International Journal of Educational Development最新文献

{"title":"Effects of latrine safety and menstrual stigma on school attendance among adolescent girls in South Sudan","authors":"Ellen Spiller ,&nbsp;Alexandra Blackwell ,&nbsp;Cosmas Ayella ,&nbsp;Eleonora Mansi ,&nbsp;Kathryn Falb","doi":"10.1016/j.ijedudev.2025.103264","DOIUrl":"10.1016/j.ijedudev.2025.103264","url":null,"abstract":"<div><div>This study examined the factors influencing school attendance during menstruation among adolescent girls in Panyijar County, South Sudan, using secondary data from an International Rescue Committee survey of adolescents aged 10–20 years attending primary schools in the region. Key findings reveal that feelings of safety in school latrines are critical predictors of attendance, with those feeling safe while menstruating exhibiting notably higher odds of attending school during menstruation. Conversely, feelings of shame significantly decreased the odds of attendance. Age also played a positive role, with each additional year correlating with an increased likelihood of attending school. In a comprehensive model, safety in school latrines during menstruation emerged as the most influential factor, whereas the negative impact of shame, although reduced, remained significant. These findings underscore the importance of addressing both physical infrastructure (e.g., safe, private latrines) and psychosocial barriers (e.g., stigma and shame) to support educational outcomes for menstruating girls. This study provides actionable insights for policymakers and educators in low-resource, and humanitarian contexts.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103264"},"PeriodicalIF":2.8,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143715028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The educational inequality faced by Chinese rural migrant children in an urban public school","authors":"Chuan Ma,&nbsp;Desheng Wang","doi":"10.1016/j.ijedudev.2025.103268","DOIUrl":"10.1016/j.ijedudev.2025.103268","url":null,"abstract":"<div><div>Since the beginning of the 21st century, the educational challenges faced by rural migrant children in China have been widely discussed. Previous studies have attributed the poor academic performance of migrant children to the Hukou system, which has historically excluded them from accessing public educational resources in urban areas. Although the Chinese government has gradually relaxed the control of the Hukou system, migrant children still face difficulties in gaining admission to universities. According to the <em>China Rural Education Development Report</em> (2020–2022), in 2021, there were 1.59 million rural migrant junior high school graduates nationwide, but only 584,300 were admitted to general high schools, resulting in an admission rate of just 41.15 %. This statistic underscores the structural inequalities within the education system, as migrant children are disproportionately directed toward vocational education rather than higher academic pathways. This article aims to investigate the relationship between school curriculum and migrant children’s academic achievements by participating into their school life. The finding reveals that school curriculum potentially discriminates against migrant children, effectively excluding them from access to universities in order to maintain social division.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103268"},"PeriodicalIF":2.8,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143704802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The imperial examination system: \"How to examine\" and the comprehensive development of students during the Ming and Qing dynasties","authors":"Jinshan Yuan ,&nbsp;Aochong Zhang","doi":"10.1016/j.ijedudev.2025.103267","DOIUrl":"10.1016/j.ijedudev.2025.103267","url":null,"abstract":"<div><div>The emphasis on comprehensive human development in Chinese education has a long-standing tradition. Especially during the Ming and Qing dynasties, under the criteria for selecting state-governing talent, the \"guiding role\" of the Imperial Examinations played a positive role in promoting students' all-round development in virtue, wisdom, physical, aesthetics, and labor. This paper employs historical research methods. To specifically analyze how the Ming and Qing imperial examinations guided the comprehensive development of students, it is necessary to categorize and describe the methods and content of guidance in the aspect of \"How to examine\", concerning the students' \"virtue, wisdom, physical, aesthetic, and labor\" development. During the Ming and Qing periods, the imperial examination system had become relatively mature, with its various intricacies influencing admissions and prompting students to meticulously prepare. The imperial examinations, through both direct and indirect methods, exerted a holistic impact on the comprehensive development of students throughout the entire process.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103267"},"PeriodicalIF":2.8,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143704801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Freed students, unsatisfied parents: Evidence from the Free Semester Program in South Korea","authors":"Hoyong Jung","doi":"10.1016/j.ijedudev.2025.103266","DOIUrl":"10.1016/j.ijedudev.2025.103266","url":null,"abstract":"<div><div>This study examines the impact of the Free Semester Program (FSP) on parental satisfaction in South Korean middle schools. Leveraging data from the 2012 Gyeonggi Education Panel Study, we employ a difference-in-differences methodology that exploits variations in FSP implementation across schools. Our findings indicate that the FSP significantly reduces parental satisfaction, a result that remains robust across multiple control variables. Moreover, the effect varies by household characteristics, with underprivileged families experiencing a sharper decline in parental satisfaction. Our findings underscore the need for policymakers to consider parental perspectives when designing and implementing education reforms.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103266"},"PeriodicalIF":2.8,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students of the backyard: An ethnographic analysis of a ghetto school","authors":"Selma Aydinoğlu Ünal ,&nbsp;Birgül Ulutaş","doi":"10.1016/j.ijedudev.2025.103260","DOIUrl":"10.1016/j.ijedudev.2025.103260","url":null,"abstract":"<div><div>The study aimed to contribute to the literature on education and spatial segregation in Türkiye, focuses on the similarities, parallels, and/or contrasts between the space in which a child lives and the cultural codes imparted to them at a poor public school located in a \"ghetto\" neighbourhood. Following a qualitative paradigm with an ethnographic approach, data were collected through participant observation at the ghetto school referred to as Backyard Elementary School. Data were gathered through unstructured interviews with the neighbourhood head, school administrators, and teachers, as well as semi-structured interviews and observations with seven teachers and six parents. The data were analysed using descriptive analysis. Findings of the study revealed that students' economic and cultural capital have negative reflections on their school life. While parents express aspirations for their children to achieve professional success, teachers view these ambitions as unattainable within the current educational framework. The families also perceived their children, whose academic performance declines yearly, as failures. Despite their dissatisfaction with their children's school experiences, parents advocated for 12 years of compulsory education, whereas teachers opposed compulsory education, advocating for vocational redirection at an earlier age. Teachers, viewing their own school as marginalized despite its central location, refer to other institutions as \"central schools\" and do not send their own children to the school where they work.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103260"},"PeriodicalIF":2.8,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education governance, philanthropy and knowledge brokering: The case of a digital education programme by a private foundation in Portugal","authors":"Sofia Viseu,&nbsp;Erika Martins,&nbsp;Luís Miguel Carvalho","doi":"10.1016/j.ijedudev.2025.103262","DOIUrl":"10.1016/j.ijedudev.2025.103262","url":null,"abstract":"<div><div>This article focuses how philanthropy leverages knowledge brokering to promote the digitalisation of education and expand its influence on education governance. It presents an empirical study of a digital education programme launched in Portugal in 2020 by a private foundation. Through document analysis and an interview, the findings reveal that knowledge brokering enabled the foundation to bring together actors from different social worlds to conceive, legitimise and deliver the programme in public schools. Furthermore, knowledge brokering created new policy spaces that amplified the foundation’s role in educational governance, positioning Ed-Tech as a new topology for educational delivery.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103262"},"PeriodicalIF":2.8,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143619848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Instructional alignment in Nigeria using the Surveys of Enacted Curriculum","authors":"Adedeji Adeniran ,&nbsp;Sixtus C. Onyekwere ,&nbsp;Anthony Okon ,&nbsp;Julius Atuhurra ,&nbsp;Rastee Chaudhry ,&nbsp;Michelle Kaffenberger","doi":"10.1016/j.ijedudev.2025.103256","DOIUrl":"10.1016/j.ijedudev.2025.103256","url":null,"abstract":"<div><div>This study examines quantitative evidence on education system coherence in Nigeria. Available pieces of evidence indicate that alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for primary-level education. This study employed the Surveys of Enacted Curriculum (SEC) methodology to investigate alignment of instructional components in Nigeria's primary education system, covering two states, ‘Oyo and Jigawa’. The two states were carefully chosen to account for both geographical differences and student achievement levels in Nigeria. Oyo represents a high performing area in the south in terms of student achievements while Jigawa represents a low performing area in the North. We adopted the SEC common language to analyse curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades (1−6) for the two states. We found that key foundational mathematics and English language skills are covered by all three components, with notable omission of some critical topic areas on the end-of-cycle English language exams. All three components give high emphasis to the low cognitive demand processes of ‘memorize’ ‘perform’, and ‘demonstrate’, and give low emphasis to the more demanding cognitive processes of <em>‘analyse</em>’ and <em>‘apply</em> ’. Both the curriculum standards and classroom instruction depict a slow pace of content progression across grades, manifested through broad but shallow content coverage. We observed high alignment between the curriculum standards and classroom instruction, implying a potentially well-functioning education system. However, we found low student performance on the exams for both subjects, thereby contradicting this hypothesis. These findings suggest the Nigerian primary education system may be operating in a low-achieving equilibrium in which the system is aligned for low levels of cognitive demand and student mastery.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103256"},"PeriodicalIF":2.8,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143619847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does reputation matter? The impact of China’s double world-class policy on the attraction of high-quality students","authors":"Tian-Tian Zhu ,&nbsp;Hui Zeng","doi":"10.1016/j.ijedudev.2025.103259","DOIUrl":"10.1016/j.ijedudev.2025.103259","url":null,"abstract":"<div><div>Based on the undergraduate entrance examination data from 2014 to 2021 in China, this study develops a difference-in-differences model and finds that developing world-class universities and disciplines (i.e., the double world-class, the DWC policy) leads to an increase of 4.48 and 5.51 points in the average entrance examination scores of undergraduates for the universities and disciplines included in the DWC policy. The DWC policy has improved the student quality of the world-class universities and disciplines mainly by raising their reputation. Moreover, the impact of the DWC policy on the world-class disciplines varies. Specifically, the DWC policy significantly improves student quality in science, agriculture, and medicine, but it has no significant effect on student quality in engineering; and the improvement in the scores for science is much higher than that for agriculture and medicine. Third, compared to the popular disciplines traditionally favored by students, the DWC policy has a more significant impact on improving the entrance examination scores for unpopular disciplines.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103259"},"PeriodicalIF":2.8,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143619841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How justified are the criticisms of bias against the OECD's global competence framework?","authors":"Izzettin Aydogan ,&nbsp;Osman Tat","doi":"10.1016/j.ijedudev.2025.103258","DOIUrl":"10.1016/j.ijedudev.2025.103258","url":null,"abstract":"<div><div>In psychometric terms, bias is defined as the failure to ensure the psychological equivalence of the latent traits and related items intended to be measured by measurement procedures for different groups and therefore the measurements produce results in favor of or against at least one group. There has been both public and scientific criticism that it contains bias in terms of some features such as the OECD's global competence framework is designed according to the principles of the western liberal tradition, that students interpret words and expressions in some items differently, that their understanding of poverty and privilege is limited, and that students' lack of access to communication tools due to socio-economic conditions. In this research, we examined whether the OECD's global competence framework presented to students in the PISA 2018 assessment is statistically biased in terms of sociological features that encompass and even go beyond criticisms of the framework. In this context, we used six international classification indices and analyzed data on around 143 thousand students from 27 PISA participating countries. We believe that results will clarify criticisms of bias in the OECD's global competence framework.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103258"},"PeriodicalIF":2.8,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143591693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The policy game","authors":"Jeffrey Puryear","doi":"10.1016/j.ijedudev.2025.103250","DOIUrl":"10.1016/j.ijedudev.2025.103250","url":null,"abstract":"","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103250"},"PeriodicalIF":2.8,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143591758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}