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Takako Yuki Keiko Mizuno Keiichi Ogawa Sakai Mihoko 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(1):47-66
Many girls are not sent to school in Yemen, despite basic education being free as well as compulsory for all children aged 6–15. Aiming to improve girls’ enrolment by increasing parental and community involvement, the Japan International Cooperation Agency (JICA) offered a technical cooperation project in June 2005 called Broadening Regional Initiative for Developing Girls’ Education (BRIDGE). Phase 1 of this project ran for three and a half years, piloting a participatory school management model supported by school grants in six districts of the Taiz Governorate in the Southwest of Yemen. To find out how successful this approach has been in a traditional society, the authors of this paper analysed the gender parity index (GPI) of the project’s pilot schools. Based on data collected at three points in time (in the initial and final years of the project, and two years after the project’s end), their findings suggest that interventions in school management which strongly emphasise girls’ education can be effective in improving gender parity rather quickly, regardless of the schools’ initial conditions. However, the authors also observe that the pilot schools’ post-project performance in terms of gender parity is mixed. While the local government allocated budgets for school grants to all pilot schools even after the project’s end, training and monitoring activities were cut back. The authors further observe that the variation in performance appears to be significantly correlated with school leaders’ initial perceptions of gender equality and with the number of female teachers employed. These findings point to the importance of providing schools with continuous long-term guidance and of monitoring those which implement school improvement programmes. 相似文献
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Using a bidimensional two-parameter logistic model, the authors generated data for two groups on a 40-item test. The item parameters were the same for the two groups, but the correlation between the two traits varied between groups. The difference in the trait correlation was directly related to the number of items judged not to be invariant using traditional unidimensional IRT-based unsigned item invariance indexes; the higher trait correlation leads to higher discrimination parameter estimates when a unidimensional IRT model is fit to the multidimensional data. In the most extreme case, when rθ1 θ2 = Ofor one group and r θ1 θ2 = 1.0 for the other group, 33 out of 40 items were identified as not invariant. When using signed indexes, the effect was much smaller. The authors, therefore, suggest a cautious use of IRT-based item invariance indexes when data are potentially multidimensional and groups may vary in the strength of the correlations among traits. 相似文献
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This paper examines the labor market outcomes of two different forms of cross-border higher education degree programs (i.e., study abroad vs. twinning) between Malaysia and Japan. Based on a new graduate survey, it examines whether there are differences in the labor market outcomes between the two programs and what other factors have significant effects on the labor market outcomes. We observed no significant differences in the labor market outcomes between the two programs. Instead, the degree fields, internship, and university rankings are significant for the first employment. For current work, post-graduation qualifications and skills such as English become important. 相似文献
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Video data provide a means of integrating quantitative and qualitative approaches to the study of classroom teaching. This chapter begins by discussing the usefulness of integrating quantitative and qualitative analyses, and then describes how large-scale video surveys can enable a cyclical process of generating and validating discoveries. The importance of sampling and technology as they bear on efforts to implement the process is noted. The advantages video data offer to researchers are described. Finally, the TIMSS Video Study, a large-scale international video survey of mathematics lessons, is used to illustrate how this cyclical process can be applied to the analysis of lesson content. 相似文献
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Naonori Kodate Kashiko Kodate Takako Kodate 《European Journal of Engineering Education》2014,39(6):648-665
The phenomenon of women's underrepresentation in engineering is well known. However, the slow progress in achieving better gender equality here compared with other domains has accentuated the ‘numbers’ issue, while the quality aspects have been largely ignored. This study aims to shed light on both these aspects via the lens of mentors, who are at the coalface of guiding female engineers through their education and subsequent careers. Based on data collected from 25 mentors (8 men and 17 women from 8 countries), the paper explores their experiences of being mentors, as well as their views on recommended actions for nurturing female engineers. The findings reveal that the primary motivation for becoming a mentor was personal for men and women. Many mentors from countries with relatively lower female labour participation rates perceive their roles as guarantors of their mentees’ successful future career paths, and a similar trend can be found in mentors in academia. The study underscores the need for invigorating mentors’ roles in order to secure a more equitable future for engineering education. 相似文献
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This paper explores the issue of how a country for which the prioritization of public spending towards poverty reduction is
a key policy concern can monitor the distributional effects of public spending. Employing standard benefit-incidence analysis,
this paper empirically examines how public education spending is currently distributed in Yemen. It also considers the extent
to which the distributional benefit to the poor should and can be improved, focusing on possible changes in cost sharing for
higher education and on associated changes in budget allocations. The findings support the government’s decision to increase
cost sharing while maintaining a high overall level of public education spending and provide a benchmark from which to monitor
the impact of this and other education spending decisions on the poor. 相似文献
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Many authors primarily from industrialised nations discuss human relationships with the natural environment in the context of global environmental issues, and highlight the close relationships that ‘traditional’ societies have with nature. There is a growing trend among indigenous people in North America to restore such a connection with the land through place‐based education. This article reports on progress on such a programme at Russian Mission School in rural Alaska in the period 2002–2007 and its implications for sustainability. The programme actively seeks to integrate the community’s cultural values and activities into their curriculum. This has resulted in raising pupils’ academic skills and confidence, and seems to be bridging a gap of distrust between the school and community. An ethnographical approach was adopted with a mixed research design based primarily on participant observation, supported by semi‐structured interviews, written surveys, and conversations with stakeholders, student writings and secondary sources. The initial fieldwork in 2002 was followed up five years later. 相似文献
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The global community, from UNESCO to NGOs, is committed to promoting the status of women in science, engineering and technology,
despite long-held prejudices and the lack of role models. Previously, when equality was not firmly established as a key issue
on international or national agendas, women’s colleges played a great role in mentoring female scientists. However, now that
a concerted effort has been made by governments, the academic community and the private sector to give women equal opportunities,
the raison d’être of women’s universities seems to have become lost. This paper argues otherwise, by demonstrating that women’s universities
in Japan became beneficiaries of government initiatives since the early 2000s to reverse the low ratio of women in scientific
research. The paper underscores the importance of the reputation of women’s universities embedded in their institutional foundations,
by explaining how female scientific communities take shape in different national contexts. England, as a primary example of
a neoliberal welfare regime, with its strong emphasis on equality and diversity, promoted its gender equality policy under
the auspices of the Department of Trade and Industry. By contrast, with a strong emphasis on family values and the male-breadwinner
model, the Japanese government carefully treated the goal of supporting female scientists from the perspective of the equal
participation of both men and women rather than that of equality. Following this trend, rather contradictorily, women’s universities,
with their tradition of fostering a ‘good wife, wise mother’ image, began to be highlighted as potential gender-free institutions
that provided role models and mentoring female scientists. By drawing on the cases of England and Japan, this paper demonstrates
how the idea of equality can be framed differently, according to wider institutional contexts, and how this idea impacts on
gender policies. 相似文献
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