International Journal of Educational Development最新文献_第8页

Missing the target? Government commitment to education sector funding in Sub-Saharan Africa 2000–2023 未达到目标？2000-2023 年撒哈拉以南非洲政府对教育部门的供资承诺

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-05-15 DOI: 10.1016/j.ijedudev.2024.103057

Paul Bennell

引用次数: 0

Who is able or unable to return to school? Exploring the short-term impact of the COVID-19 school closures on students' returning to school in Nigeria 谁能重返校园？探索 COVID-19 学校关闭对尼日利亚学生返校的短期影响

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-05-14 DOI: 10.1016/j.ijedudev.2024.103060

Seil Kim , Keiichi Ogawa

{"title":"Who is able or unable to return to school? Exploring the short-term impact of the COVID-19 school closures on students' returning to school in Nigeria","authors":"Seil Kim , Keiichi Ogawa","doi":"10.1016/j.ijedudev.2024.103060","DOIUrl":"https://doi.org/10.1016/j.ijedudev.2024.103060","url":null,"abstract":"<div><p>Using data from the COVID-19 National Longitudinal Phone Survey 2020–2021, this study examines the heterogeneous impact of COVID-19 school closures on students' engagement in learning activities during these closures and upon returning to school in Nigeria. First, the logistic regression analysis results revealed that students with less-educated parents, from low-income households, or from households that lost jobs were less engaged in learning activities during the school closures. For instance, students from the lowest consumption quintile were about 22 percentage points less likely to engage in learning activities compared to those from the highest quintile. Similarly, the pandemic reduced the likelihood of students returning to school, especially among girls, older, and low-income students. In addition, engagement in learning activities during school closures for COVID-19, in which affluent students were more likely to engage, increased the likelihood of students’ school attendance at the initial stage of reopening by 8 percentage points. These findings underscore the potential repercussions of the closures to exacerbate pre-existing educational inequality in Nigeria and suggest a need for policies that promote equitable access to education.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140918483","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}

引用次数: 0

Improving pupil performance in rural Ghana basic schools: Principals' leadership challenges 提高加纳农村基础学校学生的成绩：校长的领导力挑战

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-05-13 DOI: 10.1016/j.ijedudev.2024.103061

Inusah Salifu , Marshall Kala

{"title":"Improving pupil performance in rural Ghana basic schools: Principals' leadership challenges","authors":"Inusah Salifu , Marshall Kala","doi":"10.1016/j.ijedudev.2024.103061","DOIUrl":"https://doi.org/10.1016/j.ijedudev.2024.103061","url":null,"abstract":"<div><p>This research used the multiple qualitative case study design, aiming to explore the leadership challenges of principals of basic schools in rural Ghana. Specifically, the study was to uncover the latent conditions frustrating the efforts of the principals to improve pupil performance and to explore leadership practices of school principals that could address the challenges and boost rural pupil performance. The study utilised multiple sources to obtain data from 33 participants accidentally selected. The study found that the principals could not do much to improve rural pupil performance because of ill-equipped learning environments, school indiscipline, ineffective instructional supervision, parents’ casual attitudes towards formal education, and mass promotion. The research revealed further that, to salvage the situation, the leaders needed to engage in practices such as vision-driven leadership, people-centered leadership, leadership based on resourcefulness, autonomous leadership, and decisive leadership. The significance of the study, both locally and internationally, was explored.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140918484","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}

引用次数: 0

What I really want: Policy maker views on education in Southeast Asia 我真正想要的是什么？决策者对东南亚教育的看法

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-05-11 DOI: 10.1016/j.ijedudev.2024.103054

Noah Yarrow , Paul Cahu , Mary E. Breeding , Rythia Afkar

{"title":"What I really want: Policy maker views on education in Southeast Asia","authors":"Noah Yarrow , Paul Cahu , Mary E. Breeding , Rythia Afkar","doi":"10.1016/j.ijedudev.2024.103054","DOIUrl":"https://doi.org/10.1016/j.ijedudev.2024.103054","url":null,"abstract":"<div><p>This paper reports the views and perceptions of randomly selected education policy makers in Southeast Asia, based on surveys of 651 senior public officials in 14 middle-income countries globally. The findings show that officials tend to prioritize increasing secondary school completion over improving learning quality, despite global evidence suggesting that improving learning quality is more crucial for economic growth. Additionally, the surveyed Southeast Asian officials severely underestimate learning poverty and do so at twice the rate of officials from other countries. Officials were most likely to cite system capacity as the primary constraint to improving learning. The findings show that officials’ support for gender equality and disability inclusion is high. Interviewed officials prefer to invest in in-service teacher training or early-grade reading compared to other options such as EdTech or inclusion for students with disabilities. This mix of alignment and misalignment between policy makers’ goals and the stated goals of development partners can inform future engagement in policy dialogue, analysis, and information campaigns.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140910366","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}

引用次数: 0

A model of the impact of government revenue and quality of governance on schooling 政府收入和治理质量对学校教育影响的模型

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-05-11 DOI: 10.1016/j.ijedudev.2024.103055

Stephen G. Hall , Bernadette O’Hare

{"title":"A model of the impact of government revenue and quality of governance on schooling","authors":"Stephen G. Hall , Bernadette O’Hare","doi":"10.1016/j.ijedudev.2024.103055","DOIUrl":"https://doi.org/10.1016/j.ijedudev.2024.103055","url":null,"abstract":"<div><p>When governments have more revenue, they spend more on human capital, and spending is more effective in well-governed countries. Here, we use an equilibrium correction model to empirically investigate the relationship between government revenue per capita, six indicators of quality of governance, and school attendance, using an unbalanced panel dataset that includes nearly all countries. The results suggest a strong effect over time: as government revenue increases, school attendance rates increase, and the magnitude of this influence is mediated significantly by a country’s quality of governance. Interestingly, the impact of governance is more pronounced in primary education than it is in lower or upper secondary education. This model offers the ability to demonstrate the impact of increases and decreases in government revenue in an individual country while accounting for the impact of revenue on governance and the impact of both revenue and governance on school attendance.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0738059324000774/pdfft?md5=31320212d4b87f15fb39dfcbd2993ba6&pid=1-s2.0-S0738059324000774-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140909824","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}

引用次数: 0

Investing in Human Capital in Africa: A framework for research 投资非洲人力资本：研究框架

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-05-01 DOI: 10.1016/j.ijedudev.2024.103048

Lant Pritchett

{"title":"Investing in Human Capital in Africa: A framework for research","authors":"Lant Pritchett","doi":"10.1016/j.ijedudev.2024.103048","DOIUrl":"https://doi.org/10.1016/j.ijedudev.2024.103048","url":null,"abstract":"<div><p>This essay argues that the existing paradigm in discussions of the acquisition of human capital has been focused on the drive to universal schooling and expanding access and grade attainment. This focus has been quite successful. The expansion of schooling in Sub-Saharan Africa (SSA) over the last decades has been impressively rapid, in percentage growth terms much faster than other regions of the world, because SSA at political independence began far behind most other regions.</p><p>However, the paradigm needs to shift as “invest in human capital”, which implicitly focuses on the acquisition of valued skills, has mostly been treated as equivalent of “spend on school” and this conceptual elision has produced very mixed results on learning and the creation of cognitive skills, which were, and are, taken to be an important goal of schooling. This section therefore focuses on some facts about schooling and learning with an emphasis on both the question of whether: (i) “Sub- Saharan Africa” has been distinctive as a region; and (ii) the heterogeneity across SSA both in sub-regions and across countries that make generalizations about SSA problematic (if not outright unhelpful).</p><p>The conclusion is that there needs to be a shift from the crude “accumulationist” model of “invest in human capital” as exclusively: (i) more years spent in school; and (ii) more spend on school. “Invest” in human capital must mean: (i) acquisition of valued skills, capabilities, dispositions; and (ii) effective spending. This implies three major changes in the research paradigm: (i) stop using “year of schooling” as the major “outcome” to be pursued; (ii) stop using a naïve “education production function” to evaluate impact of inputs towards a systems approach; and (iii) as part of that, work towards a more realistic positive model of the politics of learning</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0738059324000701/pdfft?md5=e055b6f27cddb0d0bab7bd9e1baa8106&pid=1-s2.0-S0738059324000701-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140913780","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}

引用次数: 0

Learning disruptions during the COVID-19 pandemic: Evidence from household surveys in Southeast Asia COVID-19 大流行期间的学习中断：来自东南亚家庭调查的证据

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-05-01 DOI: 10.1016/j.ijedudev.2024.103053

Angelica Maddawin , Peter Morgan , Albert Park , Daniel Suryadarma , Trinh Q. Long , Paul Vandenberg

{"title":"Learning disruptions during the COVID-19 pandemic: Evidence from household surveys in Southeast Asia","authors":"Angelica Maddawin , Peter Morgan , Albert Park , Daniel Suryadarma , Trinh Q. Long , Paul Vandenberg","doi":"10.1016/j.ijedudev.2024.103053","DOIUrl":"https://doi.org/10.1016/j.ijedudev.2024.103053","url":null,"abstract":"<div><p>We study children’s access to remote learning when schools were closed during the COVID-19 pandemic and their parents’ perceptions about learning progress in seven Southeast Asian countries. This is the first regional analysis to systematically document students’ access to remote learning based on survey data and to investigate how school closures and remote learning access affected children’s learning progress. The results are based on survey responses from 2200 households. We find that 79% of the respondents felt that their children’s learning progress was slower during school closures than it would have been with in-person schooling. Slightly less than half of all children experienced very little or no learning progress. Three characteristics were strongly correlated with learning progress. First, boys were more likely than girls to experience very little or no progress. Second, children from households in the top 30% of the income distribution were more likely to progress at the same rate as in-person classes, compared to children from lower income households. Third, comparing the different remote learning modes, internet-based learning or multiple learning modes provided children with a better chance of maintaining learning progress than other single modes.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0738059324000750/pdfft?md5=f6c355e7b97dd7ca92c45645e35c0723&pid=1-s2.0-S0738059324000750-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140822478","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}

引用次数: 0

IJED Volume 107 Article summaries IJED 第 107 卷文章摘要

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-05-01 DOI: 10.1016/j.ijedudev.2024.103066

Stephen P. Heyneman

引用次数: 0

Crisis mode in fragile state and its implications for the human right to education: A governance-analytical perspective on the DRC’s education sector 脆弱国家的危机模式及其对受教育人权的影响：刚果民主共和国教育部门的治理分析视角

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-05-01 DOI: 10.1016/j.ijedudev.2024.103056

Louise Ohlig , Susanne Timm

{"title":"Crisis mode in fragile state and its implications for the human right to education: A governance-analytical perspective on the DRC’s education sector","authors":"Louise Ohlig , Susanne Timm","doi":"10.1016/j.ijedudev.2024.103056","DOIUrl":"https://doi.org/10.1016/j.ijedudev.2024.103056","url":null,"abstract":"<div><p>With this qualitative study, we contribute to the discourse on the governance of education systems in the context of crisis and fragility. We look at the crisis management during the COVID-19 pandemic in the education sector of the Democratic Republic of the Congo (DRC), where a high proportion of schools is owned and managed by non-state actors. Conducting a content analysis of 18 semi-structured interviews with stakeholders in the education sector, we analyzed the ideas and understandings that guided their crisis management. We identified understandings of schooling and of their own agency as main factors explaining how different actors reacted to the crisis. We also found generally limited advocacy for the right to education in the given crisis situation, in which mostly non-state actors took over the responsibility to fill gaps in the DRC’s education system left by the state. In doing so, however, they contributed to the strengthening of the central state’s authority at the same time.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0738059324000786/pdfft?md5=61a02fb2c9e1f6e9108cc5473f26bc6c&pid=1-s2.0-S0738059324000786-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140822479","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}

引用次数: 0

Reforming international education organizations: Reflections on Elfert & Ydesen’s pioneering new book 改革国际教育组织：对 Elfert 和 Ydesen 的开创性新书的思考

IF 2.5 3区教育学

International Journal of Educational Development Pub Date : 2024-04-27 DOI: 10.1016/j.ijedudev.2024.103052

Nicholas Burnett

引用次数: 0