal nor conservative. We make the case here that the same technologies that are creating this crisis provide a potential solution, and we propose the concept of epistemic games as one way to solve this looming crisis of learning. (Contains 1 figure.)
- Published
- 2005
40. Lifelong Learning for Social Development: A Review of Global Perspectives. Papers Presented at the International Conference on Lifelong Learning for Social Development (Kerala, India, August 13-15, 2002).
- Abstract
This document contains 67 papers from an international conference on lifelong learning for social development. The following papers are among those included: "Lifelong Learning for Social Development" (John Dewar Wilson); "Building Networks of Lifelong Learning for Social Development outside the Center" (Shen-Tzay Huang, Chi chuan Li, An-Chi Li); "Self Help Groups for Empowerment of Women" (C.B. Damle); "Institutional Intervention and Empowerment of Women Footwear Workers" (Giriyappa Kollannavar, B. Krishnama Naidu); "Women Development and Micro Enterprises in Kerala" (Abraham Vijayan); "Gender Equity and Lifelong Learning--Training of Women's Groups in Gender and Human Rights in Sri Lanka" (Tressie Leitan, Swinitha Gunasekera); "Life Skills and the Mentally Ill" (Helena Judith P.); "Healthy Aging" (Usha S. Nair); "Rural Development Programmes in India with Reference to Five Year Plans" (K. Parthasarathy); "Impact of Culture on Learning and Development Process of Adult Workers in Stone Quarries" (G. Sundharavadivel, T. Thiripurasundari); "Selection of Beneficiaries through Participatory Process" (Fr. Premkumar); "The Role of Educated in Eradicating Illiteracy among Rural Masses" (V. Seeni Natarajan); "Experience of an Instructor in the Successful Conduct of a Nonformal Education Centre" (V.B. Padmanabhan); "Toward Justice, Peace and a Sustainable Future" (Peter G. Malvicini); "Adolescence Reproductive Health Education" (N. Nagarajan); "Learning Together--Involving Parents in Children's Learning" (Thomas Uzhuvath); "Role of Adult Education in Promoting Environmental Awareness" (Bhasakar A Yerroju); "From Where Do Forces and Values of Transformation Emerge in Adult Education?" (P.K. Michael Tharakan); "A Paradigm Shift in Continuing Education" (B. Vijayakumar); "Learning Process and Styles for Human Development (Best Practices in Learning)" (Grace Annie Mathews); "Action Research in Educational Settings" (Sonny Jose, Prakash Pillai R.); "Eradication of Poverty through People's Participatory Approach" (D. Venkateswarlu); "Learning through Community Colleges" (G. Arun Senthil Ram); "Refugee Resettlement Lifelong Learning/Nashville Davidson County USA" (Jyotsna Paruchuri); "Naming and Character Modeling in Indigenous Swazi Culture" (S.M. Nxumalo); "Learning to Unlearn" (P. Devanesan); "Science and Technology Education as a Catalyst for Sustainable Development" (Sheeba M.N.); and "Liter@cy and Information Technology at the Dawn of a New Millennium" (Thierry Karsenti, Mohamed Hrimech). Some papers include substantial bibliographies. (MN)
- Published
- 2002
41. The Voice of THIMUN Youth: Action Papers of the Annual Session (2nd, The Hague, Netherlands, January 27-February 1, 2002).
- Author
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The Hague International Model United Nations (Netherlands). Youth Assembly., Williams, David L., Munstermann, Ulrich, and Gamble, Helen E. W.
- Abstract
These Action Papers of seven committees of The Hague International Model United Nations (THIMUN) Youth Assembly represent the efforts of young people, who have been given the opportunity to voice their personal opinions on issues permanently on the international agenda. The Committee on Education and Employment analyzes improving quality of education; economic challenges; value of education; problems of women in society; innovative thinking and talent realization; experience and mechanisms for approaching the labor market; and social problems. The Committee on Sustainable Development and Agenda 21 focuses on informal and formal education through media, product labelling, and nongovernmental organizations and on pros and cons of economic incentives for promotion of sustainable development through youth involvement in the economy. It sets out practical steps for youth empowerment in issues of sustainable development. The Committee on Health and Social Development of Youth looks at education for prevention of HIV; helping African youth infected with HIV/AIDS through education; social exclusion of disabled young people; and education for social development of youth. The Committee on Globalization explores youth opinion on the task of reconciling rapid economic expansion with the specific interests of less economically developed countries. The Committee on Peace and Security in the Middle East attempts to find peaceful and feasible means to create peace and security in the region by primarily focusing on building trust between the two parties with the final objective of co-existence and establishment of an independent and recognized Palestinian State. The Committee on Disarmament and Defense proposes the implementation of a solution based on partial disarmament of nuclear, chemical, biological, and conventional weapons through confidence-building measures and multilateral weapons reductions. The Committee on Cultural Diversity and Tolerance focuses on these issues: exclusion, religion, minorities, indigenous peoples, gender, HIV/AIDS, media, and, most importantly, education. (YLB)
- Published
- 2002
42. Income and Education of the States of the United States: 1840-2000. Working Paper 2004-31
- Author
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Federal Reserve Bank of Atlanta, Baier, Scott, Mulholland, Sean, Turner, Chad, and Tamura, Robert
- Abstract
This article introduces original annual average years of schooling measures for each state from 1840 to 2000. The paper also combines original data on real state per-worker output with existing data to provide a more comprehensive series of real state output per worker from 1840 to 2000. These data show that the New England, Middle Atlantic, Pacific, East North Central, and West North Central regions have been educational leaders during the entire time period. In contrast, the South Atlantic, East South Central, and West South Central regions have been educational laggards. The Mountain region behaves differently than either of the aforementioned groups. Using their estimates of average years of schooling and average years of experience in the labor force, the authors estimate aggregate Mincerian earnings regressions. Their estimates indicate that a year of schooling increased output by between 8 percent and 12 percent, with a point estimate close to 10 percent. These estimates are in line with the body of evidence from the labor literature. (Supplemental information is provided in 4 appendices. Contains 36 footnotes, 15 tables and unnumbered figures.)
- Published
- 2004
43. K-12 Education in the U.S. Economy: Its Impact on Economic Development, Earnings, and Housing Values. NEA Research Working Paper
- Author
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National Education Association, Washington, DC. Research Div., Hungerford, Thomas L., and Wassmer, Robert W.
- Abstract
This report introduces, analyzes, and summarizes for policymakers an extensive and diverse economics literature on the effects of public K-12 education spending on local, regional, and state economies. The effects of education spending appear in indicators ranging from economic development to employment rates, small business starts, personal income, and housing values. The report offers real-world evidence that providing a quality K-12 public education for all is one of the best investments that governments can make. Therefore, policymakers should engage in serious thought and analysis before taking cost-saving steps that reduce the quality of public education to solve a local, state, or even federal budget shortfall. The paper looks at the effects of education spending and educational quality--as distinct from education spending--on economic indicators such as an individual's lifetime earnings, residential property values, manufacturing activity in a state, and small business start-ups in a state. (Contains 15 tables.)
- Published
- 2004
44. Delusions of Grandeur: The Search for a Vibrant Rural America. Staff Paper.
- Author
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Kentucky Univ., Lexington. TVA Rural Studies Program. and Freshwater, David
- Abstract
Rural development is rarely defined and there is no clear definition of what the development process intends to accomplish. The nature of the larger economy in which rural places must operate has changed in ways that reduce the relative advantage of most rural areas and have left them struggling to define new economic functions. The political process--the last great hope of rescue for too many rural people and places--is reorganizing in ways that will disappoint most rural communities. Economic development options for rural places are few. Those with high amenity value may become retirement or recreation destinations; places with good road and rail connections may capture a role as distribution centers; and the growing solid waste industry relies upon rural areas to accept waste. Many success stories in rural America are, upon closer examination, not really examples of rural development but of urban expansion. If rural America is to be competitive with other developed regions, it will have to improve the skill levels of the local labor force, and rural places will have to integrate themselves into markets. As the key factor in the future competitive position of states, education has become too important to be left to local control, and the independence of rural school boards is declining. Development entails specialization and scale effects, and rural places need to find ways to accomplish them without being captured by an urban center. To achieve scale effects and maintain local control, rural places will have to cooperate within some functional economic and political structure. (Contains 13 references.) (TD)
- Published
- 2001
45. Learning To Walk between Worlds--Informal Learning in Psychiatric Survivor-Run Businesses: A Retrospective Re-Reading of Research Process and Results from 1993-1999. NALL Working Paper.
- Author
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Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Church, Kathryn
- Abstract
This working paper is intended to enrich an initial description of alternative businesses and A-Way Express Couriers, in particular. (A-Way, a 12-year-old community organization, is a psychiatric survivor-run alternative business.) The paper begins with a brief commentary on the psychiatric survivor movement and research on it. The paper traces the emergence and entrenchment of learning as a key feature of psychiatric survivor-run or alternative businesses. The methodology used is to re-read previous research projects and results through the lens of informal learning. Early research on psychiatric survivor-run businesses is reviewed in view of a definition of social learning with these three dimensions: solidarity learning, reshaping the definition of self, and organizational learning. A more detailed examination of informal learning processes at A-Way builds on a previously generated profile and is organized according to the three dimensions of social learning. Comments are based on face-to-face interviews with five employees from each of these three groupings within A-Way: couriers on commission, part-time office staff on salaries, and full-time management on salaries. The final section constructs a narrative account of one woman's learning at A-Way--how over nine years she moved from courier to executive director of the business on a journey that evokes the richness and complexity of informal learning in this context. (YLB)
- Published
- 2001
46. Global Interdependence and the Need for Social Stewardship. Paper No. 1.
- Author
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Rockefeller Bros. Fund, New York, NY., Mazur, Laurie Ann, and Sechler, Susan E.
- Abstract
On October 7-8, 1996, the Rockefeller Brothers Fund joined with the World Bank to host a gathering of foundation executives, leaders of major humanitarian and environmental nongovernmental organizations, and officers of large multilateral institutions. The meeting was entitled "Building a Constituency for Global Interdependence," and its agenda reflected a sense of shared concern about the apparent waning of public and political support for the policies, programs, and agencies of cooperative international engagement. This paper draws from ideas voiced at that meeting to describe one possible and persuasive new framework for cooperative engagement. It begins by explaining the need for cooperation if interdependent nations are to advance their common interests in three areas: (1) economic growth; (2) military security; and (3) "social stewardship," which involves the promotion of health, social stability, and human potential. The second section of the paper traces the history of political and public support for social stewardship and discusses its current falling-off. In so doing, the paper provides new information on U.S. attitudes toward cooperative engagement generally and social stewardship in particular, suggesting that constituency-building is complex, involving not so much a lack of awareness about global issues but rather the low priority assigned to those issues and the absence of a compelling policy context in which to address them. The paper notes that constituency-building should include women, people of faith, youth, educators, businesspeople, and labor union leaders. The third section lays out messages and methods that might help generate a renewed commitment to social stewardship among policymakers and opinion leaders, key constituencies, and the general public. Finally, the paper argues for a model of cooperative engagement in which social stewardship, economic growth, and military security are seen as mutually reinforcing expressions of U.S. interests and values. (BT)
- Published
- 1997
47. Telecommunications in Rural Economic Development: Issues for Latinos and Other Communities. JSRI Occasional Paper No. 62. Latino Studies Series.
- Author
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Michigan State Univ., East Lansing. Julian Samora Research Inst. and Stenberg, Peter L.
- Abstract
The revolution in telecommunications technology will be a driving force in the future economic growth of rural areas. Federal and state universal service policies requiring delivery of service to rural areas were major factors in how the telephone system evolved during the 20th century. In the 1990s, telephone penetration rates were similar for rural and urban areas but differed significantly across ethnic groups, income groups, and regions of the country. Between 1994 and 1997, the number of households with personal computers increased about 50 percent, and the growth in modems and email was much greater. However, Hispanics and Blacks lagged behind other groups in these areas. Installation of new telecommunications technology enabling quality data transmission, such as digital switching and fiber-optic cable, is demand-driven and occurs in richer and urban areas first. Since Internet use depends on quality data transmission and the growth of Internet commerce is expected to be a significant part of future economic growth, communities characterized by low income, such as those of Hispanics, other minorities, rural areas, and center cities, are disadvantaged in terms of future economic development. Universal service provisions would address this economic and social challenge, but there continues to be much debate on what universal service should constitute with regard to new telecommunications technology. (Contains 10 references.) (TD)
- Published
- 2000
48. Higher Educational Expansion in Taiwan from 1950 to 1994: Patterns and Explanations. ASHE Annual Meeting Paper.
- Author
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Wang, Li-yun
- Abstract
This paper examines the expansion of higher education in Taiwan from 1950 to 1994, looking first at the patterns of the expansion and, secondly, attempting to account for these patterns. Higher education in Taiwan is defined as general universities and colleges, institutes of technology, and junior colleges with governance of the system under the control of the Ministry of Education. The study reviewed major historical events and examined documents and the literature concerning patterns of expansion in the number of institutions, in the number of students enrolled, and in expenditures. The study then reviewed the state's stated reasons--economic concerns, educational quality, social demands, and equal distribution of resources--for regulating expansion of higher education, and compared these reasons with other models of educational expansion and with the actual results achieved. The paper concludes by taking issue with the state's official position and suggests that the primary reason for its controlling growth was to keep unemployment rates among college graduates low. Further studies to examine educational policy making and educational supply and demand models are suggested. Appendices illustrate the structure of the Taiwan school system, list historical events related to higher educational expansion, list official documents reviewed, and provide graphical displays of trend data. (Contains approximately 100 references.) (CH)
- Published
- 1996
49. Thermal Treatment of Raw and Pre-treated Wastes from the Paper Industry.
- Author
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Petrovič, Aleksandra, Hochenauer, Christoph, Zazijal, Matej, Čuček, Lidija, Goričanec, Darko, and Urbancl, Danijela
- Subjects
PAPER industry ,SEWAGE disposal plants ,ECONOMIC development ,ECONOMIC activity ,ECONOMIC recovery - Abstract
In this study, the thermal treatment of two types of waste from the paper industry was investigated, paper mill sludge and sewage sludge from biological wastewater treatment plants. Hydrothermal carbonisation (HTC) and torrefaction were investigated as sustainable alternatives for solid biofuel production. Untreated samples and samples chemically pre-treated with alcoholic vinegar were subjected to torrefaction at 350 °C in N
2 atmosphere, and the exhaust gases were analysed. HTC was performed at 250 °C with a residence time of 4 h. The feedstocks and the biochars produced were characterised by different analytical methods, and the effects of pre-treatment on fuel properties were studied. Both processes, HTC and torrefaction, showed inspiring results in the production of biofuels from paper industry wastes under the tested experimental conditions. A positive influence of pre-treatment on fuel properties (higher heating value, carbon content) of the obtained char was observed, and changes in the gas phase during torrefaction were observed. [ABSTRACT FROM AUTHOR]- Published
- 2023
- Full Text
- View/download PDF
50. High School Dropouts: Implications in the Economic Development of West Virginia. Research Paper 9909.
- Author
-
West Virginia Univ., Morgantown. Regional Research Inst., De Sousa, Semoa C. B., and Gebremedhin, Tesfa
- Abstract
Despite increased government investments in education, West Virginia continues to have one of the nation's highest high school dropout rates and is among the states with the highest unemployment rates. Human capital theory provides the conceptual basis for evaluating the relationship between investment in education and economic development. An ordinary least squares regression method was used to examine the implications of high school dropouts in the economic development of West Virginia. Results revealed that increases in high school dropout rates and the state gross domestic product increased employment rates, while an increase in unemployment compensation decreased employment rates. Thus, the increase in employment rates may likely be in unskilled and low-paying jobs. The conclusions suggest several implications for policymakers. The opportunity cost to invest in education is low when an area is still attracting firms that require unskilled and low-paying jobs. As long as dropout rates positively correlate with unskilled and low-paying jobs, the poverty cycle in West Virginia will perpetuate. The perpetuation of low income and poverty will result in increased government expenditures on transfer payments such as income support, while generating low tax revenue. The perpetuation of unskilled and low-paying jobs will force most educated community members to leave because of the inability to find suitable jobs, and the community will lose a significant portion of returns on its investment in these people's education. Recommendations are offered for state and local long-range strategies to stimulate students to stay in school and pursue further education. (Contains 44 references.) (TD)
- Published
- 1999
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