Two of the largest World Bank investment projects in Bangladesh are the general education project and the female secondary scholarship and assistance project. This paper evaluates the expected results of these educational projects using the household and school survey data recently collected in rural Bangladesh. Bangladesh spends only 2 percent of…

In 2001, around 1,200 of 6,700 providers in the Australian public vocational education and training (VET) system delivered adult and community education (ACE) programs, which attracted 497,500 people. ACE programs accounted for 20.7 million hours of training and 972,500 subject enrolments. Vocational ACE programs accounted for 238,700 students,…

In 1995, the International Consultative Forum on Education for All (EFA) commissioned case studies in developing countries as part of a mid-decade review of progress in expanding access to basic education. This paper examines provision of basic education (grades 1-9) in Yemen, focusing on obstacles to girls' education in rural areas. The report…

This paper uses data from the Morocco Living Standard Survey in an econometric investigation of the relative effectiveness of supply- and demand-side factors in determining educational outcomes. A wide range of factors are examined that may be responsible for differences in grade completion levels and achievement among sexes, regions, and urban…

Members of the farm related population generally lag behind their nonfarm related counterparts in the number of school years completed, number of persons completing high school and college, functional literacy rates, participants in adult education, and labor force status. In 1975 White farm males trailed metro and nonmetro nonfarm males by 1.2…

This report is made in accordance with the provisions of the land-grant act of 1862 and the Morrill-Nelson Acts of 1890 and 1907. To assure the proper usage of these funds, the specialist in charge of land-grant college statistics makes, from reports submitted by the treasurers of the land-grant colleges, an audit of disbursements from the funds.…

The land-grant colleges have grown to be very complicated institutions, performing a wide variety of services. Each State has organized these services in its own way and to its own purposes, which accounts for the great diversity existing among the different colleges. It is hoped, however, that the data in this bulletin will serve a useful purpose…

The land-grant colleges and universities of the United States, established by the provisions of the land-grant act of 1862, receive from this and other land-grant acts, as well as from the second Morrill Act of 1890 and the Nelson amendment of 1907, Federal funds for instruction, administration, and permanent improvements in the institutions. This…

At the request of the Association of Land-Grant Colleges and Universities, the Office of Education undertook a survey of the 69 land-grant colleges and universities, including 17 institutions for Negroes. For more than a half century, these institutions have grown in importance as vital factors in the agricultural, industrial, and educational…