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2. What Explains the Gender Gap Reversal in Education? The Role of the Tail Hypothesis. Policy Research Working Paper 8303
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World Bank, Bossavie, Laurent, and Kanninen, Ohto
- Abstract
The gender gap reversal in educational attainment is ubiquitous in high-income countries, as well as in a growing share of low- and middle-income countries. To account for the reversal, this paper proposes a theoretical framework in which the interplay between the distributions of academic aptitudes and changes in the net benefits of schooling over time affect the gender composition of those getting more schooling. The framework is used to formulate and test alternative hypotheses to explain the reversal. The paper introduces the tail dynamics hypothesis, which builds on the lower dispersion of academic achievement among females observed empirically. It also studies the mean dynamics hypothesis, which is based on previous literature. Both hypotheses can explain the reversal in this framework. However, the assumption behind the tail hypothesis is better supported by the data. Its predictions are also consistent with gender differences in Scholastic Achievement Test score dynamics and in international test score distributions that cannot be explained by previous theories.
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- 2018
3. Attendance in Early Childhood Education and Care Programmes and Academic Proficiencies at Age 15. OECD Education Working Papers, No. 214
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Organisation for Economic Cooperation and Development (OECD) (France), Balladares, Jaime, and Kankaraš, Miloš
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Early years are a critical period for skill development. In this sense, the Early Childhood Education and Care (ECEC) programmes have an important role in promoting children's learning during this period. This study aimed to explore the effectiveness of ECEC programmes by analysing the relationship between students' ECEC attendance and their later academic proficiency using PISA 2015 data. PISA results show that across the OECD countries, students who had attended ECEC tend to have higher scores in academic proficiencies at the age of 15. However, these differences in academic proficiencies between those who attended ECEC versus those who did not attend are almost nil when students' socio-economic status (SES) is considered. This relationship reflects differential access to learning opportunities for children from deprived contexts. Furthermore, results show that entering ECEC programmes earlier than the typical time is associated with lower proficiencies at the age of 15. Therefore, earlier entry to ECEC is not necessarily beneficial. Learning benefits of ECEC provision vary considerably across PISA countries illustrating the importance of a country-specific policy context and the quality of their ECEC provision. The analyses of several quality indicators point out that the improved quality of ECEC programmes is associated with higher academic skills at later stages. These results highlight that mere attendance to ECEC programmes is not enough to ensure better academic performance. The quality of the educational provision, especially concerning those students from disadvantaged backgrounds, should be ensured.
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- 2020
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4. Using Examinations To Improve Education: A Study in Fourteen African Countries. World Bank Technical Paper Number 165. Africa Technical Department Series.
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World Bank, Washington, DC., Kellaghan, Thomas, and Greaney, Vincent
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A detailed description is presented of the types, functions, performance levels, governance, administration, and funding of public examinations in 14 Sub-Saharan African countries with different educational traditions, based on English, French, or other backgrounds. The countries are: (1) Kenya; (2) Lesotho; (3) Mauritius; (4) Swaziland; (5) Uganda; (6) Zambia; (7) Chad; (8) Guinea; (9) Madagascar; (10) Mauritania; (11) Rwanda; (12) Togo; (13) Cape Verde; and (14) Ethiopia. In virtually all of these countries, public examinations are offered at the end of primary (elementary) school, lower-secondary school, and upper-secondary school. Procedures for funding, constructing, administering, and scoring the examinations are discussed. Issues discussed include passing rates, the effects of examinations on teaching and grade repetition, the roles of assessment, implications of national policies, and other current international issues in education. Guidelines are offered for improving the quality of examinations and their uses. This synthesis report draws on a series of studies supported by the World Bank. Findings from the 14 studies confirm that public examinations may help raise academic standards, but can also cause many problems in an educational system. Nine tables present data from the studies. A 105-item list of references and three appendices with supplemental information are included. (SLD)
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- 1992
5. Teacher Education from an African American Perspective.
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Hilliard, Asa G., III
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This paper focuses on African education and socialization processes and how these have evolved and spread through the African cultural diaspora to other parts of the world, before, during, and after the slave trade and the colonial period. The history of education on the African continent is explored, followed by African American education, and the educational and sociological patterns that have prevented educational advancement and ensured domination to some extent. The paper then looks at how to correct the damage to the teaching and learning processes and addresses areas of the teacher education curriculum. A number of programmatic suggestions are offered, including: (1) practicum sites in schools where the overwhelming majority of teachers are successful with African American students; (2) a valid internship with a master teacher; (3) master professors in teacher education programs; (4) an appropriate cultural knowledge base; (5) study of the origin, dynamics, and consequences of white supremacy; (6) performance criteria and professional knowledge for trainers; (7) theory and its application for trainees; (8) judging the quality of teaching; and (9) networking in the professional community. The study suggests that the cycle of school failure for traditionally excluded students can be broken by looking closely at teachers and teacher educators who do not fail and then imitating them. (Contains 87 references.) (ND)
- Published
- 1995
6. Rural-Urban Migration in Sierra Leone: Determinants and Policy Implications. African Rural Economy Paper No. 13.
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Michigan State Univ., East Lansing. Dept. of Agricultural Economics., Njala Univ. Coll., Freetown (Sierra Leone). Dept. of Agricultural Economics and Extension., and Byerlee, Derek
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Study objectives were to: increase the understanding of rural to urban migration processes in Africa and Sierra Leone; develop and test a theoretical schema and survey methodology for migration research; and evaluate the effects of policy on migration. The migration survey was conducted in rural areas, urban areas, and again in the rural areas during 1974-75; the survey featured: rural and urban data collection (socioeconomic and attitude variables); tracing migrants (N=800) from specific locations; integration of migration and farm (500 households) surveys; complete coverage of urban migration streams; simultaneous analysis of rural to rural and rural to urban migration; and multidisciplinary research on migration. Findings indicated: major rural to urban migrants were the young and educated who had high expectations, came from higher income families in the southern regions, migrated to Kono or Freetown, maintained close contact with place of origination, and had urban relatives or friends; the modified cost/returns model confirmed the importance of economic variables, influenced by education, attitude, and rural-urban income differentials but not urban unemployment; policy implications were the need for increased and equally distributed rural incomes, food pricing strategies, modified rural tariffs, rural credit sources, modified wage policies, and investment in small-scale industry and education. (JC)
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- 1976
7. Determinants of Women's Education in the Middle East and North Africa: Illustrations from Seven Countries. PHREE Background Paper Series.
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World Bank, Washington, DC. and El-Sanabary, Nagat
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Despite considerable progress by Middle Eastern and North African countries in improving opportunities for women to access and attain education at all levels, much remains to be done. This report focuses on three sets of highly inter-related determinants of access, achievement, and outcome--macro-level societal determinants, school characteristics, and family background characteristics--in seven representative Middle Eastern and North African countries: Egypt, Tunisia, Morocco, Jordan, Turkey, Saudi Arabia, and Kuwait. The research shows that the level of economic development of a country and the distribution of income have a much stronger impact than do Islamic and cultural values, while the size and growth rate of the population can place a major strain on school facility and resources. Sex-role stereotypes and the division of labor in the home and marketplace mean that expected returns from female education do not appear to justify the costs. Free, compulsory education and open admissions have led to major improvements in female education but have no guaranteed equity. Socio-economic background, parental education, family size, and family socialization exert a strong influence on educational attainment. Other key factors are a family's ability to cover the costs of education and forego the labor of the daughters. The availability and accessibility of schools and the quality of their programs and human resources have significant effects on female educational enrollment, continuation, quality, and outcome. All-girls schools have played a positive role under certain conditions. Because of the importance of female teachers and administrators as potential role models, their high rate of attrition and absenteeism calls for careful solutions. Contains 104 references. (Author)
- Published
- 1989
8. Congruence between the Intended, Implemented, and Attained ICT Curricula in Sub-Saharan Africa
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Mereku, Damian Kofi and Mereku, Cosmas Worlanyo Kofi
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The PanAfrican Research Agenda on the Pedagogical Integration of information and communication technology (ICT; PanAf) research project was initiated in 2006 to support initiatives in African countries to integrate ICT into teaching and learning through the frequent collection and analysis of data on ICT usage. The article examines the congruence between the intended and implemented ICT curricula in six African countries (Cameroon, Côte d'Ivoire, Ghana, Kenya, Senegal, and South Africa) that participated in the study. Data obtained from the PanAf observatory (at www.observatoiretic.org) on these countries' use of ICT in education revealed that the national curricula documents (intended curricula) and teachers' classroom practices (implemented curricula) both emphasize ICT as the subject of learning rather than as a means of learning.
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- 2015
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9. A Systematic Review of Media Multitasking in Educational Contexts: Trends, Gaps, and Antecedents
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Yujie Zhou and Liping Deng
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With the ubiquitous presence of media devices, media multitasking has become prevalent in an educational context. Several authors have synthesized the literature on this topic, but no systematic review has been carried out so far. The present study fills this gap by examining the academic papers in the past decade to delineate the research trends, gaps, and directions for future research. Following the Standard Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), we analyzed 88 papers from various aspects including study focus, contexts, participants, and methods. Findings point to the necessity to focus on the reasons behind multitasking, include more K-12 learners, and adopt qualitative methodology. To support future work on the predictors of media multitasking, we propose a conceptual framework that includes nine variables in technology, personal, and environment domains.
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- 2023
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10. COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses. Part II: Developing Countries with Focus on Sub-Saharan Africa
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Wodon, Quentin
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In developing countries as in developed countries, the COVID-19 crisis has led to near universal school closures that will affect children's ability to learn, especially in countries with limited infrastructure for distance learning. While most children are likely to return to school when they reopen, quite a few may drop out. In addition, the economic recession generated by the crisis will affect livelihoods, leading to higher rates of poverty and food insecurity. This also may have negative impacts on both Catholic schools and their students. This paper, the second in a set of two, looks at likely impacts of the COVID-19 crisis on Catholic Schools in developing countries, with a focus on sub-Saharan Africa, a vulnerable region given the comparatively weak performance of its education systems and the limited availability of resources for governments to protect education budgets (acknowledging that many Catholic schools in the region are public schools). How Catholic schools will be able to respond to the twin challenges of school closures and the economic downturn may affect their comparative advantage for the medium term. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to resources online that may be useful. [For Part I of the series, see EJ1278497.]
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- 2020
11. Academic Achievements in Sub-Saharan Africa: Contexts, Peers and Inequalities
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Kadio, Kadio Eric
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This paper provides empirical evidence on students' achievements determinants in Sub-Saharan Africa based on a sample of 26602 students from the ten countries that participated in the PASEC 2014 assessment. By using a two-level hierarchical linear model, I find that learning inequalities are primarily explained by differences in schools' characteristics. Furthermore, the estimation findings corroborate this result by showing the relevance of resources at the school level and how it affects students' performances depending on school type and location. Additionally, my results showed gender disparities and peer effects related to socioeconomic status, which disproportionately influence children from disadvantaged backgrounds.
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- 2023
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12. Internationalizing Professional Development: Using Educational Data Mining to Analyze Learners' Performance and Dropouts in a French MOOC
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Chaker, Rawad and Bachelet, Rémi
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This paper uses data mining from a French project management MOOC to study learners' performance (i.e., grades and persistence) based on a series of variables: age, educational background, socio-professional status, geographical area, gender, self- versus mandatory-enrollment, and learning intentions. Unlike most studies in this area, we focus on learners from the French-speaking world: France and French-speaking European countries, the Caribbean, North Africa, and Central and West Africa. Results show that the largest gaps in MOOC achievements occur between 1) learners from partner institutions versus self-enrolled learners 2) learners from European countries versus low- and middle-income countries, and 3) learners who are professionally active versus inactive learners (i.e., with available time). Finally, we used the CHAID data-mining method to analyze the main characteristics and discriminant factors of MOOC learner performance and dropout.
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- 2020
13. How Well Do Catholic and Other Faith-Based Schools Serve the Poor? A Study with Special Reference to Africa: Part II: Learning
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Wodon, Quentin
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This paper is the second in a set of two on the extent to which Catholic and other faith-based schools are serving the poor well. Catholic and other faith-based schools reach millions of children who live in poverty, yet this does not necessarily mean that they are serving these children well enough. The paper considers two separate issues. First, beyond academic subjects, Catholic and other faith-based schools emphasise learning related to values and religion. Do they succeed in doing so? Based on small sample survey data and qualitative fieldwork, as well as broader data on parental satisfaction with schools, the paper provides a tentative and mostly positive answer to this question, at least from the view of parents. The second issue is where performance is weaker. Education systems are affected by a learning crisis in the developing world. All schools should ensure that students learn, but too often this is not the case. The second part of the paper documents this learning crisis and the fact that Catholic and other faith-based schools are not immune to it. This is done in part through a rapid review of the recent World Development Report on education's promise, and a companion piece for sub-Saharan Africa. Estimates of performance for selected African countries are also provided. The results are sobering: too many children are not learning while in school. Finally, the paper briefly summarises evidence from the literature on interventions that could improve learning, including in Catholic and faith-based schools. [For Part I of the series, see EJ1206878.]
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- 2020
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14. Indicators for a Broad and Bold Education Agenda: Addressing 'Measurability' Concerns for Post-2015 Education Targets
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Open Society Foundations (OSF)
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This paper and the four commissioned works on which it is based are guided by the important question: How can we start valuing practices and outcomes of teaching and learning that are difficult to reduce to numbers? As the process of developing indicators for the Post-2015 education targets unfolds, some of the targets are at risk of being dropped on account of being 'un-measurable.' However, excluding more holistic but harder to assess educational targets will inevitably remove vital focus from some of the most important aspects of high quality education provision. Three education targets, developed by the Education for All Steering Committee (EFA-SC) and the Open Working Group on Sustainable Development of the U.N. General Assembly (OWG), are the thematic foci of this paper: (1) Relevant Learning Outcomes; (2) Knowledge, Values, Skills, and Attitudes to Establish Sustainable and Peaceful Societies; and (3) Teachers and Safe, Inclusive, and Effective Learning Environments. These three targets are at risk of being excluded from the final formulation of the Sustainable Development Goals (SDGs) in response to practical concerns about the number of targets being excessive as well as concerns that targets such as these "rely too much on vague, qualitative language rather than hard, measurable, time-bound, quantitative targets." This report also highlights some of the main ideas put forward by the authors of the four commissioned papers. The annex to this document briefly describes the commissioned papers and presents the indicators proposed by the authors. [For the commissioned papers, see "Capturing Quality, Equity & Sustainability: An Actionable Vision with Powerful Indicators for a Broad and Bold Education Agenda Post-2015" (ED610009), "Goals and Indicators for Education and Development: Consolidating the Architectures" (ED609905), "Indicators for a Broad and Bold Post-2015 Agenda: A Comprehensive Approach to Educational Development" (ED609982), and "Indicators for All? Monitoring Quality and Equity for a Broad and Bold Post-2015 Global Education Agenda" (ED609988).]
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- 2015
15. Goals and Indicators for Education and Development: Consolidating the Architectures
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Open Society Foundations (OSF) and Lewin, Keith M.
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The purpose of this paper is to review recent developments related to the development of indicators of educational progress in the context of the Post 2015 deliberations to generate a new international architecture for educational investment through to 2030. There have been a plethora of suggestions and several parallel consultation processes since 2012 to revise and replace the goals for education and development agreed at the World Education Forum in Dakar (UNESCO, 2000) and enshrined in the Millennium Development Goals (United Nations, 2000). This process is now converging on the two frameworks that are the subject of this analysis. Specifically, there are now seven goals that the Education for All Steering Committee has developed which were consolidated in the May 2014 Muscat Agreement (UNESCO, 2014); and the ten goals produced by the Open Working Group on Sustainable Development of the U.N. General Assembly (UN General Assembly, 2014). These goal statements overlap and are largely consistent with each other but contain some significant differences. This paper reconciles the differences and develops sets of possible indicators building on the work of the Indicators Technical Advisory Group (TAG-EFA, 2014) and the UN Statistical Commission (UNSC, 2014). The paper is organized in six parts. Part 1 analyses the strengths and weaknesses of the existing goals and targets for education and development to frame subsequent discussion in the context of the evolution of Education for All since 1990. Part 2 offers a necessary clarification of the relationship between goals and objectives, and targets and indicators. Part 3 reviews and discusses the process of developing indicators that are fit for purpose. Part 4 highlights characteristics of different types of indicator. Part 5 develops a list of preferred goal statements from the Muscat Agreement and OWG goals, links these to a discussion of existing and proposed indicators, and consolidates promising indicators that could be used to assess progress. The last part of the paper collects together forward looking conclusions that profile key issues that will shape how new indicators are devised to monitor the sustainable development goals for education.
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- 2015
16. Learning with Mobile Devices: A Comparison of Four Mobile Learning Pilots in Africa
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Isaacs, Shafika, Roberts, Nicky, and Spencer-Smith, Garth
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This paper compares the mixed-methods evaluation findings of the ukuFUNda Virtual School (UVS) with evaluations of three different mobile learning (m-learning) programmes in Africa: the information and communication technologies for rural education (ICT4RED); the Kenya Primary Math and Reading (PRIMR) study and the Nokia Mobile Mathematics (MoMath) evaluation. The comparison applies a conceptual model based on m-learning affordances and configurations (Strigel & Pouezevara, 2012), as well as on uptake, use, and responses by program beneficiaries; and on stakeholder learning. The findings show varied successes across all four programs and highlight important lessons for stakeholders with particular reference to scaling up of m-learning interventions in an African context.
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- 2019
17. AED and Education in Contexts of Fragility: Providing Support to Education over the Long Haul
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Academy for Educational Development and Alvarado, Felix
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The purpose of this document is to describe AED's extensive experience in six countries that have undergone periods of violent conflict or natural disaster followed by extended and complex periods of increasing resilience, and if possible extract lessons learned from it. The focus is on what we have learned about effectively and sustainably restoring education in a context of development. This paper is timely for two reasons. First, the number of low-income countries experiencing crises, especially war, continues to escalate (Collier 2009). Second, there is a growing consensus among countries and donors that restoring education systems should begin as soon as the security of teachers and students can be assured and not wait until the termination of relief efforts. Education should be part of the solution from the beginning of the rebuilding process. It is hoped that this paper will facilitate that work in the future. This paper begins by reviewing AED's work over the last two decades in six countries on two continents (El Salvador,Guatemala, Honduras, and Nicaragua in Latin America, and Ethiopia and Namibia in sub-Saharan Africa), considering their history and education sector as they move from fragility and attempt to consolidate education reform. This section seeks to extract lessons concerning the actual relationship between the education sector and fragility or resilience and what this has meant for AED's role promoting change in the education sector through its interactions with governments and donors. A second section takes the findings and underlines the interaction between donor, recipient, and implementer. A final section suggests paths for conceptual and operational development to better integrate assistance in crises with assistance for development in the education sector, and considers how this may be related to the degree of fragility or resilience, and how this may be further examined. (Contains 9 tables, 7 figures, 43 footnotes, and 25 additional resources. An annex presents trends in education, assistance and investment in six countries.)
- Published
- 2010
18. Beyond the Amusement, Puzzlement and Challenges: An Enquiry into International Students' Academic Acculturation
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Elliot, Dely Lazarte, Reid, Kate, and Baumfield, Vivienne
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This paper investigates the phenomenological experiences of academic acculturation of selected non-British post-doctoral academics with a retrospective focus on their experiences as PhD students. The participants came from different disciplines and countries of origin to pursue several years of postgraduate research in different British higher education institutions. The typical, yet distinct, experiences of an exceptional group of early career academics offer invaluable insight into the joys, excitement, puzzlement and challenges that international students often encounter as they embark on studying and living in a foreign country such as the UK. Using Urie Bronfenbrenner's bio-ecological theory of human development, our paper presents a theoretical perspective that can help elucidate and offer a greater understanding of what appear to be complex incidences in international students' experiences. These incidences can, arguably, be crucial to the success or failure of students' sojourns.
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- 2016
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19. Participation in the Virtual Environment of Blended College Courses: An Activity Study of Student Performance
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Cavanaugh, Cathy, Hargis, Jace, and Mayberry, John
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This paper describes a study of success factors in the introductory semester of liberal studies blended courses offered at the bachelor of science level. The influence of student participation in the online course environment was examined, as measured by the number of times students logged into the learning management system (LMS) and average session length. These measures were correlated with final course grades to increase understanding of the participation patterns of successful students. The resulting patterns and their implications are identified. We observe that students with an intermediate number of logins and average session length tended to exhibit the optimal level of course performance with students who logged in near the low or high amount of times tending to receive lower grades.
- Published
- 2016
20. Parents' Involvement in Inclusive Education: An Empirical Test for the Psycho-Educational Development of Learners with Special Education Needs (SENs)
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Afolabi, Olusegun Emmanuel
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There is mounting evidence that involvement paradigm is a major strategy that supports positive learning outcomes and is critically vital for educating learners with special educational needs (SENs). To illuminate the parental involvement concept and potential in a concrete context, this paper explains 1) the empirical literature that explains the interaction between parental involvement, inclusive education and learners' educational achievement, 2) synthesizes findings that relate parental involvement paradigms with psycho-educational development of children, 3) uses both developmental ecological perspectives and the Hoover-Dempsey and Sandler model (1995) to analyze and explain the interaction amongst parents' involvement, school ecology and students' academic success. Finally, findings revealed a strong and meaningful relationship between parental involvement and academic achievement and that parents' beliefs, expectations and experiences are important ingredients that support better learning outcomes for children.
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- 2014
21. Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context. First Look at PISA 2012. NCES 2014-024
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Westat, Inc., National Center for Education Statistics (ED), Kelly, Dana, Nord, Christine Winquist, Jenkins, Frank, Chan, Jessica Ying, and Kastberg, David
- Abstract
The Program for International Student Assessment (PISA) is a system of international assessments that allows countries to compare outcomes of learning as students near the end of compulsory schooling. PISA core assessments measure the performance of 15-year-old students in mathematics, science, and reading literacy every 3 years. Coordinated by the Organization for Economic Cooperation and Development (OECD), PISA was first implemented in 2000 in 32 countries. It has since grown to 65 education systems in 2012. PISA's goal is to assess students' preparation for the challenges of life as young adults. PISA assesses the application of knowledge in mathematics, science, and reading literacy to problems within a real-life context (OECD 1999). Mathematics was the major subject area in 2012, as it was in 2003, since each subject is a major subject area once every three cycles. In 2012, mathematics, science, and reading literacy were assessed primarily through a paper-and-pencil assessment, and problem solving was administered via a computer-based assessment. In addition to these core assessments, education systems could participate in optional paper-based financial literacy and computer-based mathematics and reading assessments. The United States participated in these optional assessments. This report presents performance on PISA 2012 in mathematics, science, and reading literacy from a U.S. perspective. Results are presented for the 65 education systems, including the United States, that participated in PISA 2012 and for the three U.S. states--Connecticut, Florida, and Massachusetts--that participated as separate education systems. These three states opted to have separate samples of public-schools and students included in PISA in order to obtain state-level results. In this report, results are presented in terms of average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. For proficiency levels, results are reported in terms of the percentage reaching level 5 or above and the percentage below level 2. Higher proficiency levels represent the knowledge, skills, and capabilities needed to perform tasks of greater complexity. At levels 5 and 6, students demonstrate higher level skills and may be referred to as "top performers" in the subject. Conversely, students performing below level 2 are below what the OECD calls "a baseline level of proficiency, at which students begin to demonstrate the literacy competencies that will enable them to participate effectively and productively in life" (OECD 2010, p. 154). This report also presents U.S. trends over time in mathematics, science, and reading literacy, and overall results for the computer-based mathematics and reading assessments. Results for the problem-solving and financial literacy assessments will be released in 2014. Appended are: (1) Methodology and Technical Notes; and (2) International and U.S. Data Collection Results. (Contains 9 tables, 3 figures, 9 footnotes, and 3 exhibits.) [This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-10-C-0047 with Westat.]
- Published
- 2013
22. The Quality of Secondary Education in the Middle East and North Africa: What Can We Learn from TIMSS' Results?
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Bouhlila, Donia Smaali
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Research on educational quality has been scarce in the Middle East and North Africa (MENA) region, whereas the debates over educational quality date from 1966 in the USA with the Coleman Report. Fortunately TIMSS (Trends in International Mathematics and Science Study) starts to fill this gap by providing data on students' achievement and for many MENA countries this is the first time that such data are available. The paper gives an overview of the quality of education in MENA using TIMSS' 2007 data. The research questions addressed here are why is achievement low? And why is the gap between the top-performing countries and MENA countries large? In order to answer these questions, the paper focuses on several aspects: the first is the inefficiency of acquiring the language, the second is the inefficiency of time devoted to homework, the third is the meagre intended curriculum which is translated into a weaker implemented curriculum, the fourth aspect deals with the inefficiency of public resources devoted to the education sector. Finally, the paper highlights two other factors believed to affect students' achievement: family background and students' attitudes towards mathematics and science. (Contains 15 notes, 7 tables, and 5 figures.)
- Published
- 2011
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23. What's in a Name: Learning, Supporting, and Affirming Diverse Histories and Communities
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Rochon, Ronald
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In this keynote address, the author aims to encourage students to push the faculty who guide them, in order to bring amazing change to their profession. He urges each of them to work hard to sustain this organization as it moves forward. He discusses the importance of learning, supporting, and affirming diverse histories and communities. He argues that educators have an opportunity to bring a different kind of conversation in their classrooms--a different kind of opportunity to create new policy and to discuss where they can go and what they will do to introduce, improve, and promote critical thinking in their classrooms. He closes with an endorsement for "collective improvement." He shares his vision of "collective improvement" and the 'collaborative spirit" as the most significant step that policy makers, educators, and university faculty can take.
- Published
- 2010
24. Hard Yards and High Hopes: The Educational Challenges of African Refugee University Students in Australia
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Harris, Vandra and Marlowe, Jay
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This paper considers the experience of a small group of young adults who were born in Africa, entered Australia under the humanitarian entry program, and are enrolled in tertiary education. It investigates the expectations and experiences of these students and the associated teaching staff at a South Australian university. This body of students comprises a diverse group of individuals, and their educational success is equally varied. In focus groups many of the students revealed a range of pressures such as challenges adapting to new educational contexts, high community expectations, and difficult home environments for study. Students recounted a mixed educational experience with staff as they interfaced with practical issues of seeking academic support, accessing study materials, and studying in another language. Perhaps reflecting the determination and self-reliance that has brought them to this point, they primarily speak of academic success as their own responsibility, as well as their best support being other students from the same background. An awareness of, and a response to, these issues may help to ease refugee students' transition to tertiary study. (Contains 1 table.)
- Published
- 2011
25. Participation in the Virtual Environment of Blended College Courses: An Activity Study of Student Performance
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Cavanaugh, Cathy, Mayberry, John, and Hargis, Jace
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This paper describes an observational study of the introduction of Sakai's Learning Management System (LMS) into several liberal arts courses at a women's college in the Middle East. Student participation in the CLE was tracked over the course of the semester and summarized by their number of logins and average session length. These measures were compared with final course grades to increase our understanding of the participation patterns of successful students in this new environment. Interestingly, we observe that students with an intermediate number of logins and session length tended to exhibit the optimal level of course achievement with students who logged in near the low or high amount of times tending to receive lower grades. We provide several potential explanations for this parabolic relationship.
- Published
- 2016
26. Identifying Effective Education Interventions in Sub-Saharan Africa: A Meta-Analysis of Rigorous Impact Evaluations
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Conn, Katharine
- Abstract
The aim of this dissertation is to identify effective educational interventions in Sub-Saharan African with an impact on student learning. This is the first meta-analysis in the field of education conducted for Sub-Saharan Africa. This paper takes an in-depth look at twelve different types of education interventions or programs and attempts to not only present analytics on their relative effectiveness, but to also explore why certain interventions seem to be more effective than others. After a systematic literature review, I combine 56 articles (containing 66 separate experiments, 83 treatment arms, and 420 effect size estimates), and I use random-effects meta-analytic techniques to both a.) evaluate the relative impact of different types of interventions and b.) explain variation in effect sizes within and across intervention types. When I examine the relative pooled effect sizes of all twelve intervention areas, I find that interventions in pedagogical methods (changes in instructional techniques) have a higher pooled effect size on achievement outcomes than all other eleven intervention types in the full sample (e.g., school management programs, school supplies interventions, or interventions that change the class size or composition). The pooled effect size associated with these pedagogical interventions is 0.918 standard deviations in the full sample (SE = 0.314, df = 15.1, p = 0.01), 0.566 in the sample excluding outliers and including only randomized controlled trials (SE = 0.194, df = 11, p = 0.01), and 0.228 in a sample that includes only the highest quality studies (SE = 0.078, df = 5.2, p = 0.03). These findings are robust to a number of moderating factors. Using meta-regression, I find that on average, interventions in pedagogical methods have an effect size over 0.30 standard deviations (significant at the 5% level) greater than all other intervention areas combined, even after controlling for multiple study-level and intervention-level variables. Beyond this average effect, I show that studies that employ adaptive instruction and teacher coaching techniques are particularly effective. Further, while studies that provide health treatments or school meals have on average the lowest pooled effect size, I show that if these studies are analyzed using cognitive assessments (tests of memory and attention), health treatments actually produce a relatively large pooled effect size of 0.176 standard deviations (SE = 0.028, df = 2.18); this is particularly true of studies that either prevent or treat malaria. In addition, this meta-analysis examines the state of current education impact evaluation research in Sub-Saharan Africa and highlights both research gaps as well as differences in study design, methodology, and reporting of metrics by academic field. I find that the bulk of the research in this area comes from the field of economics (62%), followed by the fields of education (23%) and public health (15%). Further, the majority of this research has been conducted in a set of six countries: Kenya, Nigeria, South Africa, Uganda, Burkina Faso, and Madagascar, while rigorous evaluations of education programs have never taken place in others. Moreover, topics currently under rigorous study are not necessarily representative of the major issues facing many Sub-Saharan African school systems today. For example, there are no impact evaluations of multi-grade or multi-shift teaching and only one evaluation of a bilingual education program. This meta-analysis thus recommends a shift in the impact evaluation research agenda to include both a broader geographic and topical focus, as well as an increased emphasis on improvements in pedagogical methods, without which other interventions may not reach their maximum potential impact. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2014
27. Raven's Test Performance of Sub-Saharan Africans: Average Performance, Psychometric Properties, and the Flynn Effect
- Author
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Wicherts, Jelte M., Dolan, Conor V., Carlson, Jerry S., and van der Maas, Han L. J.
- Abstract
This paper presents a systematic review of published data on the performance of sub-Saharan Africans on Raven's Progressive Matrices. The specific goals were to estimate the average level of performance, to study the Flynn Effect in African samples, and to examine the psychometric meaning of Raven's test scores as measures of general intelligence. Convergent validity of the Raven's tests is found to be relatively poor, although reliability and predictive validity are comparable to western samples. Factor analyses indicate that the Raven's tests are relatively weak indicators of general intelligence among Africans, and often measure additional factors, besides general intelligence. The degree to which Raven's scores of Africans reflect levels of general intelligence is unknown. Average IQ of Africans is approximately 80 when compared to US norms. Raven's scores among African adults have shown secular increases over the years. It is concluded that the Flynn Effect has yet to take hold in sub-Saharan Africa. (Contains 6 tables and 4 figures.)
- Published
- 2010
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28. A Systematic Literature Review of the Average IQ of Sub-Saharan Africans
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Wicherts, Jelte M., Dolan, Conor V., and van der Maas, Han L. J.
- Abstract
On the basis of several reviews of the literature, Lynn [Lynn, R., (2006). Race differences in intelligence: An evolutionary analysis. Augusta, GA: Washington Summit Publishers.] and Lynn and Vanhanen [Lynn, R., & Vanhanen, T., (2006). IQ and global inequality. Augusta, GA: Washington Summit Publishers.] concluded that the average IQ of the Black population of sub-Saharan Africa lies below 70. In this paper, the authors systematically review published empirical data on the performance of Africans on the following IQ tests: Draw-A-Man (DAM) test, Kaufman-Assessment Battery for Children (K-ABC), the Wechsler scales (WAIS & WISC), and several other IQ tests (but not the Raven's tests). Inclusion and exclusion criteria are explicitly discussed. Results show that average IQ of Africans on these tests is approximately 82 when compared to UK norms. We provide estimates of the average IQ per country and estimates on the basis of alternative inclusion criteria. Our estimate of average IQ converges with the finding that national IQs of sub-Saharan African countries as predicted from several international studies of student achievement are around 82. It is suggested that this estimate should be considered in light of the Flynn Effect. It is concluded that more psychometric studies are needed to address the issue of measurement bias of western IQ tests for Africans. (Contains 6 figures and 6 tables.)
- Published
- 2010
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29. Education Quality in the Middle East
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Chapman, David W. and Miric, Suzanne L.
- Abstract
Some of the most dramatic growth in the provision of primary and secondary education over the last decade has occurred across countries of the Middle East and North Africa (MENA). Yet student achievement across MENA is lagging compared to many other parts of the world. Low quality of education is a primary concern and one of the greatest challenges facing education and government leaders across the region. This paper summarises recent evidence regarding student learning in the MENA region and draws on Galal's model of policy formulation in considering ways that governments across the Middle East might address this problem.
- Published
- 2009
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30. In-Service Training Needs in an African Context: A Study of Headteacher and Teacher Perspectives in the Gucha District of Kenya
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Onderi, Henry and Croll, Paul
- Abstract
Improving the quality of teaching is an educational priority in Kenya, as in many developing countries. The present paper considers various aspects on in-service education, including views on the effectiveness of in-service, teacher and headteacher priorities in determining in-service needs and the constraints on providing in-service courses. These issues are examined though an empirical study of 30 secondary headteachers and 109 teachers in a district of Kenya. The results show a strong felt need for in-service provision together with a firm belief in the efficacy of in-service in raising pupil achievement. Headteachers had a stronger belief in the need for in-service for their teachers than did the teachers themselves. The priorities of both headteachers and teachers were dominated by the external pressures of the schools, in particular the pressures for curriculum innovation and examination success. The resource constraints on supporting attendance at in-service courses were the major problems facing headteachers. The results reflect the difficulties that responding to an externally driven in-service agenda creates in a context of scarce resources. (Contains 6 tables.)
- Published
- 2008
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31. Extra Tuition in Southern and Eastern Africa: Coverage, Growth, and Linkages with Pupil Achievement
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Paviot, Laura, Heinsohn, Nina, and Korkman, Julia
- Abstract
The phenomenon of extra tuition is witnessed in many countries and some educationalists have described it as a parallel education system. However, the incidence and impact of extra tuition have often not been studied systematically, especially in Africa. In this article cross-national data for six African education systems (Kenya, Malawi, Mauritius, Namibia, Zambia and Zanzibar) collected by SACMEQ, the Southern and Eastern Africa Consortium for Monitoring Educational Quality, have been used to assess: (a) the incidence and growth of extra tuition, (b) the characteristics of students who received extra tuition, and (c) the association between extra tuition and student achievement. The analyses presented in this paper showed that extra tuition was a widespread phenomenon in all six education systems, and that receiving extra tuition was positively associated with the socio-economic levels of students' home backgrounds. The association between tuition and student achievement was mixed. The issues and challenges associated with tuition have been discussed and some suggestions for further research made.
- Published
- 2008
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32. Do School Segregation and School Resources Explain Region-of-Origin Differences in the Mathematics Achievement of Immigrant Students?
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Dronkers, Jaap and Levels, Mark
- Abstract
Levels and Dronkers (2006) showed that educational achievement differs between immigrant students from different regions of origin (Latin America, Northern Africa, and Western Asia). This follow-up paper establishes whether these differences in educational achievement between immigrant students from different regions of origin can be explained by school segregation, whether along ethnic or socioeconomic lines. Ethnic and socioeconomic school segregation have a negative influence on the scholastic achievement of all students, although the impact of socioeconomic school segregation is greater than that of ethnic school segregation. Ethnic school segregation affects the scholastic outcomes of native and immigrant students from some regions of origin more than those of immigrant students from other regions. The analysis shows that neither ethnic, nor socioeconomic, school segregation explains the lower mathematics achievement of immigrant students from Latin America, Northern Africa, and Western Asia. (Contains 4 tables and 19 notes.)
- Published
- 2007
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33. Private Supplementary Tutoring: Comparative Perspectives on Patterns and Implications
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Bray, Mark
- Abstract
Private supplementary tutoring has long been a major phenomenon in parts of East Asia, including Japan, Hong Kong, South Korea and Taiwan. In recent times it has grown dramatically in other parts of Asia and in Africa, Europe and North America. The factors underlying the growth of private tutoring vary, but in all settings it has major implications for learning and livelihood. Families with the necessary resources are able to secure not only greater quantities but also better qualities of private tutoring. Children receiving such tutoring are then able to perform better in school, and in the long run to improve their lifetime earnings. By contrast, children of low-income families who do not receive such benefits may not be able to keep up with their peers and may drop out of school at an earlier age. Tutoring also of course has a direct impact on the livelihoods of the tutors, providing employment and incomes for a range of professionals and amateurs of different age groups. The dynamics of inter-relationships are complex, and vary from one setting to another. This paper argues that private supplementary tutoring deserves much more attention from policy makers and researchers. (Contains 1 table.)
- Published
- 2006
34. Academic Achievements of Children in Immigrant Families
- Author
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Han, Wen-Jui
- Abstract
Utilizing data on approximately 16,000 children from the Early Childhood Longitudinal Survey-Kindergarten Cohort and a rich set of mediating factors on 16 immigrant groups, this paper examined the associations between children's immigrant generation status and their academic performance. The changes in academic achievements during kindergarten and first-grade were also examined to explore the varying learning paces exhibited by children from different countries of origin. Results indicate that, compared to third and later generation non-Hispanic white children, children of Latin American regions tended to have lower reading and math scores, while children of Asian regions tended to have higher reading and math scores. In addition, although children of immigrants may have either higher (e.g., children from East Asia) or lower scores (e.g., children from Mexico) by first-grade compared to third and later generation non-Hispanic white children, the former generally learned skills at faster paces, thus widening (e.g., for children from East Asia) or narrowing (e.g., for children from Mexico) academic achievement gaps. Child and family characteristics accounted for a large share of the differences in children's academic achievements. Home, school, and neighborhood environments may also matter but to a lesser extent. Research implications are discussed. (Contains 8 tables and 8 footnotes.)
- Published
- 2006
35. Planning Post-Primary Education: Taking Targets to Task
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Lewin, K.M
- Abstract
The Millennium Development Goals (MDGs) have shaped much educational target setting by governments and their development partners to the extent that they have focused on just two of the commitments-universal enrolment and completion of primary schooling, and gender equality in primary and secondary school access and achievement. A consequence is that many countries in Sub-Saharan Africa have yet to develop coherent plans for the post-primary sub-sector. Yet without expanded access beyond primary it is unlikely that the MDGs will be achieved. Privileging investment in the enrolment and completion of the last primary child over-investment at post-primary levels may satisfy a rights-based approach to development; it may not be the best strategy to sustain gains in access to educational services or to alleviate poverty through redistribution or growth. Skews in investment unfavourable to post-primary are partly the result of target setting that has been narrowly interpreted and which depends on assumptions that become questionable on close analysis. This paper first summarises the case for reconsidering investment strategies for post-primary education in general, and for secondary schooling in particular. Second, it explores issues related to target setting and target getting in relation to post-primary provision, many of which apply to target setting generally. Finally, concluding remarks draw together the case to reconsider how targets are defined and how they might be used in national planning more productively.
- Published
- 2005
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36. Measuring Socioeconomic Status in Health Research in Developing Countries: Should We Be Focusing on Households, Communities or Both?
- Author
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Fotso, Jean-Christophe and Kuate-Defo, Barthelemy
- Abstract
Research on the effects of socioeconomic well-being on health is important for policy makers in developing countries, where limited resources make it crucial to use existing health care resources to the best advantage. This paper develops and tests a set of measures of socioeconomic status indicators for predicting health status in developing countries. We construct socioeconomic indexes that capture both household and community attributes so as to allow us to separate the social from the purely economic dimensions of the socioeconomic status within a cross-national perspective, with applications to data from Demographic and Health Surveys (DHS) fielded in five African countries in the 1990s. This study demonstrates the distinctive contributions of socioeconomic indexes measured at the household vs. community level in understanding inequalities in health and survival and underlines the importance of going beyond the purely economic view of socioeconomic status to cover the multidimensional as well as multilevel concept of economic and social inequality.
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- 2005
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37. Changing Views of Culture and Behavior: An Interview with Robert Serpell
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Lockett, Charles T.
- Abstract
Charles Lockett is an Assistant Professor in the School of Psychology at James Madison University, where he teaches developmental psychology as well as advanced topic courses in cultural psychology and the psychology of race and racism. A graduate of Howard University, Lockett credits Howard's Preparing Future Faculty Fellowship Program for his grasp of classroom dynamics. Lockett's research focus is examining cultural and personal identity factors that lead to achievement among minority populations. Robert Serpell, Professor of Psychology, University of Maryland, Baltimore County, is currently a visiting professor at the University of Malawi where he conducts applied developmental psychology research. He was the Director of the Doctoral Studies Program in Applied Developmental Psychology (1989 to 2001). Born and raised in England, with a BA (Oxford, 1965), and a PhD (Sussex, 1969), he is a citizen of Zambia and worked at the University of Zambia (1965 to 1989) as Head, Psychology Department, and Director, Institute for African Studies. His theoretical and applied research in Africa, Britain, and the United States has centered on the sociocultural context of children's cognitive development.
- Published
- 2003
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38. Education, Training and Contexts: Studies and Essays.
- Author
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Lauglo, Jon and Lauglo, Jon
- Abstract
This volume provides an overview of some of the outstanding features of the work of the Norwegian sociologist and comparative educationist, Jon Lauglo. After an introduction, "'It Ain't Necessarily So!': Theories and Observations in Jon Lauglo's World of Education and Training" (Se-Yung Lim and Klaus Schaack), essays and studies are presented in five sections. Section 1, "Teachers and Social Contexts," includes "Teachers' Social Origins, Career Commitment during University, and Occupational Attitudes"; "Upper-Secondary Teaches in Norway: Organizational Participation and its Correlates"; and "Rural Primary School Teachers as Potential Community Leaders? Contrasting Historical Cases in Western Countries." Section 2, "Technical and Vocational Education and Training," includes"Concepts of 'General Education' and 'Vocational Education' Curricula for Post-Compulsory Schooling in Western Industrialised Countries: When Shall the Twain Meet?"; "Diversified Secondary Education in Kenya: The Status of Practical Subjects and Their Uses after School" (Jon Lauglo and Anders Narman); "Technical Secondary Students in Kenya: Origins, Achievement and Destinations"; and "Vocational Training: Analysis of Policy and Modes--Case Studies of Sweden, Germany and Japan." Section 3, "Control of Education," includes "Soviet Education Policy 1917-1935: From Ideology to Bureaucratic Control"; "Populism and Education in Norway"; and "Forms of Decentralization and Their Implications for Education." Section 4, "The 'Agency' for Education and Social Capital among Immigrant Youth," includes"Working Harder to Make the Grade: Immigrant Youth in Norwegian Schools" and "Social Capital Trumping Class and Cultural Capital? Engagement with School among Immigrant Youth." Section 5, "A Case for Adult Basic Education in Developing Countries," includes "A Case for Renewed Engagement with Adult Basic Education in Africa." (Papers contain references.) (SM)
- Published
- 2003
39. Another Failure to Replicate Lynn's Estimate of the Average IQ of Sub-Saharan Africans
- Author
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Wicherts, Jelte M., Dolan, Conor V., Carlson, Jerry S., and van der Maas, Han L. J.
- Abstract
In his comment on our literature review of data on the performance of sub-Saharan Africans on Raven's Progressive Matrices, Lynn (this issue) criticized our selection of samples of primary and secondary school students. On the basis of the samples he deemed representative, Lynn concluded that the average IQ of sub-Saharan Africans stands at 67 when compared to UK norms after a correction of the Flynn Effect. We criticize his methods for being unsystematic. Here we select only those samples that were based on stratified or clustered random sampling and were deemed representative by the original authors. We again fail to replicate Lynn's low estimate of the average IQ of Africans. We argue that these scores are hard to interpret in terms of latent cognitive variables such as "g" because of the psychometric incomparability we established and because the Flynn Effect has yet to take hold in sub-Saharan Africa. (Contains 1 table.)
- Published
- 2010
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40. How are academic achievement and inhibitory control associated with physical fitness, soil-transmitted helminth infections, food insecurity and stunting among South African primary schoolchildren?
- Author
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Gerber, Markus, Lang, Christin, Beckmann, Johanna, du Randt, Rosa, Gall, Stefanie, Seelig, Harald, Long, Kurt Z., Ludyga, Sebastian, Müller, Ivan, Nienaber, Madeleine, Nqweniso, Siphesihle, Pühse, Uwe, Steinmann, Peter, Utzinger, Jürg, and Walter, Cheryl
- Subjects
CARDIOVASCULAR fitness ,EXECUTIVE function ,FOOD security ,STUNTED growth ,GRIP strength ,ACADEMIC achievement ,CHILDREN - Abstract
Background: Cardiovascular fitness has been associated with both executive function and academic achievement in multiple cohort studies including children and adolescents. However, research is scarce among children from low- and middle-income countries. Hence, this paper focuses on South African primary schoolchildren living in marginalized areas and examines if academic achievement and inhibitory control can be explained by children's age, socioeconomic status, soil-transmitted helminth infections, food insecurity, stunting, grip strength, and cardiorespiratory fitness.Methods: The sample of this cross-sectional study consisted of 1277 children (48% girls, mean age: 8.3 years). Data were assessed via questionnaires, stool samples, anthropometric measurements, 20 m shuttle run test, grip strength test, Flanker task, and school grades. Data were analysed with mixed linear regression models with random intercepts for school classes, separately for boys and girls.Results: Higher socioeconomic status was most closely associated with academic achievement among boys (p < 0.05), whereas higher levels of cardiorespiratory fitness and not being stunted explained most variance in academic achievement in girls (p < 0.05). Higher age turned out to be associated with better performance in the Flanker task (p < 0.01). Additionally, in boys, higher grip strength was associated with better information processing and inhibitory control of attention (p < 0.01), whereas in girls, higher cardiorespiratory fitness levels were positively associated with these cognitive abilities (p < 0.05).Conclusions: Academic performance has been shown to be compromised in schoolchildren living in marginalised areas, compared to schoolchildren in less disadvantaged parts of South Africa. The present study suggests that cardiorespiratory fitness and grip strength are two potentially modifiable factors that are associated with children's academic achievement and cognitive performance, and that should be targeted in future school-based interventions. [ABSTRACT FROM AUTHOR]- Published
- 2021
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41. Accelerating achievement for Africa's adolescents - an innovative initiative.
- Author
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Sherr, Lorraine, Cluver, Lucie, Desmond, Chris, Dhaliwal, Mandeep, Webb, Douglas, and Aber, J. Lawrence
- Subjects
ADOLESCENT development ,CONSERVATION of natural resources ,WELL-being ,INTERDISCIPLINARY research ,HEALTH services accessibility ,SERIAL publications ,FOOD security ,SOCIAL justice ,ADOLESCENT psychology ,ACADEMIC achievement ,SOCIOECONOMIC factors ,GOVERNMENT policy ,HEALTH planning ,GOAL (Psychology) - Abstract
An editorial is presented on promoting early career academic success and working with methodological innovation. Topics include Africa's Adolescents Hub being established in providing pathways and insights for the young people reaching the potential; and made new methodological advances in multilevel modelling and causal inference.
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- 2022
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42. Number, Age Composition and School Achievements of Siblings in Two African Capital Cities.
- Author
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Kuepie, Mathias, Tenikue, Michel, Nouetagni, Samuel, and Misangumukini, Nicaise
- Subjects
ACADEMIC achievement ,EDUCATIONAL background ,SIBLINGS ,SCHOOL size ,EDUCATION - Abstract
This paper uses biographical data from Dakar and Yaoundé, two large African cities, to study the link between number of siblings and school attainment. The data describe all fertility events experienced by parents and the number of siblings of each child over time. The average family size effect is estimated first. The family size effect at different ages is then estimated. The results show that, in Dakar, both the overall and age-specific effect of family size on education are negative and statistically significant. In Yaoundé, the overall effect is not significant, but negative effects at some schooling ages (between 14 and 17) are observed in this study. Finally, the negative impact of family size on school achievement seems to be driven more by elder siblings than by younger ones. [ABSTRACT FROM AUTHOR]
- Published
- 2014
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43. A systematic and integrative review of qualitative research exploring experiences of acculturation and education among African-born migrants.
- Author
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Deslandes, Christine, Kaufmann, Leah M., and Anderson, Joel R.
- Subjects
EDUCATIONAL psychology ,BIRTHPLACES ,IMMIGRANTS ,AFRICANS ,META-synthesis ,SOCIAL support ,ACCULTURATION ,SYSTEMATIC reviews ,PEER relations ,ACADEMIC achievement ,PSYCHOLOGICAL adaptation - Abstract
This paper presents the findings of a systematic review that synthesizes the qualitative findings for acculturation and education experiences among African-born migrants. Systematic searches were conducted across seven databases for English language studies using qualitative research methodologies. The search strategy identified 25 studies (n = 511), and a meta-synthesis of their findings revealed that typically adoption of host culture enhanced African-born migrants' academic achievement, academic adjustment, and peer relationships, participation in education, and parent and guardian-based support. The findings were interpreted as suggesting that migrants who can adopt the host culture have better educational experiences. However, adoption of host culture in some cases was not related to better educational experiences. The findings of this review have implications for policy to support African-born migrants. • Synthesizes qualitative studies on African migrants' acculturation and education. • Acculturation to host typically positively impacts educational experiences. • Findings are largely in relation to language proficiency. • Found limited use of acculturation models in qualitative studies. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
44. THE PROFESSOR WITHIN THE CONTEXT OF AFRICAN UNIVERSITIES.
- Author
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Nenty, H. Johnson and Biao, Idowu
- Subjects
COLLEGE teachers ,UNIVERSITIES & colleges ,GLOBALIZATION ,ACADEMIC achievement ,COMPARATIVE studies ,EDUCATIONAL quality - Abstract
Copyright of Contemporary Journal of African Studies is the property of Institute of African Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2013
45. The Politics of Historical and Social Science Research in Africa.
- Author
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Zeleza, Paul Tiyambe
- Subjects
SOCIAL science research ,ACADEMIC achievement - Abstract
This paper, on the institutional, ideological, and intellectual politics of producing historical and social science knowledge in Africa, was prepared as the keynote address for the Conference on 'Historical and Social Science Research in Malawi: Problems and Prospects' held in Zomba in June 2000 from which the papers in this special issue of the Journal of Southern African Studies are drawn. It is reproduced here in the format in which it was presented. [ABSTRACT FROM AUTHOR]
- Published
- 2002
- Full Text
- View/download PDF
46. GENDER EQUITY REQUIRES HIGHER EDUCATION EQUITY: A DISCUSSION WITH AFRICAN WOMEN ABOUT THE BARRIERS THEY FACE TO PARTICIPATION AS STUDENTS, FACULTY, AND IN ACADEMIC LEADERSHIP ROLES.
- Author
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Doerrer, Sarah
- Subjects
GENDER inequality ,HIGHER education ,WOMEN ,ACADEMIC achievement ,LEADERSHIP - Abstract
All over the world, women's education has been neglected for a long time. This neglect has its foundation in the strong and cherished ageold belief in men's superiority and women's subordination. In recent years, it has been acknowledged that women possess hidden potentials that if fully developed, will contribute greatly in transforming their homes and the society at large. Consequently several efforts have been made to improve women's participation in all sectors of the economy including education. Thus this paper deemed it fit to examine the position of women in educational sector, specifically in Nigeria. It was observed that the gender gap still persists. The paper pointed out the major factors that have contested gender parity in education, enumerated the implication of the gender gap, and proffered recommendations for the way forward. [ABSTRACT FROM AUTHOR]
- Published
- 2015
47. Empowerment of women students through educational achievement: A narrative enquiry.
- Author
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Lemmer, E. M.
- Subjects
NARRATIVE inquiry (Research method) ,SOCIAL conditions of students ,SOCIAL conditions of women ,ACADEMIC achievement ,SOCIAL status - Abstract
Education is the basic tool for empowering women, and this is particularly striking among women from deprived economic and social backgrounds. Narratives of women's lives indicate different statuses of self-development, which are further complicated by issues of race, class and socioeconomic position. This paper presents the stories of four black midlife women with a view to examining how women from a background of extreme deprivation construct and give meaning to the story of their educational history and its contribution to their self-identity. Data was collected through written life histories and interviews and analysed according to two narrative models. The findings illustrate how the women made sense of trauma and difficult life transitions, describe their ultimate empowerment through educational and professional achievement, and illustrate the use and value of narrative enquiry in research in education. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
48. The Idea of an 'Educated Person' in Contemporary African Thought.
- Author
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Balogun, Oladele Abiodun
- Subjects
- *
AFRICAN philosophy , *THOUGHT & thinking , *HOLISTIC education , *ETHICS , *PERSONALITY , *ACADEMIC achievement - Abstract
This paper is a philosophical appraisal of the idea of an educated person in contemporary African thought. It attempts to show that contemporary Africans are palpably ignorant of who truly is an educated person, and argues that: (1) the contemporary African conception of an educated person as one who is only lettered and literate is philosophically inadequate; (2) the idea of an educated person in traditional Africa is holistic; inclusive of evidence of a well integrated personality with positive moral dispositions and observance of the ethical norms and values of the society; and (3) only those who are educated in the holistic sense can make significant and meaningful contributions to their societies. Thus, the paper concludes that there is an urgent need for contemporary African nations to adopt and utilize a holistic conception of an educated person, which emphasizes the ethical dimensions of education, in their effort to integrated development in 21st century Africa. [ABSTRACT FROM AUTHOR]
- Published
- 2008
49. Graduate transitions in Africa: Understanding strategies of livelihood generation for universities to better support students.
- Author
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Juan, Andrea, Cooper, Adam, Mathambo, Vuyiswa, Lawana, Nozuko, Nokhetho Mhlanga, and Jowi, James Otieno
- Subjects
AFRICANS ,COMMENCEMENT ceremonies ,STUDENT development ,ACADEMIC achievement ,COLLEGE graduates ,STUDENTS - Abstract
Copyright of Journal of Student Affairs in Africa is the property of Journal of Student Affairs in Africa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
50. Student achievement, school quality, and an error-prone family background measure: exploring the sensitivity of the Heyneman-Loxley effect in Southern and Eastern Africa.
- Author
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Rew, W. Joshua, Andon, Anabelle, and Luschei, Thomas F.
- Subjects
SOCIAL background ,ECONOMIC conditions of students ,ACADEMIC achievement ,MEASUREMENT errors ,NATIONAL income - Abstract
Background: We examine the sensitivity of the Heyneman-Loxley Effect to the influence of an error-prone family background measure in 15 education systems from Southern and Eastern Africa. Our aim is to revisit a claim by Abby Riddell from the November 1989 issue of the Comparative Education Review concerning the reliability of family background measures and the estimation of the Heyneman-Loxley Effect. Three questions guide our study: does national income have an association with the reliability of a family background measure, is the association between a family background measure and student achievement sensitive to measurement error, and is the association between national income and the school effect sensitive to measurement error? Methods: Our analysis relies on the SACMEQ III data archive and, most importantly, a known error-prone family background measure (i.e., socioeconomic status index) and its corresponding measurement error (i.e., conditional standard error of measurement). For each SACMEQ III education system, we calculate the reliability of the socioeconomic status index and examine its association with national income. We use a Bayesian multilevel regression model to estimate naive and correction parameters representing the association between the socioeconomic status index and student achievement. Finally, we explore the associations between national income and the naive and correction estimates for the school effect across SACMEQ III education systems. Results: We observe three results. First, the association between national income and the reliability of the socioeconomic status index appears negative among SACMEQ III education systems (albeit questionable due to the small n-size and influential outliers). Second, the association between the socioeconomic status index and student achievement is sensitive to measurement error across content areas and SACMEQ III education systems. Third and finally, the association between national income and the school effect is insensitive to measurement error across content areas and SACMEQ III education systems. Conclusions: Throughout our study, we discuss measurement error, its consequences, and why the correction of error-prone family background measures is important. We highlight the need for auxiliary information for measurement error correction (e.g., reliability ratio, conditional standard error of measurement). Lastly, in addition to encouraging the correction of error-prone family background measures when attempting to replicate the Heyneman-Loxley Effect, we invite further research on improving the reliability and comparability of family background measures. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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