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Who is responsible for refugee education? A multilevel analysis of integration and localization in Colombia Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-03-23 Claudia Diaz-Rios, Alejandra Fandiño-Hoshino, Indira Quintasi-Orosco, Nathalia Urbano-Canal
This study examines the impact of integrating refugee children into host states' education systems and localizing humanitarian responses on the authority and responsibilities distributed among global and local actors. Focused on Venezuelan refugee education in Colombia, our multilevel analysis reveals sporadic horizontal dialogue and fair coordination only when local expertise serves the purposes of
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Exploring corruption in higher education: A case study of brain drain in North Macedonia Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-03-23 Stefani Jovcheska
This 2023 study examines how corruption in higher education (HE) informs the brain drain phenomenon in North Macedonia. Through data collected from college-educated students who emigrated from the country, the research uncovers the reasons behind their emigration decision and highlights the high-level nature of corruption within HE. Findings reveal that corruption, along with limited career opportunities
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Digital capital accumulation in schools, teachers, and students and academic achievement: Cross-country evidence from the PISA 2018 Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-03-22 Dong Wook Jeong, Heewon Moon, Seol Mi Jeong, Chan Ju Moon
The global unpreparedness for digital education became evident during the COVID-19 pandemic. To reassess the effectiveness of educational technology, we analyze PISA 2018 data using a framework of digital capital, encompassing the accumulation of technology and digital competencies embodied as hardware/software infrastructure and user competencies. We investigate the relationship between digital capital
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Ernesto Schiefelbein: An Appreciation and Remembrance Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-03-21 Eduardo Velez, Laurence Wolff
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How do structured pedagogy programmes affect reading instruction in African early grade classrooms? Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-03-18 Ursula Hoadley
‘Structured pedagogy programmes’ (SPP) have recently become a dominant approach in interventions across low and medium-income countries (LMICs) to address the so-called ‘reading crisis’. SPPs entail a range of interventions including reading materials, lesson plans and teacher support aimed at changing instructional practice. This paper considers the impact of SPPs on pedagogy. As part of evaluations
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Falling behind in school: Mother’s economic empowerment and its association with children’s grade progression in Malawi Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-03-11 Eunice Mueni Williams, Sabu S. Padmadas, Heini Väisänen
Malawi has experienced slow and uneven progress in school progression and completion rates, thus there is need to rethink the approaches needed for reforming education systems. Mothers are more likely to invest in children’s nutrition and well-being and take primary responsibility for children’s education. However, the association between women’s economic empowerment and their offspring’s school progression
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School to work transition: Employment and expectations of former madrasa students in Cox’s Bazar, Bangladesh Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-03-11 Md. Shakil Ahmed, Mohammad Raied Arman, Marjan Hossain, Khandker Wahedur Rahman, Nuzaba Tahreen Rahman
We document the dynamics of the school-to-work transition of former madrasa students in Cox’s Bazar, Bangladesh – the host community of the Rohingya refugees. We conduct a phone survey using a respondent-driven sampling (RDS) technique to understand the labour market opportunities and aspirations of former madrasa students in Cox’s Bazar who are 15–40 years old. We find that most of the respondents
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From importing to exporting world class: Can Kazakhstan scale up its successful center of excellence project to a regional education hub Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-03-05 A, l, i, y, a, , K, u, z, h, a, b, e, k, o, v, a
The paper explores the recently launched initiative of the Kazakhstani government to establish a regional education hub in the country by providing an overview of the government’s rationale, adopted policy documents, and some of the undertaken steps. In addition, the paper argues that a related initiative of creating an international research university in Astana was an important precursor of the regional
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SDG 4 mid-point challenge: Fixing the broken interlinkages between education and gender equality Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-29 M. Niaz Asadullah, Amber Webb, Kazi Md Mukitul Islam
While the UN's SDG Summit 2023 marks the midpoint of the 2030 Agenda, many of the SDGs are moderately to severely off-track. In this commentary, we place emphasis on addressing hidden quality gaps that can help fix broken interlinkages, and in turn create positive correlations and harness untapped synergies, across goals. To illustrate broken interlinkages between SDGs 4 and 5, we focus on the puzzle
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Free secondary education policy and education attainment Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-28 Alicia G. Stenzel, Victor Osei Kwadwo, Rose C. Vincent
This paper investigates the impact of Ghana’s Universal fee-free secondary education policy (FreeSHS) on educational attainment (completion rates). The policy was introduced in the school year 2017/2018, allowing every child to pursue secondary education irrespective of their background. We emphasize the educational outcomes of schoolgirls as they are shown to be at a greater disadvantage when accessing
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Hidden in plain sight: The foundations and limitations of global governance and global goals Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-27 D. Brent Edwards
This article takes a critical look at the practices and foundations of global governance and global campaigns such as the Sustainable Development Goals (SDGs). It does so by discussing the case of global citizenship education (GCEd). In addition to highlighting severe limitations related to the practice and monitoring of GCEd, it makes explicit the onto-epistemic assumptions that are embedded in these
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Collaborative learning in the Vietnam Escuela Nueva Model and students’ learning behaviors: A mixed methods longitudinal study Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-23 Khoa Vu, Vu Dao, Joan DeJaeghere, Paul Glewwe
We study how Vietnam’s Escuela Nueva, a pedagogical reform that promotes participatory and collaborative learning in primary schools, affects students’ learning behaviors in short and long run. Using a propensity score matching approach, we find that the model increases the likelihood of giving and receiving feedback from peers as well as asking questions in class. The peer-learning effects appear
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Effectiveness of aid on educational dropout in post-Genocide Rwanda Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-23 Kristine Helskog
This study investigates the effects of the Rwandan Genocide on the probability of primary educational dropout between 1995 and 2019 and how development aid moderates those effects. Specifically, this study examines the role of proximity to genocide-target areas and the degree to which development aid may have moderated the altered household economic opportunities. The results indicate that: (i) geographical
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Class in caste: Inequalities in human capital investments in children in India Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-21 Prakash Kumar Shukla, Bheemeshwar Reddy A, Dushyant Kumar
Caste is a unique marker of social stratification in India. There are significant eco- nomic inequalities and considerable disparities in educational achievements between historically disadvantaged caste groups and Others. Unequal investments in their chil- dren’s human capital by caste can perpetuate income inequalities and reproduce class differences between caste groups. This paper analyses caste-based
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What comes after post-Soviet? Towards a new concept of de-Sovietization in higher education and research Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-16 Liz Shchepetylnykova, Anatoly V. Oleksiyenko
For almost three decades, scholars sought to understand the transformations of higher education systems previously subjected to totalitarian Soviet control. Early attempts to investigate post-Soviet reforms provided limited explanations of the chaotic and challenging nature of these transformations, inducing a valid critique of the dominant interpretation of the post-Soviet changes as a unidirectional
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Julius K. Nyerere (1922-1999) and Education—a tribute Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-15 Peter Mayo
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Measuring learning losses from delayed return to school: Evidence from Mexico Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-08 Miguel Székely, Iván Flores-Ceceña, Felipe Hevia, David Calderón
This paper quantifies learning losses related to delaying the return to in presence school activities after the peak of the Covid-19 pandemic, for children of low socioeconomic background in Mexico by exploiting a unique data set constructed for such purpose. Data on math and reading comprehension learning outcomes for a panel of children aged 10–15 were collected between April and December 2021 in
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The enactment of Colombia’s national english language policy: The impact of public-private partnerships on teachers’ and policymakers’ perceptions Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-07 Diego Cardona-Escobar, Melissa Barnes, Marc Pruyn
Many studies have examined the enactment of language policies and the role of teachers in appropriating or contesting these policies. However, less is known about the role of local policymakers in shaping teachers’ perceptions through their interpretations of national policy. This paper examines the enactment of the current English language policy in Colombia by exploring how policymakers’ interpretations
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Improving education pathways: Collaboration supporting transitions from K-12 to postsecondary education in the Philippines Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-07 Christine G. Mokher, Amihan April C. Mella-Alcazar
In the early 2010 s, the Philippines was 1 of 3 countries only providing basic education through grade 10. Compulsory education was expanded to grades 11 and 12 with specialized tracks to develop college and career readiness. This study examines collaboration between the K-12 and postsecondary education sectors on senior high school technical-vocational tracks in the Philippines. Findings indicate
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Contributions of international education to graduate capital and employability: Evidence from social science graduates in Kazakhstan Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-03 Tatyana Kim, Yevgeniya Serkova, Dilrabo Jonbekova
Drawing on Tomlinson’s graduate capital model, this paper examines the contribution of international education to the development of different forms of graduate capital and the experiences of international education graduates in applying graduate capital while navigating the job market. Interviews with 50 social science graduates in Kazakhstan demonstrated that human, social, and psychological capitals
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IJED Vol. 105 article summary Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-01 Stephen P. Heyneman
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SDG 4 targets: Neglected questions on conditions and circumstances for education reforms in Africa Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-02-01 Moses Oketch
This article argues that the SDG 4 targets failed to sufficiently address the critical aspects concerning the conditions and circumstances required for the successful implementation of education reforms to achieve these targets in Africa. As a result, at the midpoint of 2030, it is evident that these targets are unlikely to be achieved. Today, a pressing issue in many African countries is the widespread
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‘Learning to read and write is to defend yourself’: Exploring Indigenous perspectives and reimagining literacies for self-determination in Mexico Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-01-31 Lorena Sánchez Tyson
This study considers some of the ways in which engagements with literacies are embedded in social practices and produced and enacted through distinct ethnolinguistic and cultural histories. Drawing on research with learners and facilitators in an adult literacy program for Indigenous language speakers in Mexico, the findings reveal various meanings, values, and uses attached to literacies, including
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Effects of individual attributes, family background, and school context on students’ global competence: Insights from the OECD PISA 2018 Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-01-31 Xi Wu, Yanan Zhang
Global competence has gained considerable attention in education within a diverse and globalized world. Drawing from the OECD PISA 2018 framework for students’ global citizenship, we employ hierarchical linear modelling to examine the effects of individual attributes, family background, and school characteristics on students’ global competence in six countries/regions. The results reveal that gender
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English medium instruction in multilingual contexts: Empirical evidence from Ethiopia Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-01-25 Jennifer Opare-Kumi
Language acquisition and learning literatures favour mother-tongue education policies, particularly in the early years of schooling. However, English Medium Instruction (EMI) remains a popular language policy position in multilingual contexts. This paper studies EMI transition policies using a longitudinal dataset from Ethiopia, by leveraging regional variation in education language policy reforms
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Smallholder households and children’s schooling in primary education in Mozambique Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-01-25 Nelson Manhisse, Keiichi Ogawa
We use a unique dataset of Mozambique smallholder farm households to estimate children’s school attendance and educational attainment in primary education. Our results indicate that schooling is age-dependent, with increased dropouts from age 12. In male-headed families and rural areas, girls attend less and have lower odds of finishing primary education. However, among female-headed households, boys
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Organizational corruption, test score manipulation, and teacher hiring in Romania Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-01-23 Vasile Cernat
This study investigated the relationship between organized corruption and the irregularities observed in the score distribution of Romania's national teaching hiring and mobility test, which determines eligibility for fixed-term and open-ended teaching positions. Despite its strict scoring rules, there was a significant excess of scores at the critical cut-off values. Both bunching analyses and binomial
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Educational mismatch, labor market completeness, and gender: Evidence from Chile Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-01-16 Nicolas Didier
This paper examines educational mismatch in Chile, a stable developing economy in Latin America, through the lens of incomplete markets. I offer three significant contributions to the field. Firstly, I develop a theoretical framework rooted in the job competition model and incomplete markets theory, placing educational mismatch in a historical context. This perspective broadens the discourse beyond
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Socioeconomic inequalities in opportunities and participation in in-person learning during the Covid-19 pandemic Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-01-13 Juan Pablo Valenzuela, Danilo Kuzmanic, Fernanda Cortés
Combining a longitudinal national survey of the Chilean school system and administrative datasets, we studied the supply and demand factors associated with the slow in-person return to school in Chile during the Covid-19 pandemic and their effects on socioeconomic disparities. In-person learning in 2021 was limited mainly by supply factors (i.e., sanitary, administrative, and infrastructure restrictions)
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An education revolution: The privatisation of schooling in capital city conurbations in Sub-Saharan Africa Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-01-13 Paul Bennell
This article focuses on one of the most significant and yet generally unreported developments in schooling provision in Sub-Saharan Africa during the last two decades, namely the rapid privatisation of primary and secondary schooling in capital city conurbations across the continent. In a majority of countries, this has led to the emergence of a spatially segmented education system with, on the one
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Learning Poverty when schools do not teach in children’s home language: A comparative perspective Int. J. Educ. Dev. (IF 1.873) Pub Date : 2024-01-05 Maya Alkateb-Chami
By analyzing data from 56 countries and conducting a qualitative analysis of the cases of Singapore and Burundi, this study identifies a compelling link between Learning Poverty and linguistic discordance—showing a pronounced positive correlation between lower country-level literacy outcomes and higher misalignment between students' home language and the language of instruction at school. Critically
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Identifying the properties and impact of education on misconduct: Evidence from Australian financial advisers Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-12-26 Ben Oakley Neilson, Steven J. Lee
The Australian financial planning sector has seen recent regulatory changes introduced to address misconduct. One such introduction surrounds increased levels of mandatory financial adviser education. This paper examines the Banning orders between March 2015 and March 2023 to identify relationships between levels of misconduct and education. Analysis of findings supports the validation of education
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Classroom interaction in an online context: A translanguaging informed conversation analysis perspective Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-12-22 Cihat Atar, Abu Saleh Mohammad Rafi
This study aims to investigate the mode-divergent practices of pre-service teachers in an online context. Firstly, 16 h of classroom interaction is analyzed via Conversation Analysis utilizing the Classroom Interactional Competence framework. Then, the translanguaging pedagogy perspective complements this analysis by focusing on linguistic, social, and psychological aspects. The conversation-analytical
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The effect of philosophy on critical reading: Evidence from initial teacher education in Colombia Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-12-19 Alejandro Farieta, Marcos Delprato
Teacher quality, its effect on students’ outcomes, and the association of these with economic growth, is the core of recent discussions in Latin America given the region’s weak results in international learning assessments. This paper investigates whether there is an effect of philosophy on the outcomes of critical reading for students in B.Ed. programs in Colombia. Relying on exact matching combined
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Global indicators of progress on climate change education: Non-state actor data collaboration for SDG 4 Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-12-19 Marcia McKenzie, Aaron Benavot, Aaron Redman
Despite their limitations as proxy measures, indicators can serve as leverage points in encouraging policy change. Facing the global urgency of climate change and increasingly recognizing the role of education in providing the social and political impetus for climate action, indicators on climate change education can help. However, despite the encompassing of climate change education in several Sustainable
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Still in need of confronting: Shadow education and its implications in the sustainable development goals Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-12-14 Mark Bray
Recent decades have brought global expansion of private supplementary tutoring, widely known as shadow education, with enrolment rates in some countries and at some grades now exceeding 80%. Shadow education maintains and exacerbates social inequalities despite government efforts through the Education for All (EFA) agenda and the Sustainable Development Goals (SDGs) to reduce inequalities. Patterns
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It’s our turn (not) to learn: The pitfalls of education reform during post-war institutional transformation in Burundi Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-12-13 Emily Dunlop, Yasmine Bekkouche
In this study, we investigate the relationship between education reform, institutional legacies of inequality, and changing political institutions in a poor, conflict-affected country. Burundi experienced a dramatic change in ethnic and regional power relations after the 1993–2005 civil war. The post-war government prioritized education to previously marginalized regions, both in access and in attainment
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The evolution of contemporary education hubs: Fad, brand or innovation? Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-12-14 Jane Knight
The purpose of this article is to examine the evolution of education hubs over the last two decades and revisit the question as to whether they are a fad, brand or innovation. Key features of ten different education hub countries, at different stages of development and sustainability, are analyzed leading to the identification of contemporary trends and challenges for student, talent/workforce and
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Education: Why not a race to the top? Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-12-09 Leonardo Garnier
This essay reminds us that more than five decades of research establish education as one of the best economic investments in terms of future economic growth and material well-being. Despite that, global education is facing both a crisis of access and equity and a crisis of quality and relevance. The essay emphasizes the need for a holistic transformation of education across four dimensions: learning
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Reprioritising inclusion and equity to meet SDG4: Action is needed beyond the education sector – and must begin before school entry Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-12-06 Catherine Porter
This commentary draws on the body of multidisciplinary research produced using the Young Lives Dataset, a 20 + year, mixed-method longitudinal cohort study in four countries in the Global South. In summary, inequality of opportunity in education had been falling over 20 years since the turn of the Millennium, but progress has been reversed by recent global crises. Longitudinal evidence shows that the
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The sustainable development goals and education, achievements and opportunities Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-12-05 Fernando M. Reimers
This paper discusses how SDG4 augmented the aspirations contained in the MDGs for education, restoring some of the ambitions which had been articulated by the Education for All Process. The paper examines how much progress SDG4 stimulated, arguing that it yielded: a) progress towards the targets resulting from governments’ efforts, b) more ambitious priorities for development organizations, c) reporting
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Economic growth and quality of education: Evidence from the national high school exam in Vietnam Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-12-01 Dao Van Le, Tuyen Quang Tran
This study considers the impact of economic growth on the quality of K-12 education in a transitional country over the 2016–2019 period, utilizing sub-national-level data. The study employs two-stage least squares for the panel-data model, confirming that (i) a one percentage point rise in per capita income increases national test scores in Vietnam by around 0.4–1.83%, and (ii) this nexus is influenced
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Lightening a candle Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-25 Simon Schwartzman
This article provides an overview of the author’s activities as a researcher and public intellectual in Brazil, and his involvement on issues of higher education, science and technology, education reform and education policies in general.
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Is intergroup contact alone enough to cultivate inclusive attitudes toward immigrants? Global citizenship education as a complementary tool Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-23 Soobin Choi
The surge in international migrants offers students contact with immigrants. However, this does not necessarily cultivate inclusive attitudes toward immigrants (IATI), often due to a lack of relevant learning experiences. This research examines the interaction between intergroup contact and global citizenship education (GCE) in shaping IATI. Utilizing PISA 2018 across 61 countries with two-level and
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Does institutional quality matter for primary school retention? Lessons from Uganda Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-18 Regean Mugume, Enock.N.W. Bulime
Our study examines school institutional drivers of pupil retention schools in Uganda over the period 2008–2014. We use longitudinal data from a sample of 7824 government and privately owned primary schools. Using the fixed effects regression model, we estimate the association between institutional factors and retention. Our study finds that only three in every ten (32%) pupils who enrolled in primary
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Should we not be educating for resilience? Leveraging SDG4 in times of crisis Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-21 Aaron Benavot, James H. Williams, Jordan Naidoo
This paper argues that while resilience connects many Sustainable Development Goals, it is not reflected in SDG4, and should be. Resilience typically refers to the capacities of communities to cope with effects of natural disasters, climate change, armed conflict and displacement. The SDGs also emphasize resilience in relation to health crises and economic and social disruptions. This paper contends
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Has the significance of Target 4.7 of the SDGs changed? A commentary focusing on the critical role of socio-emotional learning Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-22 Kazuhiro Yoshida
This commentary shows that the SDGs, and above all Target 4.7, are the symbolic culmination of two trajectories related, on one hand, to educational outcomes in policy and practice and, on the other, to discourses about development and sustainability. The relevance and urgency of emphasizing Target 4.7 is increased rather than reduced by the current polycrisis – global security, climate change, etc
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Assessing progress in tracking progress towards the education Sustainable Development Goal: Global citizenship education and teachers missing in action? Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-18 Pauline Rose, Yusuf Sayed
In this commentary, we reflect on progress made in tracking progress towards two targets associated with the education Sustainable Development Goal, namely on global citizenship education (4.7), and on teachers (4c). We highlight that both these targets suffer from problems in their final design, with the global citizenship target becoming a ‘residual target’, and 4c becoming narrowly focused on the
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IJED volume 103 summary of articles independently submitted and for the special issue on ‘educational warriors’ Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-22 Stephen P. Heyneman
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SDG 4 and state capacity: The missing link Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-22 Karen Mundy
Supporting the capacity of governments to improve education systems is essential to achieving the global goals for education. The shift from the MDGs to the SDGs; the demands for education systems to respond to the COVID19 pandemic,and what others describe as a global “polycrisis;” each lead to escalating and more complex demands for national action in education. Strengthening the capacity of governments
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Lack of educational access, women's empowerment and spatial education inequality for the Eastern and Western Africa regions Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-17 Alessia Frola, Marcos Delprato, Amita Chudgar
Space, beyond standard urban/rural divisions, plays a leading role in the diffusion of educational access. In this paper, using geo-localisation and Demographic and Health Surveys (DHS) we analyse spatial inequality in educational access (primary, lower secondary and upper secondary levels) for 13,000 communities from 22 countries in the Eastern and Western African regions. We find that: (i) space
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A radical proposal: Evidence-based SDG 4 discussions Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-20 Jeremy Rappleye, Iveta Silova, Hikaru Komatsu, Keita Takayama
The overarching assumption of SDG 4, that progress towards ‘quality education’ will lead to greater sustainability, is not rooted in evidence but instead in ideology. From the outset, a wider set of sustainability indicators (such as ecological footprint) were excluded, and even today, after a decade of work, there exists no indicator to capture ‘sustainability’. Instead SDG 4 discussions remain a
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Learning as ecosystems: Shifting paradigms for more holistic programming in education and displacement Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-18 Ritesh Shah, Mieke Lopes Cardozo, Jessica Hjarrand
Meeting the educational needs and aspirations of learners affected by conflict and crisis, and particularly those who have been displaced within and across national borders is a wicked and vexing problem impeding progress on SDG4. We argue a radically different approach is required. Based on insights from complexity science and regenerative development, we present an ecosystem approach based on three
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Why SDG4 and the other SDGs are failing and what needs to be done Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-19 Steven J. Klees
SDG4, and all the SDGs, are already failures. A direct cause is the failure of the international community and national governments to finance them. Despite good intentions by many, we have not made a serious effort. Achieving all 17 SDGs would require a relatively modest amount, 1–4% of global GDP, but this is not forthcoming. GDP growth and reliance on the private sector will not help. Any sober
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The case for educational reparations: addressing racial injustices in sustainable development goal 4 Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-15 Sharon Walker, Leon Tikly, Krystal Strong, Derron Wallace, Crain Soudien
This paper presents an examination of the education Sustainable Development Goal (SDG 4) through the lens of race. It argues, at this mid-way point of the SDGs, that race continues to be erased, acting as an absent presence, in global educational policy, practice and goals. To address this, the paper calls for a radical review of contemporary development discourse such that the SDGs, and in particular
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The crosscutting impact of higher education on the Sustainable Development Goals Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-15 Tristan McCowan
The Sustainable Development Goals (SDGs) include access to higher education as a valued outcome, but universities also have a crucial role in supporting societies in achieving the full set of 17 goals. This task can be achieved through universities’ diverse functions of education, research, innovation and public engagement, as well as through their own campuses and communities. Nevertheless, despite
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Lessons from the pandemic: Teacher educators’ use of digital technologies and pedagogies in Vietnam before, during and after the Covid-19 lockdown Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-15 Jane O’Connor, Shannon Ludgate, Quang-Vuong Le, Huy Thanh Le, Pham Dung Phat Huynh
This article reports on responses from an online survey designed to explore the before, during and after lockdown experiences of higher education teacher educators in Vietnam (n = 145) who were required to use digital technologies and pedagogies exclusively in their teaching during the 2020/21 lockdown. The data is interpreted using the TPACK framework () which enables analysis of the participants’
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Still waiting for the (data) revolution. Examining supply-demand mismatches in the production of SDG 4 metrics Int. J. Educ. Dev. (IF 1.873) Pub Date : 2023-11-11 Clara Fontdevila
In the context of the 2030 Agenda for Sustainable Development, high hopes were placed in the production of global metrics. Such expectations rest upon two main assumptions: first, that global data demands will lead to an increase in domestic data supply; and second, that global and domestic data needs are closely aligned. Having passed the halfway point of the SDGs, this paper critically examines each