The International Mobility of Technical Talent: Trends and Development Implications

international migration, education, government policy, human capital, skills, information services, computer

Legal basis on adult education in Ireland: discourse review

У даній статті розглянено основні документи законодавства в галузі освіти дорослих в Республіці Ірландія. Подано коротку характеристику деяких з них і проаналізовано розвиток освіти дорослих за нормативно-правовою базою Ірландії.В данной статье рассмотрены основные документы законодательства в области образования взрослых в Республике Ирландия. Подана краткая характеристика некоторых из них и проанализировано состояние системы образования взрослых согласно нормативно-правовой базе Ирландии.This article examines the main legislation documents and describes the legal basis on adult education in the Republic of Ireland. The author gives the short characteristic of some basic reports and determines the establishment and development of adult education in the country according to the education government policy reports

Peran Pendidikan Global terhadap Mobilitas Masyarakat

The change of status is promising to increase welfare through education. Government policy-oriented society is the hope to solve the problem of economic welfare. Tract prepared learning activities to influence public thinking. But not all educational channels can guarantee output expectations. Utilization of the facilities provided by the government to solve some of the problems and may leave other problems. Mastery is achieved through the involvement of all aspects of society is not partial. However, Indonesia has an outlook on life and a unique geographical region, with diverse cultural backgrounds and customs. Education and the result - the result is also influenced by the circumstances and environmental conditions. In this paper raised about the problems 1) The role of education to social mobility and 2) social mobility can increase educational expectations. Based on the opinions and input of experts who tested the suggestions and input the expected completion of the education problem

Assessing Factors Accelerating Gender Inequality in Tanzania Education System: Mien of Imperative Government Policy for Development

The gender inequality is a very concerning issue in our current society, culture, and communities affecting many developing nations. This goes against the first article of The Declaration of Human Rights; all human species have the liberty and equal rights in dignity to education.  The aim of this research is born to examine and explore accelerators of gender inequality education of Tanzania and strategic government policy on higher education.  The study uses inductive qualitative and from relevant documents collections using interviews through Likert scale questionnaires. The target populations of 350 from four selected universities of Tanzania, educationist, and community members. Demographically, represented male 303 is 86.6%, and female served 47 of 13.7%, using the SPSS v. 23 for the analysis. Findings reveal on gender inequality, effects on management strategies all correlated to women empowerment. However, government policy strategic was predictively significant to the entire study. The study found that responsibilities distributed on gender biases base on culture, poverty, ignorance, must to inept by strategic government policy in Tanzanian education. Keywords: Acceleration, Gender Inequality, Education, Government Policy, Tanzania, Development. DOI: 10.7176/PPAR/9-5-05 Publication date:May 31st 2019

Maria Yosephin Widarti Lestari

In Indonesia, based on the 2003 Curriculum for Junior school, there are three languages, e.g. English, Bahasa Indonesia and indigenous languages in the group of language. It means that all three languages are taught though in fact the indigenous language is not the subject examined nationally. The government policy to place indigenous languages in education system is meant to be one of the ways to avoid it from extinction. Unfortunately, many problems arose in the teaching and learning process because of the status of the language. The research was carried out in 2 junior schools in Bandung, West Jawa, Indonesia. The schools chosen are based on the location and status in which one is a private school in town (77 students) and the other school is public/state one located in outside the city (74 students). Findings suggested that the students from public school have higher attitudes toward the use of Sundanese language and the Sundanese language learning than students from private school. It is influenced by social and educational factors internally and externally

Private, Private Government-Dependent and Public schools. An International Effectiveness Analysis

This paper aims at estimating the effect on achievement of various types of schools: private, private but government-dependent and public ones. It is based on the analysis of Reading test scores of 15-year-old students surveyed in 2002 across OECD and non-OECD countries. The estimation of the effect of private vs. public school attendance may be biased by the existence of confounding factors. An obvious start is to use standard (OLS) regression models to isolate the effect of private/public status from the other determinants of achievement like family resources or socio-economic background. But regression estimates are highly dependent on the validity of the linearity assumption. Hence, the rational for using non-parametric propensity score matching. The main result is that private government-dependent schools can have a significant positive effect on 15 year-olds' academic achievement. Regarding private independent schools, the conclusion is rather the opposite. Our results also support the view that, in most cases, expanding the size of the more effective sector would improve average achievement.education economics, human capital, resource allocation, school choice, multiple treatments evaluation, propensity score

Free Higher Education - Regressive Transfer or Implicit Loan ?

Should access to higher education remain ‘free’ ? Theoretical answers to this question are at least twofold. First, public higher education is said to be regressive as a priviliged minority profits from extra human capital, and all the private benefits it generates, while the general public foots the bill. A frequent reply is that higher education students enjoying ‘free’ access are implicitly borrowing public money that they pay back when entering the labour market, via progressive income taxes. Using a simple lifecycle framework this paper produces realistic estimates of how much graduates are likely to ‘reimburse” society via income tax. Using Belgian data on higher education public expenditure and income taxes paid by both graduates and non-graduates over their lifetime, we show that the implicit reimbursement rate ranges from 37% to 95%. It is much higher for bachelors than master graduates, and for malesHigher Education Finance; Regressive Transfers; Implicit Loans

Expanding Access and Opportunity: The Washington State Achievers Program

Evaluates outcomes of Gates' initiative to expand access to college for low-income students through school reform, mentoring, and scholarships. Examines student demographics, college readiness, enrollment and persistence, student loans, and experience

ePortfolio use by university students in Australia: A review of the Australian ePortfolio Project

In October 2008, the Australian Learning and Teaching Council (ALTC) released the final report for the commissioned project ePortfolio use by university students in Australia: Informing excellence in policy and practice. The Australian ePortfolio Project represented the first attempt to examine the breadth and depth of ePortfolio practice in the Australian higher education sector. The research activities included surveys of stakeholder groups in learning and teaching, academic management and human resource management, with respondents representing all Australian universities; a series of focus groups and semi-structured interviews which sought to explore key issues in greater depth; and surveys designed to capture students’ pre-course expectations and their post-course experiences of ePortfolio learning. Further qualitative data was collected through interviews with ‘mature users’ of ePortfolios. Project findings revealed that, while there was a high level of interest in the use of ePortfolios in terms of the potential to help students become reflective learners who were conscious of their personal and professional strengths and weaknesses, the state of play in Australian universities was very fragmented. The project investigation identified four individual, yet interrelated, contexts where strategies may be employed to support and foster effective ePortfolio practice in higher education: government policy, technical standards, academic policy, and learning and teaching. Four scenarios for the future were also presented with the goal of stimulating discussion about opportunities for stakeholder engagement. It is argued that the effective use of ePortfolios requires open dialogue and collaboration between the different stakeholders across this range of contexts

Changing times in England: the influence on geography teachers’ professional practice

School geography in England has been characterised as a pendulum swinging between policies that emphasise curriculum and pedagogy alternately. In this paper, I illustrate the influence of these shifts on geography teacher's professional practice, by drawing on three “moments” from my experience as a student, teacher and teacher educator. Barnett's description of teacher professionalism as a continuous project of “being” illuminates how geography teachers can adapt to competing influences. It reflects teacher professionalism as an unfinished project, which is responsive, but not beholden, to shifting trends, and is informed by how teachers frame and enact policies. I argue that recognising these contextual factors is key to supporting geography teachers in “being” geography education professionals. As education becomes increasingly competitive on a global scale, individual governments are looking internationally for “solutions” to improve educational rankings. In this climate, the future of geography education will rest on how teachers react locally to international trends. Geography teacher educators can support this process by continuing to inform the field through meaningful geography education research, in particular in making the contextual factors of their research explicit. This can be supported through continued successful international collaboration in geography education research