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Lingering with the Works of Ted T. Aoki: Historical and Contemporary Significance for Curriculum Research and Practice (Studies in Curriculum Theory Series)
by Nicole Y. S. Lee Lesley E. Wong Joanne M. UrsinoThis unique collection of essays from emerging and established curriculum theory scholars documents individuals’ personal encounters and lingering interactions with Ted T. Aoki and his scholarship. The work illuminates the impact of Aoki’s lifework both theoretically and experientially. Featuring many of the field’s top scholars, the text reveals Aoki’s historical legacy and the contemporary significance of his work for educational research and practice. The influence of Aoki’s ideas, pedagogy, and philosophy on lived curriculum is vibrantly examined. Themes include tensionality, multiplicity, and bridging of difference. Ultimately, the text celebrates an Aokian "way of being" whilst engaging a diversity of perspectives, knowledges, and philosophies in education to reflect on the contribution of his work and its continual enrichment of curriculum scholarship today. This text will benefit researchers, academics, and educators with an interest in curriculum studies, educational research, teacher education, and the philosophy of education more broadly. Those specifically interested in international and comparative education, as well as interdisciplinary approaches – which include perspectives in arts, language and literacy, sciences, technology, and higher education curriculum – will also benefit from this book.
Linguistic and Cultural Influences on Learning Mathematics (Psychology of Education and Instruction Series)
by Rodney R. Cocking Jose P. MestreThe combined impact of linguistic, cultural, educational and cognitive factors on mathematics learning is considered in this unique book. By uniting the diverse research models and perspectives of these fields, the contributors describe how language and cognitive factors can influence mathematical learning, thinking and problem solving. The authors contend that cognitive skills are heavily dependent upon linguistic skills and both are critical to the representational knowledge intimately linked to school achievement in mathematics.
Linguistic and Cultural Innovation in Schools
by Jane Spiro Eowyn CrisfieldThis book presents case studies of five schools engaged in radical change in order to engage with children's home languages and cultures in a more multilingual and inclusive way. Located around the globe, from Hawaii to Kenya, the case studies are informed by both researchers and professionals on the ground. While the schools in question are each anchored in a unique context and situation, they also have a common mission to see language diversity as a resource, and a responsibility to embrace all the languages of their pupils. The authors offer a rich resource for education professionals and policymakers, including not only theoretical insights but useful practical tips. This innovative volume will be a helpful resource for educational professionals interested in following a path of multilingualism as well as students and scholars of second language acquisition, heritage languages and cultures and multilingual educational policy.
The Linguistic Challenge of the Transition to Secondary School: A Corpus Study of Academic Language (Routledge Applied Corpus Linguistics)
by Alice Deignan Duygu Candarli Florence OxleyThis book provides a unique analysis and description of the linguistic challenges faced by school students as they move from primary to secondary school, a major transition, which some students struggle with emotionally and academically. The study: • draws on a bespoke corpus of 2.5 million words of written materials and transcribed classroom recordings, provided by the project's partner schools; • combines quantitative and qualitative approaches to the corpus data to explore linguistic variation across school levels, registers and subjects; • describes the procedures of corpus compilation and analysis of written and spoken academic language, showing how modern corpus tools can be applied to this far-reaching social and educational issue; • uncovers differences and similarities between the academic language that school children are exposed to at primary and secondary school, contrasting this against the backdrop of the non-academic language that they encounter outside school. This book is important reading for advanced students and researchers in corpus linguistics, applied linguistics and teacher education. It carries implications for policymakers and schools looking to support students at this critical point in their schooling.
Linguistic Entrepreneurship in Sino-African Student Mobility
by Wen XuThis book explores African international students’ lived experience within Chinese higher education, including their language ideologies, investment in Chinese language learning and the (re)shaping of identities and aspirations. Whilst high English proficiency has been sought by globally mobile students to play the ‘class game’ and gain entrée to the circle of elites, considerably less attention has been paid to how shifting global structures and China’s semi-peripheral position shape its language learners’ investment and identity construction. Drawing upon a series of interviews, the book deciphers African students’ logics of linguistic exchanges within the geopolitical and geo-economic context of China-African relations. The students invested heavily into Chinese language learning and use, while displaying perfectionism, linguistic entrepreneurship and linguistic insecurity. As the value of their Chinese linguistic capital increases, they reassessed their sense of themselves and produced different social identities, which includes the idea of ‘the world is my oyster’, contributing to Africa’s sustainable development and the disposition to ‘tell China’s story well’. This work transgresses monolingual dominance (i.e. English) in the existing body of international student mobility and second language acquisition (SLA) research, as great importance is assigned to Chinese as linguistic capital in South-South student migration. The book is of interest to researchers in international higher education, international student mobilities, sociolinguistics, applied linguistics, languages education, and Chinese language teaching and learning.
Linguistic Foundations: The Reform Movement (Logos Studies in Language and Linguistics)
by A. P. R. Howatt Richard C. SmithThis volume forms part of a five volume set charting the progress of the nineteenth century movement which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the twentieth century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition. The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.
Linguistic Genocide in Education--or Worldwide Diversity and Human Rights?
by Tove Skutnabb-KangasIn this powerful, multidisciplinary book, Tove Skutnabb-Kangas shows how most indigenous and minority education contributes to linguistic genocide according to United Nations definitions. Theory is combined with a wealth of factual encyclopedic information and with many examples and vignettes. The examples come from all parts of the world and try to avoid Eurocentrism. Oriented toward theory and practice, facts and evaluations, and reflection and action, the book prompts readers to find information about the world and their local contexts, to reflect and to act. A Web site with additional resource materials to this book can be found at http://www.ruc.dk/~tovesk/
Linguistic Imperialism Continued
by Robert PhillipsonThis volume brings together key writings since the 1992 publication of Linguistic Imperialism – Robert Phillipson’s controversial benchmark volume, which triggered a major re-thinking of the English teaching profession by connecting the field to wider political and economic forces. Analyzing how the global dominance of English in all domains of power is maintained, legitimized and persists in the twenty-first century, Linguistic Imperialism Continued reflects and contributes in important ways to understanding these developments. This book is not for sale in India, Pakistan, Bangladesh, Sri Lanka, Nepal, and Bhutan.
Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy (NCTE-Routledge Research Series)
by April Baker-BellBringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.
Linguistic Landscapes in Language and Teacher Education: Multilingual Teaching and Learning Inside and Beyond the Classroom (Multilingual Education #43)
by Sílvia Melo-PfeiferThis book offers an international account of the use of linguistic landscapes to promote multilingual education, from primary school to the university, and in teacher education programs. It brings linguistic landscapes to the forefront of multilingual education in school settings and teacher education, expanding the disciplinary domains through which they have been studied. Drawing on multidisciplinarity and placing linguistic landscapes in the field of language (teacher) education, this book presents empirical studies developed in eleven countries: Australia, France, Germany, Israel, Japan, Mozambique, The Netherlands, Portugal, Russia, Spain, and The United States. The chapters illustrate how multilingual pedagogies can be enhanced using linguistic landscapes in mainstream education and are written by partners of the Erasmus Plus project LoCALL “LOcal Linguistic Landscapes for global language education in the school context”.
Linguistic Legitimacy and Social Justice
by Timothy ReaganThis book examines the nature of human language and the ideology of linguistic legitimacy – the common set of beliefs about language differences that leads to the rejection of some language varieties and the valorization of others. It investigates a broad range of case studies of languages and dialects which have for various reasons been considered 'low-status' including: African American English, Spanglish, American Sign Language, Yiddish, Esperanto and other constructed languages, indigenous languages in post-colonial neo-European societies, and Afrikaans and related language issues in South Africa. Further, it discusses the implications of the ideology of linguistic legitimacy for the teaching and learning of foreign languages in the US. Written in a clear and accessible style, this book provides a readable and pedagogically useful tool to help readers comprehend the nature of human language, and the ways in which attitudes about human language can have either positive or negative consequences for communities and their languages. It will be of particular interest to language teachers and teacher educators, as well as students and scholars of applied linguistics, intercultural communication, minority languages and language extinction.
Linguistic Minority Students Go to College: Preparation, Access, and Persistence
by Yasuko Kanno Linda HarklauCurrently, linguistic minority students – students who speak a language other than English at home – represent 21% of the entire K-12 student population and 11% of the college student population. Bringing together emerging scholarship on the growing number of college-bound linguistic minority students in the K-12 pipeline, this ground-breaking volume showcases new research on these students’ preparation for, access to, and persistence in college. Other than studies of their linguistic challenges and writing and academic literacy skills in college, little is known about the broader issues of linguistic minority students’ access to and success in college. Examining a variety of factors and circumstances that influence the process and outcome, the scope of this book goes beyond students’ language proficiency and its impact on college education, to look at issues such as student race/ethnicity, gender, SES, and parental education and expectations. It also addresses structural factors in schooling including tracking, segregation of English learners from English-fluent peers, availability and support of institutional personnel, and collegiate student identity and campus climate. Presenting state-of-the-art knowledge and mapping out a future research agenda in an extremely important and yet understudied area of inquiry, this book advances knowledge in ways that will have a real impact on policy regarding linguistic minority immigrant students’ higher education opportunities.
Lingüística cognitiva y español LE/L2 (Routledge Advances in Spanish Language Teaching)
by Iraide Ibarretxe-Antuñano Teresa Cadierno Alejandro Castañeda CastroLingüística cognitiva y español LE/L2 constituye una valiosa aportación al estudio de la adquisición y la enseñanza del español LE/L2 desde la perspectiva teórica de la lingüística cognitiva. Se trata de la primera obra escrita en español en la que se ofrece una introducción a la lingüística cognitiva y su aplicación didáctica a la enseñanza del español LE/L2 desde una óptica internacional. Combina una orientación teórico-práctica que incluye diferentes estudios empíricos con pautas para ayudar a los profesores de español a integrar la lingüística cognitiva en la enseñanza de la lengua. Características principales: Una estructura homogénea y facilitadora de la lectura de los distintos capítulos que sirve para integrar contenidos lingüísticos y gramaticales desde un punto de vista cognitivo; Cuestiones clave en la enseñanza del español LE/L2 desde la óptica de la lingüística cognitiva: aspectos controvertidos de gramática, el desarrollo de la competencia metafórica, el aprendizaje del léxico, la influencia de la lengua materna, el foco en la forma, el uso de la traducción pedagógica; Pautas y sugerencias para aplicar la lingüística cognitiva en la enseñanza de la lengua, así como futuras vías de investigación; Una selección de imágenes, gráficos e ilustraciones para facilitar la comprensión de los temas y conceptos que se abordan en el volumen; Un glosario bilingüe (español e inglés) de términos clave para que cualquier lector pueda familiarizarse con los conceptos fundamentales de la lingüística cognitiva. Escrito en español, de manera clara y accesible, y con abundantes ejemplos, Lingüística cognitiva y español LE/L2 es una obra de referencia para docentes de español como LE/L2, estudiantes graduados y formadores de profesores, así como para cualquier persona que desee adquirir una perspectiva actual sobre las principales aportaciones teóricas y prácticas de la lingüística cognitiva a la enseñanza y el aprendizaje de segundas lenguas.
Linguistically Appropriate Practice: A Guide For Working With Young Immigrant Children
by Roma Chumak-HorbatschThis path-breaking book provides a convincing argument for the importance of children's home languages and the benefits of dual- and multi-language learning. A new classroom practice known as Linguistically Appropriate Practice (LAP) offers guidance for those working with young children who arrive in childcare centres and schools with little or no proficiency in the classroom language. Linguistically Appropriate Practice details over fifty classroom activities that can be adapted to match both the developmental level of the children and the classroom curriculum. Intended for childcare staff, health care providers, settlement workers, speech and language pathologists, kindergarten and primary grade teachers, family resource workers, and literacy specialists, this book is an essential resource for preparing young children for the complex communication and literacy demands of the twenty-first century.
Linguistically Diverse Immigrant and Resident Writers: Transitions from High School to College (ESL & Applied Linguistics Professional Series)
by Todd Ruecker Christina Ortmeier-HooperSpotlighting the challenges and realities faced by linguistically diverse immigrant and resident students in U.S. secondary schools and in their transitions from high school to community colleges and universities, this book looks at programs, interventions, and other factors that help or hinder them as they make this move. Chapters from teachers and scholars working in a variety of contexts build rich understandings of how high school literacy contexts, policies such as the proposed DREAM Act and the Common Core State Standards, bridge programs like Upward Bound, and curricula redesign in first-year college composition courses designed to recognize increasing linguistic diversity of student populations, affect the success of this growing population of students as they move from high school into higher education.
Linguistics and the Teacher (Routledge Library Editions: Education)
by Ronald CarterLinguistics and the Teacher is a collection of essays by linguists on different aspects of the relationship between linguistics and education. All the contributors are united in their belief that linguistics should be a central element in the education of teachers, and argue for principled and systematic analysis in the study of the role of language in learning. The essays range from theoretical accounts of the nature of language study in teacher education to practical examples of how linguistics can help the teacher in such diverse contexts as the assessment of difficulty in textbooks, the teaching of literature, and analysing children’s writing. The book offers models for analysis, specific syllabus and course proposals, and, in a key essay, discussion of those areas relevant to language and learning upon which most linguists would agree. The collection as a whole presents teachers with all the materials they need to make informed judgements about what has hitherto been regarded as a difficult area.
Linguistics at School: Language Awareness in Primary and Secondary Education
by Kristin Denham Anne LobeckLinguistics is a subject that has remained largely confined to the academy, rather than being integrated into school curricula. This is unfortunate but not surprising, as although some teacher education programs include courses on linguistics, it is not comprehensively integrated into teacher education, so it is largely absent from the curriculum. This volume brings together a team of leaders in the field of linguistics and education, to provide an overview of the current state of research and practice. It demonstrates changes which can be made to teaching, such as revising teacher's preparation, developing and implementing practical applications of linguistics in both primary and secondary classrooms, partnering linguists with classroom teachers, and working to improve state and national education standards. The contributors emphasize the importance of collaboration between professional linguists and educators in order to meet a common goal: to raise awareness of the workings of language.
Linguistics for L2 Teachers
by Larry AndrewsLinguistics for L2 Teachers is designed to help bilingual and ESL teachers better understand how and why the English language works, and to broaden their abilities to help their students learn about the various functions of English in the real world. It is not a complete curriculum in English linguistics, but rather, a foundation from which teachers can continue to grow and to teach with greater confidence. The reader-friendly, conversational style makes the concepts easily accessible to preservice and in-service teachers who have little or no previous experience in language study. This textbook: * explains various aspects of English using non-technical terminology; * goes beyond the study of grammar to examine the functions of language, not just its form; * presents language applications in L2 classrooms; and * clearly delineates the significance of chapter topics for L2 teachers and students. Each chapter includes prereading activities to enhance the reader's comprehension; postreading activities to expand and elaborate the concepts; and interactive "Be A Linguist" activities to help readers think in ways similar to the ways linguists think and to provide opportunities to apply ideas explained within the chapter. Intended for all teachers of students for whom English is a new language, this text will help them be better prepared to meet the important challenges and questions they encounter in their classrooms.
Linguistics for Singers: An Introduction
by Gregory CampLinguistics for Singers: An Introduction is a textbook and manual that provides singers with a foundation in linguistic features of four major singing languages—English, Italian, French, and German—and shows how these features can be used to inform vocal performance and interpretation. Going beyond the basics of lyric diction, a grounding in linguistics enables student musicians to understand language holistically and more fully comprehend the music they are learning. The comparative approach to four common languages allows readers to readily grasp similarities and apply principles across vocal repertoire. Beginning with the sounds of a language and gradually moving up through larger levels of linguistic structure, from words to full texts, the chapters illustrate concepts using real examples from art songs and opera. The clear explanations enable readers new to linguistics to connect these concepts with their own musical practice. Designed for flexible use in courses on language and singing, lyric diction, repertoire studies, and collaborative piano, this book provides a vital resource for singers, vocal instructors, and conductors.
Linguistics for TESOL: Theory and Practice
by Hannah ValenzuelaThis textbook proposes a theoretical approach to linguistics in relation to teaching English. Combining research with practical classroom strategies and activities, it aims to satisfy the needs of new and experienced TESOL practitioners, helping them to understand the features of the English language and how those features impact on students in the classroom. The author provides a toolkit of strategies and practical teaching ideas to inspire and support practitioners in the classroom, encouraging reflection through regular stop-and-think tasks, so that practitioners have the opportunity to deepen their understanding and relate it to their own experience and practice. This book will appeal to students and practitioners in the fields of applied linguistics, TESOL, EAL, English language and linguistics, EAP, and business English.
The Linguistics, Neurology, and Politics of Phonics: Silent "E" Speaks Out
by Steven L. StraussThis book explores the driving forces behind the current government-sponsored resurrection of phonics, and the arguments used to justify it. It examines the roles played by three key actors--corporate America, politicians, and state-supported reading researchers--in the formulation of what Strauss terms the neophonics political program. Essential for researchers, students, and teachers of literacy and reading, and for anyone seeking to understand what is happening in U.S. public schools today, The Linguistics, Neurology, and Politics of Phonics: Silent "E" Speaks Out:*analyzes the political nature of the alleged literacy crisis in the United States, through an investigation of the political and corporate motives behind the renewed focus on phonics, and media complicity in promoting the neophonics political program as the solution to the so-called crisis;*examines the scientific claims of neophonics, including methodology, linguistics, and neuroscience, and exposes the flaws in its reasoning and the weakness of its arguments;*addresses the scientific, empirical investigation of letter-sound relationships in English (of phonics itself), and demonstrates the complexity of the system and its associated benefits and limitations in the theory and practice of reading;*proposes actions to help make a return to politically undistorted science and to democratic classrooms a reality; and*introduces, in a postscript, a formal analysis of the letter-sound system, using empirically based rules to convert one finite set of elements, the alphabet, into another, the phonemes of the spoken language. Offering up-to-date information and an original critique, this book makes two important contributions. One is the policy analysis linking government agencies, policymakers, and corporate interests. The second is the neurological and linguistic treatment of why traditional phonics programs are not the solution and why the rhetoric developed to support their resurgence is so far off the mark.
Link Technology to Your Long-Term Business Goals: How to Use Technology to Mobilize Your People, Strategy and Operations
by PrazLink the use of technology with long-term business goals to optimize the core elements in your organization: people, strategy, and operations. This book will show you how effective planning of processes and execution of strategies with the help of technology can bring about an organization-wide increase in productivity and performance.Business environments have grown increasingly competitive. Before an organization realizes what has happened, it can lose or gain market share. Being agile is the key to success. This book covers the processes that can help your enterprise be agile and follow best practices when executing your business strategy.You'll review case studies from real-world experiences that dive deep into the problems a business encounters and the ways to solve those challenges. They deal with the different ways in which your organization can achieve dramatic performance improvements by changing your company’s processes. The book also explains how objectives and key results can be used to align business teams for increased productivity. With Use Tech to Mobilize Your People, Strategy, and Operations you'll learn how the intensity of core processes can ensure that growth does not wane in your organization. What You'll Learn Know the role of three core elements in organizations: people, strategy, operationsUnderstand how technology can enhance these three core elementsBe aware of the importance of scale and security in the information eraEliminate distractions and uncertainty in core processesWho This Book Is ForPeople with experience building businesses (founders, CEOs, COOs, CTOs, project managers, product managers, operation heads, sales heads, finance heads, strategy heads, technology leaders) who are looking for technology solutions to business problems
Linked Courses for General Education and Integrative Learning: A Guide for Faculty and Administrators
by Margot Soven, Dolores Lehr, Siskanna Naynaha, Wendy Olson, Betsy BarefootResearch indicates that of the pedagogies recognized as “high impact”, learning communities – one approach to which, the linked course, is the subject of this book – lead to an increased level of student engagement in the freshman year that persists through the senior year, and improve retention. This book focuses on the learning community model that is the most flexible to implement in terms of scheduling, teacher collaboration, and design: the linked course. The faculty may teach independently or together, coordinating syllabi and assignments so that the classes complement each other, and often these courses are linked around a particular interdisciplinary theme. Creating a cohort that works together for two paired courses motivates students, while the course structure promotes integrative learning as students make connections between disciplines.This volume covers both “linked courses” in which faculty may work to coordinate syllabi and assignments, but teach most of their courses separately, as well as well as “paired courses” in which two or more courses are team taught in an integrated program in which faculty participate as learners as well as teachers. Part One, Linked Course Pedagogies, includes several case studies of specific linked courses, including a study skills course paired with a worldview course; a community college course that challenges students’ compartmentalized thinking; and a paired course whose outcomes can be directly compared to parallel stand-alone coursesPart Two, Linked Course Programs, includes a description of several institutional programs representing a variety of linked course program models. Each chapter includes information about program implementation, staffing logistics and concerns, curriculum development, pedagogical strategies, and faculty development.Part Three, Assessing Linked Courses, highlights the role of assessment in supporting, maintaining, and improving linked course programs by sharing assessment models and describing how faculty and administrators have used particular assessment practices in order to improve their linked course programs.
Linking Assessment to Instructional Strategies: A Guide for Teachers
by Cathleen SpinelliThis practical, teacher-friendly book provides step-by-step instructions on choosing and administering classroom assessments; analyzing, interpreting, rating, and monitoring results; and reporting student progress. Whether new to authentic or informal assessment, or strongly familiar with traditional testing, this book will interpret and guide the teaching professional on how to integrate cutting-edge assessment measures seamlessly into their daily teaching schedule. The book is chock-full of the latest in authentic, curriculum and performance-based assessment measures with direct connections to instruction, IEP development, and methods of reporting to parents. Busy teachers will appreciate the clear, accessible writing style and how easily the book helps them to determine what test to use, the specific diagnostic questions to ask, the classroom materials that will be needed, clearly informed administration strategies, and the explicit examples that are included and can be taken straight from the page to the real classroom. Keenly focused on providing teachers with a variety of assessment procedures, including the why, what, and how of testing, it furthermore gives directions on how to construct, administer, and score assessments as well as how to interpret, graph, monitor, write, and report assessment results to families and school support personnel. Another key feature includes suggested interventions to use when test results indicate that specific skills have been mastered, are emerging, or need to be introduced. An ideal book for school administrators, supervisors, and remedial specialists, and for those implementing Response to Intervention (RI), it is most appropriate for professional development and in-service practicing teachers who want an easy-to-read and useful guide to state-of-the-art, best practices in assessment.
Linking Education Policy to Labor Market Outcomes
by Tazeen Fasih'Linking Education Policy to Labor Market Outcomes' examines current research and new evidence from Ghana and Pakistan-representative of two of the poorest regions of the world-to assess how education can increase income and help people move out of poverty. This study indicates that in addition to early investments in cognitive and noncognitive skills-which produce a high return and lower the cost of later educational investment by making learning at later ages more efficient-quality, efficiency, and linkages to the broader macro-economic context also matter. Education and relevant skills are still the key determinants of good labor market outcomes for individuals. However, education policies aimed at improving skills will have a limited effect on the incomes of that skilled workforce or on the performance of a national economy if other policies that increase the demand for these skills are not in place. For education to contribute to national economic growth, policies should aim at improving the quality of education by spending efficiently and by adapting the basic and postbasic curricula to develop the skills increasingly demanded on the global labor market, including critical thinking, problem solving, social behavior, and information technology.