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1.
学校教育面临着各种社会风险,同时学校教育中的一些风险因素演变成的风险事件也给社会带来风险。因此,我国学校亟待实施学校教育社会风险管理。学校教育社会风险是指社会上的各种相关因素、自然灾害以及学校教育活动与管理本身等因素变量演化成的风险事件给学校教育带来某种危险的可能性或后果,以及学校教育本身的一些风险因素演变成的风险事件给社会带来的某种危险的可能性或后果。据此,学校教育社会风险指标体系,是一个由学校面临的教育社会风险评估指标体系和学校教育对社会的风险评估指标体系构成的指标群。 相似文献
2.
东日本大地震、海啸及其随之而来的福岛核电站核泄漏的灾害,不仅给日本民众的生命与安全带来重大威胁,也迫使日本全国各地的许多学校无法进行正常的教育活动。虽然说人类难以阻止自然灾害的发生,但是如果对自然灾害的常识有所了解,并针对性地做好防御准备,那么,它给人类带来的危害就会被尽可能地降低并减小。本文试图通过对日本学校教育、PTA、BCP三位一体化的危机对应体系的考察,以期借鉴日本在应对灾害危机中的经验。 相似文献
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We develop a theory of human capital investment to study the effects of school quality on student choices of education, and to understand its effect on economic growth. In a dynamic general equilibrium closed economy, primary education is mandatory but there is an opportunity to continue to secondary education and beyond. High-quality education increases the returns to schooling, and hence the incentives to accumulate human capital. This is caused by two different channels: higher quality makes education accessible to more people (extensive margin), and once individuals decide to participate in higher education, higher-quality increases the investment made per individual (intensive margin). Furthermore, educational quality determines human capital composition and growth. Cross-country data evidence shows that the proposed channels are quantitatively important and that the effect of the quality and quantity of education on growth depends on the stage of development. 相似文献
4.
我国在历史上就是自然灾害多发的国家,特别是近年,地震等重大自然灾害的频发,严重影响着我国国民经济的正常发展。自然灾害与贫困之间呈现出正相关性。自然灾害不仅对社会经济循环系统产生重大影响,而且导致大量的贫困人口出现,灾后的扶贫救助就成为一个新型的研究课题。本文借鉴国际社会经验并结合我国实际情况,从制度治理、扶贫救助模式、资金运用及NGO参与、创建地震保险制度等方面提出了的相应的灾后扶贫对策。 相似文献
5.
AbstractThe subjects that young people study from age 14 onwards may have important consequences for their future academic and labour market outcomes. These decisions are shaped by the schools in which they find themselves. Schools also face constraints of their own. This paper explores the extent to which individuals’ decisions are affected by the school they attend and to what extent this is affected by the composition of schools in terms of academic attainment, gender, and socioeconomic background. We use multi-level variance decomposition models applied to administrative data on the subjects that young people in mainstream state-funded schools in England study between ages 14 and 16. Our results highlight the important role that constraints on schools play in subject choice decisions. We also note the particular role of attending a non-selective school within a selective schooling district. 相似文献
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The family-school relation and the child's school performance 总被引：3，自引：0，他引：3
Using a nationally representative sample of American households, we examine the relation between parental involvement in schooling and the child's school performance. With a sample of 179 children, parents, and teachers, we investigate 3 hypotheses: (1) the higher the educational status of the mother the greater the degree of parental involvement in school activities; (2) the younger the age of the child the greater the degree of parental involvement; and (3) children of parents who are more involved in school activities do better in school than children with parents who are less involved. In an analysis of cross-sectional data, we discover support for the 3 hypotheses. The educational status of the mother is related to the degree of parental involvement in schooling, so that parents with more education are more involved. Parental involvement is related to the child's school performance. Also, parents are more involved in school activities if the child is younger. The mother's educational level and the age of the child are stronger predictors of parental involvement in schooling for boys than for girls. We do not, however, find a direct effect of maternal educational status on school performance independent of parental involvement in school activities. We discuss these findings in light of the relation between families and schools. 相似文献
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Social capital theory, recent developments in the theory of identity and a small econometric literature all suggest positive attainment effects from faith schooling. To test this hypothesis, the authors use a unique data set on Flemish secondary school students from the 1999 repeat of the Third International Mathematics and Science Study to estimate an education production function. The results suggest modest attainment benefits in mathematics when schools are influenced by faith communities but not when they are influenced by trade unions or business groups. The authors estimate models with exogenous and endogenous switching to investigate the robustness of this result to school selection policy and parental/student self‐selection. These additional results not only suggest that the positive attainment effects of faith schooling do not reflect selection bias but also provide evidence suggesting that such attainment effects reflect forms of social capital that are more readily available in faith schools than in non‐faith schools. However, the limitations of social capital theory and evidence caution against radical policy conclusions. 相似文献
10.
Malawi was the first country after the Jomtien conference to offer free primary education. Despite this policy, universal education has remained elusive. Many children do enroll in school, but not at the official/recommended age and drop out before completing school. Understanding these transition points – entry and completion – is critical to the achievement of universal education. This paper focuses on one of these transition points – entry. Since households determine the timing and duration of schooling, this study examines 3290 households to explore the characteristics associated with delayed school enrollment. The study finds that the survival of the mother, female headship, and the head's level of education, are associated with a lower probability of delayed enrollment. 相似文献
11.
This study presents empirical evidence that a health improvement program—privatization of municipal water services—in Argentina during the 1990s has had a negative effect on long-term human capital accumulation. Exploiting variations across regions and cohorts, I find that early childhood exposure to the program reduces years of schooling by around 0.5 years. The negative effect is more pronounced for males. I further use the previous census to examine the identical cohorts when they were at school age. I find that they are more likely to drop out of school and participate in the labor force after the program, and the effect is, again, more marked for boys. The finding is consistent with families preferring healthier children to go to work after improvements in health status. 相似文献
12.
We exploit an expansion of post-compulsory schooling that occurred from the late 1980s to the early 1990s to investigate the effect of education on the timing of fertility in England and Wales. We do not find a significant effect on the probability of having a child as a teenager but instead find that the variation in education led to delays in childbearing. Our estimates suggest that an increase in education by one year led to a 5.3% increase in probability of first birth aged 24 or above, 9.4% increase in probability of first birth aged 27 or above, and 13.3% increase in probability of first birth aged 30 or above. The mechanisms driving these findings are not due to an incapacitation effect – by keeping young people in school or university they have less time or opportunity to have a child – but due to a combination of human capital and signalling effects. 相似文献
13.
Alice Sullivan Samantha Parsons Richard Wiggins Anthony Heath Francis Green 《牛津教育评论》2014,40(6):739-763
To what extent and why do social origins matter for access to higher education, including access to elite universities? What is the role of private and selective schooling? This paper uses the 1970 British Cohort Study (BCS70) to analyse the trajectories of a generation currently in early middle age. We find that the influence of social origins, especially parental education, remains when both a wide range of cognitive measures and school attainment are controlled. Attending a private school is powerfully predictive of gaining a university degree, and especially a degree from an elite institution, while grammar schooling does not appear to confer any advantage. 相似文献
14.
王云多 《上海教育评估研究》2016,5(5):41-46
由于学生在校期间往往通过兼职行为获得一定的工作经验, 导致采用传统人力资本收入函数估算的教育收益率存在偏差,为了消除教育收益率偏差,使用典型地区劳动力市场问卷调查数据,估算两个收入函数———含有在校工作经验变量的人力资本收入函数和不含有在校工作经验变量的传统人力资本收入函数。估算结果显示,后者较前者在教育投资回报系数上高出8%左右,这一结果表明传统人力资本收入函数过分夸大了教育对工资的影响。 相似文献
15.
This paper estimates the impact of education on regional mobility in Europe using compulsory schooling reforms. Using data on individuals from eight European countries, I find that people who are induced by a school reform to acquire one more year of education are much more likely to relocate to another region in their country between the age of 15 and 50. I also show that education increases the probability of moving to a city for people from rural areas. 相似文献
16.
高中生高等教育需求的经济动因分析 总被引：4，自引：0，他引：4
本文通过估计高中生期望的高等教育回报率及其高等教育需求的影响,检验了人力资本理论的基本假设。研究表明,高中生对高等教育的市场回报率有比较准确的预期,他们的高等教育需求也受其期望的高等教育回报率的显著影响。个体的高等教育需求与人力资本理论的解释是一致的,即个体对高等教育的需求,受高等教育的经济回报所激励。 相似文献
17.
《Cambridge Journal of Education》2012,42(3):297-306
The education Millennium Development Goals have been highly influential on the priorities for education and concentrated policy efforts on numbers of girls enrolled in public sector schools offering basic education. This focus has been justified by human capital calculations of the social rates of return to basic schooling. This concern with quantities has met criticism from more qualitative researchers concerned with understanding not only why girls are not enrolled in school, but also why they may be irregular attenders and poor performers in public examinations even if they are enrolled. Alongside the efforts to achieve the education Millennium Development Goals have been initiatives to improve adult women’s literacies, often combined with an empowerment objective. This paper uses Sen’s capability approach to argue that improving deliberative processes is relevant for the well-being of girls and women of all ages. 相似文献
18.
为了解安徽省乡村中小学教师心理资本的现状及其影响因素,采用中小学教师心理资本问卷,对1 228名安徽省乡村中小学教师进行测试。结果表明:安徽省乡村中小学教师心理资本处于中上水平;性别、年龄、教龄、学历是影响乡村中小学教师心理资本的个体因素;职务、学校属性是影响乡村中小学教师心理资本的工作因素。因此,有必要重点培养和提升女教师、青年教师、高中教师和高学历教师的心理资本水平,促进乡村教育事业的快速发展。 相似文献
19.
Age versus schooling effects on intelligence development 总被引：1，自引：0，他引：1
The effect of formal education, as opposed to chronological age, on intelligence development has suffered from inadequate empirical investigation. Most studies of this issue have relied on natural variation in exposure to school among children of the same age, thus confounding differences in schooling with differences in other intelligence-related variables. This difficulty can be overcome by a quasi-experimental paradigm involving comparison between children who differ in both chronological age and schooling. The present study applies this paradigm to the estimation of the independent effects of age and schooling in grades 5 and 6 on raw scores obtained on a variety of general ability tests. The sample included all students in Jerusalem's Hebrew-language, state-controlled elementary schools. The results unambiguously point to schooling as the major factor underlying the increase of intelligence test scores as a function of age and to the larger effect schooling has on verbal than nonverbal tests. These results contribute to our understanding of the causal model underlying intelligence development and call for reconsideration of the conceptual basis underlying the definition of deviation-IQ scores. Some implications of these results concerning the distinction between intelligence and scholastic achievement, the causal model underlying the development of "crystallized" and "fluid" abilities, and the notion of "culture-fair" tests are discussed. 相似文献
20.
Harriet Pattison 《Journal of Philosophy of Education》2015,49(4):619-637
This article explores the co‐existence of, and relationship between, alternative education in the form of home education and mainstream schooling. Home education is conceptually subordinate to schooling, relying on schooling for its status as alternative, but also being tied to schooling through the dominant discourse that forms our understandings of education. Practitioners and other defenders frequently justify home education by running an implicit or explicit comparison with school; a comparison which expresses the desire to do ‘better’ than school whilst simultaneously encompassing the desire to do things differently. These twin aims, however, are not easy to reconcile, meaning that the challenge to schooling and the submission to norms and beliefs that underlie schooling are frequently inseparable. This article explores the trajectories of ‘better than’ and ‘different from’ school as representing ideas of utopia and heterotopia respectively. In particular I consider Foucault's notion of the heterotopia as a means of approaching the relationship between school and other forms of education. Whilst it will be argued that, according to Derrida's ideas of discursive deconstruction, alternative education has to be expressed through (and is therefore limited by) the dominant educational discourse, it will also be suggested that employing the idea of the heterotopia is a strategy which can help us explore the alternative in education. 相似文献