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In determining whether a country's higher education system should be expanded, it is important for policymakers first to determine the extent to which high private returns to post-secondary education are an indication of the scarcity of graduates instead of the high unobserved ability of students who choose to attend post-secondary education. To th...
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... On the other hand, this pandemic has influenced Indonesia aspects, including Education (Hamid, 2020;Nadeak, 2020). There are direct impacts on teachers (schools), students, and parents (Giles, Park, & Wang, 2019;Wargadinata et al., 2020). A face-to-face learning system that has been going on all of sudden has to be replaced immediately by online learning systems (Owston & York, 2018;Krishnamurthy, 2020). ...
The pandemic era had an enormous influence on teaching and learning activities in all regions of the world. For urban areas that generally already have a variety of adequate facilities and infrastructure, it still has an impact on their learning activities. However, this outbreak in rural areas with limitations in teaching and learning activities has its own story. Therefore, this study aims to identify the problems encountered and the solutions implemented by teachers, lecturers, and students in the implementation of mathematics learning during the COVID-19 pandemic in one of the rural areas in Indonesia, namely Manokwari, West Papua. Teachers, students, and lecturers were all purposefully selected as research subjects for the study, which was conducted using qualitative research techniques. Data was collected through structured interviews using the WhatsApp application, then analyzed to construct narratives, tables, and images. The results showed two main problems in implementing the online mathematics learning system in West Papua, namely accessibility to Information Communications Technology (ICT) equipment and the ability to use ICT equipment in carrying out mathematics learning online. The results also show that online mathematics learning is necessary to require government involvement in planning, implementing, and evaluating online mathematics learning systems. Yet, blended learning is a learning system that is suitable to be applied in West Papua during this pandemic situation.
... Il titolo di studio delle madri sembra essere leggermente più alto rispetto a quello dei padri. Come descritto da Giles, Park, Wang (2008), già a partire dalla fine della rivoluzione culturale si era visto un ritorno alla scolarizzazione da parte della popolazione cinese. Inoltre, dalla fine degli anni Novanta dello scorso secolo, statistiche riportano un ulteriore aumento del numero di iscritti all'istruzione terziaria in Cina grazie anche al rinnovato interesse per l'educazione da parte del governo. ...
Entrato in vigore il 2 ottobre 2006, il Programma governativo Marco Polo è un Accordo fra il Governo della Repubblica Popolare Cinese e quello della Repubblica Italiana che consente agli studenti cinesi di ottenere un visto di studio per entrare in Italia e frequentare un corso universitario al termine del quale il titolo conseguito si avvale del reciproco riconoscimento da parte dei due Paesi 2. Il Programma governativo Turandot vede il suo inizio nel 2009, e si rivolge agli studenti cinesi di arte, musica e design e rende loro possibile l'iscrizione nelle Istituzioni A.F.A.M. (Alta Formazione Artistica e Musicale) usufruendo delle stesse procedure del Programma Marco Polo. Negli anni, i requisiti (fra cui il voto di 高考 gāokǎo) per accedere ai Programmi sono cambiati 3. Al momento attuale, una delle condizioni per partecipare a questi Programmi è la frequenza di un corso di lingua italiana in Italia precedente all'immatricolazione. Tale corso però non è ancora pienamente standardizzato così come non lo è il livello di competenza in lingua italiana in entrata richiesto dai differenti Atenei, Conservatori e Accademie di Belle Arti. Anche il numero di studenti che afferiscono ai Programmi è mutato nel tempo e, se in fase iniziale gli studenti afferenti al Programma Marco Polo erano più numerosi, negli ultimi anni si è rilevato un aumento del numero degli iscritti presso le A.F.A.M.. Nell'a. a. 2005/2006, anno di lancio del Programma Marco Polo, gli studenti cinesi che avevano aderito erano 766; nel 2019/2020 il numero di partecipanti ad entrambi i Programmi è salito a 2471, con un aumento del 220% 4. 2. GLI OBIETTIVI DELLA RICERCA Questa ricerca di tipo qualitativo è stata svolta per mezzo di un questionario ideato specificatamente per gli studenti cinesi afferenti ai Programmi Marco Polo e Turandot. L'obiettivo di questo strumento era di cercare le risposte a due quesiti: 1 Università Ca' Foscari Venezia. 2 https://ambpechino.esteri.it/ambasciata_pechino/it/informazioni_e_servizi/servizi_consolari/studi. 3 Il 高考 gāokǎo è un esame che si tiene alla fine del ciclo di studi della scuola superiore a livello nazionale e serve per accedere alle diverse università. 4 Fonte dei dati: http://uni-italia.it/archivio/file/Analisi_sui__Programmi_Governativi_Marco_Polo_e__Turandot_-_IV_Convegno_2018.pdf, p. 4. Per dati più specifici sui contingenti di studenti cinesi (Marco Polo, Turandot e studenti internazionali) iscritti in Italia si vedano i grafici di pp. 9-10:
... Uusitalo (1999) used changes in education sector " L/70 " but the result was not as significant as those for the UK or other countries. A few studies in urban China also indicate that IV is higher than OLS by between 4 and 5 percentage points such as Giles et al. (2004), Heckman & Li (2004) and Fleisher et al. (2005). However, they used family background, quality of elementary education and other instruments related to socio-economic indicators as the instrument. ...
The objective of this paper is to examine the impact of education reforms on earnings. One of the significant changes in the Malaysian education system was the schooling reform of 1970 that changed the medium of instruction from the English language to the Malaysian national language. Using data from the Household Income Surveys of 2002 and 2004, this paper updates the private rate of return to education. Applying a homogenous return model, using an ordinary least square (OLS) regression indicates that the private rate of returns to education is close to the world average. Using the Instrumental Variable approach, however, the impact of the schooling reforms indicates that the private rate of return to education is higher than the average.
Wage determining mechanisms in China transformed between its planned economy period (1949–1977) and economic transition period (post-1978). It is known that market mechanisms did not function during the earlier period, when the government priced both labor and capital. After 1978, Chinese government enforced the market-oriented reform, the state-owned enterprises could determine the wage and employment by themselves partly. Does the economic transition affect the wage determining mechanism changed in China? Chapter 2 aims to investigate the effect of market mechanism on wage determination throughout the analyses on the effect of schooling years on wage, and compares their changes for a long term (the period from 1989 to 2011). It is found that the impact of market mechanism on wage determination becomes greater with the progress of labor market reform, particularly for the period from 2009 to 2011.
This chapter starts with a review of global public education reforms, emphasizing choice, efficiency, equity, excellence, and international competence, to summarize the meaning of school choice in a global context. By introducing theories and ideologies of educational selection, this chapter summarizes the shift of educational ideology with social change in China as background knowledge to further understand the development of Zexiao . Then, it reviews the development of Zexiao in China through social development and the changes in public school admission policies between the 1980s and the 2000s. It introduces the diversity and complexity of public junior high school admission and the channels of student placement in this process. The chapter concludes by summarizing the nature of Zexiao by examining the similarities and differences between Zexiao and school choice in general.
This paper exploits the exogenous shock to basic education during the Chinese Cultural Revolution to estimate the causal relationship between parental schooling and children’s educational attainment in China. Using deviations of cohort graduation rates from predicted education trends as instruments for parents’ education, the results indicate that an additional year of parental education increases children’s probability of completing junior and senior high schools by 7.94 and 9.76%, respectively. Parental education not only has positive and significant effects on children’s schooling outcomes, its importance also increases with children’s education level. These findings suggest that public investment in education has important long-term effects on individual’s educational achievement.
The Chinese government redistributed houses, land and wealth across families and assigned an inheritable class identity (chengfen) to each family in early 1950s. The government then implemented class-based discriminatory policies against the rich and middle class until 1978. This paper shows that individuals born after 1951 with rich class origins have significantly higher income and family assets per capita than those from the poor class in 2002. Moreover, those who were born after 1960 from rich class gained more years of education than others except for the descendants of the revolutionary class, after the abolition of the discrimination policy. Overall, the study provides evidence that intergenerational transmission of wealth status and education are not necessary flowing through the inheritance of physical capital. The paper further demonstrates that individuals with revolutionary background do not have lower economic outcome or educational attainment than those from the rich, suggesting that a new elite group emerges in contemporary China.
During the Cultural Revolution China embarked on a remarkable, albeit temporary, expansion of post-primary education in rural areas. This education expansion affected tens of millions of children who reached secondary school age in the late 1960s and 1970s. Exploiting the education expansion and variation across birth cohorts, we estimate the returns to schooling in rural China using household survey data from the mid-1990s. Our estimated returns of 11 to 20 percent are substantially higher than most previous estimates. We calculate the impact of the education expansion on subsequent labor market outcomes of the affected cohorts and find that they enjoyed significantly higher earnings than pre- and post-expansion cohorts.
We apply a semi-parametric latent variable model to estimate selection and sorting effects on the evolution of private returns to schooling for college graduates during China's reform between 1988 and 2002. We find that there were substantial sorting gains under the traditional system, but such gains have dissipated to negligible levels in the most recent data. We take this as evidence of growing influence of private financial constraints on decisions to attend college as tuition costs have risen and the relative importance of government subsidies has declined. The main policy implication of our results is that labor and education reform without concomitant capital market reform and government support for the financially disadvantaged exacerbates increases in inequality inherent in elimination of the traditional “wage-grid”.
