【リソース】Foreward / / AN INTRODUCTION POSTWAR EDUCATIONAL REFORM IN RETROSPECT / 1 The End of the War and Toward the Restoration of Education / 2 An Ideal of the Constitution and the Fundamental Law of Education / 1 Improvement of the Educational System after Peace and Independence / 2 Japan's Economic Growth and Education / 3 A Quarter of a Century since Postwar Educational Reform / 1 Qualitative Improvement and Enhancement of Education / 2 Improvement of Curriculum / 3 Kindergarten Education and Promotion of Special Education / 4 Enhancement of the Qualifications and Abilities of Teachers / 1 National Council on Educational Reform and the Process of its Reform / 2 Inauguration of National Commission on Educational Reform / Section 1: Present State of Education in Japan / Section 2: Perspective of Educational Reform / 1 Fostering Japanese People with a Rich Sense of Humanity / 2 Develop the Talent of Individuals and Foster Creative Individuals / 3 Create New Schools for the New Age / Section 3: Promotion of the Education Reform Plan for the 21st Century / Section 4: Formulation of the Basic Promotion Plan for Education and Consideration of the New Fundamental Law of Education / 1 Life of Children / 2 Current State of Problem Behavior by Students / 3 Recent Juvenile Delinquency and Crimes Victimizing Young People / 1 Basic Approach to Policy Measures / 2 Outlines of Policy Measures and Problems Involved / 3 Future Issues and Challenges / Section 1: Present State of Learning and Academic Ability for the Future / 1 Research on Curriculum / 2 International Research on Mathematics and Science Education / 3 PISA by OECD / 4 Survey on Attitudes to School Education / 1 Fundamental Ideas of New Courses of Study / 2 Outline of the New Courses of Study / 3 Realizing the Aim of the New Courses of Study / 3_1 Basic Idea / 3_2 Outline of Measures and Issues / 4-1 Basic Idea / 4_2 Outline of Measures and Issues / Chapter4 SCHOOL-BUILDING FOR THE NEW TIMES / 1 Independent and Active Local Educational Administration / 2 Establishment of School Autonomy and Self-discipline / 2_1 Basic Idea / 2 Outline of Measures / 3 For Further Improvements of the Quality of Teachers / Chapter5 BUILDING A DISTINGUISHED UNIVERSITY IN THE TIMES OF INTELLECT / (1) More Flexible Structure of Educational and Research System / (2) Turning National Universities into Newly Independent Administrative Institutions / (1) Self-monitoring and Self-evaluation / (2) Reorganization of National Institution for Academic Degrees for University Evaluation / (3) Establishment of a Multiple Evaluation System / 3 More Job Mobility among Teachers, etc. / 1_1 Basic Concepts / 2 New Developments / 2_1 Basic Concepts / 2 Situation Concerning the Promotion of Principal Measures / Chapter7 NEW INITIATIVE FOR EDUCATIONAL REFORM TAKEN BY LOCAL COMMUNITIES / Section 1: Programs by the National Government / 1 Programs Initiated by Local Governments / 2 Initiatives for Educational Reform from Citizens / 1 Educational Reform Developments in Foreign Countries / 2 Background to Educational Reform / 3 Objectives of Educational Reform / 1 Lifelong Learning / 2 Elementary and Secondary Education / 3 Higher Education / 4 Informatization of Education / 文部科学白書は、文部科学省の所管行政全体に関する情報を広く国民へ提供するために、旧文部省と旧科学技術庁が統合した平成１３年から刊行されているもの。【キーワード】スポーツ / 教育 / 文化 / 白書_年次報告

【リソース】Foreward / / 1. Expansion of Access to Education / 2. Qualitative Improvement of Education / 3. Movement of Educational Reform / 1. Social Changes and Situation of Children's Lives / 2. Issues of School Education / Chapter 2 Towards Advancement of "Academic Ability" / Section 1 The Kind of "Academic Ability" We Should Strive for Now / 1. ResultsofPreviousStudies / 2. Results of Research on the Curriculum / 3. Roundup and Evaluation of Various Research Results / 1. The new Courses of Study which aims to develop "Academic Ability" / 2. Change to Evaluation Based on How Far the Objectives Have Been Achieved / 1. Efforts by the Ministry of Education, Culture, Sports, Science and Technology / 2. Efforts in Each Schools / Section 5 Toward better curriculum standards / (1) Improvement of experimental schools system / (2) Basic research at the Curriculum Research Center of the National Institute for Educational Policy Research / (3) Permanent organization for curriculum development / Chapter 3 For the Cultivation of "Richness in Mind" / 1. Social Background / 2. To Cultivate "Rich Humanity" / 1. State of Minds and Lives of Children / 2. Growing concerns over the present state of violence, bullying, non-attendance at school, etc. / 1. Fundamental Concept of Measures / 2. Description of the Measures / 1. Improving Qualities and Abilities of Teachers through Integration of Three Factors: Teacher-Training System at University, Recruitment, and In-service Training / 2. Performance Assessments of Teachers and Treatment Which Reflects Their Efforts / 3. Strict Responses to Teachers with Problems in Teaching / 4. Utilization of Excellent Human Resources through Promotion of Participation of Working People / 1. The Establishment of Open Schools - To Achieve Accountability - / 2. Changing Board of Education - Development of the Community-based Education Administration - / 3. Reform of the Compulsory Education System Funded by Tax Revenues and Other Related Systems / 4. Diversifying School Education and Schools in the New Era / 1. Making School Facilities Safer / 2. Crisis Management and Safety Measures of Schools / COLUMN 1 / < Survey on efforts to promote Moral Education > / COLUMN 2 / COLUMN 3 / COLUMN 4 / COLUMN 5 / COLUMN 6 / COLUMN 7 / COLUMN 8 / COLUMN 9 / A Case Introduction_1 / A Case Introduction_2 / 文部科学白書は、文部科学省の所管行政全体に関する情報を広く国民へ提供するために、旧文部省と旧科学技術庁が統合した平成１３年から刊行されているもの。【キーワード】white_paper and annual_report / スポーツ / 教育 / 文化 / 白書_年次報告

Abstract At the beginning of the 20th century, most of Boyacá’s population was in the rural areas becoming this department in a pioneer for building schools and improving the teacher’s work conditions; as part of this, new Normal schools were opened, which allowed to train new teachers between 1930 and 1938. Taking it into account, 4 key central concepts were formulated to develop this research project: National educational policies implemented in the Colombian Normal Schools, the implementation of these educational reforms in the department of Boyacá, the teacher’s training, curriculum implemented in these institutions and the schooling processes developed during the study period. The following question was considered: How did the educational policies of liberalism influence on the creation and organization of Normal schools in Boyacá? It is supported by the social history method of education; for the data collection and analysis of sources such as: memoirs of education ministers of that time, secretaries of education and newspapers, the hermeneutical approach methodology was used.

This paper explores the role of Artificial Intelligence (AI) and government policies in advancing educational equity, particularly focusing on their impact on marginalized communities. It examines how AI-driven tools and platforms can help bridge educational gaps, improve learning outcomes, and promote inclusivity in education systems. Additionally, the paper discusses the critical role of government policies in fostering an environment that supports inclusive education, particularly for marginalized groups. By analyzing the intersection of technology and policy, the paper aims to provide insights into how these two forces can collaborate to ensure equal educational opportunities for all, regardless of socio-economic status or background.

Abstract The paper analyzes the public policies for higher education in Brazil, with the main objectives of demonstrating legislative evolution and qualitative and quantitative data on access to higher education by blacks and browns. The research is supported by a deductive method, since it is being collected and analyzed first and then analyzed and completed. The methods of procedure will be historical and statistical, interrelating the study of public policies of access to higher education and governmental and non-governmental data. In the empirical analysis, statistical data will be needed, specifying the quali-quantifiable attributes of the data collected for an understanding in line with theoretical construction. It can be perceived, by way of results and final considerations, that there is still a lot of evolution, but that significant changes in the protection of affirmative actions are being implemented.

The Center for Analysis of Postsecondary Readiness (CAPR) was established in 2014 through a grant from the U.S. Department of Education's Institute of Education Sciences (IES) to document current practices in developmental education and to rigorously assess the effects of innovative programs. CAPR is led by the Community College Research Center (CCRC) at Teachers College, Columbia University, and social policy research organization MDRC. CAPR's research includes a nationally representative survey of two- and four-year colleges. The survey is designed to help researchers and others better understand the approaches used by colleges and states to assess students' college readiness, deliver developmental instruction, and provide non-classroom-based student supports for students assessed as needing developmental education. The survey identifies emerging reform strategies, the extent to which colleges are scaling different practices, and the factors driving the adoption of these practices.

Educational Technology in Public School Districts, 2008 (FRSS 93), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 93 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology in public school districts during Fall 2008. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. The study was conducted by having school superintendents fill out surveys via the web or by mail. Public school districts were sampled. The study's weighted response rate was 90 percent. Key statistics produced from FRSS 93 were information on networks and internet capacity, technology policies, district-provided resources, teacher professional development, and district-level leadership for technology. Respondents reported the number of schools in the district with a local area network and the number of schools with each type of district network connection. The survey collected information on written district policies on acceptable student use of various technologies. Other survey topics included employment of staff responsible for educational technology leadership and the type of teacher professional development offered or required by districts for educational technology. Respondents gave their opinions on statements related to the use of educational technology in the instructional programs in their districts.

This article provides an assessment of the legal framework built during the social isolation phase of the COVID-19 pandemic, by the Federal Government and the State Government of Roraima, regarding the provision of Emergency Remote Teaching (ERE). This is a research with a qualitative approach, developed through document analysis and bibliographical research, with the selection and categorization of all educational regulations issued by the Union and the state of Roraima in the years 2020 and 2021, as well as articles that deal with of the theme of ERE in the Scielo database and in the Capes Catalog of Theses and Dissertations. The normative instruments that sought to guarantee the right to education of children, young people and adults in basic education when school attendance was prohibited were highlighted. Among the main conclusions, it was found that the lack of infrastructure and technological knowledge of school communities were obstacles, as the bibliography shows, even though legally there was a significant effort from the Roraima Government, to guarantee autonomy to schools in offering ERE.

ABSTRACT: Public policies are based on diagnoses of reality that, with some frequency, use social indicators and administrative records. The success of public action and of diagnostic tools depends, among other things, on an adequate definition of the phenomenon to be addressed. This article aims to problematize the current and official definition of dropout in higher education used by INEP/MEC, based on its guiding document "Methodology for Calculating Flow Indicators in Higher Education" of 2017, and point out its limits and implications. To achieve success, a documentary research was mobilized, bifurcated in methods of document analysis for government texts and data analysis for the Census of Higher Education. For the presentation of the reflections, it was opted, initially, to point out the importance dropout has in several public policies for higher education. Later on, there is the actual analysis of the subject of this article. The results achieved signal the presence of limits in the ability to express the phenomenon and, consequently, to instrumentalize public policies appropriate to the public problem, especially because the current definition does not deal with the motivations, ignores the re-entries by considering the dropout as an act always terminative, does not commit to a longitudinal analysis and does not adequately dialogue with the purposes of higher education established by the Law of Directives and Bases.

Interest group scholars have struggled to document whether and how interest groups impact policy outcomes. At the same time, large, powerful vested interests like teachers’ unions have been accused of getting in the way of policy change, despite a lack of consistent evidence. This dissertation uses the case of education reform to disentangle the role of different types of interest groups in U.S. state policymaking. Through four essays, this dissertation shows that interest group power comes in multiple forms, that interest groups benefit where they have legislative allies, and that interest competition impacts policy. Bucking the conventional wisdom that, as the strongest interest group in education, teachers’ unions’ preferences dictate education policy outcomes, I show that teachers’ unions most strongly impact those policies that affect them organizationally. For other policies, however, other groups matter more. I show that education reform groups use information and assistance, while philanthropic foundations use funding to state bureaucracies to further policies that teachers’ unions oppose.

This study forms part of the teams Reform Area B workstream that focusses on decentralisation and district innovations through four specially selected innovative districts that will be used as "learning laboratories" to generate findings. In each district, the team studies a particular system innovation and its impact on learning outcomes. Some of these innovations are co-designed with the district government.

This policy outlines the requirements for registration as an Education Authority. The policy applies only to the formal stream of education particularly the care facilities, pre-schools, primary and secondary schools: government-funded, government-assisted and private schools.

The Curriculum Policies Project (http://scpp.esrc.unimelb.edu.au/) dataset contains a series of 17 transcripts of interviews with 19 state curriculum experts and education policymakers, as part of the ARC Discovery project 'School Knowledge, Working Knowledge and the Knowing Subject: A Review of State Curriculum Policies 1975–2005,' based at the University of Melbourne. Responding to a noted dearth of systematic scholarship about the development of state curriculum policies, the Curriculum Policies project aimed to produce a foundation picture of developments in curriculum policies across the nation over a thirty-year period. The project provided a wide overview of the last generation of state curricula, moving past previous projects that were limited in scope to individual government reports, Commonwealth developments, subject areas or political contexts. The overarching focus of the project was on charting continuities and changes in state curriculum policies, especially regarding changing approaches to knowledge, to students, and to the marking out of academic and vocational agendas. The focus was broadly on secondary schooling, and aimed at building up snapshots of curriculum changes at ten-year intervals. As part of this research project, 34 public servants and education department officials, curriculum academics and scholars were interviewed by Lyn Yates and Cherry Collins over 2007 and 2008. 19 interviewees gave consent for the transcripts of their interviews to appear in this archive. Interviewees were asked to give their personal reflections on the broad changes in curriculum policy over the thirty years from 1975 to 2005, and were invited to shed light on the reasoning and institutional factors that lay behind various policy decisions. The interviews were broad-ranging, informal and largely open-ended; research participants were asked to give a general assessment of their own involvement in curriculum over the thirty years in question, and to highlight any landmarks that were significant to them. They were also invited to address the broader themes of the research study, namely changing attitudes to knowledge, to students and to academic/vocational agendas, and to similarities and differences between different the approaches taken in different states.

Over the past three decades a reform movement bent on improving schools and educational outcomes through standards-based accountability systems and market-like competitive pressures has dominated policy debates. Many have examined reform policies’ effects on academic outcomes, but few have explored these policies’ influence on citizens' political orientations. In this study, using data from an original survey, I examine whether and how No Child Left Behind’s (NCLB) accountability-based architecture influences parents’ attitudes toward government and federal involvement in education. I find little evidence that diversity in parents’ lived policy experiences shapes their political orientations. However, the results of a survey experiment suggest that information linking school experience to policy and government action may increase parents’ confidence in their ability to contribute to the political process. Understanding whether and under what conditions parents use public school experiences to inform orientations toward government can inform the design of future reforms.

The Government Education Market size was valued at USD 655.66 billion in 2023 and is projected to reach USD 2063.93 billion by 2032, exhibiting a CAGR of 17.8 % during the forecasts period. The government education market focuses on the segment which implies that public bodies, their activities, and initiatives are targeted at providing educational services. Some of them are financing educational courses and programs, establishing norms, and controlling the activities within the scope of education for its quality and availability. It covers both the general as well as the specifics of curricula and teachers’ training, infrastructural development, and the incorporation of various technologies into educational processes in primary, secondary, and post-secondary education. It has pointed at the tendency of digital learning environment, quite a focus on STEM learning, alongside with development of vocation and lifelong learning. It is spurred by different policies that seek to improve learners’ performance, equity and shortage of human capital, national development, and global competitiveness in the workforce and technology. Recent developments include: In November 2023, Salesforce, Inc., an American cloud-based software company, announced its collaboration with the Ministry of Education to provide Salesforce skills training to one lakh students in India over the next three years. The program will deliver industry-relevant course content recognized by the National Occupation Standard. Additionally, it will incorporate "train-the-trainer" sessions for mentorship and educator opportunities and facilitate employment connections with Salesforce partners and customers seeking to recruit skilled talent. , In September 2023, a collaborative initiative titled "Education to Entrepreneurship: Empowering Students, Educators, and Entrepreneurs" was introduced jointly by the Ministry of Education, the Ministry of Skill Development & Entrepreneurship, and Meta, an American multinational technology conglomerate. This initiative is designed to foster the journey from education to entrepreneurship. The main goal of this initiative is to encourage and support young individuals in transforming their educational foundations into flourishing enterprises. , In May 2023, a memorandum of understanding was signed between the National Aeronautics and Space Administration (NASA) and the U.S. Department of Education. The agreement specifically focuses on initiatives aimed at widening access to high-quality education in science, technology, engineering, and math (STEM), along with space education, for students and schools throughout the U.S. .

Smart Education Infrastructure Market Outlook

The global smart education infrastructure market size was valued at USD 164.35 billion in 2023 and is projected to reach USD 623.72 billion by 2032, growing at a CAGR of 16.2% during the forecast period. This growth is largely driven by the increasing integration of advanced technologies such as AI, AR/VR, and IoT in educational frameworks, aiming to enhance learning experiences and administrative efficiency.

One of the primary growth factors in the smart education infrastructure market is the global emphasis on digital transformation in the education sector. Governments and educational institutions are increasingly investing in smart technologies to modernize traditional educational practices, thereby improving access to quality education. The COVID-19 pandemic has further accelerated this shift by demonstrating the necessity of remote learning solutions. Additionally, the ongoing development of high-speed internet and 5G networks is facilitating the fast adoption of digital tools in classrooms around the world.

Another significant growth driver is the rising demand for personalized learning experiences. Advances in AI and big data analytics enable the creation of customized educational content tailored to individual student needs. This technological capability supports diverse learning methodologies, ensuring that students can learn at their own pace and style, which enhances engagement and retention rates. Moreover, the growing availability of digital content and educational software platforms is making it easier for educators to implement these personalized learning solutions effectively.

Corporate and government sectors are also increasingly focusing on employee and citizen education, respectively, which fuels the demand for smart education infrastructure. Corporations are investing in e-learning platforms to upskill their workforce and maintain competitive advantage in rapidly evolving industries. Similarly, governments are launching initiatives to train citizens on new technologies and digital literacy, aiming to bridge the digital divide and promote economic development. These efforts are expected to significantly contribute to the market's expansion over the forecast period.

Regionally, North America currently dominates the smart education infrastructure market, largely due to substantial investments in educational technology and a high rate of digital adoption. However, the Asia Pacific region is expected to witness the fastest growth during the forecast period, driven by rising government investments in modernizing educational systems and increasing internet penetration. Other regions like Europe and Latin America are also showing considerable interest in adopting smart education solutions, influenced by both governmental policies and private sector initiatives.

Component Analysis

The component segment of the smart education infrastructure market is divided into hardware, software, and services. Each of these components plays a pivotal role in the deployment and efficiency of smart educational systems. Hardware includes interactive whiteboards, projectors, tablets, and other digital devices that facilitate modern teaching and learning methods. The demand for such hardware is expected to grow steadily as educational institutions continue to replace outdated equipment with smarter alternatives.

Software is arguably the backbone of smart education infrastructure, encompassing Learning Management Systems (LMS), educational content management, and other applications that support both teaching and administrative tasks. The adoption of various software solutions is anticipated to rise sharply, driven by the increasing requirement for remote learning platforms and tools that enable personalized education. The integration of AI in software further enhances functionalities such as predictive analytics, content recommendations, and automated grading systems.

Services in the smart education infrastructure market include consulting, implementation, training, and support. These services are essential for the effective deployment and utilization of both hardware and software components. Consulting services offer tailored solutions to educational institutions, ensuring they select the right technologies that align with their needs. Implementation services focus on the actual setup and integration of smart tools into existing educational frameworks, while training services ensure that educators and administrators are proficient in using these new technologies. Continuous support

Online K-12 Education Market Outlook

In 2023, the global online K-12 education market size was valued at approximately $42 billion, with a compound annual growth rate (CAGR) of 16.5% projected from 2024 to 2032. This rapid growth can be attributed to several factors, including technological advancements, increased internet penetration, and the rising demand for personalized learning experiences. By 2032, the market is expected to reach an estimated $150 billion, highlighting the transformative impact of digital education platforms on traditional learning methodologies.

The growth of the online K-12 education market is driven by the increasing adoption of digital learning tools and platforms. With the advent of advanced technologies such as artificial intelligence (AI), augmented reality (AR), and virtual reality (VR), the educational landscape is evolving to offer more interactive and engaging learning experiences. These technologies enable personalized learning paths, catering to the unique needs and learning paces of individual students, thus enhancing overall educational outcomes. Additionally, the proliferation of high-speed internet and widespread availability of smart devices have made online learning more accessible, further fueling market growth.

Another significant growth factor is the rising demand for flexible and remote learning options. The COVID-19 pandemic has underscored the importance of online education, prompting schools and educational institutions to adopt digital platforms to ensure continuity of learning. This shift has accelerated the acceptance of online education, with many parents and students recognizing the benefits of flexible learning schedules and the ability to learn from anywhere. Moreover, online platforms often offer a broader range of courses and resources compared to traditional classrooms, providing students with diverse learning opportunities.

The increasing emphasis on continuous professional development for educators is also contributing to market growth. Many online K-12 education platforms provide training and resources for teachers to enhance their digital teaching skills. With educators becoming more proficient in using technology to deliver lessons, the quality of online education is improving, leading to higher adoption rates. Furthermore, government initiatives and funding aimed at integrating digital technologies into the educational system are playing a crucial role in driving the market forward.

Regionally, North America dominates the online K-12 education market, driven by well-established infrastructure, high internet penetration, and significant investments in educational technology. However, the Asia Pacific region is expected to witness the highest growth rate during the forecast period. Countries like China and India are seeing a surge in online education adoption due to their large student populations and increasing focus on digital literacy. Europe and Latin America are also experiencing growth, supported by favorable government policies and rising awareness about the benefits of online education.

Component Analysis

The online K-12 education market can be segmented by component into hardware, software, and services. The hardware segment includes devices such as laptops, tablets, and interactive whiteboards, which are essential tools for accessing online educational content. This segment is witnessing steady growth due to increasing investments by schools and educational institutions in upgrading their technological infrastructure. Moreover, the affordability of smart devices has made it easier for students to participate in online learning, contributing to the segment's expansion.

The software segment encompasses a wide range of educational applications, learning management systems (LMS), and content management systems (CMS). These software solutions facilitate the delivery of online courses, track student progress, and manage educational content. The demand for LMS and CMS software is increasing as schools seek to streamline their digital operations and enhance the learning experience. Furthermore, the integration of AI and machine learning in these software solutions is enabling personalized learning, which is highly appealing to both educators and students.

The services segment includes various support services such as training, consulting, and maintenance provided by vendors to ensure the smooth functioning of online education platforms. This segment is crucial for the successful implementation and adoption of online education systems. Professional develo

This assessment is designed to support Cambodian civil society advocacy efforts in promoting quality and inclusive education through capacity development, mobilizing collective action, democratic process, and advocacy campaigns. Provinces covered in this report include Ratanakiri, Kampot, and Siem Reap.

What is ENAPE?

The ENAPE is a key survey conducted by INEGI to generate detailed statistical information about the educational characteristics of the population in Mexico, specifically regarding access, enrollment, and permanence in the National Educational System (SEN).

Its main objective is to provide data of interest and utility for the formulation of public educational policies, academic research, and the general knowledge of society about the educational situation of the country.

What kind of information does ENAPE collect?

The ENAPE collects a wide range of information, which includes, among other aspects:

• Target population: Generally focuses on a specific age range of the population (e.g., 0 to 29 years old, as in ENAPE 2021).
• School enrollment: Identifies the population enrolled in different school cycles and educational levels (preschool, elementary, middle school, high school, higher education).
• Access to education: Analyzes the reasons why some individuals have never attended school or did not enroll in a specific school cycle.
• School permanence and dropout: Investigates the reasons for not completing an educational level or dropping out of studies. This is crucial for understanding the barriers and challenges students face.
• Attendance modality: May include information on whether attendance is in-person, remote, or blended.
• Technological resources at home: In recent editions (like ENAPE 2021), relevant information on the availability of devices such as smartphones, computers, tablets, and internet in households has been included, which is fundamental for understanding the digital divide and distance education.
• School support: Who provides support to students in their school activities (parents, guardians, private tutors, etc.).
• Perception of education: May include questions about informants' valuation of education.

File Contents and Data Structure

The data is organized to provide a comprehensive overview of the 2021 INEGI survey.

df01: This first file contains the sociodemographic and equipment characteristics of the surveyed households, providing the housing context for the data.

df02: Complementing df01, this second file delves into the specific details of each enrolled individual within those households. It covers relevant aspects of their educational situation, access to resources, and study modalities. Together, both files enable a robust analysis of the interaction between housing conditions and individuals' educational experiences.

df03: This third file is the result of a strategic merge between df01 (household characteristics) and df02 (characteristics of the enrolled individual). This fusion was performed using the unique household identifier (FOLIO) as the key, allowing us to link housing information with that of each person living and studying in it. The resulting shape of df03 is (32343, 67).

This particular configuration aims to facilitate an in-depth study where the individual is the primary subject of analysis. By joining these datasets in this manner, we can explore how household characteristics directly influence the educational and personal experiences of each student.

It's important to note that if your research goal is to analyze household characteristics in isolation or as the primary focus, it's recommended to use the df01 file directly. Alternatively, if you need to combine both data sources for a household-centric study, merging df01 and df02 might require a different methodology, tailored to your analysis's logic. The final choice will always depend on the analyst's criteria and the specific objectives of each investigation.

Data cleaning and feature selection were performed based on criteria of importance, impact, and relevance.

Features

Household Characteristics Dataset:

• FOLIO: Household identifier number
• q_personas: Number of people living in the household
• q_hombres: Number of men living in the household
• q_mujeres: Number of women living in the household
• x<30: Number of people under 30 years old living in the household
• pc: Household has a desktop computer
• laptop: Household has a laptop computer
• tv_plana: Household has a flat-screen digital television
• tablet: Household has a tablet (touchscreen device)
• smartphone: Household has a smartphone
• InternetF: Household has a fixed internet connection
• sIF_causa: Reason for not having a fixed internet connection
• mejora_vida: Level of confidence that education improves the standard of living
• mejora_trabajo: Level of confidence that education improves job opportunities
• mejor_decisor: Level of confidence that education influences making better life decisions
• ENT: Federal Entity (State)
• FACTOR: Expansion Fa...

The Institute of Education Sciences (IES) is the statistics, research, and evaluation arm of the U.S. Department of Education. We are independent and non-partisan. Our mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public.

IES conducts six broad types of work that addresses school readiness and education from infancy through adulthood and includes special populations such as English Learners and students with disabilities.

• We provide data that describes how well the United States is educating its students. We collect and analyze official statistics on the condition of education, including adult education and literacy; support international assessments; and carry out the National Assessment of Educational Progress (NAEP).

 • We conduct surveys and sponsor research projects to understand where education needs improvement and how these improvements might be made.  Our longitudinal surveys provide nationally representative data on how students are progressing through school and entering the workforce. Our cross-sectional surveys provide a snapshot of how students and the education system are doing at specific points in time. We fund research that uses these and other data to gain a deeper understanding of the nature and context of needed education improvements.

 • We fund development and rigorous testing of new approaches for improving education outcomes for all students.  We support development of practical solutions for education from the earliest design stages through pilot studies and rigorous testing at scale. With IES support, researchers are learning what works for improving instruction, student behavior, teacher learning, and school and system organization.

 • We conduct large-scale evaluations of federal education programs and policies.  Our evaluations address complex issues of national importance, such as the impact of alternative pathways to teacher preparation, teacher and leader evaluation systems, school improvement initiatives, and school choice programs.

 • We provide resources to increase use of data and research in education decision making.  Through the What Works Clearinghouse, we conduct independent reviews of research on what works in education. The Regional Educational Laboratories offer opportunities to learn what works as well as coaching, training, and other support for research use. Our Statewide Longitudinal Data System grants enable states to more efficiently track education outcomes and provide useful, timely information to decision makers.

 • We support advancement of statistics and research through specialized training and development of methods and measures.  We fund pre-doctoral and post-doctoral training programs, as well as database training and short courses on cutting-edge topics for working statisticians and researchers. Our empirical work on new methods and measures ensures continued advances in the accuracy, usefulness, and cost-effectiveness of education data collections and research.