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International Journal of Educational Development

November 2014 Volume 39, Number 1

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Table of Contents

Number of articles: 28

  1. 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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  2. 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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  3. 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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  4. 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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  5. 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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  6. 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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  7. 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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  8. 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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  9. 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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  10. 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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  11. 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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  12. 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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  13. 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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  14. 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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  15. 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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  16. 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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  17. 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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  18. 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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  19. 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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  20. 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

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