The importance of school quality as a determinant of earnings in a developing country: evidence from Honduras

Educational expansion is a prominent feature of the economic development strategies of many developing countries. While the potential benefits of greater schooling attainment for subsequent labor market earnings are acknowledged, the potential role played by school quality has largely been neglected for developing countries. This paper combines detailed household survey data with unique data on school quality for Honduras to investigate the importance of school quality for earnings. We employ a structural equations model that treats school quality as a latent variable. Our objective measures of school quality capture teacher training, school infrastructure, and two measures of school crowding. We find strong positive effects of school quality on earnings across a variety of model specifications. In addition, we find that teacher training and school infrastructure are the most important indicators of school quality.     

对农村中学语文教学创新的探索

中学语文教学肩负着极其重要的责任,是民族发展和丈化传承以及社会进步的重要工具.创新教育是一个迫切而现实的课题.农村中学语文教学基层相对薄弱,因此,在语文教学中我们就更应该进行创新教育的探讨和尝试并将其合理运用.     

我国中小学棒球运动开展现状分析

通过文献资料法、比较分析法、专家访谈法等研究方法,对棒球运动在我国中小学的发展现状进行了调查分析,了解到我国中小学棒球运动开展特征现状、制约我国中小学棒球运动发展的原因等。针对这些问题及时制定相应措施推动我国中小学棒球运动积极健康发展。     

Inclusion: developing an effective whole school approach

There is very little research that specifically looks at how autism spectrum disorders are perceived in various communities. This qualitative research was conducted with parents who had children on the autistic spectrum belonging to four different ethnic communities (White British, Somali, West African and South Asian – 63 in total) and living in the UK. The study found that the importance that the parents give to various social skills varied on the basis of their cultural background and the gender of the parent. This is an important aspect to consider while providing support and services to individuals on the autism spectrum and their family members if the services have to be appropriate for their needs. This consideration would also enable the individuals on the autism spectrum to develop appropriate social skills required within their cultural groups. This is a preliminary study and further research on the topic is required.     

在学校体育教学中发展学生的个性

要提高全民族素质 ,就要大力发展学生个性 ,使其向正常、健康、完善的方向发展 ,学校体育在培养学生个性方面起着独特的作用。在体育教学中 ,教师要充分了解每个学生的个性 ,根据他们的体育能力、气质、性格差异进行分组教学 ,使他们的个性主动发展 ,从而使学生身心都得到全面发展     

Alternatives in education in a developing country: The Ghana case

Educational change is not new to developing areas. But the idea has never been popular. This is so because of the fear of a lowering of standards; also the elitist expectations associated with white-collar jobs and schools have such a hold on the minds of third-world people that it becomes very difficult to effect change. However, the economic needs of developing countries make educational change a crucial necessity. The need for changes that will redress the present imbalance in the social status of the educated and the uneducated is also too obvious to need stressing. To most developing countries, therefore, the question is not whether there is need for change but what can be done to break the numerous vicious circles that the problem of educational change brings.

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Résumé Le changement éducationnel n'est pas une nouvelle idée dans les pays en voie de développement. Mais cette idée n'a jamais été très populaire. La crainte d'une baisse des niveaux, et les expectatives élitistes associées aux occupations et aux écoles de la classe moyenne, prennent tellement prise sur les gens du tier monde qu'il est très difficile d'effectuer des changements. Pourtant, à cause de leurs besoins économiques, le changement éducationnel est une nécessité critique dans les pays en voie de développement. Le besoin des changements qui rétabliraient le bilan entre le statut social des gens instruits et celui des gens qui n'ont pas reçu d'éducation est aussi bien évident. Dans la plupart des pays en voie de développement, c'est une question non pas du besoin des changements mais de ce que l'on peut faire pour briser les nombreux cercles vicieux qu'amène le problème du changement éducationnel.

     

The child and his problems (in a developing country)

TROIS FACTEURS déterminants sont sources d'abus et de négligence des enfants dans un pays en voie de développement, à savoir les parents, les enseignants et enfin la société.     

Careers guidance in a developing country: Malaysia

Formal careers guidance services are a product of economic and social development. In relatively primitive societies, allocation to adult roles is determined largely by the family, caste or class into which one is born. As the society becomes more complex, these systems start to break down, and careers guidance services are needed to lubricate—and, perhaps, catalyse (Daws, 1977)—increasing levels of social and occupational mobility. How then is the role of careers guidance evolving in those Third World countries that are trying so to accelerate the pace of economic and social development that they will be able to catch up with the living standards attained by the Western world? How far are they being influenced by the approaches to careers guidance that have evolved in such countries as the USA and Britain? How applicable are these approaches to cultures that in many ways are very different? An opportunity to examine these questions in the context of one developing country—Malaysia—was afforded by a visit carried out in February-March 1977. This article outlines some impressions of the careers guidance system that seems to be emerging there.     

Girls' access to education in a developing country

This article provides an overview of girls' access to education in Papua New Guinea (PNG). PNG is a nation state formed by groups speaking over 800 languages. In 1990, population, except in the North Solomons, numbered about 3.5 million. Life expectancy is about 56.1 years. 43% are aged under 15 years. PNG has one of the highest rates of subsistence living in the world. Most live in villages. Fees are charged for schooling. European style education was brought by the missionaries and was directed mainly to boys. Girls could be included in Bible studies. In 1906, Australia began building schools for boys to work in colony administrative jobs. Colonial control was expanded through development of schools. PNG is mountainous and has few roads, bus routes, or trains. Secondary schools must offer dormitories. In 1988, at least 50% of children were in primary school in all 19 provinces and the area comprising the National Capital District. The government became independent in 1975. Statistical data were unreliably collected. North Solomons was known for having high female primary school enrollments, high status for women, and limited data. Physical location of schools depends on availability of land and resources. Tribal fighting interferes with access. Lotteries determine entrance to secondary school. There are bottlenecks in advancing from one grade to the next. Girls in remote villages may not see women role models and have little desire to obtain any education. Parents may prevent female schooling. Cultural and historical factors are key obstacles to female schooling. Female schooling may not equate with job options.     

我国地域经济差距的发展趋势

改革开放以来,中国经济高速发展,居同时期的世界的首位。但是,各地区的经济发展非常不平衡,与东部相比,位于内陆地区的中部和西部的经济发展比较缓慢,地区差距呈现逐步扩大的趋势．本文首先揭示了地区经济差距的现状,然后对我国地域经济差距的发展趋势进行了分析和预测,提出了其变化的三种模式．即非均衡发展模式Ⅰ,地域协调发展模式Ⅱ,内陆优先发展模式Ⅲ。通过分析,认为地域协调发展模式Ⅱ的可能性最大．     

农村客运网络布局模式与发展政策研究

根据国家建设社会主义新农村的要求,农村客运成为道路客运行业发展重心。农村客运具有不同于城际干线客运的内在规律,应研究与其相适应的发展模式和发展政策。本文从农村客运特性分析开始,提出农村客运网络布局模式,并对其内在经济机理进行剖析,最后推导出适合农村客运发展的有关政策。     

多管齐下发展我国票据市场

票据市场是货币市场的重要组成部分,我国票据市场相对资本市场来说它的发展相对缓慢,只能说是银行承兑汇票市场,其融资功能更是没有开发。我国应采取各种措施大力培育票据市场,如在品种上进行金融创新、建立独立法人的票据公司、扩大市场主体、加强监管等措施来培育我国票据市场。     

我国高校法律地位探析

我国现存法律将高校法律地位主要定位为民事主体,仅在学位授予活动中是行政主体,这一界定已不能适应现实的需要,在分析国家权力社会化、高校体制改革引起高校法律地位变化的内外因及当今我国高校所具有的法律特征的基础上,笔者认为,高校在行使教育权时其身份是行政主体,在行使民事权利时其身份是民事主体.     

浅谈我国学校体育管理

"健康第一"的学校教育指导思想提出后,体育与健康关系的探讨成为学校体育教育界关注的论题,体育功能的再认识随着《体育与健康教学大纲》的贯彻再一次变成学校体育改革的热点,本文试图从学校体育管理体制的角度探讨如何适应学校体育功能的变革。     

Disability and returns to education in a developing country

In this paper, we estimate wage returns to investment in education for persons with disabilities in Nepal, using information on the timing of being impaired during school-age years as identifying instrumental variables for years of schooling. We employ unique data collected from persons with hearing, physical, and visual impairments as well as nationally representative survey data from the Nepal Living Standard Survey 2003/2004 (NLSS II). After controlling for endogeneity bias arising from schooling decisions as well as sample selection bias due to endogenous labor participation, the estimated rate of returns to education is very high among persons with disabilities, ranging from 19.3 to 25.6%. The coexistence of these high returns to education and limited years of schooling suggest that supply side constraints in education to accommodate persons with disabilities and/or there are credit market imperfections. Policies to eliminate these barriers will mitigate poverty among persons with disabilities, the largest minority group in the world.