Why do overeducated workers participate in non-formal education activities? Do they not suffer from an excess of education? Using microdata from the Spanish sample of the 2007 Adult Education Survey, we have found that overeducated workers participate more than the rest in nonformal education and that they earn higher wages than overeducated workers who did not participate. This result can be i...

Recent research in science education recommends the development of didactic resources that approach relations between Science, Technology and Society [STS] and articulate formal and non-formal educational contexts such as science museums and centres, the Internet and television. We consider it’s important to implement those recommendations through the use of ICT in science education. Therefore ...

Providing personalized and interactive education (as in one-on-one tutoring) remains an unsolved problem for standard classrooms. The arrival of Massive Open Online Courses (MOOCs), while having provided a unique opportunity to share quality instruction with massive number of students, only exacerbates this problem with an even higher student to teacher ratio. We believe that automated intellig...

The study was designed to analyze credit receipt and enterprise performance by small scale agro based enterprises in the Niger Delta region of Nigeria. A multistage sampling technique was adopted in selecting 264 agro based enterprises and 96 agro based enterprises that accessed informal and formal credit respectively. The Heckman model was used to examine the factors affecting amount of inform...

OBJECTIVES To summarise the scientific evidence on the relation between educational status and measures of the frequency and the consequences of back pain and of the outcomes of interventions among back pain patients, and to outline possible mechanisms that could explain such an association if found. DESIGN Sixty four articles published between 1966 and 2000 that documented the association of...

This chapter examines gender and gender equity issues in formal sexuality education and considers the adequacy of formal programs from several vantage points. I begin with definitions of terms that are central to the analysis. Next, attention turns to the current state of sexuality education. I will, in turn, consider formal education in K–12 schools, colleges and universities, and medical scho...

Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and con...