Various Levels Of Education Research Articles

The Economics of Education in Sierra Leone

With respect to investment in education, two important questions need to be examined. The first is concerned with the amount to be invested in primary and secondary schools, and the institutions of higher learning, and the second relates to the distribution of total costs among the state, private institutions, and those who receive education.This short article first evaluates the existing formal educational system in Sierra Leone with the help of the cost-benefit technique. In order to obtain guidelines for future investment policies the internal social rates of return are computed for the various levels of education. Then the supply and demand of trained personnel are estimated for the period 1975–9 on the basis of the following classification: (i) high level (those with university education), (ii) middle level (those with some secondary education and technical/vocational training), and (iii) primary- and secondary-school teachers. The projections show that shortages will occur in all three groups during the next five years, above all at the middle level where a 70 per cent increase in the expected supply will be necessary to meet the requirements.

A Doctor's Degree for Community College Teachers-Why?

Lewis H. Coon, Professor of Mathematics at Eastern Illinois University, was formerly Coordinator for Junior College Relations for the Department of Mathematics. His major responsibilities are now in the areas of Calculus for Business and teacher preparation. During 1972-73, when this article was written, he was serving as Lecturer in Mathematics with the CRIMEL mathematics program at Ohio State University. He served as Illinois Council of Teachers of Mathematics representative and delegate for NCTM during the years when the ICTM advanced four resolutions freeing community colleges of the grade 13-14 designation and encouraging an immediate change in the by-laws enabling community colleges to hcve full representation on the NCTM Board of Directors. Thomas Jefferson once used a pyramidlike schematic diagram to illustrate the hierarchy of educational levels to which all citizens of the Commonwealth of Virginia should be able to aspire to as early as 1790. Similar pyramids have been used by others to encourage individuals to reach for the highest peak of endeavor. Whereas today, we attempt to advise and to motivate students at all educational levels to attain their personal highest level of educational competence, in Jefferson's day there was little need for any but a very few to attain the highest level. Today, the educational community appears to have reached a state in development that requires a periodic evaluation for accreditation and certification, which is itself dependent on a hierarchy that parallels the various levels of education offered. In some states, for example, a bachelor's degree is required of elementary school teachers, a master's degree for high school teachers, and a doctor's degree for college and university teachers. Historically, this seems to be predicated on the assumption that all teachers should have studied work well beyond that which they are to teach others. Are community and junior college teachers of mathematics faced with the same real possibility today? Are job expectations and a salary schedule based on the suggestion of a doctor's degree relevant to the job needs of community college teachers of mathematics? The CUPM published a report concerned with staffing community and junior colleges [5]. The published report varied considerably from the oral report given by members of the ad hoc two-year college committee during the 1970 National Council of Teachers of

Current and past psychopathology scales (CAPPS). Rationale, reliability, and validity.

Many research questions in psychiatry can be adequately studied by cross-sectional evaluations of psychopathology at one or more points in time, such as before and after evaluation of various treatment modalities. Other important questions relevant to issues such as diagnosis and prognosis can only be answered satisfactorily by including historical information. There are, however, practically no standardized procedures for obtaining and recording historical information. This paper describes a new instrument, the Current and Past Psychopathology Scales (CAPPS), which can be used for evaluating both current and past psychopathology and social functioning in patients and nonpatients. The coverage includes dimensions of importance in the evaluation of severity of illness, prognosis, and diagnosis. Individuals from a variety of disciplines and with various levels of education have been trained to use it with a degree of reliability and validity satisfactory for research purposes.

The Geography of Black America: Three Approaches

Abstract Curriculum change with regard to the inclusion of the black American has taken place largely within the disciplines of history, sociology, anthropology, and the humanities. Their literature has included, in part, the geographical aspects of Black America. Geographers have lagged behind other social scientists in recognizing the reality of Black America. This paper indicates that geography can be an integral part of Black Studies programs at various levels of education.

A benefit/cost model to evaluate educational programs

Essentially, a benefit/cost model provides a procedure to evaluate a project in terms of its economic objectives. The analytic task is to determine the present value of all benefits less the present value of all costs, so that the projects which maximise this difference can be selected. There are private benefits (those appropriated by the persons directly involved in the project), and social benefits (those derived by others because of the project) that should also be taken into account when public policy is involved. Limitations of data preclude us from considering all the benefits, but in the present study of the benefits of an educational program, the following have been incorporated: (1) increases in earnings due to attaining higher levels of education; (2) benefits that accrue to the offspring of the present generation resulting from the influence of the educational attainment of parents on that of their children; and (3) the reduction in juvenile crime.The model that is used to estimate these benefits includes thirteen separate equations. A major ingredient of all of these equations is represented by equation 4 in the model: Bp(ε)=∑ni=0Vi(ε)−∑ni=0Vi(ε)Pi(ε) According to this equation, the private benefits of additional education are calculated as the difference between the expected economic returns with the program (designated T) and the expected economic returns without the program. Expected economic returns are estimated by the product of lifetime earnings for each level of education (Vi) times the probability distribution of obtaining the various levels of education (Pi), where i designates a level of education. These benefits will be different for individuals with different characteristics, designated ϵ.The parameters of the model have been estimated by the use of Census data for earnings, and various special survey data for the probabilities of educational attainment and committing juvenile crimes. Essentially an educational program changes the probabilities of educational attainment, increasing the probability of graduating from high school and going on to college.In this study, we applied the model to a Title I ESEA, program in San Francisco, California, during 1966–1967. Since the program was implemented in the elementary grades, we used the mathematics of Markov Chains to estimate the probabilities of eventual grade level attainment. We found that prior to the program, about half of the disadvantaged non-Negro males and considerably more than half of the Negro males could be expected to be dropouts. The model showed, however, that a Title I program in San Francisco costing $220 per child sufficiently raised test scores in elementary grades so that the expected dropout rates were reduced about 312 per cent for non-Negro and 212 per cent for Negro male pupils.

Economics and Education

The basic techniques were well established in the early 1960's. It is possible to measure lifetime income differentials associated with various levels of education, compute the present value of such differentials, and compare these returns with the incremental costs of different stages of education. One then seeks to compare net returns from different types of education with each other; and one also seeks to compare net returns from education with yields of alternative uses of financial capital. This essentially is the method employed by the pioneer in economic benefit analysis, Theodore W. Schultz (1963). In general, returns to education, as seen from the societal point of view, appear to compare favorably-but not extraordinarily so-with the yield of investment in, say, physical capital. Another important method is to assume that the marginal productivity hypothesis applies to total national income, as distinct from its application to single firms or industries, and then to convert rising levels of educational attainment in the work force into shares of the secular rise in net

SIGNPOSTS

Information and special library work is at present a profession that is in the process of formation and struggling for recognition, and entry into it is entirely uncontrolled. People with the most varied backgrounds and levels of education find themselves made responsible for setting up or running library and information services, without any previous knowledge of the work. Often they are in remote places and without any contact with more experienced colleagues who could give them advice, and their only means of getting the knowledge necessary for the efficient carrying out of their duties is from reading. But, owing to the unsettled state of the profession, the literature is voluminous and scattered, and much of it is of a low standard, or occupied with pure theorizing or polemics. Moreover, the literature that the novice is most likely to see, namely the articles on documentation which are occasionally printed in technical journals, is not always the most helpful for a person who has no background of experience against which he can evaluate it. In these circumstances the new entrant needs a guide to the literature if he is not to be discouraged or adopt practices and systems which are not really suitable to his circumstances. It is to meet this need that this annual review of the literature, now in its sixth year, has been written. It attempts to select those books and papers which are most likely to be of direct help in running a small information department or library, eschewing all pure theorizing and polemics, and only including literature on large libraries where it is felt that it contains ideas capable of application in smaller organizations. To these are added a selection of the most important works of reference, including some that the information officer may wish to know about and consult in other libraries, even though his own library does not possess them. The list is not restricted to work published in 1957, but is intended to be representative of items received in British libraries during the period under review. Owing to restrictions in space, the selection has to be rigorous, and is inevitably, to a certain extent, a personal one. No two people would probably agree on all the omissions, but it is hoped that all the items included will be of positive value to the type of reader for whom the review is intended.