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Mexico's compensatory education program provides extra resources to primary schools that enroll disadvantaged students in highly disadvantaged rural communities. One of the most important components of the program is the school-based management intervention known as AGEs. The impact of the AGEs is assessed on intermediate school quality indicators (failure, repetition and dropout), controlling for the presence of the conditional cash transfer program. Results prove that school-based management is an effective measure for improving outcomes, based on an over time difference-in-difference evaluation. Complementary qualitative evidence corroborates the veracity of such findings.

Curriculum --- Curriculum Development --- Disability --- Disadvantaged Students --- Education --- Education for All --- Educational Reform --- Effective Schools and Teachers --- Information Asymmetries --- Learning --- Learning Environment --- Learning Outcomes --- Literature --- Papers --- Primary Education --- Research --- School --- School Quality --- Schools --- Secondary Education --- Social Protections and Labor --- Student --- Student Learning --- Teacher --- Teachers --- Tertiary Education --- Training --- University

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Today, new technologies bring with them an everchanging panorama, forcing us to constantly update our knowledge. For this reason, quality education is necessary in all areas of knowledge and at all educational levels. The quality of our educational systems and the questions raised by reviewing whether our educational institutions offer quality education or not are some of the main reasons why quality education is a topic that, in recent years, has captured the interest of governments, researchers and lecturers, among others. This issue brings together different socioeducational actors with their concerns for and commitments to higher education, in order to achieve the aim of providing people with the competencies necessary to adapt to a changing and competitive world, in which the individual needs to engage in lifelong learning and where education must align with sustainable development goals, such as democracy, justice and equality. All of this provides us with a scenario for reflecting on and researching fundamental questions, such as how to prevent school absenteeism, how to deal with students leaving school early, how to prevent or alleviate the phenomenon of dropping out in higher education, etc. In other words, can we assume that student failure is partly due to the failure of our educational systems? Are we educating self-regulated, critical, learning-motivated and competent students? These and other questions lead us to search for measures with which we can improve the quality of our educational systems by proposing strategies and developing tools to enhance the lecturing–learning processes in our classrooms.

Research & information: general --- higher education --- inclusive education --- disability --- technological platforms --- faculty members --- international students --- service quality evaluation --- perceived satisfaction --- sustainable higher education system --- China --- active learning --- career adaptability --- Hong Kong --- human resources management --- university students --- university teaching --- mobile-assisted language learning --- foreign language learning --- productive-receptive skills --- technology acceptance model --- WhatsApp --- Line App --- VET --- European --- validation principles --- Spain --- virtual meeting platform --- technology readiness --- social presence --- course satisfaction --- sustained use intention --- serial mediation --- science scenario --- collaborative problem solving --- behavioral transition patterns --- lag sequential analysis --- disadvantaged students --- higher education SPROUT project --- learning effects --- qualitative changes --- distance learning --- university authorities --- lecturers --- students --- cross-cultural pragmatic competence --- social context --- communicative dynamics in classroom situations --- EFL context --- online instruction --- students’ perceptions --- education quality --- online learning --- socioemotional competence --- models --- emotional intelligence --- social intelligence --- TAM Model --- learning analytics --- academic performance --- COVID-19

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Today, new technologies bring with them an everchanging panorama, forcing us to constantly update our knowledge. For this reason, quality education is necessary in all areas of knowledge and at all educational levels. The quality of our educational systems and the questions raised by reviewing whether our educational institutions offer quality education or not are some of the main reasons why quality education is a topic that, in recent years, has captured the interest of governments, researchers and lecturers, among others. This issue brings together different socioeducational actors with their concerns for and commitments to higher education, in order to achieve the aim of providing people with the competencies necessary to adapt to a changing and competitive world, in which the individual needs to engage in lifelong learning and where education must align with sustainable development goals, such as democracy, justice and equality. All of this provides us with a scenario for reflecting on and researching fundamental questions, such as how to prevent school absenteeism, how to deal with students leaving school early, how to prevent or alleviate the phenomenon of dropping out in higher education, etc. In other words, can we assume that student failure is partly due to the failure of our educational systems? Are we educating self-regulated, critical, learning-motivated and competent students? These and other questions lead us to search for measures with which we can improve the quality of our educational systems by proposing strategies and developing tools to enhance the lecturing–learning processes in our classrooms.

Research & information: general --- higher education --- inclusive education --- disability --- technological platforms --- faculty members --- international students --- service quality evaluation --- perceived satisfaction --- sustainable higher education system --- China --- active learning --- career adaptability --- Hong Kong --- human resources management --- university students --- university teaching --- mobile-assisted language learning --- foreign language learning --- productive-receptive skills --- technology acceptance model --- WhatsApp --- Line App --- VET --- European --- validation principles --- Spain --- virtual meeting platform --- technology readiness --- social presence --- course satisfaction --- sustained use intention --- serial mediation --- science scenario --- collaborative problem solving --- behavioral transition patterns --- lag sequential analysis --- disadvantaged students --- higher education SPROUT project --- learning effects --- qualitative changes --- distance learning --- university authorities --- lecturers --- students --- cross-cultural pragmatic competence --- social context --- communicative dynamics in classroom situations --- EFL context --- online instruction --- students’ perceptions --- education quality --- online learning --- socioemotional competence --- models --- emotional intelligence --- social intelligence --- TAM Model --- learning analytics --- academic performance --- COVID-19 --- higher education --- inclusive education --- disability --- technological platforms --- faculty members --- international students --- service quality evaluation --- perceived satisfaction --- sustainable higher education system --- China --- active learning --- career adaptability --- Hong Kong --- human resources management --- university students --- university teaching --- mobile-assisted language learning --- foreign language learning --- productive-receptive skills --- technology acceptance model --- WhatsApp --- Line App --- VET --- European --- validation principles --- Spain --- virtual meeting platform --- technology readiness --- social presence --- course satisfaction --- sustained use intention --- serial mediation --- science scenario --- collaborative problem solving --- behavioral transition patterns --- lag sequential analysis --- disadvantaged students --- higher education SPROUT project --- learning effects --- qualitative changes --- distance learning --- university authorities --- lecturers --- students --- cross-cultural pragmatic competence --- social context --- communicative dynamics in classroom situations --- EFL context --- online instruction --- students’ perceptions --- education quality --- online learning --- socioemotional competence --- models --- emotional intelligence --- social intelligence --- TAM Model --- learning analytics --- academic performance --- COVID-19