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When West Germany gained partial independence in 1949, its new constitution (Grundgesetz) granted educational autonomy to the state (Länder) governments. This led to widely varying school systems, often making it difficult for children to continue schooling whilst moving between states. [19]
The number of young people not in education, employment, or training (NEETs), notably women, is significantly higher in cohesion regions (less developed regions of Europe) than the EU average (11.2 percent in 2023). [17] Lower educational achievement in these places is exacerbated by relatively low levels of reading and numeracy among young people.
Humboldt's model was based on two ideas of the Enlightenment: the individual and the world citizen.Humboldt believed that the university (and education in general, as in the Prussian education system) should enable students to become autonomous individuals and world citizens by developing their own powers of reasoning in an environment of academic freedom.
Global educational inequality is clear in the ongoing learning crisis, where over 91% of children across the world are enrolled in primary schooling; however, a large proportion of them are not learning. A World Bank study found that "53 percent of children in low- and middle-income countries cannot read and understand a simple story by the end ...
The key aim of the Europe-wide process is to increase and improve support for, access to, and the impact of global education in European countries. National reports, and the peer review processes leading to them, act as both a tool to enhance quality and impact nationally, and a mechanism for international comparative analysis, benchmarking and ...
The adoption of the concept of a global society, by educators, has led to a growth in the non-governmental (NGO) and non-profit sector. [31] The idea of a global citizen arose with the following characteristics: Global Citizens know about and have contact with NGOs; Global citizens' education orients them towards participation in NGOs
The effect of the educational gender gap is more pronounced when a country is only moderately poor. [3] Thus the incentive to invest in women goes up as a country moves out of extreme poverty. [3] In addition to total economic growth, women's education also increases the equitability of the distribution of wealth in a society.
Number of people living in extreme poverty from 1820 to 2015. Population not in extreme poverty Population living in extreme poverty Total population living in extreme poverty, by world region 1990 to 2015. Latin America and Caribbean East Asia and Pacific Islands South Asia Middle East and North Africa Europe and Central Asia Sub-Saharan Africa Other high income countries The number of people ...