Pub Date : 2024-11-01DOI: 10.1016/j.ijedudev.2024.103164
Rami Younes
Premised on Galtung’s theory of positive peace (1969), this study examines whether the Syrian government’s post-war initiatives to reconstruct the education sector aim to promote a culture of positive peace. Data is obtained from semi-structured interviews with twelve participants consisting of senior government officials, teacher educators from a public university and the equivalent of pre-service and in-service teacher training centres within a government-held area. The validity of meaning developed from interview data was also assessed through cross-checking emerging patterns with document examination. Research findings reveal that the government’s current approach to reconstruction is based on a negative concept of peace that aims to bring life back to ‘normal’ as it was before the conflict.
{"title":"The road to sustainable peace: Galtung’s concept of positive peace as a framework to examine post-war reconstruction initiatives in Syria","authors":"Rami Younes","doi":"10.1016/j.ijedudev.2024.103164","DOIUrl":"10.1016/j.ijedudev.2024.103164","url":null,"abstract":"<div><div>Premised on Galtung’s theory of positive peace (1969), this study examines whether the Syrian government’s post-war initiatives to reconstruct the education sector aim to promote a culture of positive peace. Data is obtained from semi-structured interviews with twelve participants consisting of senior government officials, teacher educators from a public university and the equivalent of pre-service and in-service teacher training centres within a government-held area. The validity of meaning developed from interview data was also assessed through cross-checking emerging patterns with document examination. Research findings reveal that the government’s current approach to reconstruction is based on a negative concept of peace that aims to bring life back to ‘normal’ as it was before the conflict.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103164"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijedudev.2024.103152
John Richards
Since 2006, Pratham, an Indian NGO, has conducted large-scale biannual surveys in all Indian states, in basic reading and arithmetic – surveys known by the acronym "ASER" (Annual Status of Education Report, Rural). The article endorses large-scale international assessments (such as PISA and ASER) as necessary tools for evaluating school systems at national level in the case of centralized systems and, in countries with decentralized systems, for evaluating sub-national systems. In India, both the central government in Delhi and state-level governments exercise substantial education jurisdiction. Delhi's 2010–12 decisions to incentivize enrolment without reference to quality disproportionately impacted above-median states. Delhi's decision to close all schools for nearly two years during pandemic (2020–22) again disproportionately impacted outcomes in above-median states. Similar impacts arose for arithmetic. By the 2018 survey (pre-COVID), ranking states by grade 5 ability to read at a basic level, nearly three-fifths of students in top-quintile states could read; in bottom-quintile states, at best one third students could read. In 2022 (post-COVID), the national average of rural students able to achieve ASER basic reading and do arithmetic are below ASER 2010 results.
{"title":"Extending ASER as an assessment tool throughout South Asia","authors":"John Richards","doi":"10.1016/j.ijedudev.2024.103152","DOIUrl":"10.1016/j.ijedudev.2024.103152","url":null,"abstract":"<div><div>Since 2006, Pratham, an Indian NGO, has conducted large-scale biannual surveys in all Indian states, in basic reading and arithmetic – surveys known by the acronym \"ASER\" (Annual Status of Education Report, Rural). The article endorses large-scale international assessments (such as PISA and ASER) as necessary tools for evaluating school systems at national level in the case of centralized systems and, in countries with decentralized systems, for evaluating sub-national systems. In India, both the central government in Delhi and state-level governments exercise substantial education jurisdiction. Delhi's 2010–12 decisions to incentivize enrolment without reference to quality disproportionately impacted above-median states. Delhi's decision to close all schools for nearly two years during pandemic (2020–22) again disproportionately impacted outcomes in above-median states. Similar impacts arose for arithmetic. By the 2018 survey (pre-COVID), ranking states by grade 5 ability to read at a basic level, nearly three-fifths of students in top-quintile states could read; in bottom-quintile states, at best one third students could read. In 2022 (post-COVID), the national average of rural students able to achieve ASER basic reading and do arithmetic are below ASER 2010 results.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103152"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijedudev.2024.103165
Alba Castellsagué
International development cooperation has been strongly influenced by gender mainstreaming. Recently, feminist cooperation and aid policies have emerged in different countries, calling for a change in approach. In Spain, universities are important actors in international development, not only by ratifying their commitment to the 2030 Agenda, but also by leading projects and educational actions towards the Sustainable Development Goals. Nevertheless, the gender perspective has sometimes been neglected or poorly implemented in higher education cooperation activities. This article analyses the experiences of cooperation projects in different Spanish universities, identifying their potential and limitations. The results show existing barriers to the integration of a gender perspective. Several opportunities and strategies for overcoming these barriers are addressed in order to move towards Spain’s ambitious commitments of feminist cooperation.
{"title":"“Like an invisible hand”: Gender in university cooperation for international development in Spain","authors":"Alba Castellsagué","doi":"10.1016/j.ijedudev.2024.103165","DOIUrl":"10.1016/j.ijedudev.2024.103165","url":null,"abstract":"<div><div>International development cooperation has been strongly influenced by gender mainstreaming. Recently, feminist cooperation and aid policies have emerged in different countries, calling for a change in approach. In Spain, universities are important actors in international development, not only by ratifying their commitment to the 2030 Agenda, but also by leading projects and educational actions towards the Sustainable Development Goals. Nevertheless, the gender perspective has sometimes been neglected or poorly implemented in higher education cooperation activities. This article analyses the experiences of cooperation projects in different Spanish universities, identifying their potential and limitations. The results show existing barriers to the integration of a gender perspective. Several opportunities and strategies for overcoming these barriers are addressed in order to move towards Spain’s ambitious commitments of feminist cooperation.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103165"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
“Hello, brother” were the last words of Haji-Daoud Nabi and the first words to greet the shooter who killed 51 and injured dozens more at Masjid al-Noor and the Linwood Islamic Centre on 15 March 2019, in Christchurch, New Zealand. In the aftermath of this devastating attack, the shooter’s motives came to light in the form of a seventyfour- page manifesto and the writing scrawled across his weapons. His manifesto outlined an ideological motive steeped in racism, particularly against Muslims, centering on “The Great Replacement” theory that solidified in France after originating in Serbia. Considering the fact that a maliciously selective and misrepresented reading of history motivated the Christchurch shooter to engage in a horrific act of targeted violence (i.e., a form of violence targeted at a specific person or community because of their identity), this article will propose a pedagogic approach that seeks to build collective resilience to hate within classrooms, schools, and communities. Framed within the broader literature of violence prevention at the intersection of medieval history and education, this article will: a) introduce an illustrative case study that demonstrates the manipulation of history by extremists, with the Christchurch shooting as a culminating outcome intended by the very design of this weaponization and misrepresentation of history; b) offer a pedagogic approach that spotlights the role of connection alongside correction, which nurtures resilience to hate in classrooms and schools by bridging the power of social connectedness in parallel with epistemic concerns regarding the rectification of factual errors or misrepresentations; and c) closes with a call for this pedagogic approach to expand beyond the classroom in order to strengthen the democratic ethos within which members of the public are exposed to the manipulated and fabricated versions of history that exacerbate phenomena such as polarization, Othering, and risk of radicalization.
{"title":"Addressing extremist abuses of medieval pasts: A connection-first approach to narratives of hate","authors":"Claire Dillon , Vikramaditya Joshi , Amra Sabic-El-Rayess","doi":"10.1016/j.ijedudev.2024.103160","DOIUrl":"10.1016/j.ijedudev.2024.103160","url":null,"abstract":"<div><div>“Hello, brother” were the last words of Haji-Daoud Nabi and the first words to greet the shooter who killed 51 and injured dozens more at Masjid al-Noor and the Linwood Islamic Centre on 15 March 2019, in Christchurch, New Zealand. In the aftermath of this devastating attack, the shooter’s motives came to light in the form of a seventyfour- page manifesto and the writing scrawled across his weapons. His manifesto outlined an ideological motive steeped in racism, particularly against Muslims, centering on “The Great Replacement” theory that solidified in France after originating in Serbia. Considering the fact that a maliciously selective and misrepresented reading of history motivated the Christchurch shooter to engage in a horrific act of targeted violence (i.e., a form of violence targeted at a specific person or community because of their identity), this article will propose a pedagogic approach that seeks to build collective resilience to hate within classrooms, schools, and communities. Framed within the broader literature of violence prevention at the intersection of medieval history and education, this article will: a) introduce an illustrative case study that demonstrates the manipulation of history by extremists, with the Christchurch shooting as a culminating outcome intended by the very design of this weaponization and misrepresentation of history; b) offer a pedagogic approach that spotlights the role of connection alongside correction, which nurtures resilience to hate in classrooms and schools by bridging the power of social connectedness in parallel with epistemic concerns regarding the rectification of factual errors or misrepresentations; and c) closes with a call for this pedagogic approach to expand beyond the classroom in order to strengthen the democratic ethos within which members of the public are exposed to the manipulated and fabricated versions of history that exacerbate phenomena such as polarization, Othering, and risk of radicalization.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103160"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijedudev.2024.103161
Luis Crouch , Deborah Spindelman
In this paper, we focus on two educational development paragons: Korea and Japan. We also present a framework for understanding policy borrowing. We then compare Korean and Japanese education policy borrowing strategies against our framework. We also contrast how this was done to the now-current policy lending approaches of two multilateral agencies, UNESCO and the World Bank, and two relatively new (at least in education) bilateral agencies, the Japan International Cooperation Agency and the Korea International Cooperation Agency. We conclude that the process of policy lending and borrowing today is, in many respects, much less productive than was historically the case when Korea and Japan borrowed so well, and that policy lending agencies and borrowing countries could learn a great deal from how Japan and Korea did it. We show that one likely reason Korea and Japan borrowed so well was the intensity with which they analyzed and then implemented or rejected what they saw, was that they saw education as perhaps the single most important factor in their development as nations. In our examination of educational development today, we argue, that centrality is largely missing, which may explain why policy borrowing processes comparatively weak.
在本文中，我们重点关注两个教育发展典范：韩国和日本。我们还提出了一个理解政策借鉴的框架。然后，我们将韩国和日本的教育政策借鉴战略与我们的框架进行比较。我们还对比了联合国教科文组织（UNESCO）和世界银行（World Bank）这两个多边机构以及日本国际协力事业团（Japan International Cooperation Agency）和韩国国际协力事业团（Korea International Cooperation Agency）这两个相对较新（至少在教育领域）的双边机构目前的政策借贷方法。我们的结论是，今天的政策借贷过程在许多方面远不如历史上韩国和日本借贷得那么好，政策借贷机构和借贷国可以从日本和韩国的做法中学到很多东西。我们表明，韩国和日本借贷如此成功的一个可能原因是，他们对所看到的东西进行了深入分析，然后加以实施或拒绝，因为他们认为教育可能是其国家发展中最重要的一个因素。我们认为，在我们对当今教育发展的研究中，这种中心地位在很大程度上缺失了，这或许可以解释为什么政策借鉴过程相对薄弱。
{"title":"Borrowing policies better versus borrowing better policies? Lessons from the histories of Korea and Japan","authors":"Luis Crouch , Deborah Spindelman","doi":"10.1016/j.ijedudev.2024.103161","DOIUrl":"10.1016/j.ijedudev.2024.103161","url":null,"abstract":"<div><div>In this paper, we focus on two educational development paragons: Korea and Japan. We also present a framework for understanding policy borrowing. We then compare Korean and Japanese education policy borrowing strategies against our framework. We also contrast how this was done to the now-current policy lending approaches of two multilateral agencies, UNESCO and the World Bank, and two relatively new (at least in education) bilateral agencies, the Japan International Cooperation Agency and the Korea International Cooperation Agency. We conclude that the process of policy lending and borrowing today is, in many respects, much less productive than was historically the case when Korea and Japan borrowed so well, and that policy lending agencies and borrowing countries could learn a great deal from how Japan and Korea did it. We show that one likely reason Korea and Japan borrowed so well was the intensity with which they analyzed and then implemented or rejected what they saw, was that they saw education as perhaps the single most important factor in their development as nations. In our examination of educational development today, we argue, that centrality is largely missing, which may explain why policy borrowing processes comparatively weak.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103161"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The international development landscape is more ‘multiplex’ today than was the case after WWII, when the architecture of international aid was established. A broad range of national, international, multinational, and private organisations now operate within a more interdependent and participatory landscape. Attitudes to aid have also shifted significantly in recent years, due to international agreements around aid ‘effectiveness’ and global events. This article considers how this changing landscape has affected aid to higher education in lower-income contexts. Analysis of the main publicly-facing documents produced by the top 15 funders of higher education in the Global South reveals a significant discursive shift away from traditional understandings of ‘aid’, while also pointing to entrenched norms and hierarchies that persist, despite this rhetorical change. The findings offer a timely reflection on the roles assumed by funders of higher education in LMICs and on the position of higher education within broader development agendas around the world.
{"title":"‘Aid’ to higher education in a multiplex world: Exploring the diversity of donor discourses and rationales","authors":"Rebecca Schendel , Tessa DeLaquil , Lee Rensimer , Tristan McCowan","doi":"10.1016/j.ijedudev.2024.103162","DOIUrl":"10.1016/j.ijedudev.2024.103162","url":null,"abstract":"<div><div>The international development landscape is more ‘multiplex’ today than was the case after WWII, when the architecture of international aid was established. A broad range of national, international, multinational, and private organisations now operate within a more interdependent and participatory landscape. Attitudes to aid have also shifted significantly in recent years, due to international agreements around aid ‘effectiveness’ and global events. This article considers how this changing landscape has affected aid to higher education in lower-income contexts. Analysis of the main publicly-facing documents produced by the top 15 funders of higher education in the Global South reveals a significant discursive shift away from traditional understandings of ‘aid’, while also pointing to entrenched norms and hierarchies that persist, despite this rhetorical change. The findings offer a timely reflection on the roles assumed by funders of higher education in LMICs and on the position of higher education within broader development agendas around the world.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103162"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijedudev.2024.103149
Juan de Dios Oyarzún , Marcela Ramos Arellano
This research studies the relations and articulations between two schools from the Antofagasta Region, located in the mining north of Chile, and three of mining companies in the country, which have part of their main operations in the surrounding territories of these schools. This study interrogates the forms of articulation between these schools and the companies, analyzing the main actions, agendas and institutional purposes that both the schools and the companies seek regarding each institutional needs and perspectives. We critically examine these articulations and relationships because, as a result of Chilean public policy in the area of TVET, which is intended to be an industry demand-oriented training policy, the mining industry is actively influencing the school training processes and curriculum, which does not necessarily result in the acquisition of relevant and significant skills for students. This study was designed from a qualitative approach, through the application of two-rounds of situated in-depth interviews to schools’ managers and professionals from mining companies from the north region of Chile. The findings illustrate the ways in which different efforts, contributions and formative actions provided by the companies are reshaping the educational processes inside the schools, establishing educational agendas that expect to provide more efficient alignments between the schools and the companies’ labor needs. Specifically, the paper argues that mining industry companies promote a reduced technical skills approach. This does not include long-term educational planning within the schools, and alternative technical, relational and transformational approaches to skills are absent. The former conventional notions of vocational education and training are being challenged by theoretical and empirical literature. A critical discussion on the skills agenda setting in VET systems is also presented. This study offers an original analytical review and an in-depth study on the dynamics and discourses that articulate and motivate the collaboration between VET schools and mining companies in the Chilean North.
{"title":"Schools and industries producing educational-labor paths in secondary TVET in Chile: Who sets the skills agenda?","authors":"Juan de Dios Oyarzún , Marcela Ramos Arellano","doi":"10.1016/j.ijedudev.2024.103149","DOIUrl":"10.1016/j.ijedudev.2024.103149","url":null,"abstract":"<div><div>This research studies the relations and articulations between two schools from the Antofagasta Region, located in the mining north of Chile, and three of mining companies in the country, which have part of their main operations in the surrounding territories of these schools. This study interrogates the forms of articulation between these schools and the companies, analyzing the main actions, agendas and institutional purposes that both the schools and the companies seek regarding each institutional needs and perspectives. We critically examine these articulations and relationships because, as a result of Chilean public policy in the area of TVET, which is intended to be an industry demand-oriented training policy, the mining industry is actively influencing the school training processes and curriculum, which does not necessarily result in the acquisition of relevant and significant skills for students. This study was designed from a qualitative approach, through the application of two-rounds of situated in-depth interviews to schools’ managers and professionals from mining companies from the north region of Chile. The findings illustrate the ways in which different efforts, contributions and formative actions provided by the companies are reshaping the educational processes inside the schools, establishing educational agendas that expect to provide more efficient alignments between the schools and the companies’ labor needs. Specifically, the paper argues that mining industry companies promote a reduced technical skills approach. This does not include long-term educational planning within the schools, and alternative technical, relational and transformational approaches to skills are absent. The former conventional notions of vocational education and training are being challenged by theoretical and empirical literature. A critical discussion on the skills agenda setting in VET systems is also presented. This study offers an original analytical review and an in-depth study on the dynamics and discourses that articulate and motivate the collaboration between VET schools and mining companies in the Chilean North.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103149"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-28DOI: 10.1016/j.ijedudev.2024.103144
Daniel Prudencio , Jose Balmori-de-la-Miyar , Adan Silverio-Murillo , Fernanda Sobrino
This paper estimates the effect of the COVID-19 pandemic on new entry, enrollment, and graduation outcomes at universities in Mexico, which, prior to the pandemic, had an average enrollment of 1583 students. Using administrative data on all universities in Mexico and a difference-in-differences methodology, the results show that the pandemic had a negative effect on new entry (16 %), enrollment (2.5 %), and graduation (22 %). We explore heterogenous effects by funding source (public vs private), elite university status (top 20 vs non-top 20), delivery format (synchronous or in-person vs asynchronous), gender, and ten areas of study. The results show that: (1) the decline in graduation was mainly driven by public universities, (2) top 20 universities increased their new entry relative to their non-top 20 counterparts, (3) in-person programs did not display lower impacts than asynchronous ones, except for graduation rates, (4) men and women were equally impacted in terms of graduation, and (5) when considering academic areas of study, education-related majors suffered the highest decrease in new entry (25 %), and science-related majors observed the highest decrease in graduation (38 %).
{"title":"Examining COVID-19’s disruptive effect on education in Mexican universities","authors":"Daniel Prudencio , Jose Balmori-de-la-Miyar , Adan Silverio-Murillo , Fernanda Sobrino","doi":"10.1016/j.ijedudev.2024.103144","DOIUrl":"10.1016/j.ijedudev.2024.103144","url":null,"abstract":"<div><div>This paper estimates the effect of the COVID-19 pandemic on new entry, enrollment, and graduation outcomes at universities in Mexico, which, prior to the pandemic, had an average enrollment of 1583 students. Using administrative data on all universities in Mexico and a difference-in-differences methodology, the results show that the pandemic had a negative effect on new entry (16 %), enrollment (2.5 %), and graduation (22 %). We explore heterogenous effects by funding source (public vs private), elite university status (top 20 vs non-top 20), delivery format (synchronous or in-person vs asynchronous), gender, and ten areas of study. The results show that: (1) the decline in graduation was mainly driven by public universities, (2) top 20 universities increased their new entry relative to their non-top 20 counterparts, (3) in-person programs did not display lower impacts than asynchronous ones, except for graduation rates, (4) men and women were equally impacted in terms of graduation, and (5) when considering academic areas of study, education-related majors suffered the highest decrease in new entry (25 %), and science-related majors observed the highest decrease in graduation (38 %).</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103144"},"PeriodicalIF":2.8,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-24DOI: 10.1016/j.ijedudev.2024.103150
Luiz Felipe Magnago Blulm, Ana Carolina Giuberti
Although there is no consensus on the effectiveness of full-time education in learning, several countries in Latin America have developed programs to extend school hours aiming at a higher level of student performance. In Brazil, the federal government implemented two policies for increasing school hours: Mais Educação Program (PME), from 2008 to 2017, and Novo Mais Educação Program (PNME), in 2018 and 2019. Therefore, this paper assesses the impact of PNME on students’ learning and discusses the effectiveness of the PNME’s design compared to the previous policy PME. Official data from the Brazilian government were used and the methodology combined Difference-in-Differences with propensity score matching for evaluating math and language students test scores. For the initial years of Elementary School, the results show a positive impact on learning, but for the final years the results were ambiguous: a null effect on language students test scores and a negative impact on math tests scores. Yet these results proved to be more promising than those of its predecessor, the PME, which can be assigned to PNME’s design more focused on expanding language and math learning hours.
{"title":"Full-time education: Assessment of the impact on learning of the Brazilian program Novo Mais Educação","authors":"Luiz Felipe Magnago Blulm, Ana Carolina Giuberti","doi":"10.1016/j.ijedudev.2024.103150","DOIUrl":"10.1016/j.ijedudev.2024.103150","url":null,"abstract":"<div><div>Although there is no consensus on the effectiveness of full-time education in learning, several countries in Latin America have developed programs to extend school hours aiming at a higher level of student performance. In Brazil, the federal government implemented two policies for increasing school hours: <em>Mais Educação</em> Program (PME), from 2008 to 2017, and <em>Novo Mais Educação</em> Program (PNME), in 2018 and 2019. Therefore, this paper assesses the impact of PNME on students’ learning and discusses the effectiveness of the PNME’s design compared to the previous policy PME. Official data from the Brazilian government were used and the methodology combined Difference-in-Differences with propensity score matching for evaluating math and language students test scores. For the initial years of Elementary School, the results show a positive impact on learning, but for the final years the results were ambiguous: a null effect on language students test scores and a negative impact on math tests scores. Yet these results proved to be more promising than those of its predecessor, the PME, which can be assigned to PNME’s design more focused on expanding language and math learning hours.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103150"},"PeriodicalIF":2.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-20DOI: 10.1016/j.ijedudev.2024.103148
Ismael Abu-Saad , Afnan Haj Ali
This study focuses on Islamic work ethics (IWE) among Indigenous Palestinian Arab high school teachers in Israel. With the establishment of the State of Israel in 1948, this predominantly Muslim Palestinian Arab minority experienced rapid socioeconomic change, as well as repression of its socio-political and cultural background and values. Despite its incorporation into a Western-oriented country, the core principles of Islam continue to have broad influence on the Palestinian Arab minority in Israel, as well as applications to many areas of life, including work values. The study sample included 1245 high school teachers. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized to establish a reliable model of IWE, resulting in two reliable IWE dimensions: “dedication and social responsibility at work” and “independence, diligence, and achievement at work.” Indigenous Palestinian Arab teachers reported high IWE levels, although this differed by gender and age group. The IWE scale appears to be a valuable measure for describing the work-related values of Indigenous Palestinian Arab high school teachers in Israel.
本研究的重点是以色列土著巴勒斯坦阿拉伯高中教师的伊斯兰职业道德（IWE）。随着 1948 年以色列国的建立，这个以穆斯林为主的巴勒斯坦阿拉伯少数民族经历了迅 速的社会经济变革，其社会政治和文化背景及价值观也受到压制。尽管融入了一个以西方为导向的国家，伊斯兰教的核心原则仍然对以色列的巴勒斯坦阿拉伯少数民族有着广泛的影响，并应用于生活的许多领域，包括工作价值观。研究样本包括 1245 名高中教师。研究利用探索性因子分析（EFA）和确认性因子分析（CFA）建立了可靠的 IWE 模型，并得出了两个可靠的 IWE 维度："工作中的奉献精神和社会责任感 "和 "工作中的独立性、勤奋和成就感"。巴勒斯坦阿拉伯原住民教师的 IWE 水平较高，但不同性别和年龄组的教师 IWE 水平不尽相同。IWE 量表似乎是描述以色列巴勒斯坦阿拉伯原住民中学教师与工作有关的价值观的一种有 价值的测量方法。
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