International Journal of Educational Development最新文献

{"title":"European students and staff in higher education in the UK: Statistics, challenges and opportunities","authors":"Gianmario Rinaldi","doi":"10.1016/j.ijedudev.2024.103128","DOIUrl":"10.1016/j.ijedudev.2024.103128","url":null,"abstract":"<div><p>The United Kingdom (UK) Higher Education (HE) community is remarkably international, with a remarkable contribution from citizens of the European Union (EU). Recent statistics indicate that 3.3 % of students (95,505) and 15.6 % of academic staff (37,585) in the UK HE are EU nationals. This article critically analyses current statistics on EU national students and staff in the UK HE system, revealing a diminished appeal for EU nationals. However, internationalisation in the UK HE continues to increase, driven by non-EU internationals. EU nationals face new challenges, such as VISA requirements for work and increased tuition fees for study, acting as barriers to accessing the UK HE system. In contrast, internationalisation opportunities like the Turing Scheme have emerged. Additionally, the data analysis seems to reveal the existence of challenges for EU staff in reaching senior positions compared to UK nationals are highlighted, despite opportunities for improved research impact through international collaborations and access to EU grants contributing to the research income.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"110 ","pages":"Article 103128"},"PeriodicalIF":2.8,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0738059324001548/pdfft?md5=36ecf0fc9ac2bbeb5a19b0cbc2f84081&pid=1-s2.0-S0738059324001548-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142173081","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":"Appreciating international scholarships’ potential impact in Palestine’s extreme context","authors":"Anas N. Almassri","doi":"10.1016/j.ijedudev.2024.103118","DOIUrl":"10.1016/j.ijedudev.2024.103118","url":null,"abstract":"<div><p>The article presents original findings of career gains perceived by 32 Palestinian alumnae and alumni of 12 master’s scholarship programs. I draw on these original findings in responding to one key research question: How do scholarships work, or not, as a pathway of development in Palestine? I argue that scholarships evidently work well as such because of key mechanisms underlying their perceived career impact: Expanded access to career resources, experiential (global) learning, key skills cultivation, specialized knowledge advancement, and enhanced employers’ appreciation. However, I outline limits of this argument by reflecting on the difficulty of recreating the efficacy of these mechanisms and scaling up their perceived impact in Palestine’s currently extreme context. I finally extend a call for increased, serious reflection on ways to defy this difficulty.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"110 ","pages":"Article 103118"},"PeriodicalIF":2.8,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0738059324001445/pdfft?md5=28e651900e74367fc7016973630cfe08&pid=1-s2.0-S0738059324001445-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142164116","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":"Impact of parental internal migration on education in poor households: Evidence from Bangladesh","authors":"Md. Shakil Ahmed ,&nbsp;Md. Karimul Islam ,&nbsp;Nuzaba Tahreen Rahman Tumtumi ,&nbsp;Shafiun N. Shimul","doi":"10.1016/j.ijedudev.2024.103114","DOIUrl":"10.1016/j.ijedudev.2024.103114","url":null,"abstract":"<div><p>The study aims to primarily examine the effects of parental internal migration on education, specifically on enrollment and educational expenditure within extremely impoverished households. The investigation complements the aim of exploring the impact on income, consumption expenditure, and asset holdings of ultra-poor households in order to test how the impact is distributed across household economic conditions and education. We adopted the difference-in-differences (DID) approach to explore the impact. We also used logistic regression to understand the factors determining internal migration. Results show that the household head’s age, household size, and loan burden are the key predictors of internal migration. Internal migration significantly impacts the earnings of ultra-poor households. However, the migration induced expenditure is highly concentrated on non-food expenses, particularly, the accumulation of business and non-business assets. It reduces the spending on children's education. Also, the migration of parents negatively affects the school enrollment, likley due to the lack of proper parental care. This suggests that internal migration increases the income of poor households and provides them with additional assets, both productive and non-productive. However, the impact of this migration on education remains relatively weak.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"110 ","pages":"Article 103114"},"PeriodicalIF":2.8,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142149905","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":"State and wealth inequalities in foundational literacy and numeracy skills of secondary school-aged children in Nigeria: A multilevel analysis","authors":"Obiageri Bridget Azubuike,&nbsp;William J. Browne,&nbsp;George Leckie","doi":"10.1016/j.ijedudev.2024.103112","DOIUrl":"10.1016/j.ijedudev.2024.103112","url":null,"abstract":"<div><p>We investigate state and wealth inequalities in foundational literacy and numeracy skills of secondary school-aged children in Nigeria. We analyse the 2015 Nigerian Education Data Survey using multilevel logistic regression. Our findings reveal significant inequalities in foundational literacy and numeracy skills across states and socioeconomic groups within Nigeria. Over and above the stark household wealth effect, we find a substantial impact of community and state wealth on foundational literacy and numeracy skills, emphasizing the importance of contextual factors operating at multiple geographic scales in shaping the learning outcomes of children in Nigeria. Our results reiterate the learning crisis challenge previously identified among primary school-aged children in Nigeria and underscore the urgent need for targeted interventions to also address educational inequalities among secondary school-aged children in Nigeria.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"110 ","pages":"Article 103112"},"PeriodicalIF":2.8,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S073805932400138X/pdfft?md5=3f04dc0bd717853ba78b923aed296659&pid=1-s2.0-S073805932400138X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142135977","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":"Examining teacher absence from the classroom in Indian secondary schools: Power, context and inequality","authors":"Rhiannon Moore","doi":"10.1016/j.ijedudev.2024.103113","DOIUrl":"10.1016/j.ijedudev.2024.103113","url":null,"abstract":"<div><p>Education policy in India has long included a focus on the need to address teacher absence from lessons. Using multilevel regression analysis of secondary data from Andhra Pradesh and Telangana, this paper quantifies the impact of teacher absence, finding that the most marginalised students are more likely to be affected. Yet analysis also indicates the importance of understanding teacher absence in context, with absence rates highest among those with the most power and influence and those with the least. These findings suggest that efforts to tackle teacher absence must begin at systemic levels, rather than the level of the individual teacher.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"110 ","pages":"Article 103113"},"PeriodicalIF":2.8,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0738059324001391/pdfft?md5=ca322a8805f9b30cc5d97f8616706e4b&pid=1-s2.0-S0738059324001391-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142129307","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":"IJED volume 109 article summaries","authors":"Stephen P. Heyneman","doi":"10.1016/j.ijedudev.2024.103117","DOIUrl":"10.1016/j.ijedudev.2024.103117","url":null,"abstract":"","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"109 ","pages":"Article 103117"},"PeriodicalIF":2.8,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151180","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":"Erratum to “IJED volume 108 article summaries” [Int. J. Educ. Dev. 109C (2024) 103082]","authors":"","doi":"10.1016/j.ijedudev.2024.103092","DOIUrl":"10.1016/j.ijedudev.2024.103092","url":null,"abstract":"","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"109 ","pages":"Article 103092"},"PeriodicalIF":2.8,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0738059324001184/pdfft?md5=d4ac6a5b0fa018c4f43a8912ed7026c6&pid=1-s2.0-S0738059324001184-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141849198","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":"Fuel to the fire: Gender inequality in achievement in secondary school national examination in conflict-affected areas, North Wollo Zone, Northeast Ethiopia","authors":"Bekalu Tadesse Moges ,&nbsp;Melaku Mengistu Gebremeskel ,&nbsp;Yalalem Assefa ,&nbsp;Shouket Ahmad Tilwani ,&nbsp;Yibeltal Aemro Azmera","doi":"10.1016/j.ijedudev.2024.103111","DOIUrl":"10.1016/j.ijedudev.2024.103111","url":null,"abstract":"<div><p>Government reforms such as the general education quality improvement program for equity are implemented to address concerns about educational inequality. However, studies advancing understanding of the patterns of gender inequality in achievement in conflict affected areas are rare. The purpose of this article is to examine patterns in gender inequality in General Secondary Education Certificate Examination results in Math, English, and Aptitude for 2021, 2022 and 2023 academic years in conflict affected areas. The data consist of achievement scores from 45 schools and a total of 32,528 students, obtained from the Education office of North Wollo Zone, Northeast <em>Ethiopia. Using</em> multilevel modeling, within- and between-school inequalities, achievement inequalities in gender, effects of teacher qualifications on achievement, and variations in gender-achievement relationships are examined. Student performance has been found to have consistently declined in the last two years in math, English and aptitude scores. On average, boys perform significantly higher than girls on these subjects consistently during the normal and conflict seasons. Inequality has decreased in conjunction with declining student performance, and inequalities due to school characteristics are much lower than inequalities due to student differences. School inequality declines in years of conflict compared to normal ones. The relationships between gender and achievement also vary statistically from school to school, with the conflict exacerbating existing inequalities. Based on the results, it is suggested that equity strategies should consider inequalities with declining student performance as opposed to conventional inequalities with high and low performing groups. Future research may isolate the effects of conflict and reforms in national testing procedures to account for gender inequalities.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"110 ","pages":"Article 103111"},"PeriodicalIF":2.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142099593","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":"School provision, workforce distribution, housing, and the staffing of schools: The case of Sydney, Australia","authors":"Scott Eacott","doi":"10.1016/j.ijedudev.2024.103110","DOIUrl":"10.1016/j.ijedudev.2024.103110","url":null,"abstract":"<div><p>Pursuing Sustainable Development Goal 4 has led to more children and youth accessing schooling than at any point in history. However, this expansion of provision has not been without workforce challenges. UNESCO modelling indicates a global shortfall of 44 million teachers by 2030. The challenge of having a sufficiently qualified school education workforce where it is needed is amplified in locations where affordable quality stock of housing is limited. With most of the world’s population urbanising, cities represent a new frontier in understanding the complexity of current and forthcoming teacher shortages, with significant public policy implications. Interventions aimed at individual workers, schools, or administrative boundaries have failed to arrest staff shortages as they are frequently applied too late or based on potential rather than realised data. This paper develops a novel measure, the Workforce Catchment Area (WFCA), and tests its applicability in the Australian city of Sydney. Analysis demonstrates that when integrated with housing and transportation costs it is possible to identify workforce distribution as a contributor to teacher shortages, and generate the data and evidence required by policy makers to set explicit policy goals and markers of success.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"109 ","pages":"Article 103110"},"PeriodicalIF":2.8,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0738059324001366/pdfft?md5=e83ec3c84ebd1ec5af8e2e0ddcb6c619&pid=1-s2.0-S0738059324001366-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142012717","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":"The long-term effects of the free primary education policy on intergenerational mobility in Kenya: A household survey in 2015","authors":"Kentaro Shimada","doi":"10.1016/j.ijedudev.2024.103109","DOIUrl":"10.1016/j.ijedudev.2024.103109","url":null,"abstract":"<div><p>This study examines Kenya's Free Primary Education policy's long-term effects on intergenerational mobility (IM). Children are likely to achieve a higher level of education than their mothers and fathers, especially those whose parents had no education. Analyzing the 1985–1994 cohort identifies a 1–3 % shift in IM compared to the 1985–1989 cohort, primarily driven by the rise of parental schooling. Kenya shows significant IM; thus, the background does not solely determine one's future. Kenya has a rate of return similar to the global average. Parental education's impact seems limited, and a child's education alleviates poverty.</p></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"109 ","pages":"Article 103109"},"PeriodicalIF":2.8,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142020440","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}