domingo, 14 de fevereiro de 2010

Legenda do Gráfico

Os servidores do ISCTE estão em baixo até meados da próxima semana. Quando estiver tudo operacional coloco as últimas transparências.

Essas transparências terão uma legenda em relação àquela figura que se mostrou pouco clara: a escala referia-se ao peso na população total dos licenciados em ciências e engenharias; os números à frente das barras diziam respeito ao peso desses cursos no total dos cursos.

Deixo o comentário original dos autores abaixo porque é muito interessante.

NOTA: mais uma vez se nota a vantagem deste nosso novo mecanismo de interacção pois durante este período de substituição dos servidores a comunicação (email, e-learning) seria impossível. (de novo saudações democráticas ao Paulo por nos tornar a todos um pouco mais 2.0)





















"...the production of (undergraduate) university degrees in natural sciences and engineering (as a percentage of 24 year-olds in the population). In this case, we see a much clearer divide between the countries in the upper half of the distribution, in which between 6 and 9 per cent of the cohort take such education, and the countries in the lower half, in which—in all but one case—less than 3 per cent of the cohort get such degrees. As is evident from the Wgure, the countries that place most emphasis on education in natural sciences and engineering are the developed countries (the early industrializers) and the four Asian countries discussed in the previous section, joined by some of the catch-up economies in Europe (Finland, Ireland, and Spain, in particular). The lower half of the distribution, those with low investments in this area, includes all the Latin American countries, the lessdeveloped countries of Asia and—closer to the mean of the sample—some of the catch-up countries in Europe (Portugal and Greece). It is also noteworthy that, while in the USA, one out of six students graduate in natural sciences or engineering, in South Korea the equivalent number is one-third and in Singapore two-thirds.
Hence, countries such as Korea, Taiwan, and Singapore not only place strong emphasis on higher education in general, but to a larger extent than most other countries direct their educational investment towards types of education of particular importance for technological catch-up (and innovation)."

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