ERN: Government Expenditures & Education (Topic)最新文献

{"title":"Зарубежный Опыт Развития Непрерывного Образования, Мотивы Получения Непрерывного Образования в России и Лучшие Практики Дпо (Foreign Experience of Lifelong Learning, Motives of Continuing Education in Russia and the Best Practices of Additional Professional Education)","authors":"G. Krasnova, Elena Polushkina","doi":"10.2139/SSRN.2626469","DOIUrl":"https://doi.org/10.2139/SSRN.2626469","url":null,"abstract":"Professional development in the industry in information and communication technology (ICT) has the features that are directly related to the strategy of development of the industry as a whole. As ICT is considered range of areas related to information technology: the development, sale and implementation of software (software), its support and technical support, as well as providing control of existing software products. We also consider the areas directly related to the use and control of programs, such as information security and quality control, how to implement the product and the process of implementation. Another group of related disciplines working on a similar principle to the analysis of information consulting and implementation of enterprise information product.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132785600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Over-Estimating the Effects of Teacher Attributes on School Performance in the Chilean Education System","authors":"Gabriela Toledo Román, J. P. Valenzuela","doi":"10.4067/S0718-52862015000100005","DOIUrl":"https://doi.org/10.4067/S0718-52862015000100005","url":null,"abstract":"This article investigates the biases involved in estimating the effects of teacher attributes on school’s performance. The study was performed for Chilean educational system, where student distribution is differentiated by schools and teachers are not randomly assigned to them. Findings showed that teacher attributes which favored learning appeared more frequently alongside higher socioeconomic status students. When correcting the bias, results showed that the effects of teacher attributes have been overestimated for the vast majority of characteristics. Nonetheless, attributes such as teaching experience, being a woman, having short-term specific professional training, and having a greater curriculum coverage continued to have positive impacts on the performance of 4th grade students.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125110480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Charter Schools: A Survey of Research on Their Characteristics and Effectiveness","authors":"D. Epple, R. Romano, R. Zimmer","doi":"10.1016/B978-0-444-63459-7.00003-8","DOIUrl":"https://doi.org/10.1016/B978-0-444-63459-7.00003-8","url":null,"abstract":"","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124732233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ICT and Education: Evidence from Student Home Addresses","authors":"Benjamin Faber, R. Sanchis-Guarner, Felix Weinhardt","doi":"10.3386/W21306","DOIUrl":"https://doi.org/10.3386/W21306","url":null,"abstract":"Governments are making it a priority to upgrade information and communication technologies (ICT) with the aim to increase available internet connection speeds. This paper presents a new strategy to estimate the causal effects of these policies, and applies it to the questions of whether and how ICT upgrades affect educational attainment. We draw on a rich collection of microdata that allows us to link administrative test score records for the population of English primary and secondary school students to the available ICT at their home addresses. To base estimations on exogenous variation in ICT, we notice that the boundaries of usually invisible telephone exchange station catchment areas give rise to substantial and essentially randomly placed jumps in the available ICT across neighboring residences. Using this design across more than 20,000 boundaries in England, we find that even very large changes in available internet speeds have a precisely estimated zero effect on educational attainment. Guided by a simple model we then bring to bear additional microdata on student time and internet use to quantify the potentially opposing mechanisms underlying the zero reduced form effect. We find that jumps in the available ICT have no significant effect on student time spent studying online or offline, or on their productivity. Finally, while faster connections appear to increase student consumption of online content, we find that the elasticity of student demand for online content with respect to its time cost is negative but bounded by -1.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123809471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of After-School Classes on Private Tuition, Mental Health, and Academic Outcomes: Evidence from Korea","authors":"Daniel Carr, L. C. Wang","doi":"10.2139/ssrn.2585912","DOIUrl":"https://doi.org/10.2139/ssrn.2585912","url":null,"abstract":"Using quasi-randomised data from South Korea’s high school equalisation policy area, we show that school-provided after-school classes reduce students’ time spent in private tuition and the associated household expenditure, as well as increase their likelihood of college attendance without any negative mental health impact. Though high and low income groups use a different mix of unassisted study and private tuition to substitute for after-school class, both consume less private tuition as after-school class hours increase. The findings suggest a role for after-school classes in improving the academic outcomes of students and promoting a more equitable school system without sacrificing the mental wellbeing of students.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117130640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Из Новейшей Истории Университетов: Как Консервативные Центры Накопления Человеческого Капитала Превратились в Гнезда Левого Радикализма (Universities' Switch from Conservative Human Capital Establishment Centers to Anti-Capitalist Ideology Strongholds)","authors":"K. Yanovskiy, Dmitry Cherny, Ilia Zatcovetsky, Sergei Zhavoronkov","doi":"10.2139/SSRN.2536629","DOIUrl":"https://doi.org/10.2139/SSRN.2536629","url":null,"abstract":"Russian Abstract: Проверено несколько гипотез, объясняющих нарастание враждебности среди профессуры и студентов в отношении частной собственности и иных институтов дружественных рынку при том, что еще восемьдесят лет назад лучшие университеты были оплотами консерватизма, каковой вполне гармонировал с тем высоким уровнем человеческого капитала которым владел выпускник известного университета. Так в Гарварде Ф-Д. Рузвельта воспринимали в 1930-е как опасного (левого) радикала и обвиняли в \"предательстве своего превосходного образования\". Основными причинами изменения ситуации стали, по всей видимости, различные направления финансирования высшей школы – от обучения до невоенных НИОКР. Свою роль могла сыграть и растущая административно-контрольная зависимость университетов от правительственных чиновников. Последняя в частности связана с борьбой против дискриминации.English Abstract: In this paper we tested several hypotheses explaining the growth of hostility among professors and students to private property and market friendly institutions. It should be stressed, that eighty years ago the best universities were conservatives' strongholds. The latter looks pretty natural: people heavily invested in their own or their children education (Human Capital) looked forward to work hard and to earn fair return on their investments. F-D. Roosevelt was treated as dangerous radical and blamed as \"a traitor to his fine education.\" We found some evidences to explain the puzzle. Government imposed heavy pressure on private university educational institution. On one hand, state (government run) universities got more and more funding, on other hand \"Sputnik\" hysteria legitimized skyrocketed expenditure on Science, disproportionally disbursed among the best Universities of USA. Military spending on science could be treated as more or less ideologically neutral. Nonmilitary spending had being rising much faster than military ones for observed period since late 1950-ties, provided \"short\" and efficient way to reach Universities to promote Big Government radical agenda. \"Antidiscrimination\" campaign provided more power for governmental bodies to intervene in intra-university life.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129799299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"At What Cost? The Charter School Model and the Human Right to Education","authors":"K. Murray","doi":"10.2139/SSRN.2530029","DOIUrl":"https://doi.org/10.2139/SSRN.2530029","url":null,"abstract":"From humble beginnings in the early 1990s, charter schools have grown explosively to become a pillar in a market-oriented national education reform in the United States. The fiscal fallout from the financial crisis of 2007-08 constricted educational budgets and intensified the public debate around directing resources to all aspects of educational reform, especially charter schools. The human right to education is well established in a variety of international treaties and covenants, including the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. The right establishes the obligation of states to provide all young people with a quality education, as defined by the prevailing social and economic context of each country. Guidance provided by the Committee on Economic, Social and Cultural Rights, focuses attention on the acceptability, availability, adaptability and accessibility of education in every context.The impact of charter school expansion on the ability of U.S. states to implement the right to education for all children has, to date, been little considered in the national debate around education reform. Given the diversity of the legal foundations of charter schools in the states, it is difficult to carry out such an analysis at the national level. Despite the fact that its public education system is rated among the most effective in the country, the Commonwealth of Massachusetts has been the site of large-scale implementation of the charter school model. Prominent educational research institutes have analyzed Massachusetts charters and found them - especially the schools located in Boston - to be among the most successful in the country.The experience of Massachusetts charter schools undoubtedly includes positive effects on the implementation of the right to education. A significant number of students who had difficulty accessing quality education in traditional public schools have been able to do so in charter schools. Many of those students are from racial or ethnic groups that have faced historic discrimination in U.S. public schools. In addition, charter schools are, by their nature, adaptations of the public education model and, therefore, increase the adaptability of the system. At the same time, other aspects of the charter school model raise concerns from a human rights perspective, some of them serious concerns. The extreme school discipline models employed by some charters and the increased use of disciplinary exclusion to maintain social order in the schools both raise human rights concerns that go well beyond the right to education. Also, the existence of an “enrollment gap” between charter schools and traditional public schools, especially in relation to the enrollment of Students with Special Needs and English Language Learners is the source of further concern. Finally, the way in which charter schools are financed, in Massachusetts and in most other jurisdictions, gra","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130623030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making Education Reform Happen: Removal of Education Bubble Through Education Diversification","authors":"Ju-Ho Lee","doi":"10.2139/ssrn.2505842","DOIUrl":"https://doi.org/10.2139/ssrn.2505842","url":null,"abstract":"During the period from 2008 to 2013, Korea pushed ahead with education diversification reforms to overcome the education bubble which immensely increased private tutoring expenditure and produced college graduates receiving lower wages than high school graduates. Private tutoring expenditure declined after 2010 and the college advancement rate also declined by more than 12 percent points from 2008 to 2012. I demonstrate that for countries like Korea, where excessive focus on cognitive skills led to the formation of the education bubble, it is important to improve the quality of education institutions that emphasize non-cognitive skills through education diversification. I show that Korean education reform focused on policies designed to reinforce horizontal differentiation and actively lessen the financial burden of education expenditure, along with other education reform policies usually stressed by other countries to enhance the quality of education. I also show that major strategies for overcoming political economic obstacles pertaining to education diversification reform were opening-up strategies that opened education to industry, parents, new players, countries abroad, and other ministries, together with crisis-management strategies that transformed not only the overall sense of crisis among parents and the public but also incidences of small crises into significant reform opportunities.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127912769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Implications of Income-Based Repayment and Public Service Loan Forgiveness on Student Loan Debt","authors":"J. Johnston, Ivan C. Roten","doi":"10.2139/SSRN.2480446","DOIUrl":"https://doi.org/10.2139/SSRN.2480446","url":null,"abstract":"The Income-Based Repayment (IBR) plan decreases the burden of student loan debt for borrowers with high levels of debt or relatively low incomes. For borrowers with high debt or low income, student loan debt payments are based on income instead of the amount of debt and the interest rate. The unpaid balance is forgiven after 20 years. The Public Service Loan Forgiveness (PSLF) program allows unpaid student loan debt to be forgiven after 10 years for those that work for the government, non-profit, and other charitable organizations. There are numerous benefits and drawbacks to these programs.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133599525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Проблемы и Перспективы Реформирования Российской Образовательной Системы (От Среднего Образования К Высшему) (Problems and Perspectives of Reforming of the Russian Educational System [from Secondary to Higher Education])","authors":"E. Zaretskaya, Yuri Gulbin, E. Kulikov","doi":"10.2139/SSRN.2504479","DOIUrl":"https://doi.org/10.2139/SSRN.2504479","url":null,"abstract":"Russian Abstract: Система образования, вырабатываемая обществом, имеет своей целью применение такого уровня учебно-методического процесса, при котором образование достигает наибольшей своей эффективности. Образовательная система, как и другие социальные системы, нуждается в постоянном развитии и корректировке. Очевидно, что при разбалансированности (дисфункции) социальных систем происходит стагнация и регресс общества. При неудовлетворительном состоянии образовательной системы теряются достижения системы здравоохранения, экономической, правоохранительной систем, и наоборот, образцовая образовательная система способна посредством мультипликативного эффекта положительно влиять на другие социальные системы нашего государства.Таким образом, необходимость реформирования российской образовательной системы неразрывно связана с глобальной проблемой создания современного модернизированного общества, способного к эффективному решению многообразных интеллектуальных, социальных и экономических задач.English Abstract: The education system, which is generated by society, aims to use the level of educational and methodical process which makes education reach its maximum effectiveness. The educational system, like any other social systems, need constant development and updating. Obviously, the imbalance (dysfunction) of social systems causes stagnation and regression of society. In a poor condition of the education system achievements of health system, economic, law enforcement are losing their quality, and vice versa, exemplary educational system is able through the multiplier effect to make a positive influence on other social system of our country.Thus, the need for reform of the Russian educational system is inextricably linked to the global challenge of creating a modern modernized society able to effectively address the diverse intellectual, social and economic problems.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121502160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}