G11 - Week 7 - Day 2

In-class work

1. Peer review and mark ch. 3-4 assessments
2. Indirect taxes' Effect on Supply - part 1
3. The Effects of an Excise Tax - Elastic Demand  (HL Only)
4. The Effects of an Excise Tax - Inelastic Demand (HL Only)
1. Exercises 3-7 on page 103-104

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From the blogosphere

1. Presidential Candidate Plans for Achieving American Prosperity
2. What are the world’s biggest problems?

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Currently Reading

Education for Sustainable Happiness and Well-being

Countless agencies, governments, and organizations have been dedicated to meeting even the most foundational schooling needs for children, and yet, as the United Nations Education, Scientific, and Culture Organization (UNESCO) reported in 2015, key global Education for All (EFA) goals that governments agreed to at the World Education Forum in Dakar in 2000 have not been attained, though some important headway has been made: 

There has been tremendous progress across the world since 2000— but we are not there yet. Despite all efforts by governments, civil society and the international community, the world has not achieved Education for All. 

On the positive side, the number of children and adolescents who were out of school has fallen by almost half since 2000. An estimated 34 million more children will have attended school as a result of faster progress since Dakar. The greatest progress has been achieved in gender parity, particularly in primary education, although gender disparity remains in almost a third of the countries with data. Governments have also increased efforts to measure learning outcomes through national and international assessments, using these to ensure that all children receive the quality of education they were promised. 

And yet, for all this progress, 15 years of monitoring shows sobering results. 

There are still 58 million children out of school globally and around 100 million children who do not complete primary education. Inequality in education has increased, with the poorest and most disadvantaged shouldering the heaviest burden. The world’s poorest children are four times more likely not to go to school than the world’s richest children, and five times more likely not to complete primary school. Conflict remains a steep barrier, with a high and growing proportion of out-of-school children living in conflict zones. Overall, the poor quality of learning at primary level still has millions of children leaving school without basic skills. (UNESCO 2015, p. i)

O'Brien, Catherine. Education for Sustainable Happiness and Well-Being (pp. 205-206). Taylor and Francis. Kindle Edition.