Showing papers in "International Journal of Educational Development in 2011"

TL;DR: In this article, a theoretical approach for understanding the quality of education in low-income countries from a social justice perspective is proposed, which is based on the ideas of social justice and capabilities.

TL;DR: Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations as discussed by the authors.

TL;DR: In this paper, the theoretical relationship between inclusion in education and social justice is discussed, drawing on Martha Nussbaum's use of the capability approach is given as one of the few philosophical and political theories that places disability/impairment in the social justice debate.

TL;DR: In this paper, the authors explored whether or not low-fee private schooling in rural India is pro-poor and equitable and found that these schools are unaffordable to the bottom two wealth quintiles of families.

TL;DR: In this article, the authors argue that the potential of ICT will not be realized by the mere introduction of computers and ICT infrastructure in schools, and they show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities.

TL;DR: In this article, the authors investigated factors influencing parental decision-making with regard to children's secondary schooling in the context of a rural area of Uttar Pradesh, and found that cost, distance to the nearest secondary school, membership in traditionally marginalised social groups, and being a girl child had a significant effect on a child's chance of transition.

TL;DR: This paper explored the dropout experience of children who dropped out of schools located in two rural communities in the Central Region of Ghana and identified five types of school dropout and argued that policies to prevent and encourage dropout requires specific rather than general targeting.

TL;DR: In this article, a review of the key issues and challenges in relation to disability, education and development: definitions and data, policies, service delivery and finance, and capacity development.

TL;DR: The authors argue that an ethnographic perspective offers two major contributions to this debate: (1) that ethnographic perspectives and an understanding of literacy practices as multiple and culturally varied, can help avoid simplistic and often ethnocentric claims regarding the consequences of literacy based on one-dimensional and culturally narrow categories and definitions, and (2) that the power to name and define is a crucial component of inequality.

TL;DR: In this paper, the authors empirically investigated how migration and the receipt of remittances affect educational outcomes in Haiti and found that remittance plays an important role for poor households in alleviating budget constraints.

TL;DR: This paper analyzed China's new approaches of education aid to Africa through a case study of Cameroon and found that Confucius Institutes are providing language and culture-related training in host countries; longer term scholarships and short-term training for Africans in China; school construction; and stand-alone education projects.

TL;DR: In this article, the authors describe and analyse how Singapore engages in the global war for talent and how Singapore demonstrates a Foucauldian perspective of governmentality in trying to mould citizens into a way of thinking that is geared suitably to an engagement in a global talent war.

TL;DR: In this paper, the authors employ social exclusion theory as the analytical framework to examine educational inequalities in China posed by the HE admission system in Post-Mao era, and extend the findings of Sen, 1979, Sen, 1990, Sen, 1992, Sen and 2000 capability approach to higher education (HE).

TL;DR: In this paper, the authors provide an analysis and critique of contemporary debates concerning the quality of education in South Africa from a social justice perspective, focusing on the Education Roadmap which has gained support from a range of stakeholders including key members of the newly elected government.

TL;DR: In this article, the concept of linguistic citizenship can be applied to the Tanzanian situation in terms of the delivery of bilingual education as well as addressing issues of equity and quality in education.

TL;DR: In this article, the authors investigated how the high unemployment rate and financial constraints caused by economic cutbacks have shaped undergraduates' class choices, job needs, and future income expectations, and found that students whose expenditures were most affected by the economic recession were in greater need of paid employment and were also more likely to take practical and credential courses.

TL;DR: In this article, the authors present a linear-analytical case study on the development of ICT within the educational systems of Chile and South Korea through a comprehensive meta-data analysis and bibliographic review, collecting information on both educational systems and their ICT adoption policies.

TL;DR: In this paper, the authors examined the effect of fees on transition to secondary schooling by following 109 primary school leavers in rural Kenya after the fee abolition, starting in 2007, and found that the abolition of school fees had limited effects on children from low-income families.

TL;DR: In this article, the authors examined the challenges to the Universal Primary Education (UPE) policy in Uganda, including insufficient instructional materials and family-level poverty, and discussed the implication of using asset-based development as one structural-level approach that may strengthen the UPE policy.

TL;DR: The constructions of respect and responsibility in these situations are imbued with assumptions around authority and power relations, such that learners are expected to take responsibility for demonstrating respect for in an unequal rather than reciprocal understanding of respect as mentioned in this paper.

TL;DR: The authors explored the ways in which policy discourses have constructed rationales for addressing adult literacy over the last 50 years and examined how policy positions the literacy learner as citizen within discourses of rights and equity.

TL;DR: This paper argued that not enough attention has been paid to the specific training needs of teachers in rural areas and that large-scale statistical data should highlight rather than mask urban-rural disparities.

TL;DR: The authors explored new data from 2008 on language proficiency and labour market outcomes in the context of South Africa's language-in-education policy and found that the economic returns to English language proficiency are large and higher than those to home language proficiency for the majority of employed South Africans.

TL;DR: For more than six decades, UNESCO has dedicated itself to be the international agency leader in literacy, even though other aspects of educational development have received greater attention and resources by the broader international community.

TL;DR: The authors examines the way in which some of the most discriminated against, disadvantaged and marginalised groups on the African continent, are re-defining education through strategies aimed at recognition of rights and social justice.

TL;DR: This article explored the fit between form and function when these particular texts are projected across contexts in the sequences of events necessary to'make things happen' and found that function can be lost, but it can also be sustained and/or gained.

TL;DR: In this paper, the authors focus on gender awareness issues as a dimension of addressing the wider issue of the quality of education in Pakistan from the perspective of social justice, and propose a professional development intervention on promoting gender awareness among secondary mathematics teachers in disadvantaged schools in rural Pakistan.

TL;DR: In this paper, a small-scale qualitative study of boys and girls between the ages, of 7 and 8 years in an African working class primary school was conducted to understand how gender features in the cultural world of young children.

TL;DR: In this article, the authors investigated the impact of pupil background characteristics on achievement in reading towards the end of the primary cycle in sub-Saharan Africa via an analysis of the second wave of data collected by the Southern and East African Consortium for Monitoring Education Quality (SACMEQ) in six low income countries and four lower middle income small states.

TL;DR: This paper found that around 70% of children were enrolled in primary school, with minorities in madrasas and private schools, and almost half of the school-going children were supplementing their classes with private tuition.