International Journal of Educational Development最新文献

{"title":"Schools and industries producing educational-labor paths in secondary TVET in Chile: Who sets the skills agenda?","authors":"Juan de Dios Oyarzún ,&nbsp;Marcela Ramos Arellano","doi":"10.1016/j.ijedudev.2024.103149","DOIUrl":"10.1016/j.ijedudev.2024.103149","url":null,"abstract":"<div><div>This research studies the relations and articulations between two schools from the Antofagasta Region, located in the mining north of Chile, and three of mining companies in the country, which have part of their main operations in the surrounding territories of these schools. This study interrogates the forms of articulation between these schools and the companies, analyzing the main actions, agendas and institutional purposes that both the schools and the companies seek regarding each institutional needs and perspectives. We critically examine these articulations and relationships because, as a result of Chilean public policy in the area of TVET, which is intended to be an industry demand-oriented training policy, the mining industry is actively influencing the school training processes and curriculum, which does not necessarily result in the acquisition of relevant and significant skills for students. This study was designed from a qualitative approach, through the application of two-rounds of situated in-depth interviews to schools’ managers and professionals from mining companies from the north region of Chile. The findings illustrate the ways in which different efforts, contributions and formative actions provided by the companies are reshaping the educational processes inside the schools, establishing educational agendas that expect to provide more efficient alignments between the schools and the companies’ labor needs. Specifically, the paper argues that mining industry companies promote a reduced technical skills approach. This does not include long-term educational planning within the schools, and alternative technical, relational and transformational approaches to skills are absent. The former conventional notions of vocational education and training are being challenged by theoretical and empirical literature. A critical discussion on the skills agenda setting in VET systems is also presented. This study offers an original analytical review and an in-depth study on the dynamics and discourses that articulate and motivate the collaboration between VET schools and mining companies in the Chilean North.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103149"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572326","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":"Beyond the classroom: My journey through education a tale of two educational worlds","authors":"Vladimir Briller","doi":"10.1016/j.ijedudev.2024.103166","DOIUrl":"10.1016/j.ijedudev.2024.103166","url":null,"abstract":"<div><div>The article reflects the author’s fifty plus years of dedication to education—as a school teacher, university professor, researcher, university administrator, and international consultant in his commitment to shaping minds and advancing knowledge. As a student, he learned that every bit of knowledge and every skill eventually proves useful. As a teacher, he aimed to inspire his students and ensure that each lesson brought them something new. As a university professor, he encouraged critical thinking, emphasized the importance of problem definition before solution, and focused on making classroom activities relevant to students' current or future careers. In his role as a researcher, he prioritized data accuracy and procedural integrity. As a university administrator, he strived to guide the institution towards its strategic goals, improve performance, and ensure alignment with its mission while meeting the needs of its stakeholders. As an international consultant, he worked to bring global perspectives to local contexts, aiming to improve educational outcomes while contributing to broader social and economic development.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103166"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703201","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 intergenerational mobility effects of higher education expansion in China","authors":"Nan Zhang ,&nbsp;Hongmin Fan","doi":"10.1016/j.ijedudev.2024.103169","DOIUrl":"10.1016/j.ijedudev.2024.103169","url":null,"abstract":"<div><div>This study examines the possible effects of China's college expansion policy on intergenerational income mobility using data from the China Family Panel Studies (CFPS) from 2010 to 2018. The results show that,first, higher education expansion policy does not significantly improve intergenerational income mobility. Instead, higher education expansion policy may increase the intergenerational income correlations in cities, and areas with abundant resources for higher education opportunities.Meanwhile, higher education expansion policy may trigger the transmission of intergenerational poverty in rural areas, economically underdeveloped areas, and areas with less abundant resources or opportunities for higher education.Second, both elite higher education and postgraduate education significantly improve individuals' income rank and intergenerational income mobility, but family background still plays a strong role in influencing the income rank of children.Third, there is a Gatsby curve in China in which an increase in income inequality is associated with a decline in intergenerational income mobility.This paper argues for the importance of expanding higher education while highlighting the limitations of this policy.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103169"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704291","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":"Examining COVID-19’s disruptive effect on education in Mexican universities","authors":"Daniel Prudencio ,&nbsp;Jose Balmori-de-la-Miyar ,&nbsp;Adan Silverio-Murillo ,&nbsp;Fernanda Sobrino","doi":"10.1016/j.ijedudev.2024.103144","DOIUrl":"10.1016/j.ijedudev.2024.103144","url":null,"abstract":"<div><div>This paper estimates the effect of the COVID-19 pandemic on new entry, enrollment, and graduation outcomes at universities in Mexico, which, prior to the pandemic, had an average enrollment of 1583 students. Using administrative data on all universities in Mexico and a difference-in-differences methodology, the results show that the pandemic had a negative effect on new entry (16 %), enrollment (2.5 %), and graduation (22 %). We explore heterogenous effects by funding source (public vs private), elite university status (top 20 vs non-top 20), delivery format (synchronous or in-person vs asynchronous), gender, and ten areas of study. The results show that: (1) the decline in graduation was mainly driven by public universities, (2) top 20 universities increased their new entry relative to their non-top 20 counterparts, (3) in-person programs did not display lower impacts than asynchronous ones, except for graduation rates, (4) men and women were equally impacted in terms of graduation, and (5) when considering academic areas of study, education-related majors suffered the highest decrease in new entry (25 %), and science-related majors observed the highest decrease in graduation (38 %).</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103144"},"PeriodicalIF":2.8,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531517","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":"Full-time education: Assessment of the impact on learning of the Brazilian program Novo Mais Educação","authors":"Luiz Felipe Magnago Blulm,&nbsp;Ana Carolina Giuberti","doi":"10.1016/j.ijedudev.2024.103150","DOIUrl":"10.1016/j.ijedudev.2024.103150","url":null,"abstract":"<div><div>Although there is no consensus on the effectiveness of full-time education in learning, several countries in Latin America have developed programs to extend school hours aiming at a higher level of student performance. In Brazil, the federal government implemented two policies for increasing school hours: <em>Mais Educação</em> Program (PME), from 2008 to 2017, and <em>Novo Mais Educação</em> Program (PNME), in 2018 and 2019. Therefore, this paper assesses the impact of PNME on students’ learning and discusses the effectiveness of the PNME’s design compared to the previous policy PME. Official data from the Brazilian government were used and the methodology combined Difference-in-Differences with propensity score matching for evaluating math and language students test scores. For the initial years of Elementary School, the results show a positive impact on learning, but for the final years the results were ambiguous: a null effect on language students test scores and a negative impact on math tests scores. Yet these results proved to be more promising than those of its predecessor, the PME, which can be assigned to PNME’s design more focused on expanding language and math learning hours.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103150"},"PeriodicalIF":2.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531611","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":"Islamic work ethics in a complex, conflicted cultural milieu: The case of indigenous Palestinian Arab high school teachers in Israel","authors":"Ismael Abu-Saad ,&nbsp;Afnan Haj Ali","doi":"10.1016/j.ijedudev.2024.103148","DOIUrl":"10.1016/j.ijedudev.2024.103148","url":null,"abstract":"<div><div>This study focuses on Islamic work ethics (IWE) among Indigenous Palestinian Arab high school teachers in Israel. With the establishment of the State of Israel in 1948, this predominantly Muslim Palestinian Arab minority experienced rapid socioeconomic change, as well as repression of its socio-political and cultural background and values. Despite its incorporation into a Western-oriented country, the core principles of Islam continue to have broad influence on the Palestinian Arab minority in Israel, as well as applications to many areas of life, including work values. The study sample included 1245 high school teachers. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized to establish a reliable model of IWE, resulting in two reliable IWE dimensions: “dedication and social responsibility at work” and “independence, diligence, and achievement at work.” Indigenous Palestinian Arab teachers reported high IWE levels, although this differed by gender and age group. The IWE scale appears to be a valuable measure for describing the work-related values of Indigenous Palestinian Arab high school teachers in Israel.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103148"},"PeriodicalIF":2.8,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531610","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":"Bridging two worlds: The journey of an academic in the world of development","authors":"Donald B. Holsinger","doi":"10.1016/j.ijedudev.2024.103143","DOIUrl":"10.1016/j.ijedudev.2024.103143","url":null,"abstract":"<div><div>It was not my plan, but development work followed my full-time university employment. My foray into the academic world began at the University of Chicago where I was an Assistant Professor. It was there that I learned the unspoken truth that success in academia hinges on a strong research record and publications in prestigious journals. Teaching, while important, often took a backseat to the pursuit of research grants and scholarly recognition. In fact, I was informed by my Department of Education chair that, “You don’t need to teach during your first year—just publish a few good journal articles.” This revelation was both disheartening and motivating, as it forced me to adapt and refine my approach to academic life.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103143"},"PeriodicalIF":2.8,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531518","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":"Tracing the educational journey of Indian women across generations: A study of multigenerational education mobility in India","authors":"Laeek Ahemad Siddiqui ,&nbsp;Puja Goswami","doi":"10.1016/j.ijedudev.2024.103147","DOIUrl":"10.1016/j.ijedudev.2024.103147","url":null,"abstract":"<div><div>This study investigates intergenerational mobility and socioeconomic disparities in women's education in India, utilizing data from the Longitudinal Ageing Study in India (LASI) Wave 1. It uniquely examines three generations of women: the second generation (G2), aged 45–75, who reported on their own education, their mother's education (G1), and their daughter's education (G3). Despite India's economic growth over the past three decades, women's educational status remains poor, influenced by enduring gender discrimination. The study constructs educational transition matrices and measures two mobility indices: M1, which represents the expected proportion of daughters transitioning from their mother's educational level, and M2, which measures the extent of transitions between educational categories. M1 is further broken down into upward and downward mobility. The findings highlight significant progress in educational mobility across generations, with notable increases in upward mobility from the grandmother-mother to the mother-daughter generations, indicating a positive trend. Urban women show significantly higher levels of educational mobility compared to their rural counterparts. However, the study also identifies a decline in multigenerational educational mobility among Muslim women. Persistent caste-based disparities in education are observed, although there is a promising trend of narrowing gaps in recent years. Additionally, the study reveals substantial progress in educational attainment among the most economically disadvantaged groups compared to previous generations.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103147"},"PeriodicalIF":2.8,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531609","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":"","authors":"Vladimir Briller","doi":"10.1016/j.ijedudev.2024.103146","DOIUrl":"10.1016/j.ijedudev.2024.103146","url":null,"abstract":"","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103146"},"PeriodicalIF":2.8,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142441683","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":"Soldier and explorer","authors":"Carlos Ornelas","doi":"10.1016/j.ijedudev.2024.103145","DOIUrl":"10.1016/j.ijedudev.2024.103145","url":null,"abstract":"<div><div>I don't consider myself a warrior; I identify more with the qualities of the explorer and the soldier. Although I come from humble origins, raised by a single mother, I made my way in the world thanks to my tenacity and ambition. I was the first Mexican to receive a doctorate from Stanford University School of Education. Although not extensive, my production has contributed to comparative and international education debates. I make my living teaching and researching the politics of education at the Universidad Autónoma Metropolitana (UAM), Xochimilco campus; I teach undergraduate, master's and doctoral subjects. I direct my students' theses and participate in committees of many others. I also partake in several institutional committees. I am a member of the National System of Researchers and several professional associations, such as the Comparative and International Education Society, the Mexican Council of Educational Research, and others, national and international. I am a founding member of the Mexican Society of Comparative Education. From these associations, I derive the networks in which I operate, have interlocutors for my work, and comment on those of my colleagues from various parts of the world.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103145"},"PeriodicalIF":2.8,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142434429","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}