Titlebook: Globalization and the Rise of Mass Education; David Mitch,Gabriele Cappelli Book 2019 The Editor(s) (if applicable) and The Author(s), und

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Book 2019ll as the process of long-term human capital accumulation. Large migrations prompted brain drain and gain across countries, alongside rapid transformations in the sectoral composition of the economy and demand for skills. Ideas on education and schooling circulated more easily, bringing about releva

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Organizations Matter: German Schools and Educational Performance Amid Brazilian Coffee Plantations (history of educational organizations founded by a specific group of immigrants in a delimited geographic area, namely German-speaking immigrants in S?o Paulo, Brazil. Despite being a minority group, German-speakers strongly influenced schooling in the region. By the mid-nineteenth century, these imm

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2662-6497 drain and gain across countries, alongside rapid transformations in the sectoral composition of the economy and demand for skills. Ideas on education and schooling circulated more easily, bringing about releva978-3-030-25419-3978-3-030-25417-9Series ISSN 2662-6497 Series E-ISSN 2662-6500

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,Programmtechnik für die Bildauswertung,sting evidence on the evolution of national school systems is presented. Secondly, an interpretative framework to connect global socioeconomic and political forces with local and national educational developments is discussed, based on migrations, trade, evolving institutions, colonialism and the ac

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,Inh?rent sichere Kühlung von W?rmequellen,he argument that religious missionaries constituted a “first wave” of global mass education. The chapter is centered on the academic contributions by Maria Waldinger (. 127:355–378, 2017) and Felipe Valencia Caicedo (. 134:507–556, 2019), on the long-lasting educational impact of Catholic missionari

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,Turbulenter W?rme- und Stoffaustausch,performance in education. Colombian education realized a slow but consistent rise after the second half of the nineteenth century and through the mid-twentieth century. However, subnational differences in education performance tended to increase during this period. Using quantitative and qualitative

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Konventionalstrafen in Arbeitsvertr?genose they left behind is hardly in doubt. Nevertheless, a voluminous literature on the selectivity of migrant flows—from both sending and receiving country perspectives—has given rise to claims that migration generates both “brain drains” and “brain gains.” On the one hand, positive or negative selec