International Journal of Educational Development最新文献

{"title":"","authors":"Carlos Ornelas","doi":"10.1016/j.ijedudev.2025.103265","DOIUrl":"10.1016/j.ijedudev.2025.103265","url":null,"abstract":"","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103265"},"PeriodicalIF":2.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143760072","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 impact of Covid-19 disruptions on primary education: Evidence from the national grade 5 scholarship examination in Sri Lanka","authors":"Tiloka de Silva","doi":"10.1016/j.ijedudev.2025.103273","DOIUrl":"10.1016/j.ijedudev.2025.103273","url":null,"abstract":"<div><div>The Covid-19 pandemic resulted in prolonged school closures. In Sri Lanka, schools closed in March 2020 and remained closed for most of the next two years. This paper investigates the impact of these disruptions on primary school students using Grade 5 scholarship examination results between 2017 and 2022 and changes in mobility resulting from state-mandated restrictions. Using panel regressions, the analysis finds that while reduced mobility negatively affected examination results, the effects were largest for students in wealthier zones. These results suggest some levelling of the playing field amid worse outcomes across the board, at least for this examination.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103273"},"PeriodicalIF":2.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143768269","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":"Early life human-capital investments in Sub-Saharan Africa","authors":"Jere R. Behrman ,&nbsp;Claudia Vazquez","doi":"10.1016/j.ijedudev.2025.103270","DOIUrl":"10.1016/j.ijedudev.2025.103270","url":null,"abstract":"<div><div>This article focuses on three general dimensions of support for human-capital development of Sub-Saharan African children under five years old: nurturing care, nutrition, and preprimary programs. We simulate the Costs of Inaction of under-investments in these three dimensions of early life human capital. For preprimary programs we also simulate the long-run economic losses due to program closures during the Covid-19 pandemic. Our results suggest that: (i) the Costs of Inaction of not implementing nutritional programs for all stunted children 0–2 years of age is close to 3 % of GDP in some countries with high prevalences of stunting; (ii) the Costs of Inaction of not reaching universal coverage in preprimary is 1.6 % of GDP on average for the region; (iii) the Costs of Inaction as a share of GDP of not expanding home-visits programs to children 3–5 years considered developmentally not on track is 2.6 % of GDP, on average for the region; and (iv) the costs of reducing preprimary school participation due to COVID-19 ranges from 0.1 % of GDP to 6.0 % of GDP depending on pre-pandemic preprimary participation rates.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103270"},"PeriodicalIF":2.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143748618","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":"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}