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"BANK EDUCATION"
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Linking education policy to labor market outcomes
Contents: The conceptual framework -- Educational outcomes and their impact on labor market outcomes -- Employment outcomes and links to the broader economic context -- Conclusion : how education can improve labor market outcomes.
eBook
Costs and financing of higher education in Francophone Africa
Despite a low enrollment rate in higher education of 3 percent on average, in comparison with 8 percent in countries with comparable levels of development, Francophone African countries are currently facing an immense challenge in terms of numbers. The increased social demand associated with the progress made in universal primary enrollment and the increase in secondary enrollment could cause the student population to grow from 800,000 in 2004 to approximately 2 million in 2015, and to double the coverage. This increase exacerbates the financial problems of higher education institutions and might result in a decline in the quality of training offered. The problem of the relevance of training to labor market requirements has already become quite obvious. The difficulties faced by graduates of tertiary institutions in respect to entry into the modern labor market, which often provides less capacity of systems and, possibly, the revamping of programs to better respond to countries' development needs. In order to better understand the challenges and opportunities facing higher education systems in Francophone Africa, this book takes stock of their situations, highlights the similarities and difference in strategies between countries, and indicates the potential for greater flexibility in order to improve financing as well as the internal and external efficiency of higher education systems. It then uses scenarios of future possible education systems to highlight realistic and sustainable hypotheses for countries. Finally, it proposes policy tools that would enable policy makers and heads of higher education institutions to improve the quality and performance of systems while planning their development.
eBook
A randomised evaluation of a financial literacy programme for upper secondary school students in Uruguay
In 2012, the Central Bank of Uruguay initiated an Economic and Financial Education Programme, BCUeduca. Its objective is to contribute to an informed citizenry by offering workshops designed for teachers and students, journalists, families and workers from all over the country, trade union leaders, retired people, female prisoners and personnel from different state agencies, as well as people related to non-profit institutions. Topics include how to manage the family budget, understanding the financial system and understanding monetary policy. Focusing on BCUeduca’s financial education programme for upper secondary school students, the authors of this research note evaluate its impact using a randomised control trial (RCT). Based on an innovative playful and reflective approach involving simulation and role-play in a workshop format, this programme aims to provide information and impart knowledge about inflation and financial systems, thus facilitating participants’ responsible, conscious and competent decision-making in everyday life. The authors’ findings reveal a positive and significant impact on student’s financial literacy.
Journal Article
The World Bank and education : critiques and alternatives
The World Bank and Education: Critiques and Alternatives represents a powerful challenge to World Bank proposals. Probing core issues--equity, quality, finance, privatization, teaching and learning, gender, and human rights--highlights the disabilities of neoliberal globalization. The authors demonstrate the ideological nature of the evidence marshaled by the World Bank and the accompanying policy advice.
eBook
Do Diversity Experiences Help College Students Become More Civically Minded? Applying Banks’ Multicultural Education Framework
In this longitudinal, single institution study, we utilized Banks’ five dimensions of multicultural education framework to examine whether and to what extent involvement in various diversity experiences helped students become more civically minded. The findings suggested that greater involvement in service learning, multicultural courses, interracial interactions, racial awareness workshops, student-faculty interactions, and campus racial harmony significantly and positively contributed to civic mindedness. Asian students, when compared to their White counterparts, were more likely to report growth in civic mindedness after four years of college. We discuss scholarly and practical implications of the study results at the end.
Journal Article
The role and impact of public-private partnerships in education
Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.
eBook
The challenge of establishing world-class universities
Governments are becoming increasingly aware of the important contribution that high performance, world-class universities make to global competitiveness and economic growth. There is growing recognition, in both industrial and developing countries, of the need to establish one or more world-class universities that can compete effectively with the best of the best around the world. Contextualizing the drive for world-class higher education institutions and the power of international and domestic university rankings, this book outlines possible strategies and pathways for establishing globally competitive universities and explores the challenges, costs, and risks involved. Its findings will be of particular interest to policy makers, university leaders, researchers, and development practitioners.
eBook
Teacher Education Faculty as Supervisors/Advisors/Facilitators: Playing Multiple Roles in the Construction of Field Work Experiences
Examined the vision of student teaching in the Bank Street College for Reading and Literacy Program and the advisor's role in this process. Data from surveys of program alumnae, student feedback forms, student-advisor conferences, and weekly conference groups indicated that advisor roles included prospector, dramaturge, coach, and negotiator. Respondents found the weekly conference group very beneficial. (SM)
Journal Article
Medical students: what educational resources are they using?
Background
The number of resources available to medical students studying a degree in medicine is growing exponentially. In addition to traditional learning resources such as lectures and textbooks, students are increasingly using e-learning tools like commercially available question banks to supplement their learning. Student preference for learning resources has not been described in detail, and a better understanding of the tools perceived to be useful could provide essential information to medical educators when designing and implementing medical curricula.
Methods
We invited 1083 undergraduate and postgraduate medical students from two major Australian universities to complete an online survey. Questions asked students to indicate the frequency with which they use various types of resources when learning new material or when revising previous content.
Results
Approximately one third (32.3%,
N
= 350) of invited participants completed the survey, and of those who responded, the gender distribution was even with a median age of 25 years. Making written notes and reading textbooks were the most frequently utilized resources for learning new material. Online or downloaded question banks were the most frequently used resource for revision. In addition to the use of traditional learning tools, the majority of students report using a variety of e-learning tools including online teaching videos (92%,
n
= 322) and question banks (90.6%,
n
= 317).
Conclusion
Despite the trend towards e-learning, traditional resources like attendance at face-to-face lectures remain the most popular for learning new material. The increasing use of question banks raises potential issues of poor alignment to medical school curricula. With the advantages of exam technique practice, time efficiency and multiplatform availability, their popularity is likely to continue. Evaluation of existing question banks is required to facilitate appropriate integration into the curricula, with equitable access for all students.
Journal Article