拆解巴基斯坦的低收费私立学校体系

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Wajeeha Hazoor
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引用次数: 0

摘要

lfp部门在学术和政策领域竞争激烈。然而,辩论受到了一个相当简单的LFPS类别的限制,该类别仅与精英私立学校和公立学校区分开来。通过采用多层抽样策略的多整体案例研究方法,对巴基斯坦拉瓦尔品第城市低收入和混合收入社区的低成本住房部门进行了研究。这种努力产生了六种不同类型的LFPS:廉价、中等范围和昂贵的独立LFPS和廉价、中等范围和昂贵的链式LFPS。这些lfp在结构和收费范围上各不相同——是全国连锁的一部分,还是根植于该国殖民历史的独立实体。这种类型对现有的争论具有重要意义,因为它举例说明了从一种类型的LFPS推广到其他类型的发现的局限性。这进一步证实了LFPS连锁店在巴基斯坦的崛起。最后,它通过在该部门定位家庭和正式慈善机构,记录了具有慈善取向的LFPS的存在。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Disaggregating Pakistan’s low-fee private schooling system
The LFPS sector is highly contested in the academic and policy spheres. Yet, debates are constrained by a rather simplistic grouping of LFPS in one category distinct only from elite private schools and public schools. Through a multiple, holistic case study approach that employed a multi-tiered sampling strategy, the LFPS sector in urban low-income and mixed-income neighborhoods in Rawalpindi, Pakistan was examined. This effort elicited six distinct types of LFPS: Cheap, Medium-range, and Costly Independent LFPS and Cheap, Medium-range, and Costly Chain LFPS. These LFPS vary in terms of structure—whether part of nationwide chains or independent entities that have a legacy rooted in the country’s colonial history—and fee range. This typology bears important implications for existing debates as it exemplifies the limitations of generalizing findings from one type of LFPS to other types. It further confirms the rise of LFPS Chains in Pakistan. Finally, it documents the presence of LFPS with philanthropic orientations by locating family and formal philanthropies in the sector.
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来源期刊
International Journal of Educational Development
International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
12.00%
发文量
106
审稿时长
40 days
期刊介绍: The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
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