International Journal of Educational Development最新文献_第9页

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。

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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。

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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。

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引用次数: 0

Examining COVID-19’s disruptive effect on education in Mexican universities 考察 COVID-19 对墨西哥大学教育的破坏性影响

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-10-28 DOI: 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 %).

本文估算了 COVID-19 大流行对墨西哥大学新生入学、注册和毕业结果的影响。利用墨西哥所有大学的行政数据和差分法，结果显示大流行对新生入学率（16%）、注册率（2.5%）和毕业率（22%）产生了负面影响。我们探讨了不同资金来源（公立与私立）、精英大学地位（前 20 名与非前 20 名）、授课形式（同步或面对面授课与异步授课）、性别和十个研究领域的异质性影响。结果显示(1)毕业率下降的主要原因是公立大学，(2)排名前 20 的大学相对于排名非前 20 的大学增加了新生入学率，(3)除了毕业率之外，面授课程的影响并不比异步课程低，(4)男性和女性在毕业方面受到的影响相同，(5)在考虑学科领域时，教育相关专业的新生入学率降幅最大（25%），科学相关专业的毕业率降幅最大（38%）。

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引用次数: 0

Full-time education: Assessment of the impact on learning of the Brazilian program Novo Mais Educação 全日制教育：评估巴西新教育计划对学习的影响

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-10-24 DOI: 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.

尽管对全日制教育的学习效果还没有达成共识，但拉丁美洲的一些国家已经制定了延长学时的计划，目的是提高学生的学习成绩。在巴西，联邦政府实施了两项延长学时的政策：2008年至2017年的 "更多教育计划"（PME），以及2018年和2019年的 "新更多教育计划"（PNME）。因此，本文评估了 PNME 对学生学习的影响，并讨论了 PNME 的设计与之前的政策 PME 相比的有效性。本文使用了巴西政府的官方数据，并在评估数学和语文学生考试成绩时结合了差分法和倾向得分匹配法。结果显示，小学最初几年对学习产生了积极影响，但最后几年的结果并不明确：对语言学生考试成绩的影响为零，对数学考试成绩的影响为负。然而，事实证明，这些结果比其前身 "小学教育监测计划 "的结果更有希望，这可归因于 "小学教育监测计划 "的设计更侧重于扩大语文和数学学习时间。

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引用次数: 0

Islamic work ethics in a complex, conflicted cultural milieu: The case of indigenous Palestinian Arab high school teachers in Israel 复杂、冲突的文化环境中的伊斯兰职业道德：以色列本土巴勒斯坦阿拉伯高中教师的案例

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-10-20 DOI: 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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引用次数: 0

Bridging two worlds: The journey of an academic in the world of development 架起两个世界的桥梁：一名学者的发展之旅

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-10-19 DOI: 10.1016/j.ijedudev.2024.103143

Donald B. Holsinger

It was not my plan, but development work followed my full-time university employment. My foray into the academic world began at the University of Chicago where I was an Assistant Professor. It was there that I learned the unspoken truth that success in academia hinges on a strong research record and publications in prestigious journals. Teaching, while important, often took a backseat to the pursuit of research grants and scholarly recognition. In fact, I was informed by my Department of Education chair that, “You don’t need to teach during your first year—just publish a few good journal articles.” This revelation was both disheartening and motivating, as it forced me to adapt and refine my approach to academic life.

这并不是我的计划，但开发工作却紧随我的全职大学工作之后。我的学术生涯始于芝加哥大学，当时我是该校的助理教授。在那里，我明白了一个不言而喻的道理：学术界的成功取决于强大的研究记录和在著名期刊上发表的论文。教学固然重要，但在追求研究基金和学术认可的过程中，教学往往退居其次。事实上，我的教育系主任告诉我："第一年你不需要教书，只要在期刊上发表几篇好文章就可以了"。这个启示既令人沮丧，又激励着我，因为它迫使我调整和完善我的学术生活方式。

引用次数: 0

Tracing the educational journey of Indian women across generations: A study of multigenerational education mobility in India 追踪印度妇女的跨代教育历程：印度多代教育流动性研究

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-10-18 DOI: 10.1016/j.ijedudev.2024.103147

Laeek Ahemad Siddiqui , Puja Goswami

This study investigates intergenerational mobility and socioeconomic disparities in women's education in India, utilizing data from the Longitudinal Ageing Study in India (LASI) Wave 1. It uniquely examines three generations of women: the second generation (G2), aged 45–75, who reported on their own education, their mother's education (G1), and their daughter's education (G3). Despite India's economic growth over the past three decades, women's educational status remains poor, influenced by enduring gender discrimination. The study constructs educational transition matrices and measures two mobility indices: M1, which represents the expected proportion of daughters transitioning from their mother's educational level, and M2, which measures the extent of transitions between educational categories. M1 is further broken down into upward and downward mobility. The findings highlight significant progress in educational mobility across generations, with notable increases in upward mobility from the grandmother-mother to the mother-daughter generations, indicating a positive trend. Urban women show significantly higher levels of educational mobility compared to their rural counterparts. However, the study also identifies a decline in multigenerational educational mobility among Muslim women. Persistent caste-based disparities in education are observed, although there is a promising trend of narrowing gaps in recent years. Additionally, the study reveals substantial progress in educational attainment among the most economically disadvantaged groups compared to previous generations.

本研究利用 "印度老龄化纵向研究"（LASI）第 1 波的数据，对印度妇女教育的代际流动性和社会经济差异进行了调查。本研究对三代妇女进行了独特的研究：45-75 岁的第二代妇女（G2），她们报告了自己的教育情况、母亲的教育情况（G1）和女儿的教育情况（G3）。尽管印度的经济在过去三十年中取得了增长，但受长期性别歧视的影响，妇女的教育状况仍然很差。本研究构建了教育过渡矩阵，并测量了两个流动指数：M1 代表女儿从母亲的教育水平过渡的预期比例，M2 衡量教育类别之间的过渡程度。M1 进一步细分为向上流动和向下流动。研究结果表明，各代人之间的教育流动性有了显著提高，从祖母-母亲到母亲-女儿各代人之间的向上流动性明显增加，显示出一种积极的趋势。城市妇女的教育流动性明显高于农村妇女。不过，研究也发现穆斯林妇女的多代教育流动性有所下降。尽管近年来出现了缩小差距的良好趋势，但基于种姓的教育差距依然存在。此外，研究还显示，与上几代人相比，经济上处于最不利地位的群体在教育程度方面取得了长足进步。

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引用次数: 0

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-10-16 DOI: 10.1016/j.ijedudev.2024.103146

Vladimir Briller

引用次数: 0

Soldier and explorer 士兵和探险家

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2024-10-14 DOI: 10.1016/j.ijedudev.2024.103145

Carlos Ornelas

I don't consider myself a warrior; I identify more with the qualities of the explorer and the soldier. Although I come from humble origins, raised by a single mother, I made my way in the world thanks to my tenacity and ambition. I was the first Mexican to receive a doctorate from Stanford University School of Education. Although not extensive, my production has contributed to comparative and international education debates. I make my living teaching and researching the politics of education at the Universidad Autónoma Metropolitana (UAM), Xochimilco campus; I teach undergraduate, master's and doctoral subjects. I direct my students' theses and participate in committees of many others. I also partake in several institutional committees. I am a member of the National System of Researchers and several professional associations, such as the Comparative and International Education Society, the Mexican Council of Educational Research, and others, national and international. I am a founding member of the Mexican Society of Comparative Education. From these associations, I derive the networks in which I operate, have interlocutors for my work, and comment on those of my colleagues from various parts of the world.

我不认为自己是一名战士，我更认同探险家和军人的品质。虽然我出身卑微，由单亲母亲抚养长大，但我凭借顽强的毅力和雄心在世界上闯出了一片天地。我是第一个获得斯坦福大学教育学院博士学位的墨西哥人。我的研究成果虽然不多，但为比较教育和国际教育辩论做出了贡献。我在索奇米尔科大都会自治大学（UAM）校区从事教育政治学的教学和研究工作，教授本科生、硕士生和博士生课程。我指导学生的论文，并参与许多其他学生的论文委员会。我还参与了多个机构委员会的工作。我是国家研究人员系统和多个专业协会的成员，如比较和国际教育协会、墨西哥教育研究理事会以及其他国家和国际协会。我还是墨西哥比较教育学会的创始成员。通过这些协会，我建立了自己的工作网络，有了自己工作的对话者，并对世界各地同事的工作发表了意见。

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引用次数: 0