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What is the difference between demand “Wallahs” and supply “Wallahs”?
“Supply wallahs” focus on the idea in which the policy makers of the educational systems emphasize on the strategies to incorporate education in the society by means of providing students with the educational opportunities and ensuring the availability of the skilled educators in the educational institutions. However, “demand wallahs” are focued on the idea of limiting the availability of the educational opportunities when they are not required in the society and hence, the lack of parents’ interest in availability of the educational opportunities is considered as the basic reason for the deteriorated quality of education (Banerjee et al. 28).
Explain the critical role of expectations?
The expectations indicate the will of change, and this notion was comprehended in order to recover the Latin America from the effects of the “lost decade”, which was incorporated in the 1980s. The expectations were put forth in order to eradicate the crisis that the states of the Latin America faced so that economic and social development in the region can take place. However, these expectations were exaggerated because the Latin America’s expectation for development and prosperity relied on the United States’ support and these expectations were considerably ignored by the U.S, which resulted in the underdeveloped region of the Latin America. Expectations provided hope to the citizens of Latin America but did not equip them with the skills to acquire sustainability and curb the 1980s crisis (Ratliff 2).
Models of success and failure: why Asia has outperformed Latin America?
Asia has outperformed Latin America due to the prevalence of the economic impact from the developmental and constructive programs. These programs have increased the investments in the education sector. Moreover, the investments in the education sector are deprived of the social levels and hence, it is available for all individuals regardless of their social status. Moreover, the growth rate of the school-age population is slow due to which it is manageable for the Asian countries to keep pace with the educational need of the society (Ratliff 15).
What is the link between education quality and economic growth?
The economic growth and development strategies are focused on enhancing the quality of education and the scholars have indicated the empirical relation between the educational quality and economic growth. Educational quality helps in the skill enhancement and skill acquisition of the general population, due to which people become skilled and competitive. In this way, their cognitive abilities increase and they become able to engage in the economic activities by means of individual earnings. Moreover, the individual earnings incorporate the distribution of income in the society, which eventually effects the economic growth in a positive manner (Hanushek and Ludger, 40).
What is the link between increased schooling and wage growth?
The increase in schooling indicates the years that the schooling system offers the students to achieve cognitive skills. The increased schooling results in the variance of GDP because students take more time to develop professionally due to the increased duration required for the achievement of cognitive skills, which eventually results in the GDP variance and hence, remains independent of wage growth (Hanushek and Ludger, 40).
Education and job market skills: Are they the same thing? If not, what is the difference? How are developing country education systems doing on both accounts?
Education encompasses the achievement of the cognitive skills whereas, job market skills account for the cognitive and professional skills and hence, difference between education and job market skills prevail. Therefore, in developing countries, the quality of education differentiates on account of public schools and private schools. The private schools have increased competition in the school system due to which the quality of the private schools is enhanced. The students who seek to achieve competitive education adhere towards the private institutions by means of the achievement of the higher degree rather than basic education because higher degree education ensures that students are provided with the cognitive skills and professional skills. The high degree education provides the students with the required internships and practical experience (Hanushek and Ludger, 67-68).
According to de Ferranti, how did Asian tiger ed reform differ from the Latin American?
The Asian tiger education reform incorporated the increase in the years of schooling by means of upgrading the skills at the primary level of education. Afterwards, the focus of skill upgrade was emphasized on the secondary level of education because the primary level of education was highly upgraded. Similarly, the upgrade in the level of education resulted in the large number of individuals who had upgraded skills and increased number of schooling years by 25 percent. However, the education attainment in the Latin America was not focused on the upgradation of skills and accounted for the schooling years regardless of skills attainment (DeFerranti 77).
Define the various quality stages of school systems?
The stage dependent interventions provide the interventions set in accordance with the different stages. The poor to fair stage emphasize on providing support to students in fundamental subjects, comprising of literacy skills and mathematics, so that minimum teaching skills can be utilized to achieve basic education and minimum quality of education can be achieved. The fair to good stage emphasizes on the consolidation in school systems in which quality of education is enhanced in accordance with the teacher’s skills and accountability. Moreover, systematic financial, institutional and pedagogy models are developed to achieve the quality (Mourshed et al. 20).
The good to great stage focuses on developing integration between teaching and school leadership so that students can determine their career paths due to their professional exposure. The great to excellent stage comprehends the locus of improvement in schools by means of experimenting teaching innovations and incorporating peer based learning. However, the cross-stage interventions encompasses the implementation of the interventions regardless of stage level and hence, the school systems focus on developing the curriculum standards, compensation structure of teachers, training educator skills, standardization of students’ performance, policy documentation and education laws (Mourshed et al. 20).
What does this stage framework imply for education reform?
This framework indicates the prevalence of the quality education which develops the cognitive and professional skills of students. Education reform can incorporate the implementation of the stage framework in order to foster the school systems in accordance with their stage and provide them with the step-by-step procedure to become competitive and promote quality education (Mourshed et al. 26).
Where do developing world education systems fall and what are the specific policy prescriptions for these systems?
In developing world, the school systems are unable to provide educational opportunities to students due to lack of infrastructure. Moreover, the quality of education is also deteriorated in developing countries due to the lack of attention on the quality of education and students’ extent of learning (DeFerranti 77). The policy prescription for these systems incorporates the reduction in the number of students in class, enhancing the teachers’ skills and increase in the salary of teachers so that the quality of education can be enhanced (DeFerranti 78; Mourshed et al. 20).
Work Cited
Banerjee, Abhijit, Abhijit Vinayak Banerjee, and Esther Duflo. Poor economics: A radical rethinking of the way to fight global poverty. PublicAffairs, 2011.
DeFerranti, David M., ed. Closing the gap in education and technology. World Bank Publications, 2003.
Hanushek, Eric A., and Ludger Woßmann. "The role of education quality for economic growth." World Bank Policy Research Working Paper 4122 (2007).
Mourshed, Mona, Chinezi Chijioke, and Michael Barber. How the world's most improved school systems keep getting better. London: McKinsey, 2010.
Ratliff, William E. Doing it wrong and doing it right. Hoover Press, 2003.
