Showing papers in "International Journal of Educational Development in 2003"

TL;DR: The World Bank has become the single largest source of development capital in the field of international education as mentioned in this paper, with about three billion dollars per year in new loan commitments, and it is also the object of considerable criticism.

TL;DR: The authors assesses the extent to which higher education in UK and Australia has been internationalised in two key areas: the growth in foreign students and the growth of foreigners studying in their own countries for qualifications offered by higher education institutions (HEIs) in these two countries.

TL;DR: This article argued that the policy did not sufficiently consider the ways in which direct and indirect costs of schooling continue to be prohibitive for some households, or the effects that the expansion would have on quality.

TL;DR: The authors investigated the implications of children's participation in household activities on schooling using a household survey from rural Ethiopia and found that combining work with school attendance is common among school children, although some activities may hamper school attendance more than others.

TL;DR: In this article, the authors argue that these political decisions have marginalized the role and contribution of professionals and thus impacted negatively on policy formulation and implementation, and blame politicians for the crises in the education sector in Kenya today.

TL;DR: In this paper, the authors used data from a social survey of PhD students in two major Australian universities supplemented by student interviews to report on the financial support, course experience and career plans of international PhD students.

TL;DR: In this paper, the authors investigate the efficacy of the African Virtual University (AVU), which is a satellite and information technology (IT)-based distance education system, sponsored by the World Bank in Kenya.

TL;DR: In this article, the authors present the most notorious decentralization and privatization policies of education delivery included in the Salvadoran education reform plan 1995-2005 and briefly explain some of the factors justifying their existence, potential success, and possible limitations.

TL;DR: In this paper, the authors investigated how students' mathematics self-concept (MSC) is related to their motivation to learn mathematics (SMOT) and gender differences in the two constructs.

TL;DR: In this article, the implementation of successive phases of an intensive approach to science teacher professional development in Indonesia is described, and the authors examine the sustainability of the teaching methodologies promoted by the project.

TL;DR: In this article, the authors reviewed some of the available evidence on the impact and cost of such technologies in developing countries and concluded that while there is strong evidence for the efficacy and efficiency of interactive radio instruction, the evidence on impact of computer-supported education remains mixed, and costs are prohibitive for many LDCs.

TL;DR: In this paper, the authors argue that the popularised, accelerated expansion of and increased access to higher education have not significantly improved the achievement of social equity, social justice and social development because of the external influence of global competitiveness.

TL;DR: In this paper, the authors test the hypothesis that World Bank education projects have a higher likelihood of being successful if at the time of appraisal, they underwent good quality economic analysis and showed a strong relationship between the quality of cost-benefit analysis and cost-effectiveness analysis and quality of project outcomes.

TL;DR: In this article, the authors consider the implications of the African Renaissance project for skills formation policies and priorities with a focus on the education and training systems of sub-Saharan Africa, and provide a broad framework for understanding the major implications of African Renaissance for education, training policy.

TL;DR: In this article, the socio-economic impact of participation in literacy programs on women in rural Mali has been assessed, and the authors argue that subtle ideological forces in the communities made it difficult for literacy to bring about socioeconomic change in women's lives.

TL;DR: This paper found that female education had a direct effect on the food intake measure and an indirect effect on long-term measure of nutritional status, supporting the need to invest in provision of basic education for all.

TL;DR: In this article, the possible use of school-leaving examination (Matric) results and/or scores on specially developed aptitude tests for the selection of disadvantaged students was investigated during a four year UNIFY Selection Research Project.

TL;DR: In the light of fresh international initiatives to achieve Universal Basic Education and gender equality in education by 2015, the authors examines factors affecting its realisation in the context of Somaliland.

TL;DR: In this paper, the authors analyzed the long-run earnings differentials for vocational and academic schooling at the secondary and post-secondary levels in Thailand and found that vocational schooling offers consistently higher returns for men and women.

TL;DR: For instance, this paper found that first time grade repetition, as well as repeating previous grades, is associated with lower marginal achievement on the UMCE exams, although the same is not true for students who are repeating the second or third time.

TL;DR: In this article, the Functional Adult Literacy Program (FALP) was developed in Turkey to develop word recognition and reading comprehension for individuals with very little or no schooling, and two evaluation studies of the first three cohorts of the program indicate that FALP is significantly more effective than the existing programs in developing word recognition, but the longevity of the gains depended on the initial levels of the participants and the extent of literacy use after the course was over.

TL;DR: In this article, the authors report the cross-sectional relationship between educational achievements and the health status of rural South African children in the Ellisras Longitudinal study (ELS) followed a cohort design where 1033 children (569 boys and 464 girls) aged 7-14 were randomly sampled from 11 primary schools and one secondary school.

TL;DR: In this article, the authors investigated the impact of the Shepherd School Program, a non-formal basic education program implemented in seven pastoral communities in northern Ghana, and argued that such programs can have an important impact on the educational development of a community.