Now showing items 6314-6333 of 6356

    • Who are the school truants? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2014-01)
      Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over the same period. Few students in high-performing school ...
    • Who are the strong performers and successful reformers in education? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2013-11)
      Strong performers and successful reformers in education share some key characteristics: a belief in the potential of all their students, strong political will, and the capacity of all stakeholders to make sustained and ...
    • Who Cares About Childcare? Estimations of Childcare Use in Latin America and the Caribbean 

      Mateo Díaz, Mercedes; Rodríguez Chamussy, Lourdes (BID, 2015-05)
      This technical note describes the methodological decisions for the estimation of comparable figures of participation rates in formal childcare in Latin America and the Caribbean, through data from available nationally ...
    • Who pays for what in education? : the real costs revealed through national education accounts 

      UNESCO Institute for Statistics; IIPE. Instituto Internacional de Planificación de la Educación (UNESCO, 2016)
      How much do countries spend on education? Where does the funding come from, and how is it spent? We have trouble answering these questions, simply because many countries lack sustainable systems for collecting, disseminating and ...
    • Who wants to become a teacher? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-12)
      Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries, students who expect to work ...
    • Whose Reality? A Meta-Analysis of Qualitative Research in International and Comparative Education 

      Costa, Romina B. da; Hall, Stephanie M.; Spear, Anne (Nova Southeastern University. College of Arts, Humanities and Social Science, 2016)
      This meta-analysis seeks to critically examine the qualitative research being published in influential journals in the field of international and comparative education in order to determine whether qualitative research has ...
    • Why Are Teachers Absent? Probing Service Delivery in Peruvian Primary Schools 

      Alcázar, Lorena; Halsey Rogers, F; Chaudhury, Nazmul; Hammer, Jeffrey; Kremer, Michael; Muralidharan, Karthik (Elsevier, 2006)
      A high rate of absence of teachers from their posts is a serious obstacle to delivery of education in many developing countries, but hard evidence on the problem has been scarce. This study, carried out as part of a new ...
    • Why Assist People Living in Poverty? : The ethics of poverty reduction 

      Barrientos, Armando; Abdula, Abdul-Gafaru; Demirag, Daisy; Groot, Richard de; Ragno, Luigi Peter (UNICEF. Office of Research-Innocenti, 2016-11)
      International discussion and debate on poverty and poverty reduction in low- and middle-income countries has been deservedly dominated by a focus on poverty trends and by concerns over the relative effectiveness of ...
    • Why Do Countries Participate in International Large-Scale Assessments? : The Case of PISA 

      Lockheed, Marlaine E. (World Bank, 2015-10)
      The number of countries that regularly participate in international large-scale assessments has increased sharply over the past 15 years, with the share of countries participating in the Programme for International ...
    • Why Do students learn so little? Seeking answers inside Haiti’s classrooms 

      Adelman, Melissa Ann; Baron, Juan; Blimpo, Moussa Pouguinimpo; Evans, David K.; Simbou, Atabanam; Yarrow, Noah Bunce (World Bank, 2015-05)
      The Haitian education system made substantial improvements in access over the last decade, such that today the majority of Haiti’s children are in school. Despite improvements, the primary education system is highly ...
    • Why don’t more girls choose to pursue a science career? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2019-02)
      Boys outperform girls in science in 22 PISA-participating countries, and girls outperform boys in 19. However, boys have a relative strength in science in 65 out of the 67 participating countries, meaning that they score ...
    • Wijiai Unuimiarta : aprendamos juntos 4 años - Achuar 

      Perú. Ministerio de Educación. Dirección General de Educación Básica Alternativa, Intercultural Bilingüe y de Servicios Educativos en el Ámbito Rural. Dirección de Educación Intercultural Bilingüe; Vela Dahua, Nely (Ministerio de Educación, 2017)
      Cuaderno de trabajo de Educación Intercultural Bilingüe para estudiantes de 4 años en educación inicial en Achuar.
    • Wilderness Therapy : The TurnAround 2007 Project. Executive Summary 

      Peacock, Jo; Hine, Rachel; Pretty, Jules (Wilderness Foundation, 2007)
      A wide range of international research has highlighted key health benefits experienced for many people after spending time in the natural environment and a link between nature and health seems to be clearly emerging. Health ...
    • Willaykusqayki 

      Perú. Ministerio de Educación. Dirección General de Educación Intercultural, Bilingüe y Rural; Farfán Villa, Delfín; Farfán Villa, Roberto; Asociación Paz y Esperanza (MINEDU, 2013)
      Recopilación de relatos en quechua.
    • Women in Science 

      UNESCO Institute for Statistics (UNESCO, 2017-03)
      Overall, women account for a minority of the world’s researchers. Despite the growing demand for cross-nationally-comparable statistics on women in science, national data and their use in policymaking often remain limited. ...
    • Women in Science and Technology : What Does the Literature Say? 

      Tacsir, Ezequiel; Grazzi, Matteo; Castillo, Rafael (BID, 2014-02)
      Skill gaps are a key constraint to innovation, hindering productivity growth and economic development. In particular, shortages in the supply of trained professionals in disciplines related to Science, Technology, Engineering, ...
    • Workforce Skills and Innovation : An Overview of Major Themes in the Literature 

      Toner, Phillip (OECD, 2011-01)
      This paper provides an account of the main approaches, debates and evidence in the literature on the role of workforce skills in the innovation process in developed economies. It draws on multiple sources including the ...
    • Working Inclusively with Outcomes that Matter 

      Walter, Chris (Centre for Understanding Social Pedagogy, 2013)
      This article will provide an illustration of the way in which St. Andrew’s Project, Camphill Aberdeen works with an outcomes measurement framework termed ‘Outcomes that Matter’. Therapeutic support is negotiated with ...
    • World Atlas of Gender Equality in Education 

      UNESCO (UNESCO, 2012)
      This Atlas illustrates the linkages between different levels, and it situates issues of gender equality in a broader context. Equality in education must be integrated into wider policies at the economic, social and political ...
    • World Education Forum 2015 : Final Report 

      UNESCO (UNESCO, 2015)
      This report reflects the spirit of Incheon -one of rich debate, experience-sharing, innovation and partnership, expressed through a wide range of sessions, encompassing key themes that must be addressed to drive progress. ...