International Journal of Educational Development最新文献_第6页

Grounded theory study of engagement of non-governmental organisations in inclusive education reform in Central Asia 中亚非政府组织参与全纳教育改革的基础理论研究

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103167

Kamila Rollan

While UN agencies call for increased NGOs’ involvement in IE reform, comprehensive understanding of their effects have remained limited. The research addresses this gap by focusing on domestic NGOs' engagement in the IE movement, examining the context of Kazakhstan and Kyrgyzstan. The study adopts a grounded theory approach, delving into various data sources, including policy documents, interviews with NGO representatives, and discussions with international donor organisations. The study results in the development of a comprehensive 'NGO Engagement in IE Framework' consisting of four tiers: functional roles of NGOs (Tier-1), employed strategies to successfully engage in IE development (Tier-2), barriers to the engagement (Tier-3), and motivations behind NGOs’ efforts (Tier-4). NGOs are found to contribute to policy advocacy, teacher training, inclusive schooling initiatives, parent support, research, and more. To achieve best results, NGOs build partnerships with multiple stakeholders including governmental and local authorities, international organisations, businesses, and other NGOs. Yet, they struggle with limited funding, lack of consistent political will of the states to promote IE, weak organisational capacity of NGOs, and their limited autonomy. Motivations behind NGO engagement centre around their self-perception as agents of change. The framework emphasises the interplay between NGOs and their countries' socio-political context.

虽然联合国机构呼吁非政府组织更多地参与融合教育改革，但对其效果的全面了解仍然有限。为了弥补这一不足，本研究以哈萨克斯坦和吉尔吉斯斯坦为背景，重点研究了国内非政府组织参与国际教育运动的情况。研究采用了基础理论方法，深入研究了各种数据来源，包括政策文件、对非政府组织代表的访谈以及与国际捐助组织的讨论。研究结果是制定了一个全面的 "非政府组织参与综合环境框架"，该框架由四个层次组成：非政府组织的职能角色（第一层）、成功参与综合环境发展的策略（第二层）、参与的障碍（第三层）以及非政府组织努力背后的动机（第四层）。非政府组织在政策宣传、教师培训、全纳学校倡议、家长支持、研究等方面做出了贡献。为了取得最佳成果，非政府组织与包括政府和地方当局、国际组织、企业和其他非政府组织在内的多方利益相关者建立了伙伴关系。然而，他们却苦于资金有限，国家缺乏促进融合教育的一贯政治意愿，非政府组织的组织能力薄弱，自主权有限。非政府组织参与的动机主要围绕其作为变革推动者的自我认知。该框架强调非政府组织与其国家社会政治环境之间的相互作用。

{"title":"Grounded theory study of engagement of non-governmental organisations in inclusive education reform in Central Asia","authors":"Kamila Rollan","doi":"10.1016/j.ijedudev.2024.103167","DOIUrl":"10.1016/j.ijedudev.2024.103167","url":null,"abstract":"<div><div>While UN agencies call for increased NGOs’ involvement in IE reform, comprehensive understanding of their effects have remained limited. The research addresses this gap by focusing on domestic NGOs' engagement in the IE movement, examining the context of Kazakhstan and Kyrgyzstan. The study adopts a grounded theory approach, delving into various data sources, including policy documents, interviews with NGO representatives, and discussions with international donor organisations. The study results in the development of a comprehensive 'NGO Engagement in IE Framework' consisting of four tiers: functional roles of NGOs (Tier-1), employed strategies to successfully engage in IE development (Tier-2), barriers to the engagement (Tier-3), and motivations behind NGOs’ efforts (Tier-4). NGOs are found to contribute to policy advocacy, teacher training, inclusive schooling initiatives, parent support, research, and more. To achieve best results, NGOs build partnerships with multiple stakeholders including governmental and local authorities, international organisations, businesses, and other NGOs. Yet, they struggle with limited funding, lack of consistent political will of the states to promote IE, weak organisational capacity of NGOs, and their limited autonomy. Motivations behind NGO engagement centre around their self-perception as agents of change. The framework emphasises the interplay between NGOs and their countries' socio-political context.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103167"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703200","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}

引用次数: 0

Extending ASER as an assessment tool throughout South Asia 将 ASER 作为评估工具推广到整个南亚地区

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-11-01 DOI: 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.

自 2006 年以来，印度非政府组织 Pratham 在印度各邦开展了一年两次的大规模基础阅读和算术调查，这些调查的缩写为 "ASER"（农村教育年度状况报告）。文章赞同大规模国际评估（如国际学生评估方案和 ASER），认为对于中央集权制的国家而言，这是评估国家层面学校系统的必要工具，而对于地方分权制的国家而言，这是评估次国家系统的必要工具。在印度，德里中央政府和各邦政府都行使着很大的教育管辖权。德里在 2010-12 年期间做出的不考虑教育质量而鼓励入学的决定，对中等教育水平以上的邦造成了过大的影响。德里决定在大流行病期间（2020-22 年）关闭所有学校近两年，这也对中等以上各邦的教育成果造成了不成比例的影响。类似的影响也出现在算术方面。在 2018 年的调查（COVID 前）中，根据五年级学生的基本阅读能力对各州进行了排名，在排名前五分之一的州中，近五分之三的学生能够阅读；而在排名后五分之一的州中，最多只有三分之一的学生能够阅读。2022 年（COVID 后），全国农村学生能够达到 ASER 基本阅读和算术能力的平均水平低于 ASER 2010 年的结果。

{"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}

引用次数: 0

“Like an invisible hand”: Gender in university cooperation for international development in Spain "就像一只无形的手西班牙大学国际发展合作中的性别问题

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-11-01 DOI: 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.

国际发展合作一直深受性别平等主流化的影响。最近，不同国家出现了女权主义合作和援助政策，要求改变方法。在西班牙，大学是国际发展的重要参与者，它们不仅批准了对《2030 年议程》的承诺，还领导了实现可持续发展目标的项目和教育行动。然而，在高等教育合作活动中，性别观点有时被忽视或执行不力。本文分析了西班牙不同大学合作项目的经验，确定了其潜力和局限性。分析结果显示了在纳入性别平等观点方面存在的障碍。文章探讨了克服这些障碍的若干机会和战略，以实现西班牙女权主义合作的宏伟承诺。

引用次数: 0

Addressing extremist abuses of medieval pasts: A connection-first approach to narratives of hate 解决极端分子滥用中世纪历史的问题：以联系为先的方法处理仇恨叙事

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103160

Claire Dillon , Vikramaditya Joshi , Amra Sabic-El-Rayess

“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.

"你好，兄弟 "是哈吉-达乌德-纳比（Haji-Daoud Nabi）说的最后一句话，也是2019年3月15日在新西兰克赖斯特彻奇的努尔清真寺（Masjid al-Noor）和林伍德伊斯兰中心（Linwood Islamic Centre）打死51人、打伤数十人的枪手说的第一句话。这次毁灭性袭击发生后，枪手的动机以一份长达 74 页的宣言和在武器上涂写的文字的形式曝光。他在宣言中概述了一个充满种族主义，尤其是针对穆斯林的意识形态动机，其核心是 "大置换 "理论，该理论起源于塞尔维亚，后在法国得到巩固。考虑到对历史的恶意选择性和歪曲性解读促使克赖斯特彻奇枪手实施了骇人听闻的有针对性的暴力行为（即由于特定个人或社区的身份而针对其实施的一种暴力形式），本文将提出一种教学方法，以寻求在教室、学校和社区内建立集体抵御仇恨的能力。本文将以中世纪历史与教育交汇处的更广泛的预防暴力文献为框架：a) 介绍一个说明性案例研究，展示极端分子对历史的操纵，基督城枪击案的最终结果正是这种武器化和歪曲历史的设计意图；b) 提供一种教学方法，强调联系与纠正的作用，通过将社会联系的力量与纠正事实错误或歪曲历史的认识论关切结合起来，在课堂和学校培养抵御仇恨的能力；c) 最后呼吁将这种教学方法推广到课堂之外，以加强民主精神，使公众能够接触到被操纵和捏造的历史版本，这些版本加剧了两极分化、他者化和激进化风险等现象。

{"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}

引用次数: 0

Education and extremism: Special issue introduction

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103163

Amra Sabic-El-Rayess, Vikramaditya Joshi

引用次数: 0

Borrowing policies better versus borrowing better policies? Lessons from the histories of Korea and Japan 借用更好的政策还是借用更好的政策？韩国和日本历史的经验教训

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-11-01 DOI: 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}

引用次数: 0

‘Aid’ to higher education in a multiplex world: Exploring the diversity of donor discourses and rationales 多元世界中的高等教育 "援助"：探索捐助方话语和理由的多样性

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103162

Rebecca Schendel , Tessa DeLaquil , Lee Rensimer , Tristan McCowan

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.

与二战后建立国际援助架构时相比，今天的国际发展格局更加 "多元化"。各种国家组织、国际组织、跨国组织和私营组织现在都在一个更加相互依存和参与性更强的环境中运作。近年来，由于围绕援助 "有效性 "达成的国际协议和全球事件，人们对援助的态度也发生了重大转变。本文探讨了这种不断变化的形势如何影响了对低收入国家高等教育的援助。通过分析全球南部前 15 名高等教育资助者面向公众的主要文件，我们发现他们对 "援助 "的传统理解发生了重大转变，同时也指出，尽管在言辞上发生了变化，但根深蒂固的规范和等级制度依然存在。研究结果及时反映了低收入和中等收入国家高等教育资助者所承担的角色，以及高等教育在全球更广泛发展议程中的地位。

{"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}

引用次数: 0

Schools and industries producing educational-labor paths in secondary TVET in Chile: Who sets the skills agenda? 在智利中等技术和职业教育与培训中，学校和行业提供教育-劳动途径：谁来制定技能议程？

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-11-01 DOI: 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.

本研究探讨了位于智利北部矿区的安托法加斯塔大区的两所学校与该国三家矿业公司之间的关系和联系。本研究探讨了这些学校与公司之间的衔接形式，分析了学校和公司在各自的机构需求和观点方面所寻求的主要行动、议程和机构目的。我们对这些衔接和关系进行了批判性研究，因为智利在职业技术教育与培训领域的公共政策是以行业需求为导向的培训政策，采矿业正在积极影响学校的培训过程和课程设置，而这并不一定能使学生获得相关的重要技能。本研究采用定性方法，对智利北部地区矿业公司的学校管理人员和专业人员进行了两轮情景深入访谈。研究结果表明，企业所做的不同努力、贡献和形成性行动正在重塑学校的教育过程，并制定了教育议程，期望在学校和企业的劳动力需求之间提供更有效的协调。具体而言，本文认为，采矿业公司提倡减少技术技能的方法。这并不包括学校内部的长期教育规划，也不包括替代性的技术、关系和转型技能方法。以前传统的职业教育和培训观念正在受到理论和实证文献的挑战。本研究还对职业教育与培训系统的技能议程设置进行了批判性讨论。本研究对智利北部职业教育与培训学校和矿业公司之间合作的动态和论述进行了原创性的分析审查和深入研究。

{"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}

引用次数: 0

Beyond the classroom: My journey through education a tale of two educational worlds 课堂之外：我的教育之旅--两个教育世界的故事

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103166

Vladimir Briller

The article reflects the author’s fifty plus years of dedication to education—as a school teacher, university professor, researcher, university administrator, and international consultant in his commitment to shaping minds and advancing knowledge. As a student, he learned that every bit of knowledge and every skill eventually proves useful. As a teacher, he aimed to inspire his students and ensure that each lesson brought them something new. As a university professor, he encouraged critical thinking, emphasized the importance of problem definition before solution, and focused on making classroom activities relevant to students' current or future careers. In his role as a researcher, he prioritized data accuracy and procedural integrity. As a university administrator, he strived to guide the institution towards its strategic goals, improve performance, and ensure alignment with its mission while meeting the needs of its stakeholders. As an international consultant, he worked to bring global perspectives to local contexts, aiming to improve educational outcomes while contributing to broader social and economic development.

这篇文章反映了作者五十多年来对教育事业的奉献--作为一名学校教师、大学教授、研究员、大学管理者和国际顾问，他致力于塑造思想和推进知识。作为一名学生，他懂得了每一点知识和每一种技能最终都会被证明是有用的。作为一名教师，他致力于启发学生，确保每堂课都给他们带来新的东西。作为大学教授，他鼓励批判性思维，强调在解决问题之前界定问题的重要性，并注重使课堂活动与学生当前或未来的职业相关。作为一名研究人员，他把数据的准确性和程序的完整性放在首位。作为一名大学管理者，他努力引导学校实现其战略目标，提高绩效，确保与学校使命保持一致，同时满足利益相关者的需求。作为一名国际顾问，他致力于将全球视角引入当地环境，旨在提高教育成果，同时促进更广泛的社会和经济发展。

{"title":"Beyond the classroom: My journey through education a tale of two educational worlds","authors":"Vladimir Briller","doi":"10.1016/j.ijedudev.2024.103166","DOIUrl":"10.1016/j.ijedudev.2024.103166","url":null,"abstract":"<div><div>The article reflects the author’s fifty plus years of dedication to education—as a school teacher, university professor, researcher, university administrator, and international consultant in his commitment to shaping minds and advancing knowledge. As a student, he learned that every bit of knowledge and every skill eventually proves useful. As a teacher, he aimed to inspire his students and ensure that each lesson brought them something new. As a university professor, he encouraged critical thinking, emphasized the importance of problem definition before solution, and focused on making classroom activities relevant to students' current or future careers. In his role as a researcher, he prioritized data accuracy and procedural integrity. As a university administrator, he strived to guide the institution towards its strategic goals, improve performance, and ensure alignment with its mission while meeting the needs of its stakeholders. As an international consultant, he worked to bring global perspectives to local contexts, aiming to improve educational outcomes while contributing to broader social and economic development.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103166"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703201","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}

引用次数: 0

The intergenerational mobility effects of higher education expansion in China 中国高等教育扩张的代际流动效应

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-11-01 DOI: 10.1016/j.ijedudev.2024.103169

Nan Zhang , Hongmin Fan

This study examines the possible effects of China's college expansion policy on intergenerational income mobility using data from the China Family Panel Studies (CFPS) from 2010 to 2018. The results show that,first, higher education expansion policy does not significantly improve intergenerational income mobility. Instead, higher education expansion policy may increase the intergenerational income correlations in cities, and areas with abundant resources for higher education opportunities.Meanwhile, higher education expansion policy may trigger the transmission of intergenerational poverty in rural areas, economically underdeveloped areas, and areas with less abundant resources or opportunities for higher education.Second, both elite higher education and postgraduate education significantly improve individuals' income rank and intergenerational income mobility, but family background still plays a strong role in influencing the income rank of children.Third, there is a Gatsby curve in China in which an increase in income inequality is associated with a decline in intergenerational income mobility.This paper argues for the importance of expanding higher education while highlighting the limitations of this policy.

本研究利用中国家庭面板研究（CFPS）2010-2018 年的数据，考察了中国高校扩招政策对代际收入流动的可能影响。研究结果表明：首先，高等教育扩招政策并没有显著改善代际收入流动性。相反，高等教育扩招政策可能会提高城市和高等教育机会资源丰富地区的代际收入相关性。同时，高等教育扩招政策可能会引发农村地区、经济欠发达地区和高等教育资源或机会较少地区的代际贫困传递。第二，精英高等教育和研究生教育都能显著提高个人的收入等级和代际收入流动性，但家庭背景对子女的收入等级仍有很大影响。第三，中国存在一条盖茨比曲线，即收入不平等的加剧与代际收入流动性的下降相关联。

{"title":"The intergenerational mobility effects of higher education expansion in China","authors":"Nan Zhang , Hongmin Fan","doi":"10.1016/j.ijedudev.2024.103169","DOIUrl":"10.1016/j.ijedudev.2024.103169","url":null,"abstract":"<div><div>This study examines the possible effects of China's college expansion policy on intergenerational income mobility using data from the China Family Panel Studies (CFPS) from 2010 to 2018. The results show that,first, higher education expansion policy does not significantly improve intergenerational income mobility. Instead, higher education expansion policy may increase the intergenerational income correlations in cities, and areas with abundant resources for higher education opportunities.Meanwhile, higher education expansion policy may trigger the transmission of intergenerational poverty in rural areas, economically underdeveloped areas, and areas with less abundant resources or opportunities for higher education.Second, both elite higher education and postgraduate education significantly improve individuals' income rank and intergenerational income mobility, but family background still plays a strong role in influencing the income rank of children.Third, there is a Gatsby curve in China in which an increase in income inequality is associated with a decline in intergenerational income mobility.This paper argues for the importance of expanding higher education while highlighting the limitations of this policy.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"111 ","pages":"Article 103169"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704291","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}

引用次数: 0