Journal of international cooperation in education最新文献

{"title":"The G20 and the Think 20 as new global education policy actors? Discursive analysis of roles and policy ideas","authors":"Iván Matovich, Prachi Srivastava","doi":"10.1108/jice-07-2022-0017","DOIUrl":"https://doi.org/10.1108/jice-07-2022-0017","url":null,"abstract":"PurposeThe Group of Twenty (G20) has substantial influence in global economic policy but has been peripheral in global education governance. There is intensification of education policy-relevant engagement within the Think 20 (T20), the “ideas bank” and official engagement group of the G20. The authors analyse the evolution of education as a policy domain within the T20, the ideas and discursive framing of education and global education policy “solutions” and assumptions about the G20 in education policy engagement.Design/methodology/approachThe authors view the T20 as an external actor that can mobilise policy-relevant ideas to G20 actors responsible for internal policy selection and translation. The analysis covers the period 2018–2021 when education became an explicit T20 policy area. The authors screened all 461 T20 policy briefs across all domains. Of these, 32 briefs and four final T20 Summit communiqués were reviewed using critical discourse analysis. Data were supplemented via organisational websites and tacit professional knowledge.FindingsThree assumptions on the G20 as an actor prevailed: (1) policymaker, (2) policy shaper and (3) knowledge mobiliser. The framing ideas on education were linked to assumptions on drivers of education system reform as intertwined with, or to enable: (1) economic adaptation, (2) technical adaptation and (3) socio-political adaptation of individuals and societies.Originality/valueAccelerated education engagement within the T20 and its direct reach to G20 leaders makes it, and the G20, analytically unique and new unexamined actors of potential influence. The authors conclude that the T20 is positioned as a unique actor, both that can mobilise education policy-relevant ideas to G20 leaders, and legitimised as the actor from which G20 leaders and policymakers should adopt ideas.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124848884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can we transform global education without transforming how we monitor progress?","authors":"A. Benavot, James Williams","doi":"10.1108/jice-07-2022-0020","DOIUrl":"https://doi.org/10.1108/jice-07-2022-0020","url":null,"abstract":"PurposeThis paper critically aims to review existing monitoring strategies of Target 4.7 of the Sustainable Development Goals and proposes an alternative approach for reporting country progress on relevant Target 4.7 themes. Since this target constitutes one of the most ambitious and transformative education targets there is considerable value in developing a comprehensive reporting and monitoring strategy.Design/methodology/approachThe paper draws on key policy documents to clarify processes leading up to the definition and measurement of a global indicator for Target 4.7. It also discusses limitations associated with the current reporting and measurement strategy.FindingsThe paper finds that the current monitoring approach to Target 4.7, based on an existing reporting mechanism for the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedom, is unfit for purpose and needs to be overhauled. The current process for revising the 1974 Recommendation is unlikely to result in a new monitoring strategy that would address existing weaknesses in the current strategy.Originality/valueTo the best of the authors’ knowledge, a critical review of measurement, reporting and monitoring strategies of Target 4.7 has not been undertaken. Also new in this paper is the proposed global observatory of Target 4.7 policies, practices and initiatives, which, if established, would work to: (1) create a more dynamic and informative monitoring infrastructure; (2) foster peer learning among countries; and (3) identify notable strategies of national, regional and international action in relation to Target 4.7.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"215 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122381263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Equity issues in the provision of online learning during the Covid-19 pandemic in Kenya","authors":"Francis Likoye Malenya, A. Ohba","doi":"10.1108/jice-12-2022-0047","DOIUrl":"https://doi.org/10.1108/jice-12-2022-0047","url":null,"abstract":"PurposeThe purpose of this paper is to critically review the well-intended plan by the government through the Ministry of Education to continue providing quality learning through online learning and in an equitable and inclusive manner during school closures due to the COVID-19 pandemic.Design/methodology/approachThis paper is based on a review of the available literature including assessment reports, academic studies and media reports.FindingsThe paper revealed that despite the visionary plan by the government that the development and implementation of an emergency response plan would ensure equitable and inclusive continued learning for all students, those learners who were disadvantaged, including those living in remote areas and urban informal settlements, girls and learners from low–socio-economic households, found it even harder to access lessons. In fact, the existing digital divide on the part of the learners and schools served to reproduce or even widen inequities in learning. The COVID-19 pandemic evidently made these inequities more visible or even worse. What had been conceived as and intended to be an equitable and inclusive learning exercise ended up marginalising learners in already marginalised spaces.Research limitations/implicationsWhile the researchers made an attempt to search for as many documents as possible, the documents selected for the paper are limited to those that explored the online learning during COVID-19 in Kenya. These reports were critically examined with a view to providing a clear picture of what online teaching and learning was like and how this picture embraced notions of fairness and inclusivity hence equity. Despite all these, there was the possibility of having some biases in the used reports. However, the researchers carefully read them triangulating them with others with similar information in an attempt to filter biases.Practical implicationsThe paper has demonstrated how the learning process can be influenced by the provision of the relevant teaching and learning materials, tools and infrastructure.Social implicationsThis paper has clearly demonstrated the position that learning is a social process and which is affected by the social factors such as gender roles, socio-economic status and the social environment in which it occurs.Originality/valueThe paper contributes to ongoing discussion about the potentials and challenges of online learning particularly in a country like Kenya where equity in learning still remains a considerable challenge mainly as a result of the existing socio-economic, regional and gender disparities in learning. The paper makes a contribution in terms of an authentic mode of thinking that should guide the process of provision of “learning for all”.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116198238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating Japan’s physical education assistance to other countries: extraction of major categories and examination of their relevance","authors":"Tomoya Shiraishi","doi":"10.1108/jice-07-2022-0016","DOIUrl":"https://doi.org/10.1108/jice-07-2022-0016","url":null,"abstract":"PurposeThis study aims to provide the history and overview of the major categories of physical education (PE) assistance that Japan has provided to other countries by extracting the major categories from the various materials.Design/methodology/approachThis study is divided into two phases, Phases 1 and 2. Surveys and analyses were further conducted. In Phase 1, a web browser-based survey was conducted to ascertain the major categories of PE assistance that Japan has provided to other countries. The practices and projects investigated were classified inductively, and the major categories were extracted. In Phase 2, a literature review was conducted to organise the history and overview of each category extracted in Phase 1.FindingsSix major categories were extracted: (1) dispatch of Japan Overseas Cooperation Volunteers engaged in PE assistance, (2) assistance through training for those involved in PE, (3) revision or formulation of a PE curriculum, (4) preparation of textbooks or instructional materials for PE, (5) organising sports event and (6) maintenance of PE equipment and facilities.Originality/valueJapan has a long history of providing PE assistance to other countries. However, historical materials on the practices and projects of PE are becoming scattered. Little literature addresses this gap, which this study seeks to address. This study can help policy makers in other countries, who can use Japan’s PE assistance practices and policies for reference, to assist them in formulating their own policies.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125955099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Recontextualizing internationalization of higher education institutions in South Korea through the lens of the knowledge–policy–power interface","authors":"Min-hee Jeon, Y. Hwang, M. Hong","doi":"10.1108/jice-04-2022-0009","DOIUrl":"https://doi.org/10.1108/jice-04-2022-0009","url":null,"abstract":"PurposeThis paper aims to critically investigate the past hype of internationalization of higher education institutions (HEIs) and its complex international, national and local processes under the influence of globalization.Design/methodology/approachIn particular, the authors employed the knowledge–policy–power interface framework through a scoping review in order to reexamine the political dynamics among international, national and local higher education actors in driving the internationalization of HEIs in the context of South Korea between the 1990s and the 2020s. The perspective taken by this research brings much-needed nuance to the analysis by focusing on the complex dynamics of external factors and key actors and their responses in the process of internationalization.FindingsThis research found three characteristic dynamics of internationalization of Korean HEIs: uncritical acceptance of external pressures for internationalization; unbalanced formal and informal participation at the national level and different ways HEIs absorb change. In short, this research discussed how the powerful government, which has been stirred by external forces, shaped the limited knowledge discourse on internationalization while triggering power games among various HEIs. The research highlights that the characteristics of HEIs and the voices of all stakeholders should be better accounted for so that internationalization can proceed in diverse ways from the ground up to enhance and assure educational quality.Research limitations/implicationsThe research limits itself by analyzing the political dynamics in driving the internationalization of HEIs in the context of South Korea only through scoping review. However, the attempt to disentangle the underlying political dynamics through its original framework is worthy unlike previous more traditional models that cast policy-making as a uniform cycle proceeding rationally through the policy process regardless of the issue.Practical implicationsThese findings enable a better analysis of the key dynamics of how HEI internationalization policies in Korea were understood, planned and implemented. Without examining the political dynamics among various factors as well as the responses of significant actors to HEI internationalization, the current challenges and remaining tasks in translating higher education policy into practice cannot be thoroughly assessed.Social implicationsMost importantly, the multilayered political dynamics that come together to shape the content and directions of policies in a certain national context should be taken into account in the process of policy-making. Such recontextualization would provide a better understanding of the underlying dynamics that lead to certain consequences of and challenges in translating higher education policy into practice, especially for those who face the challenge of balancing between state-driven policies and ever-diversifying needs and demands of HEIs.Originality/va","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130479578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Access and equity: what do we know about government primary school students' remote learning experience during school closures in Bangladesh?","authors":"Manjuma Akhtar Mousumi","doi":"10.1108/jice-07-2022-0018","DOIUrl":"https://doi.org/10.1108/jice-07-2022-0018","url":null,"abstract":"PurposeThe study explores government primary school students' remote learning experience during school closures due to COVID-19.Design/methodology/approachA qualitative approach and semi-structured interviews were employed for data collection. The study used a snowball sampling procedure to select 24 participants.FindingsThis study shows that students experienced setbacks in learning due to not having access to resources. Besides, online classes were expensive as they were not able to buy devices, internet package and other resources to participate in the remote classes. Since many students were unable to access digital media and get parental and teacher support for education, students' engagement in learning was very low. Moreover, the paucity of learning due to school closures has lowered students' motivation for learning. The study also contributed to understanding children's emotional attachment with the schools and how the closure affected their well-being. The results indicate that the students, teachers and parents did not have a positive experience with remote teaching–learning and the modalities did not contribute to continuing with meaningful learning.Originality/valueThe remote learning experience shared in this study can be used to inform policymakers, educators and stakeholders exploring remote learning solutions in low-resource contexts. This study contributes to understanding the skills and competencies teachers require to support children's learning during any crisis.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"160 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122285684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promise not kept: universal primary education for all children in sub-Saharan Africa","authors":"B. Fredriksen","doi":"10.1108/jice-08-2022-0024","DOIUrl":"https://doi.org/10.1108/jice-08-2022-0024","url":null,"abstract":"PurposeThis article examines why Universal Primary Education (UPE) has shifted from being a developing country challenge more broadly in the last half of the 20th century to become largely a sub-Saharan Africa (SSA) challenge today. It discusses a number of national and education sector system-wide challenges that have constrained the implementation of UPE in SSA more so than in other developing regions.Design/methodology/approachThis article reviews the literature and policy documents on a wide range of developing country issues, and discusses why most SSA countries have faced unparalleled challenges in achieving UPE.FindingsSSA governments should take the opportunity offered by their post-pandemic “build back better” efforts to fundamentally reset education policies to address the key causes of this major development failure. The overarching objective must be to develop education systems that are more inclusive, equitable and responsive to national development needs by better serving the large population groups, parts of society and economic sectors that currently derive little benefit from public education spending. This article highlights the urgency and challenges associated with achieving this objective.Originality/valueAlthough the main responsibility lies with SSA governments, this paper stresses that the global community will be affected in many ways by how effectively this crisis is addressed. Therefore, this effort merits sustained global support including through more catalytic use of aid.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"17 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114038629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"It is time to fix the low financing trap: public spending on education revisited","authors":"K. Lewin","doi":"10.1108/jice-06-2022-0011","DOIUrl":"https://doi.org/10.1108/jice-06-2022-0011","url":null,"abstract":"PurposeThis paper aims to explore whether there is a “low financing trap” that results in underfunding of education systems in low and lower middle income countries (LICs and LMICs). It shows public investment in education has not increased over the last two decades despite extensive advocacy and has equilibrated at about 4% of GDP. More than 6% of GDP is needed to achieve the sustainable development goals.Design/methodology/approachThis research uses large scale data from the UNESCO Institute of Statistics and the World Bank to analyse patterns of investment across sub-Saharan Africa. The most recent data downloaded in 2022 are used for each country. The analysis uses time series analysis to show how flows of resources for education have evolved and illustrates the limits to growth.FindingsThe research develops a taxonomy of countries and identifies three bands of effort for investment in education. Individual countries tend to remain in the same band of expenditure level and only the highest band countries are likely to be able to finance their development goals from their own resources between now and 2030. Escape from the low financing trap is critical for future educational development.Originality/valueInnovative approaches to external assistance are needed which recognise that domestic revenues are at the heart of sustainable financing and that greater efficiency and effectiveness are critical to sustainable solutions. The priority is to accelerate the development of fiscal states, which can finance public goods from domestic revenue and make good use of concessionary assistance.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121368536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education and environmental sustainability: culture matters","authors":"H. Komatsu, Iveta Silova, Jeremy Rappleye","doi":"10.1108/jice-04-2022-0006","DOIUrl":"https://doi.org/10.1108/jice-04-2022-0006","url":null,"abstract":"PurposeHumans remain unsuccessful in their attempts to achieve environmental sustainability, despite decades of scientific awareness and political efforts toward that end. This paper suggests a fresh conceptualization, one that focuses on education, offers a fuller explanation for our lack of success and calls attention to alternatives.Design/methodology/approachThe authors first critically review mainstream approaches that have been used to achieve environmental sustainability, then introduce an alternative that the authors call the cultural approach. The authors finally discuss how educational research should be re-articulated based on the cultural approach.FindingsThe authors identified three mainstream approaches – the technological, cognitive approach and behaviorist – all of which function to reproduce modern mainstream culture. In contrast, the cultural approach assumes modern mainstream culture as the root cause of environmental unsustainability and aims to rearticulate it. To elaborate a cultural approach, the authors recommend education scholars to (1) bring attention to the role of culture in sustainability and (2) identify education practices that are potentially useful for enacting a cultural shift, primarily developing richer synergies between qualitative and quantitative research.Originality/valueUnlike many previous studies in the field of education, the authors’ account highlights how current mainstream approaches used for current global education policymaking often merely reproduces modern mainstream culture and accelerates the environmental crisis. It thus proposes to redirect educational research for a cultural shift, one that allows human society to move beyond the comforting rhetoric of sustainability and face the survivability imperative.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"251 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114246511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Targeting Teacher Education and Professional Development for Inclusion","authors":"K. Kubacka, A. d’Addio","doi":"10.15027/50532","DOIUrl":"https://doi.org/10.15027/50532","url":null,"abstract":"Teachers around the world are likely to encounter students with varied backgrounds and experiences, strengths and weaknesses in their classrooms. The paper reviews the literature and available data on how teachers can be agents of inclusion in education. It focuses particularly on how teacher education and professional development systems can assist in this task. It then describes the challenges present in the existing design of systems and offers recommendations for ways forward. The article is based on the research conducted for the 2020 Global Education Monitoring (GEM) Report (UNESCO, 2020). Hence, it takes a broad view of inclusion in education, not limited to any groups, but rather focused on learning for all learners. The paper emphasises the central role teachers can play in accommodating students of all abilities and backgrounds. It also highlights the importance of relevant internationally comparable data on teacher training, as part of Sustainable Development Goal 4 (SDG4) and particularly its target 4.c. Finally, the paper discusses the challenges and ways forward in supporting and strengthening teachers’ role in building inclusion in education.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130792956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}