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The Impact of the MDGs in the Decision Making Process regarding Development Oriented Policies for Education: The case of Nicaragua : MDG가 교육 정책 개발에 미치는 영향: 니카라과 사례연구

DC Field Value Language
dc.contributor.advisorKim Taekyoon-
dc.contributor.author강민지-
dc.date.accessioned2017-07-19T04:10:32Z-
dc.date.available2017-07-19T04:10:32Z-
dc.date.issued2016-02-
dc.identifier.other000000132276-
dc.identifier.urihttps://hdl.handle.net/10371/129037-
dc.description학위논문 (석사)-- 서울대학교 국제대학원 : 국제대학원 국제학과 국제지역학 전공, 2016. 2. Kim Taekyoon.-
dc.description.abstractEducation is the subject promoted by the second Millennium Development Goal (MDG) and it is acknowledged as an important element for social, economic and political development. It is closely connected a nations positive welfare, to more knowledgeable people and to low poverty, which is why Education poses as one of the greatest social policy instruments at the disposal of governments. With the closure of the MDGs time lapse and with the introduction of the Sustainable Development Goals (SDGs) the time to reap the fruits that the governments have harvested through national policies and programs that were oriented to achieve this goal has come. In this paper, Nicaraguas Strategic Plan for Education 2011-2015 implemented by the Nicaraguan government, will be analyzed and the results will be studied under the premises provided by the MDGs. This research is oriented to revise the analysis between human capital and education and how the Nicaraguan government has responded to the demands for education.-
dc.description.tableofcontents1. Introduction 12
1.1. Research Background 12
1.2. Research Motivation 13
1.3. Research Question 16
1.4. Hypothesis 17

2. Literature Review 19
2.1. Human Capital Theory 19
2.2. MDGs and its limitations: MDG 22
2.3. Educational Development Strategies 25
2.3.1. Nicaraguas education structural problems 25
2.3.2. Strategic Plan for Education 2011-2015 26

3. Methodology 30

4. Findings and Empirical Analysis 32
4.1. Analysis of results from the MDGs indicators 32
4.1.1. School Enrollment Rate 33
4.1.2. Completion Rate 40
4.1.3. Literacy Rate 49
4.2. How educated is Nicaraguan labor: Quality of education 50
4.3. Does Education Pay in Nicaragua 59

5. Discussion and Conclusions 79

References 82

Appendix 87
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dc.formatapplication/pdf-
dc.format.extent2687416 bytes-
dc.format.mediumapplication/pdf-
dc.language.isoen-
dc.publisher서울대학교 국제대학원-
dc.subjectInternational Development-
dc.subjectEducation-
dc.subjectWage Premium-
dc.subjectSchool Enrollment-
dc.subjectSchool Completion-
dc.subjectLiteracy Rate-
dc.subjectPrimary Education-
dc.subjectSecondary Education-
dc.subjectTertiary Education-
dc.subjectReturns of Education-
dc.subjectSocial Expenditure-
dc.subjectChildren-
dc.subjectYoung Adults-
dc.subjectMDGs-
dc.subject.ddc327-
dc.titleThe Impact of the MDGs in the Decision Making Process regarding Development Oriented Policies for Education: The case of Nicaragua-
dc.title.alternativeMDG가 교육 정책 개발에 미치는 영향: 니카라과 사례연구-
dc.typeThesis-
dc.contributor.AlternativeAuthorMin Ji Kang-
dc.description.degreeMaster-
dc.citation.pages96-
dc.contributor.affiliation국제대학원 국제학과-
dc.date.awarded2016-02-
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