International Journal of Educational Development
November 2014 Volume 39, Number 1
Table of Contents
Number of articles: 28
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The post-2015 debate and the place of education in development thinking
Simon McGrath, University of Nottingham, United Kingdom
As the end date for the Millennium Development Goals approaches so the focus on goals, visions and policies for development after 2015 becomes ever heightened. However, there has been relatively... More
pp. 4-11
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Future-perfect/present-imperfect: Contemporary global constraints on the implementation of a post-2015 education agenda
Moira V. Faul
A future-perfect global education agenda is currently being designed. Much extant research investigates the past-imperfect implementation of successive waves of global education goals. This article... More
pp. 12-22
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Donor policies, practices and investment priorities in support of education, and post-2015 prospects: A review
Malcolm Mercer
The Education for All Global Monitoring Report 2011, whilst conceding that considerable progress towards education related goals had been made over the previous decade, reminded us that many... More
pp. 23-31
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Technical and vocational skills and post-2015: Avoiding another vague skills goal?
Robert Palmer
Education appears to be receiving quite a lot of attention in post-2015 discussions, but how this will translate into goals and targets remains to be seen. Meanwhile, despite increased global... More
pp. 32-39
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The OECD skills strategy and the education agenda for development
Oscar Valiente
Skills policies are acquiring increasing centrality in the post-2015 debates and international organizations are presenting their views on the global situation of skills and the policies that... More
pp. 40-48
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Quality education through performativity. ‘Learning crisis’ and technology of quantification in Tanzania
Sonia Languille
Concerns over effective learning have been central to the post-2015 debates. This renewed emphasis on quality has prompted a search for international standardised definitions and measures of... More
pp. 49-58
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Leveraging funds for school infrastructure: The South African ‘mud schools’ case study
Ann Skelton
In 2013 there are still thousands of children in South Africa attending dilapidated mud schools, schools lacking sanitation, and schools without electricity. The situation took a positive turn in... More
pp. 59-63
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Squaring the circle: EFA in the post-2015 global agenda
Manzoor Ahmed, Institute of Educational Development, BRAC University
The Millennium Development Goals (MDGs) and Education for All (EFA) initiative have influenced educational development in poor countries both positively and negatively. From the perspective of... More
pp. 64-69
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China's engagement with the post-2015 development agenda: The case of education and training
Kenneth King
China's South–South cooperation with African education and its human resource development (HRD) strategy may appear to run on different lines from those of traditional OECD donors. The current... More
pp. 70-77
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The heterogeneous effects of ability grouping on national college entrance exam performance – evidence from a large city in China
Zhang Yu, Assistant Professor of Institute of Education, China; Chen Dongsheng, Director of Jinan Education Bureau, China; Wang Wen, Doctoral candidate of Institute of Education, China
This study attempts to evaluate the achievement effect of ability grouping on student performance on the National College Entrance Exam in China. The context of this study is the ongoing school... More
pp. 80-91
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Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria
Sharon Tao
This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher... More
pp. 92-99
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Re-envisioning teaching practice: Student teacher learning in a cohort model of practicum in a rural South African context
Tabitha Grace Mukeredzi
This article reports on the learning and professional development of 15 Bachelor of Education student teachers and the kinds of knowledge they gained through a cohort model of teaching practice... More
pp. 100-109
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Horizontal inequalities in children’s educational outcomes in Ethiopia
Nardos Tesfay & Lars-Erik Malmberg
We go beyond previous studies of vertical inequality in Ethiopia, by investigating ethnic group-based, or horizontal, educational inequality. Currently, there are no known studies of differential... More
pp. 110-120
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Constitutional rights to education and their relationship to national policy and school enrolment
Jody Heymann, Amy Raub & Adèle Cassola
This article assesses the status and evolution of education rights in 191 constitutions and analyzes their relationship to educational policies and enrolment rates. As of 2011, 81% of constitutions... More
pp. 121-131
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Low fee private schooling in India – More questions than answers? Observations from the Young Lives longitudinal research in Andhra Pradesh
Renu Singh, Young Lives, India; Colin Bangay, DFID, India
This paper seeks to draw attention to two important, but less researched, areas regarding low fee private school provision in India. Firstly, the paper evaluates the impact of fees on household... More
pp. 132-140
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The contribution of Bolsa Família to the educational achievement of economically disadvantaged children in Brazil
Armando Amorim Simões, Public Policies and Government Management, Ministry of Social Development and Fight Against Hunger (Brazil), Secretariat of Evaluation and Information Management, Brazil; Ricardo Sabates, International Education and Development, Department of Education, University of Sussex, United Kingdom
This paper investigates whether the Brazilian conditional cash transfer programme, "Bolsa Família" ("BF"), contributes to improvements in school performance in test scores and pass-grades, and... More
pp. 141-156
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Effort counts: The moral significance of effort in the patterns of credit assignment on math learning in the Confucian cultural context
Bih-jen Fwu, Center for Teacher Education, National Taiwan University; Chih-Fen Wei, Department of Psychology and Counseling, University of Taipei; Shun-Wen Chen, Institute of Learning Sciences, National Tsing Hua University; Hsiou-huai Wang, Center for Teacher Education, National Taiwan University
Students in East Asia, including Taiwan, stand out on international math assessments and tend to attribute their achievement to effort. This study only focuses on the cultural factor with regard to... More
pp. 157-162
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Who are the custodians of Pacific ‘post-2015’ education futures? Policy discourses, education for all and the millennium development goals
Alexandra McCormick
This article discusses influences of Education for All (EFA) and the education Millennium Development Goals (MDGs) on education policies in the Pacific sub-region in the context of ongoing ‘post... More
pp. 163-172
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Empowering women through education: Experiences from Dalit women in Nepal
Nerine Guinée
In the international arena education is often put forward as the main strategy for achieving women's empowerment and gender equality. However, exactly what it means to be empowered and how... More
pp. 173-180
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Evaluating the provision of flexible learning for children at risk of primary school dropout in Malawi
Matthew C.H. Jukes, Harvard Graduate School of Education, United States; Catherine M. Jere, Centre for Educational Research and Training, University of Malawi, Malawi; Pat Pridmore, Institute of Education, University of London, United Kingdom
Communities in Malawi selected 15 children deemed “at-risk” – predominantly orphans – in Class 6 of each of 20 intervention schools to receive learning materials, support from the community and a... More
pp. 181-192
