Showing papers in "International Journal of Educational Development in 2015"

TL;DR: In this article, the authors examine how well South African higher education is positioned to contribute to economic development through a consideration of two case studies from astronomy and automotives, highlighting the importance of the intersection between global, national, sectoral and spatial dimensions of the education-economic development relationship.

TL;DR: This article quantified a year's worth of mathematics learning in South Africa (0.3 standard deviations) and used this measure to develop empirically calibrated learning trajectories, concluding that the later in life we attempt to repair early learning deficits in mathematics, the costlier the remediation becomes.

TL;DR: The authors conducted a systematic review to identify policy interventions that improve education quality and student learning in developing countries, focusing on three main drivers of change of education quality: (1) supply-side capability interventions that operate through the provision of physical and human resources, and learning materials; (2) policies that through incentives seek to influence behaviour and intertemporal preferences of teachers, households, and students; (3) bottom-up and top-down participatory and community management interventions, which operate through decentralisation reforms, knowledge diffusion, and increased community participation in the management of education systems

TL;DR: The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education as discussed by the authors.

TL;DR: The early grade reading assessment (EGRA) as mentioned in this paper is a collection of subtasks, each with a specific purpose, designed to measure some of the foundational literacy skills that readers need for beginning reading.

TL;DR: In this paper, the role of schools in supporting unaccompanied young refugees in critical psychosocial transitions concerning processes of socialisation, integration and rehabilitation upon resettlement is explored, based on interviews with students and staff conducted during fieldwork in five secondary schools in Norway.

TL;DR: In this paper, the authors examined the effect of age of marriage on women's schooling outcomes for 36 countries from Sub-Saharan Africa and South West Asia and employed an instrumental variable approach to account for the endogeneity of early marriage driven by socio-economic and cultural factors.

TL;DR: This article developed a heuristic framework for understanding agenda-setting processes in international organizations (IOs), and applied it to analyze how the World Bank work in education has evolved with the passage of time.

TL;DR: This paper found that 79% of grade 6 mathematics teachers showed content knowledge levels below the grade 6/7 band, and that the few teachers with higher-level content knowledge are highly inequitably distributed.

TL;DR: In this article, the authors explored how national priorities and educational philosophy impacts educational practices as well as teacher beliefs and the need for suitable professional development in science education in three different countries: Australia, India and Malaysia.

TL;DR: In this paper, the authors discuss the continuities and discontinuities in the proposed post-2015 quality agenda through a textual analysis of UNESCO consultations on Education for All (EFA).

TL;DR: In this article, the authors construct a model that portrays learning as the result of synchronizing student skill and instructional levels and show that countries with identical potential learning could have divergent learning outcomes due to a gap between curricular and actual pace and the country that goes faster has much lower cumulative learning.

TL;DR: The authors argue that despite pedagogy's pivotal role in generating educational quality, it remains the missing GMR ingredient, and argue for a more inclusive, less top-down use of the available research in order to bring into EFA and GMR discourse evidence on teaching and learning that can really make a difference.

TL;DR: In this article, the authors describe the role of schools in supporting the overall development of refugee children and the importance of peer interactions and conclude that schools in extreme settings are often the best placed institution to address the psychosocial needs of children and should therefore adopt this enhanced role.

TL;DR: In this article, the applicability of theoretical models of university governance from the international research literature to the Polish system was studied, and it was shown that the influence of academic collegial bodies on academic decision-making in Poland is the highest in Europe; and the power of the government and external stakeholders is the lowest.

TL;DR: In this article, the authors investigated the special and inclusive education in Ghana and proposed a descriptive design based on measurable pre-established indicators, drawn from Anastasiou and Keller's (2011) typological framework.

TL;DR: In this article, the authors compare the U21 system ranking with the major university rankings and find that the two types of rankings share some commonalities, their results also tend to converge, and that system rankings need to be more inclusive in terms of number and type of countries they cover.

TL;DR: This paper explored the potential for a critical realist approach to research learning in international and comparative education (ICE) with a particular focus on the emerging post-2015 education and development agenda.

TL;DR: This article explored the human capital benefits of one government-sponsored international scholarship program (Kazakh's Bolashak Scholars Program) and how program characteristics and other forces promote and limit these benefits.

TL;DR: In this paper, the authors draw from detailed qualitative case studies of five schools as they responded to the devastating earthquakes in Christchurch, New Zealand throughout 2010 and 2011 and identify three key themes emerged from a cross-case analysis: the place of the school in a community's disaster response and recovery, leadership role of principals and teachers in disaster response, and how schools support the emotional recovery of staff and students.

TL;DR: Significant negative relations emerged between each form of child labor and school enrollment, but relations were more consistent for family work and household chores than work outside the home.

TL;DR: In this paper, the authors examined the relationship between dropout and mental health problems in rural Chinese junior high schools and found that mental health issues are widespread in the sample of rural children.

TL;DR: This paper investigated how teaching quality impacts students' outcomes in public and low fee charging private schools in India and found that students in private schools have a significantly higher mathematics score than public schools, while teachers' characteristics such as experience, gender, content knowledge and general education qualifications do not have significant influence on students' learning outcome.

TL;DR: In this article, a review of articles in this issue of the International Journal of Education Development is presented, highlighting how schools both contribute to and actively address disadvantages and hardship facing children.

TL;DR: In this article, the authors examine inequality in completing basic education and then investigate the use of supplements, such as private tutoring, to illustrate how the need to supplement publicly provided basic education contributes to unequal opportunities for young Egyptians.

TL;DR: The authors examined the dropout rates and reasons for dropout among upper-secondary technical and vocational education and training (TVET) students in China and found that baseline academic performance and maternal education and migration status are strong correlates for student dropout.

TL;DR: In this paper, the authors examined student and school-level predictors of academic achievement of Ghanaian junior high school students and found that age, gender, academic selfefficacy, and commitment to school are significantly associated with math and English scores.

TL;DR: In this paper, a qualitative approach, using Sen, 2009, Sen, 1999a and Nussbaum's capabilities approach (CA) was adopted as the conceptual frame for the light it casts on real lives, opportunities and plural achievements, with empirical data collected through face-to-face interviews with purposively selected young people living in an Orange Farm orphanage.

TL;DR: In this article, the authors examine how the Early Grade Reading Assessment or EGRA, one very influential oral reading assessment tool based largely on an American reading assessment called DIBELs, has shaped the educational quality debate in the past decade and what important elements might be missing from this dominant view of reading.

TL;DR: This paper analyzed publicly accessible policy papers and literature to provide a contextualized interpretation of the major progress and ongoing challenges surrounding the education of migrant children in Shanghai, showing the structural inequalities affecting migrant families and their children.