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Individual risk attitudes are widely used in order to predict decisions regarding education. These uses of risk attitudes as a control variable for education decisions, however, have been criticized due to potential reverse causality. The causality between risk aversion and education is not clear, and it is hard to disentangle the different directions. We here investigate the causal effect of education on risk aversion by looking at the 1973 British Education Reform. With the educational reform in 1973 when the end of compulsory education increased from 15 to 16, it is possible to see the average treatment effect of education reform on the individual risk attitude for different cohort groups. We find that years of schooling increase risk aversion level via IV2SLS, which is contrary to the existing literature to our knowledge. This result is especially stronger for those with lower education. We suggest that in early education, education makes individuals more risk averse, whereas in more adult education such as tertiary education, years of schooling diminish risk aversion as suggested in other literatures. In addition, this negative causal effect of education on risk aversion could relieve our concerns about the endogeneity/reverse causality issue when using risk aversion as an explanatory variable for education decisions, because the sign would still credible as coefficients are underestimated.

Individual risk attitudes are widely used in order to predict decisions regarding education. These uses of risk attitudes as a control variable for education decisions, however, have been criticized due to potential reverse causality. The causality between risk aversion and education is not clear, and it is hard to disentangle the different directions. We here investigate the causal effect of education on risk aversion by looking at the 1973 British Education Reform. With the educational reform in 1973 when the end of compulsory education increased from 15 to 16, it is possible to see the average treatment effect of education reform on the individual risk attitude for different cohort groups. We find that years of schooling increase risk aversion level via IV2SLS, which is contrary to the existing literature to our knowledge. This result is especially stronger for those with lower education. We suggest that in early education, education makes individuals more risk averse, whereas in more adult education such as tertiary education, years of schooling diminish risk aversion as suggested in other literatures. In addition, this negative causal effect of education on risk aversion could relieve our concerns about the endogeneity/reverse causality issue when using risk aversion as an explanatory variable for education decisions, because the sign would still credible as coefficients are underestimated.

Educating for a future that assumes students will be educated in the country where they were born or that they will remain in the country where they are currently in school does not reflect the reality of the movement of people in an age of globalization. The research presented here examines the case of children and youth in Mexican public schools who have had some or all of their education in the United States, transnational students (TS) with a particular focus on their linguistic situation. Results suggest that TS struggle with the linguistic transition from Spanish as language of the home to Spanish as the language of education. The paper concludes with suggestions for future research and application to other contexts.

Taking into account the complexity and multidimensionality of local-global interconnections, the author argues for the adoption of a global polity perspective in adult education, which is applied to study mobilization processes that occur through UNESCO. The findings point to three processes, neither within nor outside, but across geo-political borders and professional interests: 'landmarking', by which a shared sense of a common past in adult education is created; 'brokering', which helps shape a common future direction in adult education; and 'framing', which is used to convert ideational landscapes into material government-led actions. Both the theoretical perspectives and the analytical insights presented here could be used in analogous studies in other areas of education or with a focus on different political actors.

A series of short essays by leading educationalists and trade unionists in response to the Coalition Government's document 'The Importance of Teaching: The Schools White Paper' (DfE 2010). The essays are grouped under three broad headings: 'What do teachers want from teacher education?' 'Who will defend teacher education?' and 'What can higher education offer teacher education?'

Der Beitrag geht davon aus, dass liberale öffentliche Bildungssysteme bestimmte Bedingungen erfüllen müssen. Sie dienen der Mündigkeit der künftigen Bürgerinnen und Bürger, fördern die Meinungsfreiheit, orientieren sich an den modernen Wissenschaften, gewährleisten einen Pluralismus der Sichtweisen, sind konfessionsfrei und verzichten auf dogmatische Wahrheiten. Diese Bedingungen werden in autokratischen Systemen verletzt oder gezielt außer Kraft gesetzt. Das zeigen verschiedene Fallbeispiele, etwa die Re-Konfessionalisierung in formal säkularen Staaten, neue Formen der Privatisierung oder die Kritik der egalitären Bildung auf Seiten der neuen Rechten. (DIPF/Orig.) ; Systems of liberal public education must meet certain conditions. They work for the maturity of future citizens, promote freedom of opinion, operate on the basis of modern sciences, ensure the pluralism of perspectives, are not bound to confessions and thus resign dogmatic truths. Today's authoritarian political regimes violate some or all of these conditions in a systematic way. To show that the article discusses case studies like strategies of the re-confessionalisation of classrooms in states that are formally secular, new forms of privatization and also right wings' criticism of egalitarian public education. (DIPF/Orig.)

This paper investigates the education-earnings relationship in Pakistan, drawing on the Pakistan Integrated Household Surveys 1998/99 and 2001/02. The analysis has three main goals: to examine the labor market returns to education amongst wage-employed, self-employed and agricultural workers; to examine the labor market returns to literacy and numeracy skills for these categories of workers; and to analyze the pattern of returns to education along the earnings distribution. We also investigate the shape of the education/ earnings relationship. The analysis is done separately by gender and age group, and attempts to address the usual biases when estimating returns to education. Finally, we investigate how key results have changed between 1998/99 and 2001/02.

Discusses the current system of higher education funding in the UK, and proposals for its reform. Possible reforms include methods whereby the direct burden of paying for tuition is shifted from government and towards students, which raises the question of how much of the total burden should be shifted. To examine this issue, constructs a general equilibrium model which seeks to explain the determination of occupation‐specific wages and the allocation of work between three occupations: labouring, management and teaching. Derives comparative statics and assesses the impact of alternative finding arrangements for post‐compulsory education.

The process of education of Polish society in the field of security has always played important role in the history of the state. Initially, it was the type of education of knights based on the preparation of the young nobility to fulfil military and courtly roles. Then, under the influence of humanistic current, the views on personality changed and concern for soldier's mental development began. Bravery, courage, religiousness and honour were highly valued. After regaining independence, the most important was universal defence meaning the comprehensive preparation of society to defend the Polish state in the event of war or a threat of war. After World War II, under existing conditions, development of youth has been under the influence of strong politicization and ideology. The period of political transformation and change of the perception of security at the turn of the century have introduced new concepts to educate the society for security. The growing interest in modern education for security results from the belief that it provides the appropriate level of preparedness of society to meet the needs of all sectors of human activity. ; Saugumo aspektas lenkų visuomenės švietimo procese visada atliko svarbų vaidmenį valstybės istorijoje. Iš pradžių tai buvo riterių mokymas, pagrįstas aukštuomenės jaunuolių parengimu papildyti karines ir riterių gretas. Vėliau, veikiant humanizmo srovės idėjoms, požiūris pasikeitė, pradėta rūpintis kario mentaliniu vystymusi. Narsa, drąsa, religingumas ir garbė tapo labai vertinami. Atgavus nepriklausomybę, svarbiausia buvo universalios gynybos suvokimas, visapusiškas visuomenės parengimas ginti Lenkijos valstybę karo metu ar iškilus karo grėsmei. Po Antrojo pasaulinio karo, atsižvelgus į esamą padėtį, jaunimo požiūrį formavo stipri politizavimo ir ideologijos įtaka. Amžių sandūroje politinės tansformacijos ir saugumo suvokimo periodas pateikė naujus konceptus ugdyti saugumo sampratą visuomenėje.

Neoliberalism is often studied as a political ideology, a government program, and even as a pattern of cultural identities. However, less attention is paid to the specific institutional resources employed by neoliberal administrations, which have resulted in the configuration of a neoliberal state model. This accessible volume compiles original essays on the neoliberal era in Latin America and Spain, exploring subjects such as neoliberal public policies, power strategies, institutional resources, popular support, and social protest. The book focuses on neoliberalism as a state model: a configuration of public power designed to implement radical policy proposals. This is the third volume in the State and Nation Making in Latin America and Spain series, which aims to complete and advance research and knowledge about national states in Latin America and Spain.

Undergraduate medical education in Sweden has moved from nationally regulated, subject-based courses to programmes integrated either around organ systems or physiological and patho-physiological processes, or organised around basic medical science in conjunction with clinical specialities, with individual profiles at the seven medical schools. The national regulations are restricted to overall academic and professional outcomes. The 5½ year long university undergraduate curriculum is followed by a mandatory 18 months internship, delivered by the County Councils. While quality control and accreditation for the university curriculum is provided by the Swedish National Agency for Higher Education, no such formal control exists for the internship; undergraduate medical education is therefore in conflict with EU directives from 2005. The Government is expected to move towards 6 years long university undergraduate programmes, leading to licence, which will facilitate international mobility of both Swedish and foreign medical students and doctors. Ongoing academic development of undergraduate education is strengthened by the Bologna process. It includes outcome (competence)-based curricula, university Masters level complying with international standards, progression of competence throughout the curriculum, student directed learning, active participation and roles in practical clinical education and a national assessment model to assure professional competence. In the near future, the dimensioning of Swedish undergraduate education is likely to be decided more by international demands and aspects of quality than by national demands for doctors.