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1.
This editorial paper presents 11 papers related to the special issue proposed by UNICEF on the Education Response to COVID-19. The COVID-19 pandemic provoked an education emergency of unprecedented scale. At its onset in February 2020, school closures were announced in the worst-hit countries. At the peak of the crisis, 90 per cent of learners worldwide had had their education disrupted. Some learners, especially those from the most marginalised population groups, were put at risk of permanent dropout, provoking long-term and significant negative effects on children’s life-long wellbeing and the socio-economic development of their communities and countries. This special issue, which received contributions from UNICEF staff and various researchers, focuses on the impact of school closures, the effectiveness of remote learning solutions, equity implications, the mitigation of learning loss and notions around re-opening better. Different research perspectives and evidence is gathered to help strengthen policy considerations and future planning. The conclusion emphasizes building on the innovative solutions generated by the response to the crisis to make education systems more resilient, whilst also reinforcing the focus on equity and inclusion so that pre-existing disparities are not exacerbated in the future. 相似文献
2.
This study compares the ideas of social equity in the liberal Anglo-American and Chinese political cultures and seeks potential hybridisations. Through a conceptual examination of scholarly works, this study identifies differences and similarities of social equity between the two political cultures. A common conceptual bridge, deriving from the comparison and hybridisation, is further developed for the discussion of social equity and equity in higher education across the two cultures. The common bridge consists of four constitutes of social equity: political and civil equality, social and economic equality, equality of opportunity and equality of potential and freedom to achieve, the last of which is new hybridity of the two political cultures. This study argues that the hybridity – equality of potential and freedom to achieve – is enlightening to the discussion of equity in higher education as well as social equity across contexts. 相似文献
3.
This study utilises a unique school based survey of public, private and Public Partnership Programme (PPP) schools in Punjab, Pakistan to identify the correlates of: teacher behaviour in the classroom, teacher content knowledge mastery, and teacher pay. The study finds that private school teachers are associated with lower classroom observation scores than public school teachers, and both private and PPP school teachers are less likely to exhibit content knowledge mastery in Urdu than public school teachers (however, this is not the case for math and English). Public school teachers recruited after the introduction of test-based teacher recruitment are 30 percentage points more likely to demonstrate math content knowledge mastery than teachers recruited prior to test-based recruitment. The study also finds evidence of a pay gap between male and female teachers in both public and PPP schools after controlling for other characteristics. Teachers’ math content knowledge scores were found to be statistically significant correlates of teacher pay for private school teachers, but not for PPP or public school teachers. For female PPP school teachers, having higher academic qualifications is associated with higher wages however, this is not the case for male teachers in these schools. 相似文献
4.
Although Affirmative Action policies have been enforced in many countries, their consequences are highly understudied, especially in the context of developing economies. Section 12(1)(c) of the Right to Education (RTE) Act enforced in 2009 is the first attempt to introduce affirmative action in primary schools in India. The act requires all private schools to reserve at least twenty five percent seats for children from economically weaker sections. To understand the effect of the act on i) social integration and ii) academic outcomes, we asked 1500 children (grades one to three) from four schools to answer friendship surveys and short tests in Mathematics and English. The schools in our sample vary considerably in constitution and were intentionally chosen to understand the impact of the act in different school settings. The friendship surveys show strong homophily i.e. non-RTE students cite other non-RTE students as friends, while RTE students chose to be friends primarily with other RTE students. Trends in test scores reveal that students admitted under the RTE quota score significantly lower than non-RTE students. However, RTE students who have a higher share of non-RTE friends have better test scores, suggesting that affirmative action may have a positive influence on learning outcomes for RTE children. Further we note that commitment from the school authorities and systematic monitoring and evaluation of the implementation of the act will go a long way in bringing out some of the benefits that this act was designed to achieve. Our findings have important policy implications with respect to ensuring proper implementation of the Section12(1)(c) of the RTE act in schools across the country. 相似文献
5.
Higher education institutions are trying to provide more flexibility and individualization, which is mainly realized through the use of new technologies and implemented in online or blended learning designs. This systematic review aims to investigate the impact of replacing classroom time with an online learning environment. The meta-analysis (k = 21 effect sizes) applied strict inclusion criteria concerning research design, measurement of learning outcomes and implementation of blended learning. The estimated effect size (Hedge's g) was positive, although not significantly different from zero and the confidence interval [-0.13, 0.25], suggesting that overall differences between blended and conventional classroom learning are small, and, at best, very small negative or moderate positive effects are plausible. This means that despite a reduction in classroom time between 30 and 79 per cent, equivalent learning outcomes were found. Consequently, blended learning with reduced classroom time is not systematically more or less effective than conventional classroom learning. 相似文献
6.
Despite seven decades of policy thrust, group-based educational inequalities persist in India. The tenacious social group-based stratification often proves to be a hurdle for educational participation policies to be effectively rolled out. Given these realities, this study reviews all major national education policy interventions since t 1950s. Using four rounds of National Sample Survey (NSS) data, we analysed the pattern of educational attainments in terms of Average Years of Schooling (AYS) and educational inequalities in India for the period 1994-2012. Three indices of inequality - Gini, Theil’s enttropy and Atkinson - have been constructed to study inequality by gender, place of residence and social groups. . We also empirically estimated the determinants of educational attainments in India by using OLS and Tobit Models. Further using the Oaxaca-Blinder Decomposition technique, we analysed the educational attainment gaps between groups. The study concludes that policy interventions have done little to reduce the group-based educational attainment gap and it’s time to place improved focus on secondary and higher education while continuing the efforts in primary education. 相似文献
7.
Using a tripartite framework, this study examines the current level of coordination among human resource development (HRD), research, and industry in four South Asian countries—Bangladesh, India, Nepal, and Sri Lanka. Drawing on prior literature, statistical data, and opinions from local experts, this study found that university education oft lacked labor market relevance, and that collaboration efforts between universities, research institutes, and industries had much room for improvement. To promote coordination among HRD, research, and industry for knowledge and technology-driven economic development in South Asia, this study recommends that inclusive coordination should be given higher priority over bilateral university-industry linkages. This study also argues in favor of a government-led approach in the short term, to complement the current laissez-faire approach. This study ends with policy recommendations to enhance coordination and governance based on the above-mentioned findings. 相似文献
8.
This article discusses the rapid changes that have taken place in high-stakes examination policy in Turkey by situating the policy change in the larger debate around the transformation of the education system. A large body of literature has discussed ways in which policy changes in national examinations have interacted with the neoliberal and raced structures in education, thus contributing to the creation and reproduction of educational inequalities. This article contributes to this body of literature by discussing how changes in high-stakes examination systems have interacted with the neoliberal Islamization of education in Turkey and have contributed to the creation of new forms of inequalities. The article also demonstrates how the characteristics of policy change to high-stakes examinations can differ depending on the hegemonic power relations at play. 相似文献
9.
In India, more than 276 million children and youth were out of school for extended periods since March 2020 due to school closures in response to COVID-19. A key challenge has been how to measure the impact of responses to continuity of learning both to ensure more effective responses in the event of further disruptions, but also to help the education community conceptualize more creative and effective approaches to learning, through blended and flexible approaches. This study reflects on the findings from a UNICEF survey targeting parents and adolescents across 6 states in India, and identifies lessons learned for addressing learning inequities during future school closures. We focus on measuring three key variables – access to technology, their utilization, and perceived learning for different profiles of children. As students began learning from home, technology access rates in households were initially used to determine the estimated maximum reach of different distance learning modalities during school closures. Beyond access, we find significant variations in adolescents’ use of technology for learning purposes and their perceptions of learning, linked to the type of remote learning modality, gender, location and type of school. We discuss the implications for government strategies and policies to ensure better utilization of technologies which are available in households and to address equity gaps in learning opportunities. 相似文献
10.
“体教结合”是解决当前我国竞技体育发展问题的重要途径和举措。传统的体育后备人才培养模式只重视专项体育技能的发展而忽视了文化教育的重要性，不利于个体的全面发展。“体教结合”更重视人的全面发展，体育与教育的融合，使得竞技体育人才逐渐从运动员这一单一角色向“学生-运动员”双重角色转变。研究以角色认同为切入口，探讨上海“体教结合”举措下，角色的转变对体育竞技后备人才的影响。选取上海体育学院中国乒乓球学院少年班学员作为“学生-运动员”样本，选取国家乒乓球青年队及部分省市队队员作为职业运动员样本，使用结构化心理测量工具，对比两类受访者在运动与学业上的角色认同、心理倦怠与动机变量的差异。得出：在上海“体教结合”举措下，竞技体育后备人才认同“学生-运动员”双重角色，他们在学业任务中的卷入程度更高；双重角色使运动员在运动任务与学业任务上的主观价值感存在差异，表现出双重角色之间的冲突，但对个体的整体人生规划并不冲突；双重角色之间的转化，对于“学生-运动员”的心理健康存在促进效应。 相似文献