Details: In the previous assignment, you created an outline of the literature review for your dissertation. The next step is to draft the body of the literature review. The body of the literature review is its primary segment. It is here that the actual review of the literature takes place. In this assignment, you will construct a draft of the body of the literature review for your dissertation. General Requirements: Use the following information to ensure successful completion of the assignment: • Refer to the most recent dissertation prospectus template in the details and criteria for the literature review. • Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment. • Directions: Prepare a draft literature review of 1,750-2,000 words for your dissertation. You will not address all of the themes in your outline in this assignment. 1. Select two of the major themes from the outline of your dissertation literature review that you created in the previous assignment. 2. For each major theme, identify at least three empirical or scholarly articles (six articles total) related to the theme. 3. For each empirical article, state the article title, the author, the research question(s), the research sample, the research methodology, the gaps in the study (what questions does the study raise?), and the research findings of the study. For scholarly, non-empirical articles, state the article title and author, and provide a brief contextual summary of the article. 4. Identify at least three sub-themes that relate to each theme (six sub-themes total). 5. Identify at least three empirical or scholarly articles related to each sub-theme (18 articles total). 6. For each empirical article, state the research question(s), the research sample, the research methodology, the gaps in the study (what questions does the study raise?), and the research findings of the study. For scholarly, non-empirical articles, state the article title and author, and provide a brief contextual summary of the article. Write statements that synthesize the three studies of each sub-theme based on the information you stated above. You will write six synthesis statements.
¶ … education in the promotion of national economies. Investing in higher education is a critical investment that any country should undertake in anticipation of greater national return. A body of research suggests that education is an important tool in the promotion of both local national regional as well as international economies; it is a tool for eradication of poverty and related issues. Therefore, challenges need to be taken into consideration and these include inequality in admission into institutions of higher learning as well as inequality in higher education based on social and demographic groups. The themes selected here in touch on the significance of education and more so higher education and focusing on developed and less developed countries. Some studies have revealed that graduates actually contribute to economy and society in developing countries, but much more research is needed on this topic. There is a need to open up this area of research to ascertain the extent to which education impacts national development for sustained growth.
I. Education and Economic Growth
A. There is increased concern on the educational development in most developing countries of the world by the develop countries.
1. For instance in 2009 the president of the United States doubled its funding towards education initiatives in African countries (Office of the Press Secretary, 2002).
a. The motivation behind increased funding lies in the belief that educating the future generation is the key to eradication of poverty.
1) According to Michaelowa (2000), research suggest a positive effect of mothers education on her children's health in developing nations.
2) Healthy children are more productive resulting to better academic performance likewise; educated parents are more likely to make an informed choice family planning resulting to smaller family sizes (Michaelowa, 2000).
B. Measuring Education
1. Measurement instruments for cross-national comparison
a. International Standard Classification of Education (ISCED)
1) This was developed by UNESCO in the seventies
a) To harmonize international statistics on educational levels of various countries (UNESCO, 1997).
b) Covers organization of teaching in learning institutions for children as well as adults (UNESCO, 1997).
c) Involves seven categories (UNESCO, 1997)
II. Return-on-Investment in Education as a Component of Conservation Interventions
A. Education can empower communities that are economically vulnerable.
1. Research has revealed a statistically significant relationship between education and agricultural productivity.
a. Niaz and Sanzidur, (2009) analysis indicate that house hold education not only increases rice productivity and enhances potential output, but also significantly reduces inefficiencies related with production.
b. In addition, Godoy et al., (2000) in their research reveal that education makes it possible for inhabitants to adopt new farm technologies that are aimed at reducing deforestation in Honduras's rain forest.
2. According to the United Nations, the decade from 2005 to 2014 is dedicated to Education for Sustainable Development.
a. The main objective is to use education as a channel through which the principles of sustainable development can be integrated with human values resulting to a viable society (UNESCO, 2005).
b. The program intends to train all workforce sectors, to empower them for sustainable development (UNESCO, 2005).
3. Researchers have taken the initiative to assess the effect of non-formal education on rural agricultural population (Grootaert & Narayan, 2004)
a. Results reveal that provision of skills training compared to the traditional education is critical in poverty alleviation.
1) Most households improved their income (Grootaert & Narayan, 2004).
B. Funding higher education turns vulnerable economies into hotbeds for new sustainable industries.
1. Diasa et al., (2004) provide important information regarding renewable energy and energy efficiency by asserting the education provides options for the transformation of human behavior towards rational use of energy.
a. Educational process is pivotal in introduction of change of behavior for the rational use of energy (Diasa et al., 2004).
b. Education developed knowledge is an important ingredient in establishing methods that adhere to social and cognitive limits of the involved population (Diasa et al., 2004).
2. Zarnikau (2003 ), demonstrate that there is a statistically significant relationship between education and willingness-to-pay for utility investments in energy efficiency.
a. Willingness to pay for utility is influenced by age, education and salary (Zarnikau, 2003 ).
b. Awareness in regard to energy resource also leads to willingness to pay for utility (Zarnikau, 2003 ).
3. Research also indicates that there is increase in awareness of energy saving technologies corresponding to increase in education.
a. Kumar and Jain, (2003 ) in developing countries (India), research has shown that there is correlation between awareness of energy efficient technologies with increasing education (Kumar et al., 2003).
III. Graduates as Equilibrators and Innovators
A. Higher Education Contributes to Economic Growth
1. Lundvall (2007), asserts that the richest economy in the world, USA, admits more than 90% of its cohort in higher educational institutions as compared to Burkina Faso where only 1% access higher education.
a. Graduates attract high earnings as compared to non-graduates, which is an indication of higher (marginal) productivity (Lundvall, 2007).
2. Despite the fact that South and East African countries have introduced higher learning institutions inspired by developed nation's model, the context of their operations are fundamentally different.
a. Such differences may be indicative of the income level.
3. Disequilibria and uncertainty are important factors in the determination of the need of graduates in an economy.
B. Graduates as Innovators
1. Graduates are more likely to exploit newer technology in a bid to explore opportunities because they are more competent (Lundvall, 2007).
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