International Journal of Educational Development最新文献_第2页

Education and poverty: The case of street-children in urban areas of Pakistan 教育与贫困：巴基斯坦城市地区街头儿童的案例

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2026-01-19 DOI: 10.1016/j.ijedudev.2026.103499

Muhammad Murtaza Ali, Sana Rouis Skandrani

This paper investigates how educational services can serve as transformative mechanisms in addressing illiteracy and chronic poverty among street children in urban areas of Pakistan. Drawing on the Capability Approach and using Kleine’s (2013) Choice Framework as an analytical lens, the study examines how free educational tuition delivered in informal park-based settings contributes to expanding children’s substantive freedoms and empowerment. The research is grounded in a qualitative case study that combines semi-structured interviews with ethnographic observations, including participatory involvement by the researcher. The findings highlight two key contributions. First, the study demonstrates how free-of-cost and flexible educational services, coupled with strong mentorship roles, create the necessary conditions for capability expansion - removing barriers related to time, financial resources, and social constraints. Second, the analysis shows how such interventions influence both the intrinsic and instrumental dimensions of well-being, enabling children to re-enter formal education systems, build psychological resilience, and access improved socioeconomic opportunities. By capturing how agency and structure interact across the four dimensions of choice - existence, sense, use, and achievement - the paper offers a context-sensitive analysis of how educational services may create pathways that contribute to disrupting intergenerational poverty under specific structural conditions. The study contributes to both Transformative Service Research and development literature by offering a context-sensitive understanding of how education, when designed around real-life constraints, can promote social inclusion, structural change, and long-term empowerment in marginalized communities.

本文研究了教育服务如何成为解决巴基斯坦城市地区街头儿童文盲和长期贫困问题的变革机制。借鉴能力方法并使用Kleine（2013）的选择框架作为分析视角，该研究考察了在非正式公园环境中提供的免费教育学费如何有助于扩大儿童的实质性自由和赋权。该研究以定性案例研究为基础，将半结构化访谈与人种学观察相结合，包括研究者的参与性参与。研究结果突出了两个关键贡献。首先，该研究证明了免费和灵活的教育服务，加上强大的指导作用，如何为能力扩展创造必要的条件——消除与时间、财政资源和社会约束有关的障碍。其次，分析显示了这些干预措施如何影响福祉的内在和工具层面，使儿童能够重新进入正规教育体系，建立心理弹性，并获得更好的社会经济机会。通过捕捉机构和结构如何在选择的四个维度（存在、感觉、使用和成就）上相互作用，本文对教育服务如何在特定结构条件下创造有助于破坏代际贫困的途径进行了上下文敏感分析。该研究对变革性服务研究和发展文献都有贡献，因为它提供了一种情境敏感的理解，即围绕现实生活中的限制因素设计的教育如何促进社会包容、结构变革和边缘化社区的长期赋权。

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引用次数: 0

Evaluating higher education service quality in an emerging education hub: Evidence from international students in Hainan 新兴教育中心高等教育服务质量评价：来自海南留学生的证据

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2026-01-18 DOI: 10.1016/j.ijedudev.2026.103497

Junfeng Diao , Rong Huang , Xiaoqi Tang , Xinyan Ma , Shimin You , Meirong Chen , Weiyuan Gao , Xu Ding

Amidst the restructuring of global student mobility, China has emerged as a dual player—simultaneously the world’s largest source of outbound students and an increasingly prominent destination for inbound learners. Leveraging its strategic location within the Belt and Road Initiative and the preferential policies of the Free Trade Port, Hainan is accelerating its transformation into a regional education hub. However, scholarship regarding the service quality experienced by its growing international student cohort remains limited. Drawing on the five-dimensional SERVQUAL framework (tangibles, reliability, responsiveness, assurance, empathy) and operationalized via the SERVPERF scale, this study surveyed 115 international students in Hainan following expert validation and pilot testing. The results reveal a complex landscape: (1) while all five dimensions were rated as "acceptable," reliability scored highest, whereas empathy and responsiveness emerged as critical weaknesses; (2) empathy proved to be the strongest predictor of overall satisfaction; and (3) funding source significantly influenced perceived quality, with institutional scholarships associated with higher satisfaction than national, provincial, or self-funded options. No significant effects were found for gender, level of study, length of stay, or region of origin. Notably, the sample is predominantly composed of Asian undergraduates (approximately 80 %) and government scholarship recipients, signaling structural imbalances and limited cultural diversity. Based on these findings, the paper proposes a multidimensional roadmap to elevate Hainan’s service ecosystem from "acceptable" to "excellent," advocating for structured intercultural training, multilingual e-service platforms, and the integration of scholarship services with pilot part-time work visas.

在全球学生流动结构重组的背景下，中国已经成为了一个双重角色——既是世界上最大的海外留学生来源国，也是日益突出的海外留学生目的地国。利用其在“一带一路”倡议中的战略位置和自由贸易港的优惠政策，海南正在加快向区域教育中心的转型。然而，关于不断增长的国际学生群体所经历的服务质量的奖学金仍然有限。本研究采用SERVQUAL五维框架（有形、可靠、响应、保证、共情），通过SERVPERF量表实施，通过专家验证和试点测试对115名海南留学生进行了问卷调查。结果揭示了一个复杂的格局：(1)虽然所有五个维度都被评为“可接受”，但可靠性得分最高，而同理心和反应性则是关键的弱点；(2)共情被证明是整体满意度的最强预测因子；(3)资助来源显著影响感知质量，机构奖学金的满意度高于国家、省、自费奖学金。没有发现性别、学习水平、停留时间长短或原籍地区有显著影响。值得注意的是，样本主要由亚洲本科生（约80% %）和政府奖学金获得者组成，这表明结构失衡和文化多样性有限。基于这些发现，本文提出了海南服务生态系统从“可接受”提升到“优秀”的多维路线图，倡导结构化的跨文化培训，多语言电子服务平台，以及将奖学金服务与试点兼职工作签证相结合。

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引用次数: 0

Roma talks about their early school leaving: A case study in Greece 罗马谈到了他们的早期辍学：希腊的一个案例研究

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2026-01-12 DOI: 10.1016/j.ijedudev.2025.103489

Vana Chiou, Alexandros Tsoutsoulas

Roma children encounter numerous challenges regarding school inclusion and the completion of their compulsory education over time. This study aims to identify the schooling experiences of Roma individuals who had dropped out of compulsory education in Greece, the factors that affected school dropouts, and their current attitudes towards education. Employing a qualitative research design, semi-structured interviews were conducted with six Roma adults who left their compulsory education. The thematic analysis revealed five themes: (a) schooling experiences, (b) reasons for school dropout, (c) Roma parents’ attitudes toward school dropout, (d) school dropout’s impact on their life, and (e) current attitudes toward education. The findings indicate that Roma participants experienced both positive and negative aspects in school, including warm relationships with peers and teachers alongside instances of racism and interpersonal conflicts. Early school leaving was primarily affected by the decision for early marriage and the influence of their family’s attitudes toward school dropout. Participants also acknowledged the challenges they face today as a result of not completing their compulsory studies while recognising the high value of education. Notably, they express positive views for new generation education, envisioning an ideal school for all. This study highlights the complex interplay of exogenous and endogenous factors affecting the early school leaving of Roma students while shedding light on their perception of the education of the new Roma generation. Additionally, it underscores various shortcomings in terms of the implementation of inclusive educational policies and school practices for Roma students.

随着时间的推移，罗姆儿童在融入学校和完成义务教育方面面临许多挑战。本研究旨在确定在希腊接受义务教育后辍学的罗姆人的上学经历、影响辍学的因素以及他们目前对教育的态度。采用定性研究设计，对六名离开义务教育的罗姆成年人进行了半结构化访谈。专题分析揭示了五个主题：(a)上学经历，(b)辍学原因，(c)罗姆父母对辍学的态度，(d)辍学对他们生活的影响，以及(e)当前对教育的态度。研究结果表明，罗姆人在学校中既有积极的一面，也有消极的一面，包括与同学和老师的亲密关系，以及种族主义和人际冲突。早退主要受早婚决定和家庭对辍学态度的影响。与会者还承认，由于没有完成义务教育，他们今天面临着挑战，但同时也认识到教育的高价值。值得注意的是，他们对新一代教育表达了积极的看法，设想了一个理想的学校。本研究强调了影响罗姆学生早期辍学的外生因素和内生因素的复杂相互作用，同时揭示了他们对新一代罗姆人教育的看法。此外，报告还强调了在为罗姆学生执行包容性教育政策和学校做法方面存在的各种缺陷。

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引用次数: 0

Accountability for learning in contexts of fragile school attendance in India 在印度脆弱的学校出勤率背景下的学习问责制

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2026-01-08 DOI: 10.1016/j.ijedudev.2025.103485

Caroline Dyer , Suraj Jacob , Archana Choksi

Accountability-focused governance reforms aiming to address the ‘learning crisis’ in schools across the global South have generated a performative orientation that diverts from a sustained focus on student learning. How education system actors perceive accountability for ensuring that all enrolled children attend school and learn even if children’s attendance is irregular remains a critical question which this paper addresses. A global scholarly preoccupation with enrolment and absence that is inattentive to student attendance and its relationship with accountability for learning is first identified. The empirical investigation focuses on India, where despite near universal enrolment, the average rate of primary school attendance is about 70 per cent. Field sites are three government-run elementary schools, with poor material conditions, in the Adivasi region of southern Rajasthan. The paper first disaggregate the rates of learner attendance the schools report and identifies distinct temporal patterns which are captured in a typology. This is applied in a qualitative investigation of accountability for learning that uses student attendance patterns as a prism. It finds that while teachers holds themselves to account for delivering teaching, differing learner attendance patterns elicit different responses from teachers, such that teacher accountability does not extend to enabling good quality learning opportunities for all students. It shows that teacher and parent views of accountability for ensuring that children attend regularly are misaligned. The conclusion summarises the evidence-based learning for policy and argues that promoting systemic accountability for learning requires a firmer focus on the attendance – learning relationship in general, and ‘fragile’ attendance in particular, in both India and other global South country contexts.

旨在解决全球发展中国家学校“学习危机”的以问责制为重点的治理改革产生了一种绩效导向，偏离了对学生学习的持续关注。教育系统参与者如何看待确保所有入学儿童上学和学习的问责制，即使儿童出勤不规律，仍然是本文要解决的一个关键问题。首先确定了全球学术界对入学和缺勤的关注，而忽视了学生出勤及其与学习责任的关系。实证调查的重点是印度，尽管几乎普及了入学率，但小学平均入学率约为70%。实地调查地点是拉贾斯坦邦南部阿迪瓦西地区三所政府开办的小学，物质条件很差。论文首先分解了学校报告的学习者出勤率，并确定了在类型学中捕获的不同时间模式。这被应用于以学生出勤模式为棱镜的学习问责制定性调查中。研究发现，虽然教师认为自己有责任提供教学，但不同的学习者出勤模式会引起教师的不同反应，因此教师的责任不能扩展到为所有学生提供高质量的学习机会。它表明，教师和家长对确保儿童定期上学的责任的看法是不一致的。该结论总结了基于证据的学习政策，并认为促进系统的学习问责制需要更加关注出勤与学习的关系，特别是在印度和其他全球南方国家背景下的“脆弱”出勤。

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引用次数: 0

Beyond the diploma: The untold consequences of short-cycle tertiary education on GDP growth in Sub-Saharan Africa 文凭之外：撒哈拉以南非洲地区高等教育短周期对GDP增长的未知影响

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2026-01-07 DOI: 10.1016/j.ijedudev.2025.103490

Ronald Kipsang Mutai , Jiang Lu , Nyambura Lydiah Mukami , William Billy Chirwa , Liu Xiaoguang , Yao Zhiyou

This study critically examines the impact of short-cycle tertiary education on economic growth in Sub-Saharan Africa, highlighting the potential challenges that arise despite its growing popularity. Using panel data from 44 sub-Saharan African countries spanning the years 2010–2023, the analysis employed a Fixed Effects regression model to examine the interrelationship between educational attainment, particularly short-cycle tertiary education, government expenditure, and GDP growth. The empirical analysis indicates that while primary and higher education have a positive correlation with GDP growth, short-cycle tertiary education correlates negatively with economic productivity due to its inefficiency in producing skills that do not match labor market demands, consequently limiting its contribution to sustainable economic growth. The combination of government expenditure on education and population growth policies defines educational outcomes and their effects on economic development performance. This paper advocates for a strategic adjustment in education programs, particularly short-cycle tertiary education, which must better align with labor market needs to promote sustainable economic development throughout Sub-Saharan Africa.

本研究批判性地考察了短周期高等教育对撒哈拉以南非洲地区经济增长的影响，强调了尽管其日益普及，但仍存在的潜在挑战。利用来自44个撒哈拉以南非洲国家2010年至2023年的面板数据，该分析采用固定效应回归模型来检验受教育程度（特别是短周期高等教育）、政府支出和GDP增长之间的相互关系。实证分析表明，初等教育和高等教育与GDP增长呈正相关，而短周期高等教育由于在培养与劳动力市场需求不匹配的技能方面效率低下，与经济生产率呈负相关，从而限制了其对经济可持续增长的贡献。政府教育支出和人口增长政策的结合决定了教育成果及其对经济发展绩效的影响。本文主张对教育项目进行战略性调整，特别是短周期高等教育，必须更好地与劳动力市场需求保持一致，以促进整个撒哈拉以南非洲地区的可持续经济发展。

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引用次数: 0

Building integrated learning opportunities for marginalized adolescent girls in Sierra Leone: Impact of the EAGER project on literacy and numeracy learning and personal competencies 为塞拉利昂边缘化少女创造综合学习机会：EAGER项目对识字和算术学习及个人能力的影响

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2026-01-06 DOI: 10.1016/j.ijedudev.2025.103484

Marlana Salmon-Letelier , Karla Giuliano Sarr , Andrew Trembley , Gwendolyn Heaner , Alexandra Cervini Mull , Giulia Di Filippantonio , Isabel Pearson , Johanna Arp

An estimated 86 million secondary school-aged girls and young women globally are out of school, with many education systems struggling to provide meaningful pathways back into learning or skills development. In Sierra Leone, adolescent girls face compounded barriers—including poverty, disability, early marriage or pregnancy, and the lasting impacts of conflict and public health crises—that limit their educational and economic opportunities. Few studies examine the impact of integrated approaches that combine foundational skills (e.g., literacy and numeracy) with personal competencies (e.g., life skills), particularly for older, out-of-school adolescent girls who are often excluded from both formal education and youth-focused programs. There is also a notable gap in mixed-methods evaluations that explore not only learning outcomes but also broader dimensions of empowerment, such as self-efficacy and decision-making. The Every Adolescent Girl Empowered and Resilient (EAGER) project, funded by the Foreign, Commonwealth and Development Office (FCDO) through the Girls' Education Challenge (GEC), was designed in response to these challenges. Grounded in the specific needs of out-of-school adolescent girls in Sierra Leone, the project supported girls aged 13–17 across ten districts through an eleven-month learning program focused on literacy, numeracy, life skills, and financial literacy, followed by a four-month mentorship. This longitudinal study used a mixed-methods convergent design to assess changes in participants’’ literacy and numeracy learning and personal competencies. Findings show meaningful improvements across these domains, demonstrating the potential of holistic, locally tailored education programs to support empowerment among marginalized adolescent girls. Despite challenges—including the COVID-19 pandemic and data collection constraints—the study offers insights for future initiatives aimed at advancing gender equality and social transformation in low-income and crisis-affected contexts.

全球估计有8600万中学适龄女童和年轻妇女失学，许多教育系统难以提供重返学习或技能发展的有意义途径。在塞拉利昂，少女面临着复杂的障碍，包括贫困、残疾、早婚或早孕，以及冲突和公共卫生危机的持久影响，这些都限制了她们的教育和经济机会。很少有研究考察将基本技能（如识字和算术）与个人能力（如生活技能）相结合的综合方法的影响，特别是对经常被排除在正规教育和以青年为重点的方案之外的年龄较大的失学少女。在混合方法评估方面也存在显著差距，这些评估不仅探索学习成果，还探索更广泛的赋权维度，如自我效能和决策。外交、联邦和发展部（FCDO）通过“女童教育挑战”（GEC）资助了“每个少女赋权和复原力”（EAGER）项目，旨在应对这些挑战。该项目以塞拉利昂失学少女的特殊需求为基础，通过为期11个月的学习计划，重点学习识字、计算、生活技能和金融知识，为10个地区13-17岁的女孩提供支持，随后进行为期4个月的指导。本纵向研究采用混合方法趋同设计来评估参与者识字和算术学习以及个人能力的变化。调查结果显示，这些领域都取得了有意义的改善，这表明，在支持边缘化少女赋权方面，有潜力开展全面的、因地制宜的教育项目。尽管面临挑战，包括2019冠状病毒病大流行和数据收集方面的限制，但该研究为未来旨在促进低收入和受危机影响背景下的性别平等和社会转型的举措提供了见解。

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引用次数: 0

Shifting engagement: Education lending by the World Bank and ADB in China (1980s–2020 s) 转变参与方式：世界银行和亚行在中国的教育贷款（1980 - 2020年） s

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2026-01-06 DOI: 10.1016/j.ijedudev.2025.103487

Fangyue Bao

As of 2025, the World Bank (WB) and the Asian Development Bank (ADB), two major international monetary institutions, have engaged in China for over forty years. Both have financed more than thirty education initiatives (ADB = 36, WB = 40), during which China transformed from a low-income borrower to a leading shareholder and global political actor. This article analyzes how the two IOs’ educational engagement in China evolved over time, using a structured, focused comparison of project frequency, themes, scale, and geographic coverage. Drawing on a rationalist-constructivist framework and based on 98 IO documents and 12 Chinese policy texts, this study argues that this evolving engagement reflects the interplay of China’s developmental trajectory, IO organizational cultures, and the preferences of influential member states. Rather than diverging sharply in commitment, the two banks adapted their delivery modes and engagement styles in response to China’s changing position and demands. This study contributes to understanding how IOs sustain cooperation with rising powers and highlights the operational flexibility of IOs under conditions of geopolitical and institutional transition.

截至2025年，世界银行和亚洲开发银行这两大国际货币机构在中国开展业务已超过40年。两家银行都资助了30多个教育项目（亚行36个，世界银行40个），在此期间，中国从一个低收入借款人转变为主要股东和全球政治参与者。本文通过对项目频率、主题、规模和地理覆盖范围的结构化、重点比较，分析了这两个IOs在中国的教育参与是如何随着时间的推移而演变的。基于理性主义-建构主义框架，基于98份国际组织文件和12份中国政策文本，本研究认为，这种不断演变的参与反映了中国发展轨迹、国际组织文化和有影响力的成员国偏好之间的相互作用。这两家银行并没有在承诺上出现明显分歧，而是根据中国不断变化的立场和需求，调整了自己的交付模式和接触方式。本研究有助于理解国际组织如何维持与新兴大国的合作，并突出了国际组织在地缘政治和制度转型条件下的操作灵活性。

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引用次数: 0

Effects of COVID-19 education policies on students’ learning proficiency in Latin America—Insights from PISA 2022 新冠肺炎教育政策对拉美国家学生学习能力的影响——来自PISA 2022的洞察

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2026-01-01 DOI: 10.1016/j.ijedudev.2025.103483

Marcos Delprato

Latin America’s education systems – with a high prevalence of students not achieving the basic competencies, entrenched inequalities and weak connectivity, and longer schools closures – were highly affected by the COVID-19 pandemic, experiencing sizeable learning losses. The role of education policies to boost students’ engagement for remote learning were critical during schools shutdowns. Yet, there is a lack of evidence on whether pandemic educational policies were effective. Using explainable machine learning methods and a sample of ten countries from PISA 2022, this paper fills this gap by analysing the association of three education policies for remote learning (students’ resources, teachers’ resources and teachers’ communication) implemented during the pandemic with the probability of students reaching competency (level 2) in math and reading. I find that policies’ effects on learning are non-linear with specific thresholds where policy become more efficient to keep students’ chances of level 2 achievement, with these thresholds linked to schools’ length of closure and the intensity of policies. I also find that policy intersectionality is important with family wealth and educational inputs being pathways to counteract associations under longer schools’ closures, and policies not being capable of narrowing learning loss by gender (against girls). Results by educational sub-systems for the policy on students’ resources indicate that by school type there is similarity on associations for reading, but for math this policy is more productive in private than public schools, as for students from urban schools under longer period of closure than students from rural schools.

拉丁美洲的教育体系受到COVID-19大流行的严重影响，学生普遍无法获得基本能力，不平等现象根深蒂固，连通性薄弱，学校关闭时间较长。在学校关闭期间，教育政策在促进学生参与远程学习方面的作用至关重要。然而，关于流行病教育政策是否有效，缺乏证据。本文使用可解释的机器学习方法和来自PISA 2022的十个国家的样本，通过分析大流行期间实施的远程学习（学生资源、教师资源和教师沟通）的三种教育政策与学生在数学和阅读方面达到能力（2级）的概率之间的关系，填补了这一空白。我发现政策对学习的影响是非线性的，有特定的阈值，在这些阈值中，政策变得更有效，以保持学生获得2级成绩的机会，这些阈值与学校关闭的时间长短和政策的强度有关。我还发现，政策的交叉性很重要，因为家庭财富和教育投入是抵消长期学校关闭带来的关联的途径，而政策无法缩小性别（针对女孩）造成的学习损失。学生资源政策的教育子系统的结果表明，按学校类型划分，在阅读方面存在相似的关联，但在数学方面，该政策在私立学校比公立学校更有效，在关闭时间较长的城市学校的学生比农村学校的学生更有效。

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引用次数: 0

Exploring senior high school teachers’ awareness and preparedness in supporting first-generation students for higher education: A qualitative inquiry 探究高中教师支持第一代学生接受高等教育的意识和准备：一项定性调查

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2026-01-01 DOI: 10.1016/j.ijedudev.2025.103488

Jacob Oppong Nkansah

As educational stakeholders intensify efforts to prepare students for postsecondary success, the concept of higher education readiness has gained national prominence. However, scholarly discourse remains limited regarding educators’ understanding of university preparation for First-Generation Students, particularly within the Ghanaian context. Even less is known about the awareness and preparedness of Senior High School teachers who play a critical role in shaping university-ready students. Drawing on interview data and guided by Social Capital Theory, this study explores the awareness, preparedness, and support strategies of 25 Senior High School teachers across five schools in Ghana. Findings revealed a critical gap in teachers’ awareness and institutional practices regarding First-Generation Students. Teachers often misinterpret First-Generation Students behaviors such as disengagement or silence as personal traits rather than signs of systemic disadvantage. This limits access to relational, institutional, and aspirational capital necessary for university readiness. Infrastructure deficits, financial constraints, large class sizes, and limited parental involvement further compound the challenges faced by teachers in preparing First-Generation Students for higher education. However, the study highlights promising practices, including proactive teacher engagement, empathy from educators with shared backgrounds, and calls for integrating STEM and TVET into First-Generation Students education pathways. A key implication of the study is to ensure equitable support for First-Generation Students in the Senior High Schools in Ghana, via a multi-level, multi-stakeholder approach. The government, school administrations, and other educational stakeholders should take greater responsibility for creating supportive structures that empower teachers and other cultural agents to nurture first-generation students’ success and facilitate their transition to higher education.

随着教育利益相关者加大努力，让学生为中学后的成功做好准备，高等教育准备的概念在全国范围内得到了重视。然而，关于教育工作者对第一代学生的大学准备的理解，特别是在加纳的背景下，学术话语仍然有限。对于高中教师的意识和准备就更少了，而高中教师在塑造大学生方面起着至关重要的作用。本研究利用访谈数据，以社会资本理论为指导，探讨了加纳五所学校的25名高中教师的意识、准备和支持策略。调查结果显示，教师对第一代学生的认识和制度实践存在严重差距。老师们经常误解第一代学生的行为，如脱离或沉默，作为个人特征，而不是系统劣势的迹象。这限制了获得大学准备所必需的关系资本、制度资本和理想资本。基础设施不足、财政拮据、班级规模大、家长参与有限，这些都进一步加剧了教师在培养第一代学生接受高等教育方面所面临的挑战。然而，该研究强调了有前景的做法，包括教师的积极参与，具有共同背景的教育工作者的同情，并呼吁将STEM和TVET纳入第一代学生的教育途径。该研究的一个关键意义是通过多层次、多方利益相关者的方法确保对加纳高中第一代学生的公平支持。政府、学校管理部门和其他教育利益相关者应该承担更大的责任，建立支持结构，使教师和其他文化代理人能够培养第一代学生的成功，并促进他们向高等教育的过渡。

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引用次数: 0

Children’s extracurricular learning participation under household energy transition: Evidence from China 家庭能源转型下儿童课外学习参与：来自中国的证据

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2026-01-01 DOI: 10.1016/j.ijedudev.2025.103486

Hua Liao , Jiahui Chen , Xin Tang , Lin Zhu , Chunbo Ma

This paper provides new evidence on how reducing household biomass consumption affects children’s educational development opportunities. Prior studies on this subject primarily focus on the benefits of improving children’s school enrollment. Using microdata in rural China, this paper shows that reduced biomass dependence significantly enhances schoolchildren’s participation in extracurricular intellectual activities (EIAs) including reading, writing and drawing, a critical yet underexplored dimension influencing children’s holistic learning outcomes and cognitive development. It is found that schoolchildren from non-biomass households are 5.5 percentage points more likely to participate in EIAs than those from biomass-dependent peers. Mechanism analysis indicates that transition away from biomass free up time for schoolchildren’s learning and improve their health condition, thereby increasing participation in EIAs. This positive effect on EIAs notably contributes to narrowing the gender gap, with schoolgirls benefiting significantly compared with boys. Additionally, schoolchildren’s participation in cooking exacerbates the negative effect of household biomass consumption on educational opportunities, particularly for those in primary school. Our estimates underscore that China’s rapid transition away from biomass consumption has provided rural schoolchildren with significant opportunities for educational development and gender equity.

本文为减少家庭生物质消费如何影响儿童教育发展机会提供了新的证据。先前关于这一主题的研究主要集中在提高儿童入学率的好处上。本文利用中国农村的微观数据，发现生物量依赖的降低显著提高了学童对课外智力活动（包括阅读、写作和绘画）的参与，这是影响儿童整体学习成果和认知发展的一个重要但尚未得到充分探索的维度。研究发现，来自非生物质家庭的学童参与环境影响评估的可能性比来自依赖生物质家庭的学童高5.5个百分点。机制分析表明，从生物量的过渡为学童的学习腾出了时间，改善了他们的健康状况，从而增加了对环境影响评价的参与。这种对环境影响评价的积极影响显著有助于缩小性别差距，女生比男生受益明显。此外，学童参与烹饪加剧了家庭生物质消费对教育机会的负面影响，特别是对小学生而言。我们的估计强调，中国从生物质消费的快速转型为农村学童提供了教育发展和性别平等的重要机会。

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引用次数: 0