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International Journal of Educational Development

January 2013 Volume 33, Number 1

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Table of Contents

Number of articles: 11

  1. Why are teachers absent? Utilising the Capability Approach and Critical Realism to explain teacher performance in Tanzania

    Sharon Tao

    Tanzanian teachers have been criticised for a variety of behaviours such as absenteeism, lack of preparation and rote-teaching. This paper introduces an analytical framework that attempts to... More

    pp. 2-14

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  2. Cultural analyses in a Taiwanese kindergarten: A postcolonial reflection and study

    Teng Huang

    The concept of homogenization is highlighted in the current discourse of postcolonialism in the educational arena. However, this concept strengthens the dimension of cultural convergence, but not... More

    pp. 15-24

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  3. Decolonization, educational language policy and nation building in plural societies: The development of Chinese education in Malaysia, 1950–1970

    Tan Yao Sua

    The two decades from 1950 to 1970 were a crucial period of educational reorganization in Malaysia that stemmed from the decolonization after the Second World War. This educational reorganization... More

    pp. 25-36

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  4. High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture

    Tzung-Jin Lin, Feng Deng, Ching Sing Chai & Chin-Chung Tsai

    This study explored the differences in high school students’ scientific epistemological beliefs (SEBs), motivation in learning science (MLS), and the different relationships between them in Taiwan ... More

    pp. 37-47

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  5. Learner-centred education and ‘cultural translation’

    Paul Thompson

    This paper contests the proposal that learner-centred education (LCE) may simply be a western construct, irrelevant to the current educational needs of developing countries, by arguing that its... More

    pp. 48-58

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  6. Culturally-inclusive behavior of Filipino teachers in international schools in the Philippines: Perspectives of international education in a developing country

    Maria Aurora Correa Bernardo & Suseela Malakolunthu

    The study explored the culturally inclusive behavior of Filipino teachers using information culled from interviews of six Filipino teachers in international schools on their perception of... More

    pp. 59-64

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  7. Does growth in private schooling contribute to Education for All? Evidence from a longitudinal, two cohort study in Andhra Pradesh, India

    Martin Woodhead, Melanie Frost & Zoe James

    This paper informs debates about the potential role for low-fee private schooling in achieving Education for All goals in India. It reports "Young Lives"’ longitudinal data for two cohorts (2906... More

    pp. 65-73

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  8. A rising tide of primary school standards—The role of data systems in improving equitable access for all to quality education in Vietnam

    Ian Attfield & Binh Thanh Vu

    The approach taken over the past decade to introduce minimum primary school standards in Vietnam is reviewed, with annual school audits that measured both input (quality) and output indicators.It... More

    pp. 74-87

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  9. Non-formal vocational education in Uganda: Practical empowerment through a workable alternative

    Marit Blaak, George L. Openjuru & Jacques Zeelen

    This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing... More

    pp. 88-97

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  10. Africa and international policy making for lifelong learning: textual revelations

    Julia Preece

    This paper discusses the relationship between international agendas for lifelong learning and financial aid for low income countries, especially those on the African continent. It argues that there... More

    pp. 98-105

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  11. Achievement versus aptitude in college admissions: A cautionary note based on evidence from Chile

    Mladen Koljatic, Mónica Silva & Rodrigo Cofré

    In recent years there has been a debate over the alleged superiority of achievement tests over aptitude tests on the grounds that the first would be fairer for college admissions and less... More

    pp. 106-115

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