Level of Education Across The World By 2050

Present dashboard is aimed at providing comprehensive visual analysis of the dataset developed on the basis of the research "Projection of populations by level of educational attainment, age, and sex for 120 countries for 2005-2050" (Samir KC et al., 2010) (http://www.demographic-research.org/volumes/vol22/15/22-15.pdf).

The full dataset is available through the link below.

The four categories of educational attainment are based on International Standard Classification of Education (ISCED 1997). They are: no education (E1) - no formal education or less than one year primary; primary (E2) - uncompleted primary, completed primary (ISCED 1), and uncompleted lower secondary; secondary (E3) - completed lower secondary (ISCED 2), uncompleted and completed higher secondary (ISCED 3/4), and uncompleted tertiary education; tertiary (E4) - completed tertiary education (ISCED 5/6).

Education scenarios illustrate different situations resulting from various policy environments and trends of global human capital. Constant enrollment number (CEN) is a worst-case variant, which assumes that the number of population groups by gender transiting from one education level to another remains constant over time. Constant enrollment ratio (CER) scenario is similar to the previous one but instead of constant number of population groups it assumes constant proportion of population groups by gender. In the global education trend (GET) scenario future development of a country's education level is based on historical global trend. The fast-track (FT) scenario, which is, in contrast to CEN, an optimistic one, assumes that countries accelerate rate of growth of educational development if they do not meet certain stated targets in attainment by certain years.

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  2. When a student can play the part of the teacher, either giving a speech, or teaching other children in a subject, then that student will have sufficient knowledge of a subject to move on to new material.
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  3. With all of the issues surrounding the field of higher education, the question then becomes: Is it possible to still earn a degree, one that holds value for students? More importantly, is it possible to measure the true value of a degree in higher education? I believe the answer begins with a matter of purpose and by that, I mean schools should be working to ensure that educational programs and courses are designed with a specific purpose and completed for a specific purpose by the students. Educators should also see this as a matter of importance as they develop their instructional strategies and work with students in the classroom. It may sound too idealistic and improbable to implement; however, there is something that every educator can do to ensure that their students are working towards this goal of purposeful-driven education. What I will focus on is the educator's perspective and strategies that can increase value for students.assignment writing