The first section of this paper, focusing on conceptions and applications of educational planning, seeks to identify problems that affect the educational efforts of the nations of the world. Problems in economic and financial, socio-political, and cultural veins are discussed. Section 2 examines the particular educational problems generally faced around the world; these include literacy, basic education, and the training of human resources. The third section discusses past developments and the present crisis in educational planning. The fourth and last section considers theoretical and practical challenges to educational planning, administration, management, and evaluation in the future. A lengthy bibliography is included. (DB)
Child poverty has serious consequences for individualsand wider social implications. These include losses to the economy through reduced productivity, lower educational attainment and poor health. While there is a growing body of evidence on child poverty, comparatively few studies have attached a financial cost to these consequences.
Attitudes towards fashion brands (trainers/athletic shoes) and their symbolic meanings are explored among a sample of 30 children aged 8–12 years from poor homes in the UK, in an interpretive study using projective methods. The children form stereotypes about the owners of trainers: if the trainers are obviously branded and expensive the children believe the owner to be rich and young, if the trainer is unbranded and inexpensive looking the children believe the owner to be poor and old. If a child is wearing branded trainers they are seen as popular and able to fit in with their peers. These opinions are so strongly held that the children would prefer to talk to someone wearing branded trainers than unbranded trainers. The children also feel pressure to wear the trainers that their friends wear, partly to make friends and fit in and partly because of the teasing experienced if they are wearing unbranded clothes or are clearly from a poor home. Copyright © 2004 Henry Stewart Publications.
Social scientists do not agree on the size and nature of the causal impacts of parental income on children's achievement. We revisit this issue using a set of welfare and antipoverty experiments conducted in the 1990s. We utilize an instrumental variables strategy to leverage the variation in income and achievement that arises from random assignment to the treatment group to estimate the causal effect of income on child achievement. Our estimates suggest that a $1,000 increase in annual income increases young children's achievement by 5%-6% of a standard deviation. As such, our results suggest that family income has a policy-relevant, positive impact on the eventual school achievement of preschool children.
The number of children thought to be living in poverty in the UK has risen three-fold in the last twenty five years.
Latest figures suggest that over one in three children in Wales lives in households with less than half the average income. Encouraged by the government's pledge to eradicate child poverty in 'a generation' and by the launch of the Welsh Assembly's programme for regenerating communities, Communities First, we commissioned a consultation project with more than a hundred children living in some of the poorest communities in Wales.
Listen Up! examines children and young people's everyday experiences of poverty and reveals some of the worst effects of social exclusion from the perspective of a child or a young person.
It reports on how children think poverty will affect them as adults, and what measures they think should be taken at a local and national level to improve young lives now and eradicate child poverty in the longer term.The implications of what children and young people have told us for the policy and practice of tackling child poverty in Wales are also considered.
Many children living in low
-income communities do not face struggles in school. Many learn quickly and
easily. But for some students, living in a high poverty communities and attending underfunded schools
has consequences that can make learning difficult. In this paper,
-Lilly draws on the words of a
parent living in a low
-income community to explore how economic and social challenges affected the
schooling of her daughter over a ten-
year period. As the following accounts reveal, Ms. Rodriguez, an
African American, low
-income parent, was committed to her daughter’s learning and school progress
brought a thoughtful and informed critique to her children’s school experience that reve
als the multiple
ways that money affects academic learning.
Στόχος του ερευνητικού προγράμματος ήταν: Η καταγραφή των μηχανισμών που ενισχύουν τις κοινωνικές ανισότητες στο πλαίσιο της τάξης του νηπιαγωγείου, και μέσω αυτής της διαδικασίας η βελτίωση των εκπαιδευτικών μας πρακτικών.
Τρεις δράσεις από το 4ο Νηπιαγωγείο Ταύρου με στόχο την επεξεργασία ζητημάτων πολιτισμικής ετερότητας, αποδοχής και κοινωνικής αλληλεγγύης.
Εκπαιδευτικές δράσεις με στόχο την εκπαίδευση των παιδιών σε θέματα δημοκρατίας, ανεκτικότητας, συνεργασίας και αλληλεγγύης, οι οποίες έχουν ιδιαίτερη βαρύτητα στο νηπιαγωγείο καθώς μέσα από την ενεργή συμμετοχή των παιδιών και τις προσωπικές τους εμπειρίες αναδεικνύονται θέματα που αφορούν αξίες και κοινωνικά ζητήματα