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Within the attempt to satisfy enrollment pursuits for obligatory schooling in Latin the USA, the force to accomplish common insurance turns out to have left schooling caliber in the back of. within the face of meager pupil functionality, figuring out what and the way scholars are studying have emerged as salient matters dealing with coverage makers in a area that has already completed significant luck within the zone of entry to uncomplicated schooling. As many nations within the zone embark on a sequence of reforms addressing problems with caliber and fairness in uncomplicated schooling, transferring their concentration clear of academic growth, details at the regulations and courses that could give a contribution to attaining pupil studying should be very important. This ebook brings to mild fresh advances in our knowing of the guidelines and courses that have an effect on pupil studying with the intention to offer coverage makers in Latin the USA and different constructing areas instruments for potent schooling coverage making.
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Extra info for Raising Student Learning in Latin America: The Challenge for the 21st Century (Latin American Development Forum)
Sample text
Following the work of Jacob Mincer (1974), such studies show that on average, an additional year of education is associated with about a 10 percent increase in wages and that the estimated returns to education differ substantially across countries and income levels, with returns to education higher in low-income countries (Psacharopoulos and Patrinos 2004; see also Psacharopoulos 1994; Card 1999; Harmon, Oosterbeek, and Walker 2003). Krueger and Lindahl (2001) interpret the findings from the literature as indicating that the returns to investments in education are higher for more-disadvantaged individuals, contributing to the postulate that education may be an important factor in promoting equity.
G. E. Perry, F. H. G. Ferreira, and M. Walton. 2004. Inequality in Latin America and the Caribbean: Breaking with History? Washington, DC: World Bank. , G. E. Perry, I. Gill, J. Luis Guasch, W. Maloney, C. Sánchez-Párama and N. Schady. 2003. Closing the Gap in Education and Technology. World Bank Latin American and Caribbean Studies, World Bank, Washington, DC. Freire, P. 1970. Pedagogy of the Oppressed. New York: Continuum Publishing Co. Glewwe, P. 2002. ” Journal of Economic Literature 40 (2): 436–82.
Oliver, R. 1999. ” In The Economics of School Quality Investments in Developing Countries, ed. P. Glewwe, 327–44. New York: St. Martin’s. Patrinos, H. , C. Ridao-Cano, and C. Sakellariou. 2006. ” World Bank Policy Research Working Paper 4040, Washington DC. , O. S. Arias, J. H. López, W. F. Maloney, and L. Servén. 2006. Poverty Reduction and Growth: Virtuous and Vicious Circles. Washington, DC: World Bank. Pritchett, L. 2001. ” World Bank Economic Review 15 (3): 367–91. Psacharopoulos, G. 1994.
