International Journal of Educational Development最新文献_第9页

Decolonising education in Africa through culturally responsive pedagogy: A Ghanaian rural local government district’s case 通过文化响应教学法实现非洲非殖民化教育：加纳农村地方政府区案例

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-01-01 Epub Date: 2025-12-15 DOI: 10.1016/j.ijedudev.2025.103477

Moses Ackah Anlimachie

{"title":"Decolonising education in Africa through culturally responsive pedagogy: A Ghanaian rural local government district’s case","authors":"Moses Ackah Anlimachie","doi":"10.1016/j.ijedudev.2025.103477","DOIUrl":"10.1016/j.ijedudev.2025.103477","url":null,"abstract":"<div><div>Culturally responsive pedagogy (CRP) has emerged as a strategy for improving the educational outcomes of marginalised communities. However, CRP remains under-explored in Africa. This case study of school actors in a Ghanaian rural local government district investigates culturally sustaining strategies to decolonise education and enhance its relevance for rural communities. Thematic analysis of qualitative data obtained from a community meeting, interviews, field observations, and document analysis revealed a renaissance towards decolonising education in the study district. There was increased impetus in the district towards leveraging local cultural assets to align schooling with community needs. However, the study identified remnants of Western individualised values, rigid instruction-based learning and testing regimes, and an emphasis on teaching-to-the test. Additionally, the district prioritisation of English grammar and white-collar employment-oriented measures of school success, alongside the non-assessment of students’ home cultural skills, reflect a narrow definition of educational success that requires redefinition. The study recommends CRP strategies that 1) promote learning diversity and inclusion, 2) develop teachers' cultural competencies, 3) build community members’ capacities to participate in educational processes, 4) strengthen teacher management practices to better align teachers’ and students’ linguistic backgrounds, and 4) assess learners' cultural competencies as part of school success to support the decolonisation of education. The study concludes that CRP, in the context of this Ghanaian district, represents a means of decolonising education through the acknowledgment of diversity. It is a means of restoring African heritage, knowledge, skills and practices, while integrating the beneficial elements of Western approaches with traditionally valued African collectivist values to ensure schooling contributes to community sustainability.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103477"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790887","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

Understanding pathways to low educational attainment: A multidimensional poverty and educational achievement model 了解低教育成就的途径：多维贫困和教育成就模型

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-01-01 Epub Date: 2025-12-02 DOI: 10.1016/j.ijedudev.2025.103457

Edward M. Sosu , Peter Mtika , Sofia M. Pimenta , Nana Yaa Nyarko , Diane Fleischer-Djoleto , Claire Wilson , Felix Maulidi , Isaac Mepenedo

{"title":"Understanding pathways to low educational attainment: A multidimensional poverty and educational achievement model","authors":"Edward M. Sosu , Peter Mtika , Sofia M. Pimenta , Nana Yaa Nyarko , Diane Fleischer-Djoleto , Claire Wilson , Felix Maulidi , Isaac Mepenedo","doi":"10.1016/j.ijedudev.2025.103457","DOIUrl":"10.1016/j.ijedudev.2025.103457","url":null,"abstract":"<div><div>While the link between poverty and educational achievement is well-established, the mechanisms through which poverty impacts learning remain poorly understood, particularly in low- and middle-income countries (LMICs). This study explores the pathways from poverty to educational attainment in two LMIC contexts – Ghana and Malawi. We employed a qualitative multi-perspectival research design, conducting in-depth interviews with 103 participants in both countries, including pupils (n = 34), teachers (n = 31), headteachers (n = 11), education advisors (n = 8), and parents (n = 19) from schools with historically low academic performance. These schools primarily serve pupils living in poverty. Using a semi-structured interview approach, we elicited participants' understandings of the factors and mechanisms that account for low educational achievement of pupils from economically disadvantaged backgrounds. The qualitative data were analysed using the grounded theory method to identify key concepts and develop a theoretical understanding of how poverty influences achievement. We present a Multidimensional Poverty and Educational Achievement Model (MPEAM) that identifies three key dimensions of poverty – school resources, household conditions, and accessibility. These dimensions affect educational outcomes by shaping the learning environment, influencing learner participation and concentration, contributing to absenteeism, and limiting interactions among pupils, teachers, and communities. The study offers new insights into the complex, context-specific pathways linking poverty to educational outcomes. It highlights the need for integrated policies and interventions that address the multifaceted nature of poverty to support improved learning for socioeconomically disadvantaged learners.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103457"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145651804","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

Comfortably numb: Behind the policy push for skill and qualification recognition systems in Southern Africa 舒适的麻木：在南部非洲推动技能和资格认证系统的政策背后

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-01-01 Epub Date: 2025-12-20 DOI: 10.1016/j.ijedudev.2025.103459

Stephanie Allais, Carmel Marock

{"title":"Comfortably numb: Behind the policy push for skill and qualification recognition systems in Southern Africa","authors":"Stephanie Allais, Carmel Marock","doi":"10.1016/j.ijedudev.2025.103459","DOIUrl":"10.1016/j.ijedudev.2025.103459","url":null,"abstract":"<div><div>This paper interrogates the disjuncture between skill and qualification recognition policies in the Southern African Development Community (SADC) from the lived realities of labour migration. Drawing on document analysis, interviews, and surveys with migrants, employers, and policy actors, we show a performative policy landscape with little connection to the problems it officially claims to solve. While national and regional qualifications frameworks claim to facilitate labour mobility and economic integration, their actual impact remains negligible—particularly for low-skilled migrants for whom formal credentialing is largely irrelevant. Conversely, for high-skilled migrants, recognition processes are slow, fragmented, and frequently obstructive. We argue that the extensive policy-busyness in these systems can be understood as a technocratic process of constructing skill recognition as a central problem experienced by migrants, deflecting attention from deeper structural issues such as wage inequality, segmented labour markets, and exclusionary migration regimes. The ‘policy busy-ness’ sustains a false ‘win-win’ narrative while ignoring underlying power asymmetries.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103459"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145791024","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

Children’s extracurricular learning participation under household energy transition: Evidence from China 家庭能源转型下儿童课外学习参与：来自中国的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-01-01 Epub Date: 2026-01-02 DOI: 10.1016/j.ijedudev.2025.103486

Hua Liao , Jiahui Chen , Xin Tang , Lin Zhu , Chunbo Ma

{"title":"Children’s extracurricular learning participation under household energy transition: Evidence from China","authors":"Hua Liao , Jiahui Chen , Xin Tang , Lin Zhu , Chunbo Ma","doi":"10.1016/j.ijedudev.2025.103486","DOIUrl":"10.1016/j.ijedudev.2025.103486","url":null,"abstract":"<div><div>This paper provides new evidence on how reducing household biomass consumption affects children’s educational development opportunities. Prior studies on this subject primarily focus on the benefits of improving children’s school enrollment. Using microdata in rural China, this paper shows that reduced biomass dependence significantly enhances schoolchildren’s participation in extracurricular intellectual activities (EIAs) including reading, writing and drawing, a critical yet underexplored dimension influencing children’s holistic learning outcomes and cognitive development. It is found that schoolchildren from non-biomass households are 5.5 percentage points more likely to participate in EIAs than those from biomass-dependent peers. Mechanism analysis indicates that transition away from biomass free up time for schoolchildren’s learning and improve their health condition, thereby increasing participation in EIAs. This positive effect on EIAs notably contributes to narrowing the gender gap, with schoolgirls benefiting significantly compared with boys. Additionally, schoolchildren’s participation in cooking exacerbates the negative effect of household biomass consumption on educational opportunities, particularly for those in primary school. Our estimates underscore that China’s rapid transition away from biomass consumption has provided rural schoolchildren with significant opportunities for educational development and gender equity.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103486"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884174","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

Educational effectiveness in rural areas: What SDIs teach us about multigrade classes 农村地区的教育有效性：sdi教给我们的关于多年级班的知识

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-01-01 Epub Date: 2025-12-29 DOI: 10.1016/j.ijedudev.2025.103482

Aomar Ibourk , Karim El Aynaoui

{"title":"Educational effectiveness in rural areas: What SDIs teach us about multigrade classes","authors":"Aomar Ibourk , Karim El Aynaoui","doi":"10.1016/j.ijedudev.2025.103482","DOIUrl":"10.1016/j.ijedudev.2025.103482","url":null,"abstract":"<div><div>This study provides an original and significant contribution to evaluating educational service quality in Morocco by leveraging, for the first time, microdata from the Service Delivery Indicators (SDI) survey. The survey covers a nationally representative sample of 300 public and private primary schools across rural and urban areas. The use of SDI data represents a major methodological advancement, shifting away from perception-based assessments toward objective indicators, including classroom observations, unannounced school visits, and standardized tests administered to teachers and students. A key added value of the study lies in its focus on rural education effectiveness, a topic that remains largely underexplored. In rural areas, where structural heterogeneity is high, education is mainly delivered through community and satellite schools. The research offers an in-depth analysis of multigrade classrooms, a common solution to teacher shortages and infrastructure limitations in remote regions, though their pedagogical effectiveness remains debated. Methodologically, the study employs a two-step approach—Data Envelopment Analysis and truncated regression—to assess and explain variations in school performance. It finds that while community schools tend to be more stable, they are generally less efficient. Additionally, preschool attendance and infrastructure renovation emerge as key positive drivers of educational effectiveness, offering clear policy insights.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103482"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884177","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

Can targeted allocation of teachers improve student outcomes? Evidence from Malawi 有针对性地分配教师能提高学生的学习成绩吗？来自马拉维的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-01-01 Epub Date: 2025-12-22 DOI: 10.1016/j.ijedudev.2025.103475

Salman Asim , Ravinder Casley Gera , Martin Moreno , Kerry Wong

引用次数: 0

Understanding the mechanisms and outcomes of skill formation: The effects of preschool on the quality of early careers in Peru 理解技能形成的机制和结果：秘鲁学前教育对早期职业质量的影响

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-01-01 Epub Date: 2025-12-13 DOI: 10.1016/j.ijedudev.2025.103468

Sergio Mansilla , Ricardo Nogales

{"title":"Understanding the mechanisms and outcomes of skill formation: The effects of preschool on the quality of early careers in Peru","authors":"Sergio Mansilla , Ricardo Nogales","doi":"10.1016/j.ijedudev.2025.103468","DOIUrl":"10.1016/j.ijedudev.2025.103468","url":null,"abstract":"<div><div>Preschool education represents a critical investment in skill development, contributing to long-term quality of life and human development outcomes, including labor market results. Most of the existing evidence has primarily focused on assessing the effects of preschool on labor outcomes, particularly income levels, but much less is known about whether it exerts similar effects on non-monetary aspects of job quality. We thus study the impact of preschool attendance in Peru on early-career quality of employment, proxied by access to job benefits aligned with ILO’s notion of Decent Work. We build on a suitable theoretical framework linking preschool and other educational investments with job quality outcomes in early career stages, positing the dynamic development of multifaceted skill stocks as the key mediating factor in this connection. This framework is estimated using a Structural Equation Model (SEM) with longitudinal data from the Young Lives study in Peru spanning 2002–2016. Our results show that preschool significantly increases the likelihood of obtaining jobs with health insurance, pension contributions, and paid sick leave. These effects are primarily transmitted through the development of cognitive skills in early childhood, which are indeed key determinants in the formation of both cognitive and non-cognitive skills later in life.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103468"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790889","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

The world bank's Coach model of teacher professional development: The politics of recognition, regulation, and reframing 世界银行教师专业发展的Coach模式：承认、监管和重构的政治

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-01-01 Epub Date: 2025-12-23 DOI: 10.1016/j.ijedudev.2025.103481

Yusuf Sayed , Joseph C. Pesambili

{"title":"The world bank's Coach model of teacher professional development: The politics of recognition, regulation, and reframing","authors":"Yusuf Sayed , Joseph C. Pesambili","doi":"10.1016/j.ijedudev.2025.103481","DOIUrl":"10.1016/j.ijedudev.2025.103481","url":null,"abstract":"<div><div>This paper critically examines how the World Bank's (WB) <em>Coach</em> initiative constructs a particular form of teacher professional development (TPD) aimed at reinforcing teacher accountability and performativity to enhance student learning. The paper problematises whether the current WB <em>Coach</em> initiative and its underlying assumptions provide an effective TPD approach for bolstering teacher performance and student achievement. Drawing on examples from the Global South, the paper argues that the WB <em>Coach</em> model instigates a shift towards a performance-driven and accountability-oriented continuing professional development (CPD) framework. This transition reflects a departure from teacher autonomy over pedagogical practices to a reductionist discursive framing of TPD and a standardised pedagogic skill set for attaining narrowly and instrumentally defined learning outcomes. The paper concludes by advocating for a holistic approach to teacher coaching, encompassing broader metrics that support teachers' professional growth while simultaneously improving educational policies and contextual factors that affect teachers' work.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103481"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840721","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

Examining the effects of gender representation on student academic performance in STEM subjects 研究性别代表性对STEM科目学生学习成绩的影响

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-01-01 Epub Date: 2025-12-15 DOI: 10.1016/j.ijedudev.2025.103478

Gafaru Bakari Kassim , Yousueng Han , Sounman Hong

{"title":"Examining the effects of gender representation on student academic performance in STEM subjects","authors":"Gafaru Bakari Kassim , Yousueng Han , Sounman Hong","doi":"10.1016/j.ijedudev.2025.103478","DOIUrl":"10.1016/j.ijedudev.2025.103478","url":null,"abstract":"<div><div>Gender disparities in Science, Technology, Engineering, and Mathematics (STEM) education persist in Sub-Saharan Africa, which limits the academic success of female students. This study examines how female teacher representation (FTR) affects the academic performance of Ghanaian female junior high school students in Mathematics and Science (M&S), exploring the moderating effects of organizational and environmental factors. Using a sequential explanatory mixed-methods design, it integrates OLS regression of district-level data (n = 215) with thematic analysis from seven female teacher interviews. Findings revealed FTR significantly enhances STEM performance through role modeling and tailored interventions. Additionally, high pupil-teacher ratios hinder support, while rural resource scarcity amplifies teachers’ symbolic impact. These findings advance understanding of gender equity in STEM education and provide evidence-based insights for educational policy development. The study recommends targeted policies to recruit and retain female teachers in underserved areas as a strategy to improve female students’ STEM outcomes.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103478"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790888","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

Exploring effective teacher certificate requirements to benefit student achievement: Evidence from a global perspective 探索有效的教师证书要求以促进学生成绩：来自全球视角的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-01-01 Epub Date: 2025-12-20 DOI: 10.1016/j.ijedudev.2025.103476

Xin Xie , Qi Zheng

引用次数: 0