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

Is TVET more likely to lead to employment than general education? Evidence from Bangladesh 职业技术教育比普通教育更有可能带来就业吗？来自孟加拉国的证据

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-23 DOI: 10.1016/j.ijedudev.2025.103424

Rubaiya Murshed

This paper examines whether pursuing Technical and Vocational Education and Training (TVET) in Bangladesh leads to improved labour market outcomes compared to general education. Drawing on nationally representative data from the 2016 Household Income and Expenditure Survey (HIES), it employs logit models, ordinary least squares (OLS), and propensity score matching (PSM) to analyse employment status and hourly earnings across education streams, disaggregated by gender and educational level (secondary, higher secondary, and tertiary). The findings indicate that TVET is associated with higher employment probabilities for women at the lower levels of education, while TVET-educated men at the secondary level are less likely to be employed than their general-educated peers. In terms of earnings, TVET yields significantly higher wages at the secondary and higher secondary levels, particularly for women—challenging the widespread perception of TVET as a lower-value pathway. A key contribution of this paper lies in identifying a critical gap in national survey design: the HIES dataset does not capture the education level at which TVET is pursued, complicating direct comparisons. To address this, the paper introduces an assumption-based framework and conducts robustness checks (PSM) to validate results. This is the first paper to provide gender-disaggregated empirical evidence on TVET outcomes in Bangladesh using nationally representative data, offering methodological and practical insights. It contributes to the literature by highlighting structural challenges in measuring vocational pathways and informs policy by revealing the uneven and gendered returns to TVET in a Global South context.

本文考察了与普通教育相比，在孟加拉国进行技术和职业教育与培训（TVET）是否能改善劳动力市场的结果。根据2016年家庭收入和支出调查（HIES）的全国代表性数据，它采用logit模型、普通最小二乘法（OLS）和倾向得分匹配（PSM）来分析不同教育流的就业状况和时薪，并按性别和教育水平（中学、高中和大学）分类。研究结果表明，TVET与受教育程度较低的女性就业概率较高有关，而受过中等教育的TVET男性就业的可能性低于受过普通教育的同龄人。就收入而言，TVET在中学和高中阶段的工资明显更高，尤其是对女性来说，这挑战了普遍认为TVET是低价值途径的看法。本文的一个关键贡献在于确定了国家调查设计中的一个关键差距：HIES数据集没有捕捉到追求TVET的教育水平，使直接比较复杂化。为了解决这个问题，本文引入了一个基于假设的框架，并进行鲁棒性检查（PSM）来验证结果。这是第一篇利用具有全国代表性的数据就孟加拉国职业技术教育培训成果提供按性别分类的经验证据的论文，提供了方法和实践见解。它通过突出衡量职业道路的结构性挑战，为文献做出贡献，并通过揭示全球南方背景下职业技术教育回报的不平衡和性别差异，为政策提供信息。

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引用次数: 0

Bridging or Bypassing? The paradox of non-formal education in post-conflict Côte d’Ivoire 桥接还是旁路？冲突后非正规教育的悖论Côte科特迪瓦

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-14 DOI: 10.1016/j.ijedudev.2025.103418

Subin Sarah Yeo

Non-formal education (NFE) is often intended to ensure learning continuity in conflict-affected contexts, yet its role in long-term educational development remains contested. This study examines a NFE initiative in Côte d′Ivoire that began as a donor-driven project and was later adopted as a national strategy to reintegrate refugee and internally displaced children into formal schooling. While the initiative successfully expanded educational access in the country's northern and western regions, its integration is hindered by systemic barriers, including chronic funding gaps, overcrowded classrooms and limited policy coherence. Adopting a qualitative case study approach informed by Bush and Saltarelli’s (2000) framework, this research analyses policy documents to investigate how NFE is positioned within national education planning. The study explores whether such programs function as transitional mechanisms that foster systemic inclusion or instead reinforce parallel systems that fragment national efforts. Findings indicate that although NFE provides protective access during emergencies, its long-term institutionalization remains weak. The study challenges the assumption that NFE is inherently transitional and argues for stronger alignment with formal education structures to ensure equity and sustainability.

非正规教育（NFE）通常旨在确保受冲突影响的环境中的学习连续性，但其在长期教育发展中的作用仍然存在争议。本研究审查了科特迪瓦Côte的一项全国儿童基金会倡议，该倡议最初是一个捐助者推动的项目，后来被采纳为使难民和国内流离失所儿童重新接受正规学校教育的国家战略。虽然该倡议成功地扩大了该国北部和西部地区的教育机会，但其整合受到系统性障碍的阻碍，包括长期的资金缺口、教室过度拥挤和政策连贯性有限。采用Bush和Saltarelli（2000）框架的定性案例研究方法，本研究分析了政策文件，以调查NFE如何在国家教育规划中定位。该研究探讨了这些项目是否起到了促进系统包容的过渡机制的作用，或者反而加强了使国家努力支离破碎的平行系统。研究结果表明，尽管NFE在紧急情况下提供了保护性通道，但其长期制度化仍然薄弱。该研究挑战了NFE本质上是过渡性的假设，并主张与正规教育结构加强协调，以确保公平和可持续性。

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引用次数: 0

Why the Philippines reversed its mother-tongue instruction policy: Tracing the erosion of political priority for first language-based education in the Philippines 为什么菲律宾改变其母语教学政策：追踪菲律宾第一语言教育政治优先权的侵蚀

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-01 DOI: 10.1016/j.ijedudev.2025.103408

Romylyn A. Metila , TJ D’Agostino , Erina Iwasaki

Using qualitative process tracing, the study applies an adapted version of Shiffman’s framework on the generation of political priority to analyze the factors shaping the Philippines’ national Mother Tongue-Based Multilingual Education (MTB-MLE) policy and its political trajectory. Data sources include policy documents, legislative records, media coverage, and data from a systems-thinking workshop with national stakeholders. Findings identify several interrelated causes for the decline in political priority: persistent implementation difficulties, weak actor power, fragmented framing, leadership transitions, lack of clear proofs of concept, and the rising appeal of early English immersion as a competing policy priority. Although the policy was legally codified and internationally supported, these factors were insufficient to sustain political commitment amidst implementation challenges and a shifting political context. The study’s methodological contributions include its application of process tracing to language policy research and offers critical insights into the political dynamics that can weaken political support for an evidence-based language-in-education policy. It highlights the need for strong implementation, rigorous evaluation, and sustained coalitions to preserve promising policies and advance language equity in multilingual systems.

本研究采用定性过程追踪法，采用Shiffman关于政治优先级产生的框架的改编版本，分析了菲律宾以母语为基础的国家多语教育（MTB-MLE）政策及其政治轨迹的形成因素。数据来源包括政策文件、立法记录、媒体报道以及与国家利益攸关方举行的系统思考研讨会的数据。研究结果确定了政治优先级下降的几个相互关联的原因：持续的实施困难、弱行动者力量、支离破碎的框架、领导过渡、缺乏明确的概念证明，以及早期英语浸入作为一项竞争性政策优先级的吸引力日益增加。虽然这项政策已被法律编纂并得到国际支持，但在执行方面的挑战和不断变化的政治背景下，这些因素不足以维持政治承诺。该研究在方法论上的贡献包括将过程追踪应用于语言政策研究，并对可能削弱基于证据的语言教育政策的政治支持的政治动态提供了重要见解。它强调需要强有力的实施、严格的评估和持续的联盟，以维护有希望的政策并促进多语言系统中的语言公平。

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引用次数: 0

Teachers as administrators: Teachers’ (dis)engagement in administrative work in Chinese primary and secondary schools 教师作为管理者：我国中小学教师对行政管理工作的（非）参与

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-01 DOI: 10.1016/j.ijedudev.2025.103419

Liangjing Zeng , Liuning Yang , Tao Xiong , Tirong Yang

Chinese primary and secondary school teachers are often required to undertake various administrative tasks alongside their teaching duties. While a considerable amount of research has examined teachers’ engagement in teaching, little attention has been given to their engagement with administrative work. Drawing on work engagement theory, this qualitative study used semi-structured interviews with 18 teachers from three provinces in China to explore teachers’ cognitive, behavioural, and emotional engagement in and disengagement from administrative work. The findings reveal that teachers’ engagement and disengagement are shaped by perceived job priorities, personal dispositions, and school power hierarchies. Teachers commonly move between states of engagement and disengagement, with some using disengagement as a strategy for self-protection and empowerment. The study highlights the need for clearer role definitions, enhanced professional training, and collaborative efforts among stakeholders to alleviate teachers’ administrative burden and support their professional development.

我国中小学教师在履行教学职责的同时，往往还要承担各种行政管理任务。虽然有相当多的研究考察了教师在教学中的参与度，但很少有人关注他们在行政工作中的参与度。根据工作投入理论，本定性研究采用半结构化访谈的方式对来自中国三个省份的18名教师进行访谈，探讨教师对行政工作的认知、行为和情感投入和脱离。研究结果显示，教师的敬业度和敬业度受工作优先级、个人性格和学校权力等级的影响。教师通常在参与和脱离状态之间移动，有些人将脱离作为自我保护和赋权的策略。该研究强调需要更明确的角色定义，加强专业培训，以及利益相关者之间的合作努力，以减轻教师的行政负担，支持他们的专业发展。

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引用次数: 0

The power of structure: Institutionalization and parental involvement in chinese urban primary schools 结构的力量：中国城市小学的制度化与家长参与

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-01 DOI: 10.1016/j.ijedudev.2025.103421

Yuting Wang , Xiaohang Luo , Sharon M. Ravitch , Sharnita Midgett , Ruoshui Zhao

Family–school collaboration in China’s primary schools has become increasingly institutionalized. Grounded in Scott’s institutional theory and Bourdieu’s field framework, this study investigates how institutionalization shapes parental involvement. Drawing on in-depth interviews with managers, teachers, and parents from four primary schools, the findings reveal that institutionalization significantly enhances the generalization and formalization of parental involvement, consolidating a school-dominated governance logic. However, notable disparities in parental involvement persist across regions and schools, stemming from differences in how institutional elements are combined and enacted. While institutionalization provides a baseline framework that supports “low-involvement” families to some extent, it embeds implicit cultural thresholds and normative expectations. Moreover, the process has contributed to rising parental rights consciousness, leading to increasingly negotiated and interactive institutional spaces. This study argues that institutionalization’s effectiveness depends not solely on normative consistency, but on whether institutional structures foster resonance, recognition, and cultural inclusion in everyday family-school interactions.

中国小学的家校合作日益制度化。本研究以斯科特的制度理论和布迪厄的场域框架为基础，探讨制度化如何影响父母的参与。通过对四所小学的管理者、教师和家长的深入访谈，研究结果显示，制度化显著增强了家长参与的泛化和形式化，巩固了学校主导的治理逻辑。然而，不同地区和学校在家长参与方面仍然存在显著差异，这源于制度要素如何结合和实施的差异。虽然制度化提供了一个基线框架，在某种程度上支持“低介入”家庭，但它嵌入了隐含的文化门槛和规范性期望。此外，这一进程促进了父母权利意识的提高，导致越来越多的协商和互动的机构空间。本研究认为，制度化的有效性不仅取决于规范的一致性，还取决于制度结构是否能在日常的家庭-学校互动中促进共鸣、认可和文化包容。

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引用次数: 0

Mind the gap: Uncovering student’s learning achievement disparities in Cambodian urban and rural secondary schools 注意差距：揭示柬埔寨城市和农村中学学生的学习成绩差距

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-01 DOI: 10.1016/j.ijedudev.2025.103420

Ryuto Minami , Keiichi Ogawa

Leveraging data from the Programme for International Student Assessment (PISA) 2022, this study examines the factors influencing secondary school students' learning achievement in urban and rural areas using unconditional quantile regression. Subsequently, we investigate how tangible and intangible factors can explain a significant portion of the urban-rural learning achievement gap using Recentered Influence Function (RIF) Oaxaca-Blinder decomposition method. Our analysis underscores the significant influence of student and household characteristics on students’ learning achievement in urban and rural settings. However, the influence of these factors varies across different segments of the learning achievement distribution. The decomposition analysis reveals that intangible factors, defined as non-physical resources such as school autonomy, leadership, and parental involvement, account for a substantial share of the urban–rural learning achievement gap.　Specifically, these factors explain approximately 60–70 percent of the urban-rural gap among low-achieving students, compared to 18–28 percent among high-achieving students. These findings highlight the critical role of improving educational quality, enhancing intangible factors such as school governance, and fostering greater parental engagement to narrow Cambodia's urban-rural learning achievement gap.

利用国际学生评估项目（PISA） 2022的数据，本研究使用无条件分位数回归分析了影响城市和农村中学生学习成绩的因素。随后，我们运用重中心影响函数（RIF） Oaxaca-Blinder分解方法探讨了有形和无形因素如何解释城乡学习成就差距的重要部分。我们的分析强调了学生和家庭特征对城市和农村学生学习成绩的显著影响。然而，这些因素的影响在学习成就分布的不同阶段有所不同。分解分析表明，无形因素（定义为非物质资源，如学校自主权、领导力和家长参与）在城乡学习成绩差距中占很大比例。具体来说，这些因素解释了成绩差的学生中大约60 - 70%的城乡差距，而在成绩好的学生中，这一比例为18 - 28%。这些发现强调了提高教育质量、加强学校治理等无形因素以及促进家长更多参与对缩小柬埔寨城乡学习成绩差距的关键作用。

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引用次数: 0

Multiculturalism, identity, and education: Local and global perspectives on a journey to Ethiopia and its impact on Israeli students and staff citizenship 多元文化、身份和教育：埃塞俄比亚之旅的本地和全球视角及其对以色列学生和员工公民身份的影响

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-01 DOI: 10.1016/j.ijedudev.2025.103416

Dafna Gan , Iris Alkaher , Simcha Getahune

This study explores the impact of an academic, multicultural, education for sustainability program, on local and global identities and citizenship of Israeli Ethiopian and non-Ethiopian teaching students and staff. The core component of the program was a journey to Ethiopia. The framework of global and critical citizenship was adopted. This case study included qualitative data collection from diverse sources: observations, interviews, and documents. The program had an impact on identity and citizenship mainly at the multicultural Israeli local level and enabled participants to engage in critical reflection, develop intercultural competencies, and better understand global issues. It also revealed a complex interplay between personal and collective identities, emphasizing local action and global awareness. This study elucidates the interaction of critical citizenship, cultural education, identity development, and sustainability in higher education, and has important implications for educators and policymakers seeking to promote global citizenship and sustainable development in higher educational settings.

本研究探讨了学术、多元文化、可持续发展教育项目对以色列埃塞俄比亚和非埃塞俄比亚教学学生和员工的本地和全球身份和公民身份的影响。这个项目的核心内容是去埃塞俄比亚旅行。采用了全球和批判性公民的框架。本案例研究包括从不同来源收集的定性数据：观察、访谈和文件。该项目主要在多元文化的以色列地方层面对身份和公民身份产生影响，使参与者能够进行批判性反思，培养跨文化能力，更好地理解全球问题。它还揭示了个人和集体身份之间复杂的相互作用，强调地方行动和全球意识。本研究阐明了批判性公民意识、文化教育、身份发展和高等教育可持续性之间的相互作用，对寻求在高等教育环境中促进全球公民意识和可持续发展的教育工作者和政策制定者具有重要意义。

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引用次数: 0

From instruction to impact: Unpacking the role of institutions and skills in youth livelihoods 从指导到影响：揭示机构和技能在青年生计中的作用

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-01 DOI: 10.1016/j.ijedudev.2025.103415

Kazim Syed , Fatma Türüç-Seraj , Şerife Zihni-Eyüpoğlu

This study develops and empirically tests a dual-path mediation model within Pakistan’s Technical Vocational Education and Training (TVET) context, drawing on Human Capital Theory and the Capability Approach to examine how Training Quality (TQ) and Institutional Policies (PIP) shape outcomes. Using structured survey data from 396 TVET graduates and applying structural equation modelling, the analysis identifies two distinct pathways. TQ improves Livelihood Outcomes mainly through Skill Acquisition, confirming that the quality of instruction directly strengthens learning gains. In contrast, PIP shape outcomes through the creation of Support Networks such as mentoring and peer guidance systems, and close to one-third of their overall effect flows through these supports. This highlights their often-neglected role in linking training with employment. The findings move beyond standard input–output models by showing that technical instruction alone is not sufficient, and that career advice, social support, and institutional backing are equally vital. Theoretically, the study contributes to TVET literature by bringing individual learning processes and systemic enablers into a single framework. Practically, it offers clear policy directions aligned with Sustainable Development Goal (SDG) 4 and 8, stressing the need to institutionalise mentorship structures within TEVTAs while modernising training delivery and design.

本研究在巴基斯坦职业技术教育与培训（TVET）背景下开发并实证检验了一个双路径中介模型，利用人力资本理论和能力方法来研究培训质量（TQ）和制度政策（PIP）如何影响结果。利用396名TVET毕业生的结构化调查数据，并应用结构方程模型，分析确定了两种不同的途径。TQ主要通过技能习得来改善生计成果，这证实了教学质量直接增强了学习收益。相比之下，PIP通过创建支持网络（如指导和同伴指导系统）来塑造结果，其总体效果的近三分之一是通过这些支持来实现的。这突出了它们在将培训与就业联系起来方面经常被忽视的作用。研究结果超越了标准的投入产出模型，表明仅靠技术指导是不够的，职业建议、社会支持和机构支持同样至关重要。从理论上讲，该研究通过将个人学习过程和系统促成因素纳入单一框架，为TVET文献做出了贡献。实际上，它提供了与可持续发展目标（SDG） 4和8相一致的明确政策方向，强调在实现培训交付和设计现代化的同时，需要将TEVTAs内的指导结构制度化。

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引用次数: 0

The role of pre-primary school attendance in school readiness in Bangladesh: Exploring the interaction effects with socioeconomic status and home learning environment 孟加拉国学前教育出勤率在入学准备中的作用：探讨社会经济地位和家庭学习环境的互动效应

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-09-27 DOI: 10.1016/j.ijedudev.2025.103412

Kohei Uno, Keiichi Ogawa

This study investigates the moderating effect of family socioeconomic status and the home learning environment on the relationship between preschool attendance and school readiness in Bangladesh. Using nationally representative data from the Multiple Indicator Cluster Survey (2013 and 2019), we conducted logit regression and interaction analyses with using the newly developed Stata command (‘ginteff’). This command enables a rigorous examination of interaction effects in models with nonlinear dependent variables, which has traditionally been a challenging task. The findings indicate that preschool attendance is positively and significantly associated with two domains of school readiness, namely literacy-numeracy and approaches to learning, while no significant association is found with social-emotional and physical development. Although preschool attendance enhances overall school readiness and literacy-numeracy regardless of household wealth and the home learning environment, its effects are disproportionately larger for children from wealthier families. This supports the cumulative advantage theory, which suggests that certain groups derive greater benefits from educational interventions, potentially exacerbating existing inequalities. In contrast, the home learning environment did not significantly moderate the effects of preschool attendance. These findings underscore the need for policies that enhance access to and quality of pre-primary education for disadvantaged children in Bangladesh, ensuring that early education interventions help reduce rather than reinforce socioeconomic disparities.

本研究探讨了家庭社会经济地位和家庭学习环境对孟加拉国学龄前出勤率和入学准备关系的调节作用。使用2013年和2019年多指标类集调查的全国代表性数据，我们使用新开发的Stata命令（' ginteff '）进行了logit回归和交互分析。该命令可以严格检查具有非线性因变量的模型中的相互作用效应，这在传统上是一项具有挑战性的任务。研究结果表明，学前教育出勤率与入学准备的两个领域，即识字-计算能力和学习方法呈正相关，而与社会情感和身体发展没有显著关联。尽管不管家庭财富和家庭学习环境如何，学前教育都能提高整体入学准备和识字-计算能力，但对富裕家庭的孩子来说，其影响更大。这支持了累积优势理论，该理论认为某些群体从教育干预中获得了更大的利益，这可能会加剧现有的不平等。相比之下，家庭学习环境对学前教育出勤的影响没有显著的调节作用。这些发现强调需要制定政策，提高孟加拉国弱势儿童接受学前教育的机会和质量，确保早期教育干预有助于缩小而不是加剧社会经济差距。

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引用次数: 0

Green skills at Industrial Training Institutes in India: An exploratory study of VET teachers’ subjective theories 印度工业培训机构的绿色技能：职业技术培训教师主观理论的探索性研究

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-09-27 DOI: 10.1016/j.ijedudev.2025.103406

Annabell Albertz, Matthias Pilz

This study addresses the subjective theories of vocational education and training (VET) teachers on green skills, as their understanding and attitude towards phenomena can influence teaching, students and institutions on a large scale. Specifically, the study focuses on Indian teachers at Industrial Training Institutes (ITIs), as these institutions are the main providers of formal vocational training in India. Despite the increasing demand in India for a workforce equipped with green skills, research on this subject, particularly from the perspective of VET teachers, remains limited. To address this gap, semi-structured interviews were conducted with 54 teachers across 19 ITIs in New Delhi and Bangalore. The findings reveal a diverse spectrum of teachers’ subjective theories on green skills, ranging from a lack of understanding, through a simple and pragmatic approach with environmentally friendly activities, to a technical approach, and finally to a broader view involving green moral values. Teachers’ attitudes towards green skills in vocational training are more favourable when they perceive a direct link between green skills and technical skills in their trade. The study is of both scientific and practical relevance, as investigating teachers’ subjective theories is crucial for further development in teacher training, continuing education and VET curricula in India and beyond.

本研究探讨了职业教育与培训（VET）教师关于绿色技能的主观理论，因为他们对现象的理解和态度可以在很大程度上影响教学、学生和机构。具体来说，这项研究的重点是在工业培训机构（ITIs）的印度教师，因为这些机构是印度正规职业培训的主要提供者。尽管印度对配备绿色技能的劳动力的需求不断增加，但对这一主题的研究，特别是从职业教育教师的角度来看，仍然有限。为了解决这一差距，我们对新德里和班加罗尔19个学校的54名教师进行了半结构化访谈。研究结果揭示了教师对绿色技能的主观理论的多样性，从缺乏理解，到简单实用的环保活动方法，到技术方法，最后到涉及绿色道德价值观的更广泛的观点。当教师认识到绿色技能与专业技能之间的直接联系时，他们对职业培训中的绿色技能的态度更有利。这项研究既具有科学意义，又具有实践意义，因为调查教师的主观理论对印度及其他国家教师培训、继续教育和职业教育培训课程的进一步发展至关重要。

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引用次数: 0