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In the half century since the World War II, France has developed from a conservative, semi-rural society in which the great majority of the population had only a primary education to a highly developed modern one with a remarkably well-educated and well-trained citizenry and labour force. Technical and vocational education, which before 1960 were confined to an enclave within the French education system, now permeate the entire system. Business and industry, long isolated from education, now play a major role in educational decision making. The French educational system today meets the demand for skilled personnel in almost all fields while maintaining "a complement of general culture." The first book in English to treat the important subject of technical education in France, Schools and Work places technical education within the larger field of French public education, including the administrative and political backdrop, European industrial development, the nature of work, and global competitiveness.
Annotation This report identifies challenges at all levels in the formal education system. Among the topics discussed are equity in education, education finance, and coverage and structure of the education system.
Improving learning evidence and outcomes for those most in need in developing countries is at the heart of the United Nations’ Sustainable Development Goal on Education (SDG4). This timely volume brings together contributions on current empirical research and analysis of emerging trends that focus on improving the quality of education through better policy and practice, particularly for those who need improved 'learning at the bottom of the pyramid' (LBOP). This volume brings together academic research experts, government officials and field-based practitioners. National and global experts present multiple broad thematic papers – ranging from the effects of migration and improving teaching to the potential of educational technologies, and better metrics for understanding and financing education. In addition, local experts, practitioners and policymakers describe their own work on LBOP issues being undertaken in Kenya, India, Mexico and Ivory Coast. The contributors argue persuasively that learning equity is a moral imperative, but also one that will have educational, economic and social impacts. They further outline how achieving SDG4 will take renewed and persistent effort by stakeholders to use better measurement tools to promote learning achievement among poor and marginalized children. This volume builds on the second international conference on Learning at the Bottom of the Pyramid (LBOP2).* It will be an indispensable resource for policymakers, researchers and government thinktanks, and local experts, as well as any readers interested in the implementation of learning equity across the globe. *The first volume Learning at the Bottom of the Pyramid (LBOP1), may be obtained at: http://www.iiep.unesco.org/en/learning-bottom-pyramid-4608
This publication provides detailed information on individual commitments, i.e. intended disbursements, of Official Development Assistance (ODA) and Official Aid (OA) to Asian countries for the years 2001 and 2002. This yearly publication records the ...
Aid Activities in CEECs/NIS provides detailed information on individual foreign aid commitments, i.e. intended disbursements, of Official Development Assistance (ODA) and Official Aid (OA) to central and eastern European countries and the New ...
Aid Activities in Africa provides detailed information on individual commitments, i.e. intended disbursements, of Official Development Assistance (ODA) to African countries for the years 1999 and 2000. This publication records the commitments ...