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| 2. |
- Ango, Tola Gemechu, 1976-, et al.
(author)
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Coffee, child labour, and education : Examining a triple social–ecological trade-off in an Afromontane forest landscape
- 2022
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In: International Journal of Educational Development. - : Elsevier BV. - 0738-0593 .- 1873-4871. ; 95
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Journal article (peer-reviewed)abstract
- In biodiversity rich agriculture–forest moasic landscapes in south-western Ethiopia, the production of coffee and food crops, including guarding them from forest-dwelling mammals, requires a high input of labour, which is supplied partly by children. Through field observations and interviews with smallholders, we studied the extent of children’s participation in coffee production and food crop guarding, its impact on school attendance and implications for sustainable development. The findings revealed that the extent of children’s participation in such work is correlated with the level of household’s income and residential location, i.e. near versus far from forests or in coffee versus non-coffee areas. Child labour and school absenteeism linked to coffee production and crop guarding are widespread problems. Some of the measures taken to mitigate the problem of school absenteeism were coercive and posed threats to poor households. The paper concludes that child work in coffee production and crop protection is at the cost of school attendance for many children, which represents a critical social justice issue and a trade-off with the economic and environmental values of the forest. Reducing poverty would likely mitigate the problem of child labour and school absenteeism and promote synergistic development in the region.
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| 3. |
- Cashman, Matthew, 1993-, et al.
(author)
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Have performance-based educational reforms increased adolescent school-pressure in Sweden? : A synthetic control approach
- 2023
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In: International Journal of Educational Development. - : Elsevier. - 0738-0593 .- 1873-4871. ; 103
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Journal article (peer-reviewed)abstract
- Increased levels of stress and other mental health problems have been reported among adolescents in high-income countries. In particular, rates of school pressure have increased significantly. Despite such increases, little is known about the underlying determinants of increased adolescent stress, making this an emerging public health concern. The educational stressors hypothesis contends that increased rates of stress result from pronounced performance pressures placed on adolescents resulting from educational policy initiatives which emphasize academic goal attainment. The present study tests this hypothesis using a synthetic control method and panel data techniques to analyze data from the Health Behavior in School-aged children (HBSC) survey, including more than 150,000 adolescents per survey wave in 25 European countries over 16 years, to assess if the Swedish Educational reforms implemented in the 2011–13 period were associated with increased self-reported school pressure. These reforms implemented increased summative assessments, new grading systems and increased eligibility criteria in accessing further education. Results demonstrate that following the reforms, Swedish adolescents experienced greater levels of school-pressure and led to a greater gender difference in experienced school-pressure where girls were relatively more affected. We conclude that, consistent with the educational stressors hypothesis, the educational reforms have likely contributed to increasing levels of school-pressure for Swedish adolescents.
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| 4. |
- Charron, Nicholas, et al.
(author)
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Does education lead to higher generalized trust? The importance of quality of government
- 2016
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In: International Journal of Educational Development. - : Elsevier BV. - 0738-0593. ; 50, s. 59-73
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Journal article (peer-reviewed)abstract
- Generalized trust has become a prominent concept at the nexus of several disciplines, and the wide differences in trust between different societies continue to puzzle the social sciences. In this study, we explore the effects of micro and macro level factors in explaining an individual's propensity to ‘trust others'. We hypothesize that higher levels of education will lead to higher social trust in individuals, given that the context (country or regions within countries) in which they reside has a sufficiently impartial and non-corrupt institutional setting. However, the positive effect of education on trust among individuals is expected to be negligible in contexts with greater levels of corruption and favoritism toward certain people are more inclined to view the system as ‘rigged' as they become more educated. This multi-level interaction effect is tested using original survey data of 85,000 individuals in 24 European countries. Using hierarchical modelling, we find strong support for our hypothesis. This effect is robust to a number of specifications, and even holds for regional variation of institutional quality (QoG) within countries – with the strongest effects being higher education – yet the country effects of QoG are strongest.
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| 5. |
- Christiansen, Iben, 1964-, et al.
(author)
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Early schooling teachers’ learning from a formal teacher development programme in South Africa
- 2019
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In: International Journal of Educational Development. - : Elsevier BV. - 0738-0593 .- 1873-4871. ; 66, s. 78-87
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Journal article (peer-reviewed)abstract
- Continuing professional development for teachers is seen as an important factor in improving South African education. However, few studies have interrogated the extent to which teachers develop their professional knowledge and competencies by attending formal professional development programmes offered by universities. The purpose of the paper is to compare the results of two tests, which we designed to measure the professional learning of the Foundation Phase (Gr R – Gr 3) teachers who enrolled on an Advanced Certificate for Teaching (ACT) programme, offered by the University of KwaZulu-Natal in South Africa. We designed a pen-and-paper test which the participants completed in February 2014 when they enrolled on the ACT programme and then again in October 2015, when they had completed the two-year part-time programme. A comparison of the test results indicate that teachers may have developed slightly more confidence in some areas, that some shifted their beliefs about teaching and learning yet not always in the desired direction, and that the improvement in conceptual knowledge appeared rather limited. We discuss a range of possible explanations for this.
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| 6. |
- Gershberg, Alec Ian, et al.
(author)
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Providing better education services to the poor: Accountability and context in the case of Guatemalan decentralization
- 2009
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In: International Journal of Educational Development. - : Elsevier BV. - 0738-0593. ; 29:3, s. 187-200
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Journal article (peer-reviewed)abstract
- We explore how two community-based reform models align with the World Bank's World Development Report 2004 accountability framework. Using a qualitative case study of rural Guatemalan primary schools, we examine local governance through interviews with a range of stakeholders. While both reforms appear appropriate according to the World Bank's accountability framework, especially the model giving a greater authority to parents, both in practice encounter challenges associated with design issues - mainly human resource management involving both inadequate support and lower compensation for teachers in one of the models - and difficulties in adapting the reform models to local context. Overall, the accountability framework provides a useful heuristic and lens to view project design and implementation, but, as with any generalization derived from "best practice," details matter. We discuss the importance of highlighting common challenges of reforms like "decentralization" that, while gaining recognition globally, involve local communities in education management and the importance of local context in determining the success of such reforms. (C) 2008 Elsevier Ltd. All rights reserved.
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| 7. |
- Johnson Frankenberg, Sofia, et al.
(author)
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Sibling negotiations and the construction of literacy events in an urban area of Tanzania
- 2012
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In: International Journal of Educational Development. - : Elsevier BV. - 0738-0593 .- 1873-4871. ; 32:6, s. 773-786
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Journal article (peer-reviewed)abstract
- This study presents findings from analyses of naturally occurring literacy events, where children jointly focus on reading and writing letters of the alphabet, illustrating social constructions of learning created through language and embodied action. Video recorded data from two different families living in an urban low-income area in Tanzania is presented to illustrate the findings. The analysis shows how participation frameworks are negotiated in terms of symmetries and asymmetries between younger and older siblings with both older and younger siblings initiating these frameworks: older siblings using different directives to guide the younger child's focus of attention and younger children both following and resisting such strategies.
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| 8. |
- Knutsson, Beniamin, 1974, et al.
(author)
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The post-politics of aid to education: Rwanda ten years after Hayman
- 2019
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In: International Journal of Educational Development. - : Elsevier BV. - 0738-0593. ; 65, s. 144-151
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Journal article (peer-reviewed)abstract
- Education aid in Rwanda is often portrayed as a success story. Based on original fieldwork, this article explores the governance arrangements that underpin performance in the sector. The paper follows up on developments since Hayman’s pioneering ’aidnography’ a decade back and adds new theoretical layers by employing theory of post-politics. The paper argues that while old tensions lurk beneath, a largely depoliticized environment has been created that facilitates everyday work in the sector. These post-political strategies can be understood as logical responses to the conflictuality that is constitutive of both international development and Rwandan society.
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| 9. |
- Strietholt, Rolf, et al.
(author)
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Do increases in national-level preschool enrollment increase student achievement? Evidence from international assessments
- 2020
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In: International Journal of Educational Development. - : Elsevier BV. - 0738-0593. ; 79
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Journal article (peer-reviewed)abstract
- The main purpose of the study is to analyze whether globally observed trends towards preschool expansion have impacted student achievement in primary and secondary school. We use data from multiple study cycles of two international large-scale assessments that have a longitudinal component at the country level-PIRLS and PISA and combine these data with a country-level measure of preschool enrollment rates as the main explanatory variable. Employing a multilevel regression with fixed effects for countries and years, we find that changes in preschool enrollment are unrelated to changes in average student achievement. Even after controlling for covariates on the individual and country levels, we do not find any support for the policy expectation that expanding preschool enrollment per se leads to better student achievement on country level.
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| 10. |
- Wedin, Åsa, 1955-
(author)
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Classroom interaction : Potential or problem? The Case of Karagwe
- 2010
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In: International Journal of Educational Development. - Oxford, United Kingdom : Elsevier. - 0738-0593 .- 1873-4871. ; 30:2, s. 145-150
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Journal article (peer-reviewed)abstract
- This paper discusses interactional patterns in classrooms in primary school in rural Tanzania, based on an ethnographic study on literacy practices. The paper argues that the official policy of Swahili-only in primary school, together with the huge gap between high expectations on educational outcome and lack of resources, have resulted in the creation of safety strategies among pupils and teachers. These safety strategies include interactional patterns that also constitute a hindrance for students’ learning. However, I claim that these interactional patterns could constitute a potential for educational development, if research findings from bilingual education were taken into account.
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