International Journal of Educational Development最新文献_第3页

Educational effectiveness in rural areas: What SDIs teach us about multigrade classes 农村地区的教育有效性：sdi教给我们的关于多年级班的知识

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.2025.103482

Aomar Ibourk , Karim El Aynaoui

This study provides an original and significant contribution to evaluating educational service quality in Morocco by leveraging, for the first time, microdata from the Service Delivery Indicators (SDI) survey. The survey covers a nationally representative sample of 300 public and private primary schools across rural and urban areas. The use of SDI data represents a major methodological advancement, shifting away from perception-based assessments toward objective indicators, including classroom observations, unannounced school visits, and standardized tests administered to teachers and students. A key added value of the study lies in its focus on rural education effectiveness, a topic that remains largely underexplored. In rural areas, where structural heterogeneity is high, education is mainly delivered through community and satellite schools. The research offers an in-depth analysis of multigrade classrooms, a common solution to teacher shortages and infrastructure limitations in remote regions, though their pedagogical effectiveness remains debated. Methodologically, the study employs a two-step approach—Data Envelopment Analysis and truncated regression—to assess and explain variations in school performance. It finds that while community schools tend to be more stable, they are generally less efficient. Additionally, preschool attendance and infrastructure renovation emerge as key positive drivers of educational effectiveness, offering clear policy insights.

本研究首次利用了服务提供指标（SDI）调查中的微数据，为评估摩洛哥的教育服务质量做出了原创性的重大贡献。该调查涵盖了全国农村和城市地区300所公立和私立小学的代表性样本。SDI数据的使用代表了方法上的重大进步，从基于感知的评估转向客观指标，包括课堂观察、不事先通知的学校访问和对教师和学生进行的标准化测试。该研究的一个关键附加价值在于其对农村教育有效性的关注，这一主题在很大程度上仍未得到充分探索。在结构差异很大的农村地区，教育主要通过社区和卫星学校提供。该研究对多年级教室进行了深入分析，多年级教室是解决偏远地区教师短缺和基础设施限制的一种常见解决方案，尽管其教学效果仍存在争议。在方法上，该研究采用了两步方法——数据包络分析和截断回归——来评估和解释学校表现的变化。报告发现，虽然社区学校往往更稳定，但它们的效率普遍较低。此外，学前教育出勤率和基础设施翻新成为教育有效性的关键积极驱动因素，提供了明确的政策见解。

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引用次数: 0

The world bank's Coach model of teacher professional development: The politics of recognition, regulation, and reframing 世界银行教师专业发展的Coach模式：承认、监管和重构的政治

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-23 DOI: 10.1016/j.ijedudev.2025.103481

Yusuf Sayed , Joseph C. Pesambili

This paper critically examines how the World Bank's (WB) Coach initiative constructs a particular form of teacher professional development (TPD) aimed at reinforcing teacher accountability and performativity to enhance student learning. The paper problematises whether the current WB Coach initiative and its underlying assumptions provide an effective TPD approach for bolstering teacher performance and student achievement. Drawing on examples from the Global South, the paper argues that the WB Coach model instigates a shift towards a performance-driven and accountability-oriented continuing professional development (CPD) framework. This transition reflects a departure from teacher autonomy over pedagogical practices to a reductionist discursive framing of TPD and a standardised pedagogic skill set for attaining narrowly and instrumentally defined learning outcomes. The paper concludes by advocating for a holistic approach to teacher coaching, encompassing broader metrics that support teachers' professional growth while simultaneously improving educational policies and contextual factors that affect teachers' work.

本文批判性地考察了世界银行（WB） Coach计划如何构建一种特殊形式的教师专业发展（TPD），旨在加强教师的问责制和绩效，从而促进学生的学习。本文质疑当前的WB教练计划及其基本假设是否为提高教师绩效和学生成绩提供了有效的TPD方法。本文以全球发展中国家为例，认为世行教练模式推动了向绩效驱动和问责导向的持续专业发展（CPD）框架的转变。这种转变反映了教师对教学实践的自主权的背离，转向了TPD的还原论话语框架和标准化的教学技能集，以获得狭义和工具性定义的学习成果。论文最后提出了一种全面的教师培训方法，包括支持教师专业成长的更广泛的指标，同时改善影响教师工作的教育政策和环境因素。

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引用次数: 0

Can targeted allocation of teachers improve student outcomes? Evidence from Malawi 有针对性地分配教师能提高学生的学习成绩吗？来自马拉维的证据

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-22 DOI: 10.1016/j.ijedudev.2025.103475

Salman Asim , Ravinder Casley Gera , Martin Moreno , Kerry Wong

Teachers are one of the most important inputs for learning, but in many low-income countries they are inequitably distributed between schools. This paper discusses the case of Malawi, which has introduced new evidence-based policies and procedures to improve the equity and efficiency of the allocation of teachers to schools. The analysis finds that the impact of these policies on the allocation of teachers has been highly variable between the country’s districts, with the most successful deploying 75 % of teachers according to the rules and the least successful just 22 %. Using administrative data, the paper identifies the impacts on student progression of reductions in pupil–qualified teacher ratios in the context of the new rules. The findings show that schools that moved from having more than 90 pupils per qualified teacher to a ratio below 90 experienced reductions in lower primary school repetition rates of 3.6 %age points, likely reflecting improved learning levels, as well as a reduction in dropout rates of around 0.6 %age points.

教师是学习最重要的投入之一，但在许多低收入国家，教师在学校之间的分配不公平。本文讨论了马拉维的案例，该国引入了新的循证政策和程序，以提高教师向学校分配的公平性和效率。分析发现，这些政策对教师分配的影响在全国各地区之间存在很大差异，最成功的地区按照规定部署了75%的教师，而最不成功的地区只有22%。利用行政数据，本文确定了在新规则的背景下，学生与合格教师比例的降低对学生进步的影响。研究结果显示，从每名合格教师拥有90名以上学生到每名合格教师拥有90名以下学生的学校，小学复读率降低了3.6%，这可能反映了学习水平的提高，辍学率降低了约0.6%。

引用次数: 0

Comfortably numb: Behind the policy push for skill and qualification recognition systems in Southern Africa 舒适的麻木：在南部非洲推动技能和资格认证系统的政策背后

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-20 DOI: 10.1016/j.ijedudev.2025.103459

Stephanie Allais, Carmel Marock

This paper interrogates the disjuncture between skill and qualification recognition policies in the Southern African Development Community (SADC) from the lived realities of labour migration. Drawing on document analysis, interviews, and surveys with migrants, employers, and policy actors, we show a performative policy landscape with little connection to the problems it officially claims to solve. While national and regional qualifications frameworks claim to facilitate labour mobility and economic integration, their actual impact remains negligible—particularly for low-skilled migrants for whom formal credentialing is largely irrelevant. Conversely, for high-skilled migrants, recognition processes are slow, fragmented, and frequently obstructive. We argue that the extensive policy-busyness in these systems can be understood as a technocratic process of constructing skill recognition as a central problem experienced by migrants, deflecting attention from deeper structural issues such as wage inequality, segmented labour markets, and exclusionary migration regimes. The ‘policy busy-ness’ sustains a false ‘win-win’ narrative while ignoring underlying power asymmetries.

本文从劳动力迁移的现实出发，探讨了南部非洲发展共同体（SADC）的技能和资格认可政策之间的脱节。通过对文件分析、访谈和对移民、雇主和政策参与者的调查，我们展示了一个与官方声称要解决的问题几乎没有联系的实效性政策景观。虽然国家和地区资格认证框架声称促进了劳动力流动和经济一体化，但它们的实际影响仍然可以忽略不计——特别是对那些正规资格认证在很大程度上无关紧要的低技能移民而言。相反，对于高技能移民来说，识别过程是缓慢的、分散的，而且经常是阻碍的。我们认为，这些系统中广泛的政策繁忙可以理解为一个技术官僚的过程，将技能认可构建为移民经历的核心问题，转移了对工资不平等、劳动力市场分割和排外移民制度等更深层次结构性问题的关注。“政策繁忙”维持了一种虚假的“双赢”叙事，同时忽视了潜在的权力不对称。

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引用次数: 0

Exploring effective teacher certificate requirements to benefit student achievement: Evidence from a global perspective 探索有效的教师证书要求以促进学生成绩：来自全球视角的证据

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-20 DOI: 10.1016/j.ijedudev.2025.103476

Xin Xie , Qi Zheng

Drawing on variations in teaching licensure systems across forty economies participating in PISA 2018, this study provides descriptive evidence on the relationships between eight types of teacher certification requirements and student learning outcomes using three-level random slope models. Results show that countries requiring a written test for teacher certification tend to achieve higher PISA scores, whereas periodic renewal is associated with lower performance. Teaching practice is positively related to the returns from higher proportions of certified teachers within countries. Furthermore, the analysis suggests potential heterogeneity, with more established certification systems showing stronger associations with the performance of low-achieving students. These findings help explain the mixed results in the literature on the effectiveness of teacher certification in predicting student achievement.

本研究利用参与PISA 2018的40个经济体的教学执照制度的差异，利用三层随机斜率模型，为八种教师资格要求与学生学习成果之间的关系提供了描述性证据。结果表明，要求教师资格证书进行笔试的国家往往会获得更高的PISA分数，而定期更新则与较低的表现有关。教学实践与国家内部较高比例的认证教师的回报呈正相关。此外，分析表明了潜在的异质性，更成熟的认证系统与成绩较差的学生的表现有更强的联系。这些发现有助于解释文献中关于教师资格证书在预测学生成绩方面的有效性的混合结果。

引用次数: 0

Regional higher education governance in transition: The diffusion and challenges of CAMPUS Asia in the Global South 转型中的区域高等教育治理：亚洲校园在南半球的扩散与挑战

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-19 DOI: 10.1016/j.ijedudev.2025.103479

Xuanwei Ma , Zheng You

Education is a key issue in global governance. Amid major power competition and geopolitical tensions, global higher education governance faces growing challenges, with regional cooperation emerging as a critical bridge between global and national levels. The CAMPUS Asia initiative, a landmark in Asian higher education regionalization, has evolved over the past 15 years from trilateral cooperation to broader engagement with Southeast Asian partners. Drawing on New Regionalism and a case study approach, this paper examines the initiative’s achievements and challenges. The CAMPUS Asia has fostered a government-led, multi-stakeholder governance model, built multi-level structures, created cross-border coordination mechanisms, promoted inclusive agendas, and advanced an open, innovative vision. However, challenges persist, including uneven stakeholder participation, underdeveloped institutional mechanisms, and limited regional reach. Sustaining the initiative’s trajectory requires a more equitable distribution of engagement across governmental bodies, universities, and non-state actors. Strengthening the initiative requires improving existing mechanisms for the recognition and transferability of academic credit and degrees. Broadening participation across the Asian continent is also essential to fortify regional connectivity and foster deeper integration.

教育是全球治理的关键问题。在大国竞争和地缘政治紧张的背景下，全球高等教育治理面临越来越多的挑战，区域合作成为连接全球和国家层面的重要桥梁。亚洲校园倡议是亚洲高等教育区域化的一个里程碑，在过去15年里，从三边合作发展到与东南亚伙伴的更广泛接触。本文以新区域主义为背景，运用个案研究的方法，分析了“一带一路”的成就与挑战。亚洲校园倡导政府主导、多方参与的治理模式，构建多层次结构，建立跨界协调机制，推进包容性议程，倡导开放创新理念。然而，挑战依然存在，包括利益相关者参与不均衡、体制机制不发达以及区域覆盖范围有限。维持该倡议的轨道需要在政府机构、大学和非国家行为体之间更公平地分配参与。加强这一倡议需要改进现有的学分和学位的承认和转移机制。扩大整个亚洲大陆的参与，对加强区域互联互通和深化一体化也至关重要。

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引用次数: 0

Do education systems trust decentralization? Evidence from survey experiments in Nepal 教育系统信任权力下放吗？来自尼泊尔调查实验的证据

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-18 DOI: 10.1016/j.ijedudev.2025.103480

Laxman Timilsina , Shwetlena Sabarwal , Uttam Sharma , Unika Shrestha

How does an education system respond during early stages of big-bang decentralization? We examine this in Nepal which undertook rapid education decentralization in late 2017. Through survey experiments in 2018, we investigate trust between different tiers of education service delivery. Trust can serve as a useful litmus test for the legitimacy of the newly-formed local governments; and an early detector of potential roadblocks to the smooth transition of power. We find that local governments are seen as legitimate and trustworthy by headteachers and teachers, both in absolute and relative terms (vis-à-vis the center). However, they are concerned about the accountability of local governments and their potential politicization in certain educational tasks. We also find that local governments trust the center and are looking to them for capacity building and support. Finally, teacher management is the single most contentious roadblock to effective decentralization. There is significant disagreement between teachers, head-teachers, elected and non-elected local government officials about whether teacher hiring and promotion should be managed at the center or at the local level. We also discuss policy implications of these findings.

在大爆炸式分权的早期阶段，教育系统是如何反应的？我们在尼泊尔研究了这一点，尼泊尔在2017年底进行了快速的教育分权。通过2018年的调查实验，我们调查了不同层次的教育服务提供之间的信任。信任可以作为检验新成立的地方政府合法性的有用试金石；以及对权力顺利过渡的潜在障碍的早期侦测。我们发现，无论是绝对还是相对而言，地方政府都被校长和教师视为合法和值得信赖的（参见-à-vis中心）。然而，他们担心地方政府的问责制及其在某些教育任务中的潜在政治化。我们还发现，地方政府信任中心，希望他们提供能力建设和支持。最后，教师管理是实现有效权力下放的唯一最具争议的障碍。在教师、校长、民选和非民选的地方政府官员之间，对于教师的聘用和晋升应由中央管理还是由地方管理存在重大分歧。我们还讨论了这些发现的政策含义。

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引用次数: 0

Beyond macro-indicators: Exploring micro-level educational experiences (MLEs) reinforcing learning inequality in rural northern Ghana 超越宏观指标：探索加纳北部农村强化学习不平等的微观教育经验（MLEs）

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-16 DOI: 10.1016/j.ijedudev.2025.103471

Rodney Buadi Nkrumah , Vandna Sinha , Jill Hanley , Myriam Denov

Educational interventions in Ghana and Sub-Saharan Africa (SSA) have, in recent decades, primarily focused on improving macro-level indicators around enrolment, attendance, completion, and learning outcomes. Existing scholarship pays limited attention to understanding the structural and socio-economic disadvantages in different geolocations that shape children’s schooling and learning. Drawing on historical accounts of disadvantage in northern Ghana, this study examines how local environment experiences in rural northern communities constrain children’s access to schooling and learning, using ecological theory to frame these complex influences. Through qualitative interviews and focus groups with key local education stakeholders, we demonstrate how children’s interactions with their temporal and policy environments generate micro-level educational experiences (MLEs) that reinforce schooling and learning exclusion in rural northern communities – outcomes that risk widening the inequality gap between rural northern schools and the rest of Ghana. The findings point to tensions between the formal school system and the temporal lifestyle of rural communities, persistent insecurity linked to tribal and ethnic conflicts, complications with the language-of-instruction policy, and shortages of teaching and learning materials (TLMs) as MLEs that foster learning alienation. We argue that Ghana’s ambition to achieve quality and equitable basic education and learning skills for all children by 2030 requires far more than universalizing enrolment. Achieving sustainable progress depends on targeted policy interventions that address MLEs embedded within the broader structural and socio-economic realities of rural northern communities, ensuring that education systems align – rather than conflict with children’s lived environments.

近几十年来，加纳和撒哈拉以南非洲（SSA）的教育干预措施主要侧重于改善入学率、出勤率、结业率和学习成果等宏观指标。现有的学术研究对理解不同地区影响儿童上学和学习的结构性和社会经济劣势关注有限。根据加纳北部劣势的历史记录，本研究考察了北部农村社区的当地环境经验如何限制儿童上学和学习的机会，并使用生态学理论来构建这些复杂的影响。通过与当地主要教育利益相关者的定性访谈和焦点小组，我们展示了儿童与时间和政策环境的互动如何产生微观层面的教育经验（MLEs），从而加强了北部农村社区的学校教育和学习排斥——这一结果有可能扩大北部农村学校与加纳其他地区之间的不平等差距。研究结果指出，正规学校制度与农村社区的世俗生活方式之间存在紧张关系，与部落和种族冲突有关的持续不安全，语言教学政策的复杂性，以及作为MLEs的教学材料（tlm）的短缺助长了学习异化。我们认为，加纳要实现到2030年为所有儿童提供优质、公平的基础教育和学习技能的目标，需要的远不止普及入学。实现可持续进展取决于有针对性的政策干预措施，以解决北方农村社区更广泛的结构和社会经济现实中存在的mls问题，确保教育系统与儿童的生活环境保持一致，而不是相互冲突。

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引用次数: 0

Teachers’ narratives: Exploring the dynamics of inclusive education in Indonesian public and private primary schools 教师叙述：探索印尼公立和私立小学全纳教育的动态

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-16 DOI: 10.1016/j.ijedudev.2025.103474

Sabila Hikmah Syafiulia, Nina Maadad

Inclusive education (IE) in Indonesia has garnered growing attention, particularly at the primary school level, sparking ongoing dialogue about effective practices and systemic challenges. This study explores the reality of implementing inclusive classrooms through the lens of public and private primary school teachers, whose attitudes and practices are critical to the success of IE implementation. Using a qualitative research approach, data were gathered through online semi-structured interviews with seven primary school teachers. Responses from public and private school teachers was analysed using thematic analysis to examine differences in their perspectives about IE implementation. Finding reveals pronounced contrasts between private and public institutions IE practice. Private schools, empowered by greater autonomy and resources, implement more diverse and adaptive inclusion strategies. In contrast, public schools, depend heavily on centralised government support, revealing a need for increased flexibility and targeted support. Overall, IE practice in Indonesian primary schools has shown significant progress, evidenced from teacher’s positive view of IE and commitment to provide inclusion in the classroom. Despite progress, urgent demand for equitable and sustainable professional development (PD) or training for classroom teachers is evident. The findings further also suggest a national policy framework that fosters cross-sector collaboration to accelerate nationwide IE.

印度尼西亚的全纳教育（IE）受到越来越多的关注，特别是在小学阶段，引发了关于有效做法和系统性挑战的持续对话。本研究通过公立和私立小学教师的视角探讨了实施包容性课堂的现实，他们的态度和做法对IE的成功实施至关重要。采用定性研究方法，通过对七名小学教师的在线半结构化访谈收集数据。使用主题分析分析了公立和私立学校教师的回答，以检查他们对IE实施的看法的差异。这一发现揭示了私人和公共机构IE实践之间的显著差异。私立学校拥有更大的自主权和资源，实施更多样化和适应性更强的包容性战略。相比之下，公立学校在很大程度上依赖于中央政府的支持，这表明需要增加灵活性和有针对性的支持。总体而言，印尼小学的IE实践取得了显著进展，教师对IE的积极看法和在课堂上提供包容性的承诺证明了这一点。尽管取得了进展，但对公平和可持续的专业发展（PD）或课堂教师培训的迫切需求是显而易见的。研究结果还进一步建议建立一个促进跨部门合作的国家政策框架，以加速全国工业工程。

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引用次数: 0

More equitable, more involved: Intergenerational educational mobility and parental involvement 更公平，更参与：代际教育流动和父母参与

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-16 DOI: 10.1016/j.ijedudev.2025.103473

Juan Yang, Zebing Yang

Regional disparities in intergenerational mobility within the country and their implications for parenting behaviours have received limited empirical attention. Using data from the 2015 National 1 % Population Sample Survey and the 2016 China Family Panel Studies (CFPS), this study investigates how regional intergenerational educational mobility (IGM) affects parents’ educational involvement. The results show that in regions with higher IGM, parents are significantly more engaged in their children’s learning. This finding remains valid after a series of robustness tests and is particularly significant in families with sons, mothers with at least a junior high education, and those with low self-reported income. Mechanism analysis reveals that higher educational mobility promotes parental involvement through three interrelated channels: enhancing perceptions of educational equity, raising educational expectations, and improving self-efficacy. The influence of these cognitive and psychological channels suggests that opportunity structures influence not only individual behaviour but also their beliefs and motivations. This study combines perspectives from economics, sociology, and psychology to provide a more comprehensive understanding of how social mobility or educational inequality affects parenting styles in contemporary China.

国内代际流动的区域差异及其对养育行为的影响在经验上受到的关注有限。本研究利用2015年全国1 %人口抽样调查和2016年中国家庭面板研究（CFPS）的数据，探讨了区域代际教育流动性（IGM）对家长教育参与的影响。结果表明，在IGM较高的地区，父母对孩子学习的投入程度显著提高。经过一系列稳健性测试后，这一发现仍然有效，并且在有儿子的家庭、母亲至少受过初中教育的家庭以及自我报告收入较低的家庭中尤为重要。机制分析表明，高等教育流动性通过三个相互关联的渠道促进家长参与：提高教育公平意识、提高教育期望和提高自我效能感。这些认知和心理渠道的影响表明，机会结构不仅影响个人行为，还影响他们的信念和动机。本研究结合了经济学、社会学和心理学的观点，提供了对当代中国社会流动性或教育不平等如何影响父母教养方式的更全面的理解。

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引用次数: 0