The article analyses the interaction between the COVID-19 pandemic and social inequality in the United States,taking the state of Maine as a case study.The pandemic has revealed the effects of high economic inequality...The article analyses the interaction between the COVID-19 pandemic and social inequality in the United States,taking the state of Maine as a case study.The pandemic has revealed the effects of high economic inequality on public health in the United States,where in comparison to most developed capitalist democracies,the health care system is expensive,inefficient,and highly skewed in quality and accessibility.Likewise,for industries that were already losing jobs,the pandemic has accelerated a painful transition and intensified the harsh social and economic consequences of high and rising inequality,especially for low-wage workers.The case of Maine underscores the point that policies aimed at reducing the disparities in the distribution of income,health care,education,and opportunity will reduce inequality,protect public health,and stimulate economic growth.展开更多
Purpose:This study aims to answer the following questions:(1)Why have attempts to transplant Western vocational education models failed?(2)Is there anything we can learn from the experiences of Eastern Asian countries...Purpose:This study aims to answer the following questions:(1)Why have attempts to transplant Western vocational education models failed?(2)Is there anything we can learn from the experiences of Eastern Asian countries when developing their own vocational education models?Design/Approach/Methods:This study reviews the history of transplanting Western skill formation schemes into developing countries,an often-failed die-hard practice supported by both bilateral and multilateral donors.Findings:Our findings suggest that developing countries should design their technical and vocational education and training systems based on their unique cultural,sociological,and economic contexts.It offers two alternative pathways based on the experiences of the People’s Republic of China and the Republic of Korea.Originality/Value:These East Asian examples could broaden the perspectives of policymakers in developing countries aspiring to develop functional skill formation schemes.展开更多
基金the Basic Research Programme at the National Research University Higher School of Economics(HSE).
文摘The article analyses the interaction between the COVID-19 pandemic and social inequality in the United States,taking the state of Maine as a case study.The pandemic has revealed the effects of high economic inequality on public health in the United States,where in comparison to most developed capitalist democracies,the health care system is expensive,inefficient,and highly skewed in quality and accessibility.Likewise,for industries that were already losing jobs,the pandemic has accelerated a painful transition and intensified the harsh social and economic consequences of high and rising inequality,especially for low-wage workers.The case of Maine underscores the point that policies aimed at reducing the disparities in the distribution of income,health care,education,and opportunity will reduce inequality,protect public health,and stimulate economic growth.
文摘Purpose:This study aims to answer the following questions:(1)Why have attempts to transplant Western vocational education models failed?(2)Is there anything we can learn from the experiences of Eastern Asian countries when developing their own vocational education models?Design/Approach/Methods:This study reviews the history of transplanting Western skill formation schemes into developing countries,an often-failed die-hard practice supported by both bilateral and multilateral donors.Findings:Our findings suggest that developing countries should design their technical and vocational education and training systems based on their unique cultural,sociological,and economic contexts.It offers two alternative pathways based on the experiences of the People’s Republic of China and the Republic of Korea.Originality/Value:These East Asian examples could broaden the perspectives of policymakers in developing countries aspiring to develop functional skill formation schemes.
