Pub Date : 2019-08-12DOI: 10.1108/ijced-11-2018-0051
Donghui Zhang
Purpose The purpose of this paper is to examine the life worlds of Tibetan students who participate in China’s inland boarding programs and seek to understand the social networks they develop in the Han-culture dominant school settings. Design/methodology/approach This study is based on ethnographic fieldwork with two Tibetan students (Dorji and Lhamo) in a Beijing inland boarding high school. Findings This study found that the Tibetan students are capable social actors who construct two kinds of social networks, the “we” group (co-ethnics) vs the “they” group (cross-ethnics), and mobilize different social capitals strategically. The former provides them with emotional support, cultural affinity and a sense of belonging, while the latter helps them achieve instrumental outcomes, such as Mandarin proficiency, academic improvement and broadened horizons. Research limitations/implications However, the group boundary they draw between the two kinds of networks reflects the futility of government efforts to promote interethnic integration through the inland schools. Originality/value The issue of minority students as active agents in constructing social networks and mobilizing social capital in unfamiliar sociocultural settings is a relatively new research area (Reynolds, 2007; Holland et al., 2007), whereas the Tibetan students in China are among the least known in the existing scholarship.
{"title":"Constructing social networks and mobilizing social capital","authors":"Donghui Zhang","doi":"10.1108/ijced-11-2018-0051","DOIUrl":"https://doi.org/10.1108/ijced-11-2018-0051","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine the life worlds of Tibetan students who participate in China’s inland boarding programs and seek to understand the social networks they develop in the Han-culture dominant school settings.\u0000\u0000\u0000Design/methodology/approach\u0000This study is based on ethnographic fieldwork with two Tibetan students (Dorji and Lhamo) in a Beijing inland boarding high school.\u0000\u0000\u0000Findings\u0000This study found that the Tibetan students are capable social actors who construct two kinds of social networks, the “we” group (co-ethnics) vs the “they” group (cross-ethnics), and mobilize different social capitals strategically. The former provides them with emotional support, cultural affinity and a sense of belonging, while the latter helps them achieve instrumental outcomes, such as Mandarin proficiency, academic improvement and broadened horizons.\u0000\u0000\u0000Research limitations/implications\u0000However, the group boundary they draw between the two kinds of networks reflects the futility of government efforts to promote interethnic integration through the inland schools.\u0000\u0000\u0000Originality/value\u0000The issue of minority students as active agents in constructing social networks and mobilizing social capital in unfamiliar sociocultural settings is a relatively new research area (Reynolds, 2007; Holland et al., 2007), whereas the Tibetan students in China are among the least known in the existing scholarship.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88844968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-12DOI: 10.1108/IJCED-01-2019-0007
C. Brown, Natalia A. Ward, Benjamin H. Nam
Purpose While conceived to examine key factors affecting post-retirement career advancement of retired elite athletes in South Korea, the purpose of this paper is to report how English, as a de facto global lingua franca, functions as a powerful gatekeeper in the sports administration field. Design/methodology/approach Interpreted through the lens of Bourdieu’s linguistic capital and Gramsci’s hegemony of language, the present study draws on content analysis of semi-structured individual interviews, as well as focus group interviews, conducted with thirty former South Korean elite athletes. Findings Based on the data analysis, systematic bias toward athletes was uncovered, privileging English as the single determining factor for employment. Furthermore, the educational implications for adult learners of English as a Foreign or English an Additional Language reveal unrealistic expectations of top–down language policies. Originality/value Perspectives of athlete participants, an underrepresented group in educational research, within the South Korean globalization context shed critical light on the pervasive aspects of English hegemony and its unexamined dimensions.
{"title":"“Only English Counts”: the impact of English hegemony on South-Korean athletes","authors":"C. Brown, Natalia A. Ward, Benjamin H. Nam","doi":"10.1108/IJCED-01-2019-0007","DOIUrl":"https://doi.org/10.1108/IJCED-01-2019-0007","url":null,"abstract":"\u0000Purpose\u0000While conceived to examine key factors affecting post-retirement career advancement of retired elite athletes in South Korea, the purpose of this paper is to report how English, as a de facto global lingua franca, functions as a powerful gatekeeper in the sports administration field.\u0000\u0000\u0000Design/methodology/approach\u0000Interpreted through the lens of Bourdieu’s linguistic capital and Gramsci’s hegemony of language, the present study draws on content analysis of semi-structured individual interviews, as well as focus group interviews, conducted with thirty former South Korean elite athletes.\u0000\u0000\u0000Findings\u0000Based on the data analysis, systematic bias toward athletes was uncovered, privileging English as the single determining factor for employment. Furthermore, the educational implications for adult learners of English as a Foreign or English an Additional Language reveal unrealistic expectations of top–down language policies.\u0000\u0000\u0000Originality/value\u0000Perspectives of athlete participants, an underrepresented group in educational research, within the South Korean globalization context shed critical light on the pervasive aspects of English hegemony and its unexamined dimensions.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86623752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-05DOI: 10.1108/ijced-01-2019-0006
G. M. Alam
Purpose Commitment of governments and development partners in achieving both qualitative and quantitative measurements for primary and secondary provisions is the key reason for the development of private higher education (HE) and its rapid expansion in the developing world. A considerable amount of attention towards primary and secondary provisions has produced a large numbers of graduates who are theoretically qualified, but have questionable competences in meeting the needs of the market. This has a significant impact on the quality of HE which is delivered by private and public provisions. The purpose of this paper is to examine quality assurance (QA) mechanism set-up for the private HE sector in Bangladesh. Design/methodology/approach Qualitative methods were used because interviewees can express their views in a candid way, with a primary focus on the desired themes. Semi-structured interviews were conducted with personnel from the Ministry of Education, the University Grants Commission, students, staff and management from public and private universities. Documents review and secondary data also supplemented. Findings The mechanism set-up for QA is yet to mature. Formal arrangements for the governance and regulatory control of private HE provision in Bangladesh are neither sufficient nor up-to-date to help the sector function effectively. The current rules and regulations are suitable only for public HE, but not for the private sector HE. Originality/value A number of studies have been conducted in the area of private HE in Bangladesh. Only one of them covers QA, and none covers the impact of governance on QA. In the light of this background, this paper is the first of its kind.
{"title":"Quality assurance for private universities in Bangladesh","authors":"G. M. Alam","doi":"10.1108/ijced-01-2019-0006","DOIUrl":"https://doi.org/10.1108/ijced-01-2019-0006","url":null,"abstract":"\u0000Purpose\u0000Commitment of governments and development partners in achieving both qualitative and quantitative measurements for primary and secondary provisions is the key reason for the development of private higher education (HE) and its rapid expansion in the developing world. A considerable amount of attention towards primary and secondary provisions has produced a large numbers of graduates who are theoretically qualified, but have questionable competences in meeting the needs of the market. This has a significant impact on the quality of HE which is delivered by private and public provisions. The purpose of this paper is to examine quality assurance (QA) mechanism set-up for the private HE sector in Bangladesh.\u0000\u0000\u0000Design/methodology/approach\u0000Qualitative methods were used because interviewees can express their views in a candid way, with a primary focus on the desired themes. Semi-structured interviews were conducted with personnel from the Ministry of Education, the University Grants Commission, students, staff and management from public and private universities. Documents review and secondary data also supplemented.\u0000\u0000\u0000Findings\u0000The mechanism set-up for QA is yet to mature. Formal arrangements for the governance and regulatory control of private HE provision in Bangladesh are neither sufficient nor up-to-date to help the sector function effectively. The current rules and regulations are suitable only for public HE, but not for the private sector HE.\u0000\u0000\u0000Originality/value\u0000A number of studies have been conducted in the area of private HE in Bangladesh. Only one of them covers QA, and none covers the impact of governance on QA. In the light of this background, this paper is the first of its kind.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76111841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-08DOI: 10.1108/IJCED-01-2019-0012
N. Leech, K. Viesca, Carolyn A. Haug
Purpose The purpose of this paper is to investigate higher education faculty’s motivation to teach and to validate the Factors Influencing Teaching Choice (FIT-Choice) survey with this population. Design/methodology/approach Confirmatory factor analysis and t-tests on data from 101 higher education faculty and data from K-12 teachers show that the two samples fit the model similarly. Findings Results show that the similarities between the two groups are important to note as it suggests both the value of the FIT-Choice instrument as a research tool in higher education as well as the similarities in motivating factors between higher education faculty and in-service K-12 teachers. Originality/value This is one of the first studies to use the FIT-Choice scale with university education faculty.
{"title":"Motivation to teach","authors":"N. Leech, K. Viesca, Carolyn A. Haug","doi":"10.1108/IJCED-01-2019-0012","DOIUrl":"https://doi.org/10.1108/IJCED-01-2019-0012","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to investigate higher education faculty’s motivation to teach and to validate the Factors Influencing Teaching Choice (FIT-Choice) survey with this population.\u0000\u0000\u0000Design/methodology/approach\u0000Confirmatory factor analysis and t-tests on data from 101 higher education faculty and data from K-12 teachers show that the two samples fit the model similarly.\u0000\u0000\u0000Findings\u0000Results show that the similarities between the two groups are important to note as it suggests both the value of the FIT-Choice instrument as a research tool in higher education as well as the similarities in motivating factors between higher education faculty and in-service K-12 teachers.\u0000\u0000\u0000Originality/value\u0000This is one of the first studies to use the FIT-Choice scale with university education faculty.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/IJCED-01-2019-0012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72454943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1108/IJCED-11-2018-0049
J. L. Hsu, Chih-Hung Feng
Purpose The purpose of this paper is to examine factors influencing environmental behaviour of the general public and to develop educational implications that will enhance effectiveness in information dissemination for environmental sustainability in Taiwan. Design/methodology/approach A survey using personal interviews was administered in Taipei, Taichung and Kaohsiung metropolitan areas following stratified sampling method based on age and gender distributions of the population between the ages of 18 and 59 in Taiwan. Total valid samples were 481. Probit model was applied to examine factors influencing environmental behaviour. Findings Based on findings in the study, environmental knowledge, pro-environmental attitude (emphasising balance of nature), altruism and habitual behaviour positively influence environmental behaviour. Humancentric (emphasising human domination) negatively influence environmental behaviour. The following educational implications are capable to enlarge a spectrum of environmental behaviour in Taiwan: including topics of waste avoidance and reduction in chemical usage for cleaning or for insecticides in lessons/curricula; and promote general public to live a life which causes fewer burdens on the environment. Research limitations/implications Environmental education plays fundamental role in educating the public with concurrent environmental knowledge, in an expectation that the general public would take the information into consideration and modify behaviour in an effort to sustain the environment. Research implications of this study are: environmental behaviour is multidimensional and can be examined using a comprehensive set of statements including domains of energy conservation, mobility and transportation, waste avoidance, consumerism and recycling; and habitual behaviour is an influencing factor to explain environmental behaviour and can be examined thoroughly in future studies. Originality/value The study provides insights into environmental education based on examining factors influencing environmental behaviour. It advances the field by exploring environmental behaviour in five domains and revealing habitual behaviour as an influential factor. This allows educators to comprehend gaps in environmental behaviour and the needs for environmental education in Taiwan.
{"title":"Evaluating environmental behaviour of the general public in Taiwan","authors":"J. L. Hsu, Chih-Hung Feng","doi":"10.1108/IJCED-11-2018-0049","DOIUrl":"https://doi.org/10.1108/IJCED-11-2018-0049","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine factors influencing environmental behaviour of the general public and to develop educational implications that will enhance effectiveness in information dissemination for environmental sustainability in Taiwan.\u0000\u0000\u0000Design/methodology/approach\u0000A survey using personal interviews was administered in Taipei, Taichung and Kaohsiung metropolitan areas following stratified sampling method based on age and gender distributions of the population between the ages of 18 and 59 in Taiwan. Total valid samples were 481. Probit model was applied to examine factors influencing environmental behaviour.\u0000\u0000\u0000Findings\u0000Based on findings in the study, environmental knowledge, pro-environmental attitude (emphasising balance of nature), altruism and habitual behaviour positively influence environmental behaviour. Humancentric (emphasising human domination) negatively influence environmental behaviour. The following educational implications are capable to enlarge a spectrum of environmental behaviour in Taiwan: including topics of waste avoidance and reduction in chemical usage for cleaning or for insecticides in lessons/curricula; and promote general public to live a life which causes fewer burdens on the environment.\u0000\u0000\u0000Research limitations/implications\u0000Environmental education plays fundamental role in educating the public with concurrent environmental knowledge, in an expectation that the general public would take the information into consideration and modify behaviour in an effort to sustain the environment. Research implications of this study are: environmental behaviour is multidimensional and can be examined using a comprehensive set of statements including domains of energy conservation, mobility and transportation, waste avoidance, consumerism and recycling; and habitual behaviour is an influencing factor to explain environmental behaviour and can be examined thoroughly in future studies.\u0000\u0000\u0000Originality/value\u0000The study provides insights into environmental education based on examining factors influencing environmental behaviour. It advances the field by exploring environmental behaviour in five domains and revealing habitual behaviour as an influential factor. This allows educators to comprehend gaps in environmental behaviour and the needs for environmental education in Taiwan.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84771221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-13DOI: 10.1108/IJCED-10-2018-0039
J. Charteris
Purpose Teaching performance assessments (TPAs) have developed in the USA and Australia as a “bar exam” for the profession and are used means to assure that graduates are classroom ready. The purpose of this paper is to outline how these assessments have been implemented in teacher education in the USA and Australian contexts. The edTPA is embroiled in controversy in the USA and there are important lessons from the related research literature that could inform the how other countries engage with TPAs in pre-service teacher education. Design/methodology/approach This conceptual paper outlines how Australia has introduced TPAs in initial teacher education (ITE) through policy borrowing from the USA. The paper synthesises critiques of the edTPA (USA) from research literature and considers the implications of TPAs in the Australian context. Findings The TPA impacts the focus of pre-service teacher practicum teaching, and pedagogy and curriculum in ITE education. The TPA could be used to mobilise detrimental accountability mechanisms. With the outsourcing of assessment to edu-business, Pearson Education, teacher education institutions in the USA have a sense that they have lost control over determining which students are credentialed to teach. Although pre-service teacher assessment is still administered and assessed by ITE institutions in Australia, there is a concern that could change. It is argued that educators, administrators and policy makers should avoid moves to outsource TPAs in Australia. Originality/value Because it is in its infancy, there is a little robust research into the implication of introducing teacher performance assessments into the Australian teacher education context.
{"title":"Teaching performance assessments in the USA and Australia","authors":"J. Charteris","doi":"10.1108/IJCED-10-2018-0039","DOIUrl":"https://doi.org/10.1108/IJCED-10-2018-0039","url":null,"abstract":"\u0000Purpose\u0000Teaching performance assessments (TPAs) have developed in the USA and Australia as a “bar exam” for the profession and are used means to assure that graduates are classroom ready. The purpose of this paper is to outline how these assessments have been implemented in teacher education in the USA and Australian contexts. The edTPA is embroiled in controversy in the USA and there are important lessons from the related research literature that could inform the how other countries engage with TPAs in pre-service teacher education.\u0000\u0000\u0000Design/methodology/approach\u0000This conceptual paper outlines how Australia has introduced TPAs in initial teacher education (ITE) through policy borrowing from the USA. The paper synthesises critiques of the edTPA (USA) from research literature and considers the implications of TPAs in the Australian context.\u0000\u0000\u0000Findings\u0000The TPA impacts the focus of pre-service teacher practicum teaching, and pedagogy and curriculum in ITE education. The TPA could be used to mobilise detrimental accountability mechanisms. With the outsourcing of assessment to edu-business, Pearson Education, teacher education institutions in the USA have a sense that they have lost control over determining which students are credentialed to teach. Although pre-service teacher assessment is still administered and assessed by ITE institutions in Australia, there is a concern that could change. It is argued that educators, administrators and policy makers should avoid moves to outsource TPAs in Australia.\u0000\u0000\u0000Originality/value\u0000Because it is in its infancy, there is a little robust research into the implication of introducing teacher performance assessments into the Australian teacher education context.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91191328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-03DOI: 10.1108/IJCED-05-2019-052
F. Su, M. Wood
This special issue 'International perspectives on teaching excellence in higher education' developed out of the guest editors’ interest and ongoing research into the idea of teaching excellence (Su and Wood, 2012; Wood and Su, 2017). The special issue aims to explore teaching excellence from an international perspective, helping us to understand broader conceptions and practice of teaching excellence as situated in contrasting geographical and policy contexts. Increasingly the marketisation of higher education and stakeholders’ demands on and expectations of the value of higher education has led to increased interest in questions such as – what is teaching excellence in higher education? How might excellence be defined, operationalised and measured? Who are the key stakeholders in pursuit of teaching excellence? In this special issue, teaching excellence is explored through conceptual, theoretical, policy and academic practice lenses.
本期特刊“高等教育卓越教学的国际视角”源于客座编辑对卓越教学理念的兴趣和持续研究(Su和Wood, 2012;Wood and Su, 2017)。本期特刊旨在从国际视角探讨卓越教学，帮助我们在不同的地理和政策背景下理解更广泛的卓越教学概念和实践。随着高等教育日益市场化，以及利益相关者对高等教育价值的要求和期望，人们对以下问题的兴趣日益浓厚:什么是高等教育中的卓越教学?如何定义、操作和衡量卓越?谁是追求卓越教学的关键利益相关者?在本期特刊中，我们将从概念、理论、政策和学术实践的角度探讨卓越教学。
{"title":"Reinterpreting teaching excellence","authors":"F. Su, M. Wood","doi":"10.1108/IJCED-05-2019-052","DOIUrl":"https://doi.org/10.1108/IJCED-05-2019-052","url":null,"abstract":"This special issue 'International perspectives on teaching excellence in higher education' developed out of the guest editors’ interest and ongoing research into the idea of teaching excellence (Su and Wood, 2012; Wood and Su, 2017). The \u0000special issue aims to explore teaching excellence from an international perspective, helping us to understand broader conceptions and practice of teaching excellence as situated in contrasting geographical and policy contexts. Increasingly the marketisation of higher education and stakeholders’ demands on and expectations of the value of higher education has led to increased interest in questions such as – what is teaching excellence in higher education? How might excellence be defined, operationalised and measured? Who are the key stakeholders in pursuit of teaching excellence? In this special issue, teaching excellence is explored through conceptual, theoretical, policy and academic practice lenses.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91318045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose In an attempt to tackle the incidence of poverty and social exclusion in the Ghanaian society, a number of social protection programmes including the school feeding programme is introduced. The programme is designed to cater for the extreme poor and as well encourage enrolment and attendance in the country. The purpose of this paper is to assess the intention or objective for which the programme is initiated and the realities on the ground. It looks at whether the current beneficiaries are the extreme poor described in the policy document. Design/methodology/approach The study explored the incidence of poverty in Ghana using the Ghana Living Standard Survey (GLSS6) and the Ghana School Feeding Annual Operation Plan (GSFAOP) with the help of the school feeding policy document to draw on actual beneficiaries and potential beneficiaries. The differences between percentages of poverty (2012/2013) and feeding schools was computed using GLSS6 and GSFAOP. The study also conducted a number of open-ended interviews with some stakeholders to validate the nature of recruitment of beneficiary schools. Findings The study concluded that there is a mismatch of potential beneficiaries and current beneficiaries using the referred data sources. It was found out that majority of beneficiary schools are located within areas of lesser incidence of poverty. This could be attributed to political interference in view of testimonies from respondents and the computerisation of GLSS6 and GSFAOP. The study therefore proposed that the allocation of feeding schools should be done to reflect the percentage of poverty situation in each region. This could be achieved when the district education office takes control. It will help minimise the level of politicisation and as well improve efficiency. Originality/value The study therefore highlighted the relevance of the school feeding programme and the inverse relationship it has with political interference. It again demonstrates the need to restructure the operations of the programme to meet the objective for which it was established.
{"title":"School feeding as a social protection programme or a political largesse: a review","authors":"Issah Iddrisu, Muhideen Sayibu, Shuliang Zhao, Abdul-Rahim Ahmed, Amran Said Suleiman","doi":"10.1108/IJCED-03-2018-0005","DOIUrl":"https://doi.org/10.1108/IJCED-03-2018-0005","url":null,"abstract":"\u0000Purpose\u0000In an attempt to tackle the incidence of poverty and social exclusion in the Ghanaian society, a number of social protection programmes including the school feeding programme is introduced. The programme is designed to cater for the extreme poor and as well encourage enrolment and attendance in the country. The purpose of this paper is to assess the intention or objective for which the programme is initiated and the realities on the ground. It looks at whether the current beneficiaries are the extreme poor described in the policy document.\u0000\u0000\u0000Design/methodology/approach\u0000The study explored the incidence of poverty in Ghana using the Ghana Living Standard Survey (GLSS6) and the Ghana School Feeding Annual Operation Plan (GSFAOP) with the help of the school feeding policy document to draw on actual beneficiaries and potential beneficiaries. The differences between percentages of poverty (2012/2013) and feeding schools was computed using GLSS6 and GSFAOP. The study also conducted a number of open-ended interviews with some stakeholders to validate the nature of recruitment of beneficiary schools.\u0000\u0000\u0000Findings\u0000The study concluded that there is a mismatch of potential beneficiaries and current beneficiaries using the referred data sources. It was found out that majority of beneficiary schools are located within areas of lesser incidence of poverty. This could be attributed to political interference in view of testimonies from respondents and the computerisation of GLSS6 and GSFAOP. The study therefore proposed that the allocation of feeding schools should be done to reflect the percentage of poverty situation in each region. This could be achieved when the district education office takes control. It will help minimise the level of politicisation and as well improve efficiency.\u0000\u0000\u0000Originality/value\u0000The study therefore highlighted the relevance of the school feeding programme and the inverse relationship it has with political interference. It again demonstrates the need to restructure the operations of the programme to meet the objective for which it was established.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74779258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-11DOI: 10.1108/IJCED-07-2017-0014
L. S. Lam
Purpose The purpose of this paper is to discuss the story of 15 TEFL/TESOL English language teachers who spend their lives working globally. Design/methodology/approach Interviews from the research based on the grounded approach generated, among others, three inter-related themes, namely, the global drift, distinctive cultural dispositions and the concept of global quality. Findings The global drift symbolizes interviewees’ mobility pattern and captures their Hong Kong experience in four states – adaptation, drifting in global comfort, drifting in global discomfort and bitter/sweet home, each representing a different quality of mobility which contributes to the development of cultural dispositions. Findings of cultural disposition home and openness are considered in relation to studies of its kind. Four aspects of home perceptions in the data are identified. While interviewees developed complex and varied notions of home, it is argued that the geographical home remains a significant resource in the making of home. Data also suggest that most interviewees’ openness is limited – it is selective, functional and transient. Global quality, a concept emerged from the research, summarizes the distinctive cultural traits of the community of the globals. It overlaps with, but does not necessarily equate with, cosmopolitanism. Originality/value The conclusion relates the study, including the concepts generated from this research, to cosmopolitanism. Two theoretical constructs are employed in the analysis: form of mobility and nature of mobility.
{"title":"TEFL/TESOL teachers on the move: mobility and culture","authors":"L. S. Lam","doi":"10.1108/IJCED-07-2017-0014","DOIUrl":"https://doi.org/10.1108/IJCED-07-2017-0014","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to discuss the story of 15 TEFL/TESOL English language teachers who spend their lives working globally.\u0000\u0000\u0000Design/methodology/approach\u0000Interviews from the research based on the grounded approach generated, among others, three inter-related themes, namely, the global drift, distinctive cultural dispositions and the concept of global quality.\u0000\u0000\u0000Findings\u0000The global drift symbolizes interviewees’ mobility pattern and captures their Hong Kong experience in four states – adaptation, drifting in global comfort, drifting in global discomfort and bitter/sweet home, each representing a different quality of mobility which contributes to the development of cultural dispositions. Findings of cultural disposition home and openness are considered in relation to studies of its kind. Four aspects of home perceptions in the data are identified. While interviewees developed complex and varied notions of home, it is argued that the geographical home remains a significant resource in the making of home. Data also suggest that most interviewees’ openness is limited – it is selective, functional and transient. Global quality, a concept emerged from the research, summarizes the distinctive cultural traits of the community of the globals. It overlaps with, but does not necessarily equate with, cosmopolitanism.\u0000\u0000\u0000Originality/value\u0000The conclusion relates the study, including the concepts generated from this research, to cosmopolitanism. Two theoretical constructs are employed in the analysis: form of mobility and nature of mobility.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89530497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-11DOI: 10.1108/IJCED-05-2018-0008
R. Mahmud
PurposePrivate supplementary tutoring, common in many countries, has mixed (both positive and negative) dimensions that impact student learning. Private supplementary tutoring runs parallel to mainstream schooling and provides lessons before or after school hours in exchange for additional fees. The purpose of this paper is to focus on how private supplementary tutoring benefits students’ learning in secondary education. It also identifies the drawbacks of tutoring, and shows variations in and between urban and rural locations.Design/methodology/approachThe paper employed a mixed methods approach using a survey and individual interview collected from two different research settings: urban and rural. Grades 8 and 10 were purposefully chosen for data collection. A sample of 802 participants, including 401 students and their 401 parents (either mothers or fathers), participated in the survey, in addition to 48 interviewees comprising students, parents and teachers.FindingsAt times, pupils’ educational perspectives are influenced by the conflicting (positive/negative) standpoints of tutoring issues. The paper finds mixed impacts of private tutoring with a focus on disparities of implications between urban and rural locations. It identifies positive aspects such as learning attainment, exam preparation, relationship growth and lesson practice, as well as negative perspectives, such as an examination-centered aim and hamper of mainstream school learning.Originality/valueThe study contributes to the awareness of private supplementary tutoring that benefits students’ learning while also bringing disadvantages. It shows implications of fee-charging tutoring which may relate to students’ family socio-economic situations. The paper addresses private tutoring in general (including English and all other subjects) in most cases, and, more specifically, private tutoring in English as a subject in some cases.
{"title":"Mixed implications of private supplementary tutoring for students’ learning","authors":"R. Mahmud","doi":"10.1108/IJCED-05-2018-0008","DOIUrl":"https://doi.org/10.1108/IJCED-05-2018-0008","url":null,"abstract":"PurposePrivate supplementary tutoring, common in many countries, has mixed (both positive and negative) dimensions that impact student learning. Private supplementary tutoring runs parallel to mainstream schooling and provides lessons before or after school hours in exchange for additional fees. The purpose of this paper is to focus on how private supplementary tutoring benefits students’ learning in secondary education. It also identifies the drawbacks of tutoring, and shows variations in and between urban and rural locations.Design/methodology/approachThe paper employed a mixed methods approach using a survey and individual interview collected from two different research settings: urban and rural. Grades 8 and 10 were purposefully chosen for data collection. A sample of 802 participants, including 401 students and their 401 parents (either mothers or fathers), participated in the survey, in addition to 48 interviewees comprising students, parents and teachers.FindingsAt times, pupils’ educational perspectives are influenced by the conflicting (positive/negative) standpoints of tutoring issues. The paper finds mixed impacts of private tutoring with a focus on disparities of implications between urban and rural locations. It identifies positive aspects such as learning attainment, exam preparation, relationship growth and lesson practice, as well as negative perspectives, such as an examination-centered aim and hamper of mainstream school learning.Originality/valueThe study contributes to the awareness of private supplementary tutoring that benefits students’ learning while also bringing disadvantages. It shows implications of fee-charging tutoring which may relate to students’ family socio-economic situations. The paper addresses private tutoring in general (including English and all other subjects) in most cases, and, more specifically, private tutoring in English as a subject in some cases.","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80917010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：