International Journal of Educational Development最新文献

{"title":"Contextual characteristics and heterogeneity of female teacher supply – The case of public primary schools in Mexico","authors":"Marcos Delprato ,&nbsp;Renata Beltrán","doi":"10.1016/j.ijedudev.2024.103195","DOIUrl":"10.1016/j.ijedudev.2024.103195","url":null,"abstract":"<div><div>The benefits of increasing cohorts of female teachers in terms of boosting gender equality in education systems of the global south is understood. Yet, there is a lack of country studies looking into the main determinants of female teacher uptake. Based on data for 60,000 primary schools in Mexico, we assess what is the role of municipalities and states behind female teacher supply variation and which are the characteristics shaping female teacher supply. We find that most of the heterogeneity occurs across municipalities and that contextual disadvantages of primary schools (be it multigrade, Indigenous schools, rural schools, or in zones with higher social lags) have all negative impacts on the prevalence of female teachers uptake.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103195"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096867","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":"Higher Education among Warli Tribe Girls of Maharashtra: Perceptions and Barriers","authors":"Meenakshi Ramuji Ingole ,&nbsp;Hitesh Kumar Mandal","doi":"10.1016/j.ijedudev.2024.103175","DOIUrl":"10.1016/j.ijedudev.2024.103175","url":null,"abstract":"&lt;div&gt;&lt;div&gt;Within the framework of evolving democratic governance and the aspiration for a fair and equitable societal structure, the framers of the constitution were keenly aware of India’s hierarchical societal framework, the accumulated hardships faced by tribal communities, and the communal fabric of their social connections. To mitigate these disparities, education was perceived as a vehicle for societal transformation, individual advancement, and the pursuit of social parity across all societal segments through social justice, integration, and mainstreaming. Across such societal segments, tribal communities also needed integration into the mainstream, which strongly required measures ensuring social justice and equality in terms of perceiving education. In light of this, the paper seeks to address the causes of systemic exclusion of &lt;em&gt;Warli&lt;/em&gt; tribal girls in higher education. In addressing such a systemic exclusion of &lt;em&gt;Warli&lt;/em&gt; tribe girls, the second objective of the study seeks to investigate the external factors such as lack of opportunities, infrastructure, and low inclusion of culture milieu in the educational text or certain internal factors such as traditional gender roles, marriage practices and other culturally attested practices which sets the scene for systemic exclusion in the higher education system. In identifying the causes of such exclusion, a third objective of the study is to understand the unique cultural and societal factors at play, linking to higher educational aspirations among girls while unraveling the dilemmas of perception and barriers of higher education in the community. This includes traditional gender roles and expectations as well as the influence of social norms and practices, which in a way seek to explore the perceptions of availing higher education in the &lt;em&gt;Warli&lt;/em&gt; community within the cusp of cultural and societal norms. While shedding light on the unique socio-cultural factors at play, the fourth objective of the research seeks to inform targeted interventions that can help empower &lt;em&gt;Warli&lt;/em&gt; girls to pursue educational opportunities and break the cycle of poverty and inequality so that a more inclusive and supportive academic environment could be established. The paper is based on primary qualitative data collected from the &lt;em&gt;Warli&lt;/em&gt; community of Thane and Palghar districts of Maharashtra. The conversation analysis method and shadowing method are used as analysis methods to emphasize the depth of the qualitative data. Theoretical tools of Urie Bronfenbrenner’s - Bioecological Model of Human Development and Social-Cognition Theory are used to understand the dynamics of perception and barriers of higher education. The findings of the study suggest that there is a complex interplay of cultural, social, and economic factors contributing to the systemic exclusion of &lt;em&gt;Warli&lt;/em&gt; tribe girls from higher education. Internally, those girls who manage to pursue higher education recogniz","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103175"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096962","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":"Leveraging school principals to address learning loss in Indonesia through group and individual targeting","authors":"Dewi Susanti ,&nbsp;Gautam Anand ,&nbsp;Firda Arianti Arifin","doi":"10.1016/j.ijedudev.2024.103153","DOIUrl":"10.1016/j.ijedudev.2024.103153","url":null,"abstract":"<div><div>In Indonesia, the COVID-19 pandemic-induced school closure led to significant learning loss among students. This study aimed to explore if differentiated remedial teaching can improve the foundational numeracy skills of students and if the improvements are better in schools with added individual tutoring. It also aimed to understand if additional training of school principals would strengthen the results. After implementing the interventions in 25 primary schools to 1545 students for eight weeks, we found that the interventions significantly improved the foundational numeracy skills of students, and teachers in schools with trained principals were more punctual in implementing the intervention.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103153"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096868","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":"IJED volume 112 article summaries","authors":"Stephen Heyneman","doi":"10.1016/j.ijedudev.2025.103204","DOIUrl":"10.1016/j.ijedudev.2025.103204","url":null,"abstract":"","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103204"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096963","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 number of toilets, toilet types, and school enrollment rates: Evidence from Cambodia","authors":"Hiroyuki Yamada ,&nbsp;Tien Manh Vu","doi":"10.1016/j.ijedudev.2024.103194","DOIUrl":"10.1016/j.ijedudev.2024.103194","url":null,"abstract":"<div><div>Using commune-level panel data for 11 years, we investigate whether there is a relationship between toilet facilities at primary and lower secondary schools and school enrollment rates in Cambodia. We differentiate toilet facilities by type (improved and unimproved) and by gender. We find that the number of improved toilets at both primary schools and lower secondary schools per boy/girl in the commune is positively associated with the school enrollment rate of boys/girls of the corresponding age range (7–11 or 12–14 years). A positive association between the number of unimproved toilets per boy/girl and the school enrollment rate of boys/girls was found only at the lower secondary-school level, but the association was much weaker than that for improved toilets. These findings suggest that the construction of improved toilet facilities might lead to higher school enrollment rates.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103194"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096869","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":"Mapping the digital education landscape: Stakeholders and networks of governance in Brazil","authors":"Marina Avelar","doi":"10.1016/j.ijedudev.2024.103192","DOIUrl":"10.1016/j.ijedudev.2024.103192","url":null,"abstract":"<div><div>The COVID-19 pandemic has significantly accelerated the digitalization of education, integrating digital tools such as platforms, apps, games, and virtual learning environments into schools worldwide. This expansion of educational technology is intertwined with complex governance networks, where new private actors play an increasingly prominent role in managing public education. Alongside traditional stakeholders, EdTech startups, new philanthropists, venture capitalists, and intermediaries have emerged as influential participants in shaping the educational landscape. This paper maps the stakeholder groups and their interconnections within Brazil’s digital education governance networks, identifying the most influential and well-connected organizations. It explores their interactions, highlighting collaborative efforts to drive education reform through technology. Employing network ethnography and a policy-following approach, this paper analyses the digital education landscape in Brazil, with critical insights into the governance dynamics shaping education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103192"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096870","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":"Educational inequalities during COVID-19: Results from longitudinal surveys in Sub-Saharan Africa","authors":"Hai-Anh H. Dang ,&nbsp;Gbemisola Oseni ,&nbsp;Kseniya Abanokova","doi":"10.1016/j.ijedudev.2024.103174","DOIUrl":"10.1016/j.ijedudev.2024.103174","url":null,"abstract":"<div><div>While the literature on the COVID-19 pandemic is growing, there are few studies on learning inequalities in a lower-income, multi-country context. Analyzing a rich database consisting of 34 longitudinal household and phone survey rounds from Burkina Faso, Ethiopia, Malawi, Mali, Nigeria, Tanzania, and Uganda with a rigorous linear mixed model framework, we find lower school enrolment rates during the pandemic. But countries exhibit heterogeneity. Our variance decomposition analysis suggests that policies targeting individual household members are most effective for improving learning activities, followed by those targeting households, communities, and regions. Households with higher education levels or living standards or those in urban residences are more likely to engage their children in learning activities and more diverse types of learning activities. Furthermore, we find some evidence for a strong and positive relationship between public transfers and household head employment with learning activities for almost all the countries.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103174"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143135714","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":"Mobilizing continuous improvement in high-poverty effective public secondary schools in Chile: The contributions of subject departments","authors":"Carmen Montecinos ,&nbsp;Mónica Cortez ,&nbsp;Juan Pablo Valenzuela ,&nbsp;Oscar Maureira ,&nbsp;Xavier Vanni","doi":"10.1016/j.ijedudev.2024.103185","DOIUrl":"10.1016/j.ijedudev.2024.103185","url":null,"abstract":"<div><div>Prior research conducted in the Global North has established that effective and less effective schools differ in their academic climate. This article examines the contributions of subject departments to sustaining a strong academic climate in four effective, high-poverty public secondary schools in Chile. Data were collected through individual interviews with senior leaders and department heads, group interviews with teachers and observations of meetings of the mathematics and language departments (N = 72). Findings from a thematic analysis of transcripts illustrate how the work conducted in the departments mobilized essential components of effective secondary schools associated with an academic climate: a culture of professional learning, collaboration, and accountability, high expectations and commitment to the success of all students, and distributed learning-centered leadership. Considering that public schools in Chile have high concentrations of low-income students and few public highpoverty secondary schools are deemed as high performing, this study sheds light on within-school practices that foster an improvement culture.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103185"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096964","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":"Science education and conflict: The case of South Wollo, Ethiopia","authors":"Belete Tesfaw ,&nbsp;Gerima Tefera ,&nbsp;Sisay Awoke ,&nbsp;Nigussie Abye ,&nbsp;Mohammed Adem ,&nbsp;Sintayehu Yigzaw ,&nbsp;Gedefaw Wubie ,&nbsp;Amsalu Arega ,&nbsp;Molly Ott ,&nbsp;David Lee Carlson","doi":"10.1016/j.ijedudev.2024.103176","DOIUrl":"10.1016/j.ijedudev.2024.103176","url":null,"abstract":"<div><div>This case study explores the impact of armed conflict on science education in secondary schools and higher education institutions in South Wollo, an area in Northeast Ethiopia that was for two years a battlefield during the country’s civil war. The purpose of this inquiry is to assess the extent of damage to science education infrastructure, examine how the disruption affected teaching and learning continuity, and explore the psychosocial consequences for students, educators, and the community. The findings reveal how war results in extensive damage to laboratories and science facilities, leading to a decline in the quality of science education. Ethiopian students and teachers experienced considerable challenges adapting to the unexpected, abrupt loss of practical teaching and learning resources during and after the conflict, resulting in reliance on theoretical instruction insufficiently connected to the application of science concepts. The results underscore the need for innovative solutions such as virtual laboratories and also highlight the importance of addressing the psychosocial needs of the affected community to restore effective science education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103176"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096965","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":"Unfinished development work—One person’s journey and thoughts","authors":"Kurt D. Moses","doi":"10.1016/j.ijedudev.2024.103171","DOIUrl":"10.1016/j.ijedudev.2024.103171","url":null,"abstract":"<div><div>This essay reflects over 40 years of international educational development experiences in selected lower and lower middle-income countries (LMIC) out of 72 countries of all income levels where the author worked. Moses focuses on knowledge appropriate to a beginning or early career international education development professional. He discusses how someone may become an international development person including key categories to deal with: Education, Context, People, Institutions, and Technical that affect success and failure in development work. This includes crucial factors such as a detailed understanding of the context for a country, capacity for absorption, extent of essential education information, support for appropriate technology, information innovations including future use of Artificial Intelligence (AI)) and approaches that over time shape education delivery improvements. Moses pays particular attention to Sub-Saharan Africa, which is home to most LMICs, whose issues embody many of the challenges found in pursuing educational development. Additionally, the author discusses thoughts on challenges in leadership, government, donors, private sector, and political interactions that affect changes in the K-12 and related education sectors.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103171"},"PeriodicalIF":2.8,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143148284","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}