MARC 主機 00000nam a22005053i 4500 
001    EBC3050843 
003    MiAaPQ 
005    20200713055337.0 
006    m     o  d |       
007    cr cnu|||||||| 
008    200713s2011    xx      o     ||||0 eng d 
020    9780821387177|q(electronic bk.) 
020    |z9780821384589 
035    (MiAaPQ)EBC3050843 
035    (Au-PeEL)EBL3050843 
035    (CaPaEBR)ebr10506388 
035    (OCoLC)922951589 
040    MiAaPQ|beng|erda|epn|cMiAaPQ|dMiAaPQ 
050  4 LB2846 -- .A76 2011eb 
082 0  379.2/60285 
100 1  Porta, Emilio 
245 10 User Manual for ADePT Education 
264  1 Herndon :|bWorld Bank Publications,|c2011 
264  4 |c©2011 
300    1 online resource (214 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
490 1  World Bank Training 
505 0  Intro -- Contents -- Foreword -- Preface -- Abbreviations 
       -- Overview -- Chapter 1 Introduction to ADePT Edu: 
       Broadening Access to School and Household Data in 
       Education -- The Need for Data -- Complementing ADePT Edu:
       Broadening the Availability of Education Projections 
       Modules -- Education Projections Modules -- World Bank 
       Education Projects Database -- Public Expenditure Database
       -- ADePT Edu As a Tool for Analyzing Education Inequality 
       -- Notes -- References -- Chapter 2 Using Household Survey
       Data -- Use of Household Surveys to Analyze Educational 
       Inequality and Education Sector Performance -- Main 
       Household Surveys -- The Living Standards Measurement 
       Study -- The Demographic and Health Survey -- The Multiple
       Indicator Cluster Survey -- Which Survey Is Best for 
       Analyzing Education Inequality? A Quick Guide -- 
       Advantages and Limitations of Using Household Surveys in 
       Data Analysis -- Enrollment versus Attendance -- Level of 
       Education Reported in Household Surveys -- Age, Timing, 
       and Duration of Household Surveys -- Standard Errors -- 
       Poverty Quintiles and Poverty Groups -- Missing and 
       Contradictory Values -- Notes -- References -- Chapter 3 
       Using ADePT Edu: A Step-by-Step Guide -- System 
       Requirements -- Hardware Requirements -- Software 
       Requirements -- Installing ADePT -- Using ADePT -- 
       Starting and Closing ADePT -- ADePT's Computation Process 
       -- Loading Data -- Specifying Variables -- Using Compound 
       Fields -- Generating Tables and Figures -- Choosing a 
       Reporting Option -- Performing Common Tasks -- Generating 
       Tables on a Subsample of Observations -- Generating Tables
       with Standard Errors and Tables of Frequencies -- 
       Describing a Complex Survey Design -- Defining Missing 
       Values -- Specifying Expressions in Variables Fields -- 
       Running Simulations -- Adjusting Settings -- Changing the 
       Screen and Output Language 
505 8  Selecting the Computational Engine and Output Viewer -- 
       Working with Projects in ADePT -- Using ADePT Project 
       Files on a Different Computer -- Replicating Results -- 
       Using ADePT in a Batch Mode -- Updating ADePT -- 
       Troubleshooting ADePT -- Resolving Problems Encountered 
       during Installation -- Using the Debug Mode -- Notes -- 
       Chapter 4 Generating and Interpreting Output Tables and 
       Graphs -- Output Information Tables -- The Contents Table 
       -- The Notifications Table -- Original Data Report -- 
       School Participation Indicator Tables -- Table A1: School 
       Attendance Ratios and Out of School, by Level -- Table A2:
       Primary Grade 1 Intake, Over-Age in First Grade, and 
       Survival Rate to Grade 5 -- Table A3: On-Time, Under-Age, 
       and Over-Age in Primary Education -- Table A4: On-Time, 
       Under-Age, and Over-Age by Single Grade of Primary 
       Education, according to Background Characteristics -- 
       Table A5: Percentage of the Population That Has Ever 
       Attended School, by Age -- Table A6: Out-of-School Reasons
       -- Table A7: Typology of Out of School -- School 
       Progression Tables -- Table B1: Promotion, Repetition, 
       Dropout, and Completion Rates by Level, and Transition 
       Rates -- Table B2: Promotion, Repetition, and Dropout 
       Rates by Single Grade of Primary Education -- Table B3: 
       Promotion, Repetition, and Dropout Rates by Single Grade 
       of Secondary Education -- School Attainment Tables -- 
       Table C1: School Attainment of Adult Population -- Tables 
       C2-C5: Proportion of Adult Population That Completed Each 
       Grade -- Table C6: Proportion of 10- to 19-Year-Olds 
       Expected to Complete Each Grade -- Table C7: Inequality in
       Years of Schooling -- Education Expenditure Tables -- 
       Table D1: Primary Level -- Table D2: Secondary Level -- 
       Table D3: Postsecondary Level -- Labor Market Outcome 
       Tables -- Table E1: Earning Inequalities -- Tables E2, E2a,
       and E2b: Employment for Youth 
505 8  Table E3: Employment by Sector -- Table E4: Earnings by 
       Education Level -- Table E5: Economic Independence -- 
       Table E6: Returns to Education -- ADePT Education Graphs -
       - Notes -- References -- Chapter 5 Analyzing Education 
       Inequality with ADePT Edu -- Reporting Education 
       Inequality with ADePT Edu -- Global Educational Inequality
       -- The Gini Coefficient in Education -- Correlation 
       between Inequality in Income and Inequality in School 
       Attainment -- Correlation between Inequality in School 
       Attendance and Inequality in School Attainment -- 
       Correlation between School Completion and Inequality in 
       School Attainment -- Correlation between Extreme Poverty 
       and Inequality in School Attainment -- How Has Inequality 
       in Educational Attainment Changed over Time? -- 
       Educational Inequality and Internal Efficiency in the 
       Education Sector -- Disparity in School Participation -- 
       Disparity in School Progression -- Disparity in the Number
       of Years of Schooling -- Educational Inequality across 
       Regions -- Regional Disparity in School Participation -- 
       Regional Disparity in School Progression -- Regional 
       Disparity in School Attainment -- Concluding Comments -- 
       Notes -- References -- Bibliography -- About the Authors -
       - Index -- Box -- 4.1: UNESCO's Method for Estimating the 
       Percentage of Children Out of School -- Figures -- 1.1: 
       Percentage of Countries Reporting Data on Education, 1990-
       2008 -- 1.2: Global Availability of Data Needed to 
       Estimate MDG Indicators for Education, 1990-2008 -- 4.1: 
       Estimates of Percentage of Out-of-School Children, by Type
       -- 5.1: The Education Lorenz Curve -- 5.2: Relationship 
       between Gini Coefficient of School Attainment and Gini 
       Coefficient of Income -- 5.3: Relationship between Gini 
       Coefficient of School Attainment and Net Primary School 
       Attendance Ratios 
505 8  5.4: Relationship between Gini Coefficient of School 
       Attainment and Primary Completion Rate -- 5.5: 
       Relationship between Gini Coefficient of School Attainment
       and Extreme Poverty -- 5.6: Sources of Global Disparity in
       Educational Attainment among the 26-29 Cohort, 1985-2007 -
       - 5.7: Sources of Global Disparity in School Participation
       among the 15-19 Cohort, by Education Level -- 5.8: Sources
       of Global Disparity among Out-of-School Children -- 5.9: 
       Sources of Global Disparity in School Progression among 
       the 15-19 Cohort -- 5.10: Sources of Global Disparity in 
       School Attainment among the 15-19 Cohort -- 5.11: Sources 
       of Global Disparity in Net Primary Attendance Rates, by 
       Region -- 5.12: Net Primary Attendance Ratios in Benin, 
       2006 -- 5.13: Sources of Disparity in Net Secondary 
       Attendance Rates, by Region -- 5.14: Sources of Disparity 
       in Gross Postsecondary Attendance Rates, by Region -- 5.15
       : Sources of Disparity in Net Intake Rate for First Grade 
       of Primary School, by Region -- 5.16: Sources of Disparity
       in Children Out of Primary School, by Region -- 5.17: 
       Sources of Disparity in Dropout Rates, by Region -- 5.18: 
       Sources of Disparity in Late Entry among Out-of-School 
       Children, by Region -- 5.19: Sources of Disparity among 
       Out-of-School Children Who Never Attended School, by 
       Region -- 5.20: Sources of Disparity in Primary Completion
       Rates, by Region -- 5.21: Sources of Disparity in 
       Secondary Completion Rates, by Region -- 5.22: Primary and
       Secondary Completion Rates in India, 2005 -- 5.23: Sources
       of Disparity in Primary to Secondary Transition Rates, by 
       Region -- 5.24: Sources of Disparity in Total Years of 
       Schooling, by Region -- 5.25: Gini Coefficient of School 
       Attainment, by Region -- Graphs -- 4.1: Educational 
       Attainment of 15- to 19-Year-Olds in Nicaragua, by Income 
       Quintile 
505 8  4.2: Enrollment Rates for Boys and Girls 6-14 Years Old in
       Rural and Urban Areas of Nicaragua -- 4.3: Grade Survival 
       Profiles for 10- to 19-Year-Olds in Nicaragua, by Income 
       Quintile -- 4.4: Enrollment Pyramid for 6- to 24-Year-Olds
       in Nicaragua, by Income Quintile -- 4.5: Educational 
       Attainment Profiles for Men and Women 30-39 Years Old in 
       Rural and Urban Areas in Nicaragua -- 4.6: Typology of Out
       of School, by Subpopulation and Level in Nicaragua -- 4.7:
       Reasons Why Primary School-Age Children Are Out of School 
       in Nicaragua -- 4.8: Lorenz Curve for Years of Schooling 
       in Nicaragua -- 4.9: Age-Earnings Profile by Education 
       Level -- 4.10: Earnings by Years of Schooling and Labor 
       Market Experience in Nicaragua -- Screenshots -- 3.1: 
       Accepting the License Agreement -- 3.2: Installing ADePT -
       - 3.3: Completion of Setup -- 3.4: Starting ADePT Using 
       the Start Menu -- 3.5: Selecting a Module -- 3.6: Guide to
       the Main Screen -- 3.7: Opening a Dataset -- 3.8: Full 
       Path of the Selected Dataset -- 3.9: Labeling the Dataset 
       -- 3.10: Opening a Stata Data File -- 3.11: Variable Names
       and Labels -- 3.12: Variable Names in the Main Form -- 
       3.13: Specifying Variable Names in the Education Tab -- 
       3.14: Variable Names for the Labor Market Tab -- 3.15: 
       Variable Names for a Loaded Dataset -- 3.16: Disabled 
       Variables in Gray, Active Variables in Bold -- 3.17: 
       Compound Field for Missing Values -- 3.18: Table and 
       Figure Window: Selecting the Education Tables to Generate 
       -- 3.19: Record and Stop Button for Creating Tables -- 
       3.20: Selecting a Level of Reporting -- 3.21: Clearing 
       Contents or Changing Fonts -- 3.22: Using the Global 
       Filter -- 3.23: Setting an If-Condition -- 3.24: Example 
       of an If-Condition -- 3.25: Clearing an If-Condition -- 
       3.26: Generating Tables with Standard Errors, Frequencies,
       or Both -- 3.27: Adding Household Weights and Other 
       Parameters 
505 8  3.28: Changing the Code for Missing Values 
588    Description based on publisher supplied metadata and other
       sources 
590    Electronic reproduction. Ann Arbor, Michigan : ProQuest 
       Ebook Central, 2020. Available via World Wide Web. Access 
       may be limited to ProQuest Ebook Central affiliated 
       libraries 
650  0 Educational indicators -- Data processing.;Educational 
       equalization -- Data processing 
655  4 Electronic books 
700 1  Arcia, Gustavo 
700 1  Macdonald, Kevin 
776 08 |iPrint version:|aPorta, Emilio|tUser Manual for ADePT 
       Education|dHerndon : World Bank Publications,c2011
       |z9780821384589 
830  0 World Bank Training 
856 40 |uhttps://ebookcentral.proquest.com/lib/sinciatw/
       detail.action?docID=3050843|zClick to View