International Journal of Educational Development
January 2013 Volume 33, Number 1
Table of Contents
Number of articles: 11
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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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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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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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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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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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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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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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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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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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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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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