ethanporcaro/eric-fulltext-meta huggingface dataset:
South Asian Nomads--A Literature Review. CREATE Pathways to Access. Research Monograph No. 58
Author: Sharma, Anita
Date: 2011-01-00
Type: Information Analyses
Subjects: Foreign Countries,Educational Needs,Research Methodology,Nongovernmental Organizations,Access to Education,Government Role,Migrants,Migrant Children,Migrant Education,Culturally Relevant Education,Literature Reviews,Program Descriptions,Educational Policy,Policy Analysis,Mobile Classrooms,Cultural Differences,Social Bias,Politics of Education,Economic Development,Adult Education,Literacy Education,Adult Literacy,Distance Education,Educational Technology,Nontraditional Education

This review of literature on South Asian nomads is part of a series of monographs on educational access published by the Consortium for Research on Educational Access Transitions and Equity (CREATE). In the context of India, most recent work has focused on access to the education system for the poor. CREATE research in India has focused on  nutrition (Sood, 2010), governance (Govinda and Bandyopadhay, 2010; Little, 2010) and dropout (Anugula and Reddy, 2010) as well as seasonal distress migration (Smita, 2008). This monograph &quot;focusing on communities who migrate voluntarily as part of their way of life,&quot; proposes to further refine this initiative, offering insights into how educational access can best be widened in a culturally sensitive manner for South Asian nomads. Children of nomads largely fall into CREATE's zone of exclusion 1, as they are denied any access to education. The conceptual framework of CREATE acknowledges that expansion of formal schooling can enrol only a proportion of these children (Lewin, 2007); this monograph attempts to firstly understand nomadism, and then explores how their basic education needs can be addressed. This review attempts to map the scale and location of nomadic populations likely to be excluded from normal school provision. It identifies different approaches to the education of the children of nomads adopted by governments, NGOs and the communities themselves and comment on the assumptions and theoretical propositions that underpin the approaches. The review also attempts to encapsulate the findings of the most significant analytic studies that give insight into meeting the educational needs of nomads in the general context of EFA and the MDGs. It identifies some successful strategies for different groups and the conditions that surround these strategies. The review also points out the research gaps in existing literature, and proposes a refinement of research approaches through a greater understanding of nomadism. An appendix presents: Database of Nomads in India. (Contains 1 figure, 1 box, and 31 footnotes.)
Technical Guide Documenting Methodology, Indicators, and Data Sources for &quot;Measuring Up 2004: The National and State Report Card on Higher Education.&quot; National Center #04-6
Author: Ryu, Mikyung
Date: 2004-11-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Research Methodology,Documentation,Testing,Sampling,Learner Engagement,Measures (Individuals),Data Collection,Educational Indicators,Educational Improvement

This &quot;Technical Guide&quot; describes the methodology and concepts used to measure and grade the performance of the 50 states in the higher education arena. Part I presents the methodology for grading states and provides information on data collection and reporting. Part II explains the indicators that comprise each of the graded categories. Specifically, this section details the construction of each indicator--its scope, source, and computations. Part III provides data sources for non-graded information that are not taken into account in the final grade, but are important to the state assessment. Non-graded information related to the demographic, economic, or educational characteristics of states is provided to enhance understanding of the graded state performance. Appended are: (1) Learning: Institutional Sampling Groups by State; (2) Learning: Final List of Institutions Participating in CLA/WorkKeys Testing; (3) Learning: Sample-Selection Guidelines for the ACT WorkKeys Assessment and the Community College Survey of Student Engagement (CCSSE); (4) Learning: Sampling Results by State; and (5) Learning: Demographic Coverage of Testing Samples. [William Doyle contributed to the writing of this document. For the main report, &quot;Measuring Up 2004: The National Report Card on Higher Education,&quot; see ED508096.]
Have Patterns of Learning and Working Changed for Youth? Final Report
Author: Gluszynski, Tomasz
Date: 2002-03-00
Type: Reports - Evaluative
Subjects: Age,Females,Work Experience,Foreign Countries,Investigations,Adolescents,Adults,Time Factors (Learning),Age Differences,Data Analysis,Education Work Relationship,Student Attitudes,Income,Employment Patterns,Social Studies,Labor Force Development,High School Students

In the last decade, there has been a greater demand for high skills to match jobs in the new economy. Are youth changing the time spent in schooling and work? Are youth studying longer? Are they working earlier? Are they combining work and studying? Are they training more? And finally, did the changes come at a price? Using the General Social Survey cycles 8 and 12 data on time use, this study attempted to investigate changes in patterns of time spent at school and work by Canadian youth (15-24- and 25-29-year-olds). In each age group, the data were analyzed separately for those who spent most of their time in school and those who spent most of their time working. The study found the following: Over time, more youth seemed to be studying longer, thereby gaining more skills. Many students also reported working while in school, which allowed them to gain work experience, and this figure also increased over time. There was also an increase in the participation in formal and informal training. Their income improved between 1992 and 1998. However, these positive changes came at a price, with an increasing majority that often felt rushed. Among those youth who were working, a high proportion worked in paid employment and only a small proportion were self employed. However, significant differences were observed between younger and older youth. There was an increase in formal and informal training among the younger youth between 1992 and 1998 but these figures decreased for the older youth. Working youth reported being very busy and often rushed during their regular day. A bibliography is included. (Contains 13 tables.)
State Policies on 2/4 Transfers Are Key to Degree Attainment. Policy Alert
Author: National Center for Public Policy and Higher Education
Date: 2004-05-00
Type: Numerical/Quantitative Data
Subjects: Transfer Rates (College),Articulation (Education),College Transfer Students,Community Colleges,Higher Education,Transfer Policy,Transfer Programs,Education Work Relationship

This &quot;Policy Alert&quot; summarizes an earlier report, State Policy and Community College-Baccalaureate Transfer, which examined the role of state policy in influencing community college-baccalaureate transfer. The &quot;Policy Alert&quot; looks at the importance of two-year to four-year transfer, and offers recommendations for improvement to state policymakers.
Does Competition among Schools Encourage Grade Inflation?
Author: Walsh, Patrick
Date: 2010-01-15
Type: Reports - Evaluative
Subjects: High Schools,Competition,Grade Inflation,Student Recruitment,School Holding Power,School Choice,Grade Point Average,Assignments,Difficulty Level,Grading,College Admission,College Bound Students,Academic Achievement,School Administration,Social Influences,Teacher Administrator Relationship,Secondary School Teachers,Scoring

This paper considers whether high schools in competitive environments use grade inflation to attract and retain families, perhaps in addition to more constructive responses. Two measures of grade inflation are used: the cutoffs used by each school to assign a letter grade to a percent score; and high school GPA after controlling for test scores, a rich set of student and school characteristics, and (for a subset) college GPA. Two measures of competition are used: the enrollment-based concentration of school districts in metropolitan areas, and an instrument for this concentration. In both OLS and IV, increased competition significantly affects grade cutoffs: a one standard deviation increase in competition results in about a 0.12 to 0.18 standard deviation fall in the grade cutoffs (ceteris paribus, lower cutoffs yield higher grades). However, in both OLS and IV, competition does not significantly affect the actual assigned grades as measured by GPA. This pattern of results suggests that school administrators under competitive pressure may ease grade standards, but that teachers may re-adjust their scoring to leave actual grades relatively unchanged. (Contains 7 tables, 1 figure and 4 footnotes.)
Technical Guide for &quot;Measuring Up 2006&quot;: Documenting Methodology, Indicators, and Data Sources. National Center #06-6
Author: National Center for Public Policy and Higher Education
Date: 2006-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Research Methodology,Documentation,Testing,Sampling,Learner Engagement,Measures (Individuals),Data Collection,Educational Indicators,Educational Improvement,Comparative Analysis,Global Approach

This &quot;Technical Guide&quot; describes the methodology and concepts used to measure and grade the performance of the 50 states in the higher education arena. Part I presents the methodology for grading states and provides information on data collection and reporting. Part II explains the indicators that comprise each of the graded categories. Specifically, this section details the construction of each indicator--its scope, source, and computations. Part III provides data sources for non-graded information that are not taken into account in the final grade, but are important to the state assessment. Non-graded information related to the demographic, economic, or educational characteristics of states is provided to enhance understanding of the graded state performance. International comparisons are a new contextual information introduced this year. Appended are: (1) Learning: Institutional Sampling Groups by State; (2) Learning: Final List of Institutions Participating in CLA/WorkKeys Testing; (3) Learning: Sample-Selection Guidelines for the ACT WorkKeys Assessment and the Community College Survey of Student Engagement (CCSSE); (4) Learning: Sampling Results by State; (5) Learning: Demographic Coverage of Testing Samples. [For the main report, &quot;Measuring Up, 2006. The National Report Card on Higher Education&quot;, see ED493360.]
Setting a Public Agenda for Higher Education in the States: Lessons Learned from the National Collaborative for Higher Education Policy
Author: Davies, Gordon K.
Date: 2006-12-00
Type: Reports - Descriptive
Subjects: Higher Education,Management Systems,Program Effectiveness,Educational Policy,Agenda Setting,Educational Improvement,Improvement Programs,Educational Needs,Educational Assessment,Educational Indicators,Guidance Programs,Change Strategies,Educational Change,Formative Evaluation,Educational Administration,State Action,State Programs

In March 2003, the Education Commission of the States, the National Center for Higher Education Management Systems, and the National Center for Public Policy and Higher Education established a collaborative project to help states improve higher education performance by assisting with examination of state higher education policies and with establishing broad agreement around statewide priorities for improvement. Five states participated formally in the new National Collaborative for Higher Education Policy: Missouri, Rhode Island, Virginia, Washington, and West Virginia. The starting point for the analysis in each state was &quot;Measuring Up,&quot; the national report card series issued by the National Center for Public Policy and Higher Education. Additional state-specific information was added to provide a more comprehensive picture of the needs of each state. As part of the process, a leadership group was formed in each state to analyze performance, assess policy gaps, and develop a new state agenda for higher education. The leadership group sought guidance from stakeholders throughout the state. A common priority in all of the states was the need for a more highly educated population that could function effectively in a technologically sophisticated world. This report summarizes lessons learned from the collaborative project. It offers guidance to states interested in gaining broad agreement around a new agenda for higher education that is grounded in performance in the state and directed toward meeting the needs of state residents. (Contains 6 figures and 7 footnotes.)
Responding to the Crisis in College Opportunity
Author: National Center for Public Policy and Higher Education
Date: 2004-01-00
Type: Reports - Descriptive
Subjects: Expertise,Higher Education,Educational Opportunities,Educational Policy,Educational Finance,Financial Support,Costs,Budgets,Public Officials,Access to Education

"Responding to the Crisis in College Opportunity" proposes short-term emergency measures and long-term priorities for governors and legislators to consider for funding higher education during the current lean budget years. This policy statement, developed from discussions of education policy experts at Lansdowne, Virginia, finds that in 2003 in many states, reductions in higher education appropriations were larger than decreases in general fund budgets, resulting in reduced college opportunity for many students and families. "Responding to the Crisis" suggests that in 2004, the highest priority for state higher education budgets should be to protect college access and affordability for students and families.
New Evidence on the Determinants of Training in Canadian Business Locations. The Evolving Workplace Series. Catalogue No. 71-584-MPE No. 5
Author: Turcotte, Julie
Date: 2003-04-00
Type: Reports - Research
Subjects: Foreign Countries,Employees,Surveys,Technological Advancement,Adoption (Ideas),Organizational Change,Job Training,Labor Force Development,Human Resources,Strategic Planning,Business,Labor Turnover,Wages,Working Hours,Training Methods,Human Capital,Influence of Technology,Work Environment,Multivariate Analysis

This document provides data from the new Workplace and Employee Survey (WES) conducted by Statistics Canada with the support of Human Resources Development Canada. The survey consists of two components: (1) a workplace survey on the adoption of technologies, organizational change, training and other human resource practices, business strategies, and labour turnover in workplaces; and (2) a survey of employees within these same workplaces covering wages, hours of work, job type, human capital, use of technologies and training. The result is a rich new source of linked information on workplaces and their employees. Appendices include: (1) Extract from WES questionnaires; (2) Definition of variables used; and (3) Cluster analysis. A bibliography is included. (Contains 11 tables and 27 footnotes.)
Beyond Universal Access to Elementary Education in India: Is it Achievable at Affordable Costs? CREATE Pathways to Access. Research Monograph No. 53
Author: Lewin, Keith M.
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: School Expansion,Elementary Education,Teacher Supply and Demand,Foreign Countries,Costs,Secondary Education,Educational Planning,Educational Policy,Developing Nations,Access to Education

Investment in secondary schooling in India has been neglected for many years. Since the 1990s most emphasis has been on universalising access to elementary schooling, a task that remains far from complete. Under the 11th National Plan Rastriya Madhyamic Shiksha Abhiyan (RMSA) has been launched to increase access to grade nine and above. This research monograph explores some of the key issues in managing the growth of secondary schooling. These include the constraints on expansion that arise from current levels of elementary school graduation, the costs and affordability of secondary schooling, the infrastructure needs, and increased teacher supply. Policy dialogue around secondary school expansion is a central concern if India is to close the gap between itself and China and other rapidly developing countries in educating most of its population beyond the elementary level. (Contains 22 figures, 4 tables, and 5 footnotes.)
Mixed Signals in California: A Mismatch between High Schools and Community Colleges. Policy Alert
Author: National Center for Public Policy and Higher Education
Date: 2008-03-00
Type: Reports - Research
Subjects: High Schools,Community Colleges,Higher Education,Educational Assessment,Alignment (Education),College Preparation,Academic Achievement,Student Placement

&quot;Policy Alert&quot; is a publication series that summarizes important policy findings affecting the future of higher education. This issue is based on an earlier study, &quot;Investigating the Alignment of High School and Community College Assessments in California&quot;. The &quot;Policy Alert&quot; summarizes the findings of the study, and includes recommendations on how education and policy leaders in California can ensure all high school students receive clear signals about what it takes to succeed at a community college. (Contains 1 table and 3 footnotes.)
Changing Patterns of Access to Education in Anglophone and Francophone Countries in Sub Saharan Africa: Is Education for All Pro-Poor? CREATE Pathways to Access. Research Monograph No. 52
Author: Lewin, Keith M.
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Elementary Education,Disadvantaged Youth,Foreign Countries,Access to Education,French,English,Equal Education,Cross Cultural Studies,Comparative Analysis,Rural Urban Differences,Gender Differences,Academic Persistence,Poverty,Socioeconomic Influences,Enrollment Trends,Geographic Location,Educational Attainment,Children,Adolescents,Family Income,At Risk Students

This paper explores patterns of growth in participation in six Anglophone and seven Francophone countries in SSA. The countries are Kenya, Malawi, Nigeria, Tanzania, Uganda, Zambia, Benin, Burkina Faso, Cameroon, Madagascar, Mali, Niger and Senegal. These countries all have large scale Universal Primary Education programmes and all have demographic and health survey (DHS) data sets collected at least ten years apart. These allow comparisons over time to see how participation has been changing. The results show that progress has been patchy and sometimes disappointing. Access remains strongly associated with household wealth despite commitments to pro-poor policies. The chances of the poorest being enrolled relative to the richest have generally not improved substantially, and in some cases have deteriorated. Reductions in numbers of out of school children have in some cases been accompanied by increases in the proportion over age. Poorer children and rural children are more likely to be over age and unlikely to complete schooling, especially if they are girls. The message is clear. Though there has been progress, it falls far short of the gains that were anticipated. Much more progress is needed to achieve universal access with equity and to close the gap between the poorer and richer households. (Contains 9 tables and 13 figures.)
School Drop Out in Bangladesh: New Insights from Longitudinal Evidence. CREATE Pathways to Access. Research Monograph No. 49
Author: Sabates, Ricardo
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Evidence,Family Characteristics,Parent Participation,Attendance,Foreign Countries,Predictor Variables,Parent Child Relationship,Family Relationship,Elementary Education,Longitudinal Studies,Dropouts,Dropout Rate,Elementary School Students

This report provides new evidence into the factors that predict school drop out for children in Bangladesh. It also examines similarities and differences between children who enter late into primary schooling, those who are permanently excluded and those who drop out. Our results show that the relationship of the child within the household and the possible support received from parents when the child requested help for school work were factors associated with the risk of drop out. In addition, over age in the final years of primary school and low school attendance were signals of a high risk of school drop out. Children who started school late were similar to children who drop out in terms of background family characteristics. However, children who were permanently excluded from school were poorer and more marginalised than children who dropped out. Several recommendations are drawn from the analyses of this report. (Contains 12 tables.)
Cross-Border Higher Education for Regional Integration:Analysis of the JICA-RI Survey on Leading Universities in East Asia. JICA-RI Working Paper. No. 26
Author: Kuroda, Kazuo
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,International Cooperation,Partnerships in Education,Public Policy,Educational Policy,Global Approach

Set against the backdrop of increasing economic interdependence in East Asia, the idea of regional integration is now being discussed as a long-term political process in the region. As  in the field of the international economy, de facto integration and interdependence exist with  respect to the internationalization of the higher education system in East Asia. Based on the results of a comprehensive Japan International Cooperation Agency Research Institute (JICA-RI) survey of 300 leading higher education institutions active in cross-border higher education, located in ten Association of Southeast Asian Nations (ASEAN) member  Southeast Asian countries and three Northeast Asian countries (China, Japan, and Korea), this  paper examines universities perceptions of the degree of cross-border activities, the significance of their expected outcomes, and their regional preferences for partners. The objective is to envision a direction for a future regional higher education framework in East Asia and to consider the policy implications of the internationalization of higher education in East Asia in the context of regionalization. The findings related to the degree of cross-border activities suggest a current perception that there is more prominent in conventional than in innovative activities, but that innovation will rise considerably in the future. With respect to the significance of expected outcomes,academic and political expected outcome are perceived to be more significant than economic expected outcome, which are nevertheless expected to be more significant in the future. Finally, in terms of their preferred regions of partners, universities in East Asia overall place a high priority on building partnerships within their own region. Yet, among Northeast Asian universities, North America is perceived as the most active partner. (Contains 3 figures, 21 tables, and 13 footnotes.) [This paper was prepared as part of a Japan International Cooperation Agency Research Institute (JICA-RI) research project titled, &quot;Cross-border Higher Education for Regional Integration and the Labor Market in East Asia.&quot;]