Expanding Opportunities and Building Competencies for Young People: A New Agenda for Secondary Education
In a global development community where gains and successes are always hard-won, providing youngsters with a dynamic education that takes them from primary through secondary to tertiary education and beyond and that helps spur economic growth is surely one of the best investments a country can make, especially when it applies equally to girls and boys. The challenges facing developing countries and transition economies are twofold: to increase access to secondary schooling for all young people and, at the same time, to improve the quality and relevance of secondary education. These challenges must be met in the complicating but also potentially enabling environment of globalization and the technology-based knowledge society. Secondary education is the highway between primary schooling, tertiary education, and the labor market. Its ability to connect the different destinations and to take young people where they want to go in life is crucial. This highway can constrict the expansion of educational attainment and opportunity, or it can open up pathways for students' advancement. 'Expanding Opportunities and Building Competencies for Young People' explores the key issues facing secondary education in the 21st century. Based on surveys of education specialists around the world, the "tried and true" elements of the policy framework presented here will assist decisionmakers in developing countries and transition economies as they make plans to expand, reform, and transform their secondary education systems.
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achievement activities Africa approach areas Asia assessment authorities average basic become capacity capital central challenges competencies Continued contributions cost create curriculum demand developing countries direct economy education system effective efficiency efforts enrollment equity evaluation examinations example expansion fees Figure financing formula funding goals grade groups higher impact important improve income increased institutions International investment issues Italy knowledge labor market learning less Note opportunities organizations parents participation percent performance political poor practices primary education principals professional programs rates receive reduced reform Region relative relevance responsibility role secondary education secondary school sector selected shows skills social Source spending structure studies subjects Table teachers teaching tertiary tion United University upper vocational World Bank
Page 166 - The citizen should be moulded to suit the form of government under which he lives.
Page 75 - For mankind are by no means agreed about the things to be taught, whether we look to virtue or the best life. Neither is it clear whether education is more concerned with intellectual or with moral virtue. The existing practice is perplexing; no one knows on what principle we should proceed — should the useful in life, or should virtue, or should the higher knowledge, be the aim of our training; all three opinions have been entertained.
Page 9 - Europe and Central Asia Latin America and the Caribbean Middle East and North Africa...
Page 264 - Programme Unesco United Nations Educational, Scientific and Cultural Organization UNICEF United Nations Children's Fund...
Page 43 - Latin America and the Caribbean, and the Middle East and North Africa...
Page 74 - A cluster is a geographically proximate group of interconnected companies and associated institutions in a particular field, linked by commonalities and complementarities.
Page 234 - Pedagogical content knowledge also includes an understanding of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that students of different ages and backgrounds bring with them to the learning of those most frequently taught topics and lessons.
Page 168 - One point that deserves attention here is that during the process of transformation, the state does not "go away" in the Chinese context. Rather, the nature of the work it does has changed, broadly speaking, "from carrying out most of the work of the co-ordination of education itself to determining where the work will be done and by whom".'49...