Expanding Opportunities and Building Competencies for Young People: A New Agenda for Secondary EducationWorld Bank Publications, 2005 M01 1 - 300 pages 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. |
From inside the book
Results 1-5 of 64
Page ix
... Tables 1.1 Organizational Models in Secondary Education 1.2 Model of Instructional Organization , Kindergarten through Grade 12 ( K - 12 ) 1.3 Duration of Secondary Education Cycle by Region 4.1 Illustration of Classification by ...
... Tables 1.1 Organizational Models in Secondary Education 1.2 Model of Instructional Organization , Kindergarten through Grade 12 ( K - 12 ) 1.3 Duration of Secondary Education Cycle by Region 4.1 Illustration of Classification by ...
Page xxiv
... table J.1 in appendix J) have performed relatively poorly in low-income countries. Evaluations have attributed this outcome to factors such as excessive complexity of projects in relation to capacity for implementa- tion and ...
... table J.1 in appendix J) have performed relatively poorly in low-income countries. Evaluations have attributed this outcome to factors such as excessive complexity of projects in relation to capacity for implementa- tion and ...
Page 6
... Table 1.1 Organizational Models in Secondary Education Sources:Adapted from Green, Wolf, and Leney (1999); Le Métais ... Tables 1.1 Organizational Models in Secondary Education.
... Table 1.1 Organizational Models in Secondary Education Sources:Adapted from Green, Wolf, and Leney (1999); Le Métais ... Tables 1.1 Organizational Models in Secondary Education.
Page 9
... table 1.2 ) , and a Table 1.2 Model of Instructional Organization , Kindergarten through Grade 12 ( K - 12 ) 1-5 ( or 6 ) 6 ( or 7 ) -9 Lower secondary ˇ 9 ( or 10 ) -12 -Upper secondary- K - 3 Self- contained classrooms taught by a ...
... table 1.2 ) , and a Table 1.2 Model of Instructional Organization , Kindergarten through Grade 12 ( K - 12 ) 1-5 ( or 6 ) 6 ( or 7 ) -9 Lower secondary ˇ 9 ( or 10 ) -12 -Upper secondary- K - 3 Self- contained classrooms taught by a ...
Page 10
... ( table 1.3 ) . These findings should be interpreted cautiously , since in many countries lower secondary education constitutes part of the cycle of basic education , for a duration of up to 9 years altogether . Ages at entry and exit for ...
... ( table 1.3 ) . These findings should be interpreted cautiously , since in many countries lower secondary education constitutes part of the cycle of basic education , for a duration of up to 9 years altogether . Ages at entry and exit for ...
Common terms and phrases
access to secondary areas assessment basic education Brazil capacity central challenges Chile classroom compulsory cost curriculum decentralization demand developing countries East Asia economic education policy Education Sector education system Educational Attainment effective efficiency equity evaluation example expanding access expansion of secondary fees financing formula funding gender global goals grade growth higher impact implementation improve income increased Indonesia inputs institutions International investment issues knowledge Korea labor market Latin America ment Middle-income OECD ondary education OPPORTUNITIES AND BUILDING options outcomes parents participation percent PISA policy makers poor primary education primary school professional programs Region relevance Research responsibility role secondary education secondary level secondary school skills social capital Source South Africa South Asia spending student achievement studies Sub-Saharan Tanzania teachers Telesecundaria tertiary education tion trend UNESCO University virtual schools vocational education Washington World Bank
Popular passages
Page 167 - The citizen should be moulded to suit the form of government under which he lives.
Page 76 - That education should be regulated by law and should be an affair of state is not to be denied, but what should be the character of this public education, and how young persons should be educated, are questions which remain to be considered.
Page 76 - 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 10 - Europe and Central Asia Latin America and the Caribbean Middle East and North Africa...
Page 265 - Programme Unesco United Nations Educational, Scientific and Cultural Organization UNICEF United Nations Children's Fund...
Page 44 - Latin America and the Caribbean, and the Middle East and North Africa...
Page 75 - A cluster is a geographically proximate group of interconnected companies and associated institutions in a particular field, linked by commonalities and complementarities.
Page 235 - 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 169 - 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...
Page 220 - Austria Belgium Denmark Finland France Germany Greece Iceland Ireland Italy Luxembourg Netherlands Norway Portugal Spain Sweden Switzerland United Kingdom...