La librairie des livres interdits

Marc Levy

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⦁What external factors impact of education quality on development goals to students.I feel how to distribution of personal incomes in society which is strongly related to the amount of education people have had. Because, generally speaking more schooling means higher lifetime incomes for students working life. These outcomes are long term . It is not people's income when in their first job, but their income other their working life. Thus, any noticeable effects of the current quality of schooling on the distribution of skills and income will become apparent some years in the future, when those now in school become a significant part of the labor force. I also feel future general improvements in productivity throughout the economy are likely to lead to larger returns to higher skill levels.Obviously, students who do better in school, as evidenced by either examination grades or scores on standardized achievement tests, tend to go further in school or university. By the same way, the intangible costs of improvements in school quality if reflected in increased attainment by learners, are less than who appear, perhaps substantially because of the resulting reductions in rates of learning repetition if the education quality is improved to be taught to every student to reduce their time to be spent to study the same course more than one year repetition. Thus, higher student achievement keeps students in school longer, which leads, rates at all levels of schooling . According in countries where schools are dysfunctional and grade repetition is high. Some improvements in quality may be largely self-financing by reducing the average time completers spend in school. Thus, how to raise the education quality will be important issue to raise very student's learning ability and to shorten every one learning time to complete whose courses in school. Clearly, differences in education quality can affect human behavior in ways that facilitate the achievement of a wide range of human goals. It brings this question: How to measure education quality? I feel that tests of cognitive achievement are in complete proxies for the measurement of the quality of education. They tell nothing about values, capacities or other non-cognitive skills that are important aims of education. Moreover, if the extent of value added by schooling, even in the cognitive domain, is to be known, such tests need to be supplemented by measures of the background characteristics that learners bring to formal education. However, I feel that it is possible to compare learning achievement scores among the countries within each study, but nor among the studies themselves that the method is good measurement of the education quality.When we know how to compare learning achievement scores among the countries within each study to measure this method is good measurement of education quality. Then, it brings this question: What factors influence education quality? It feel that some aspects of how the school environments appear to have improved over the period, it can influence the school education quality to be provided to its students. For example, education facilities, which can influence the students feel learning easily or difficult. If the school can provide comfortable, kindly, friendly sympathy learning environment and enough education facilities to provide to its students to study. Then, I believe it will provide good quality of education to let its students to learn.

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