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International Journal of Educational Development

September 2013 Volume 33, Number 5

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Table of Contents

Number of articles: 11

  1. Post-2015 agendas: Northern tsunami, southern ripple? The case of education and skills

    Kenneth King, University of Edinburgh, United Kingdom; Robert Palmer, NORRAG, Jordan

    This paper examines the architecture of post-2015, paying particular attention to the role of the South and the place of education and skills development in this. A battery of different levels of... More

    pp. 409-425

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  2. Comparing opportunity to learn and student achievement gains in southern African primary schools: A new approach

    Cheryl Reeves, Martin Carnoy & Nii Addy

    A popular explanation for low student achievement in many developing countries’ primary schools is that students have relatively little opportunity to learn (OTL) the skills needed for academic... More

    pp. 426-435

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  3. Poverty & privilege: Primary school inequality in South Africa

    Nicholas Spaull

    The strong legacy of apartheid and the consequent correlation between education and wealth have meant that, generally speaking, poorer South African students perform worse academically. Although... More

    pp. 436-447

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  4. ‘It will make me a real teacher’: Learning experiences of part time PGCE students in South Africa

    Carol Bertram, Nonhlanhla Mthiyane & Tabitha Mukeredzi

    The province of KwaZulu-Natal in South Africa has a recent estimate of 8000 unqualified and under-qualified teachers. Some of these teachers have an undergraduate degree, but do not have a... More

    pp. 448-456

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  5. Water, sanitation, and primary school attendance: A multi-level assessment of determinants of household-reported absence in Kenya

    Robert Dreibelbis, Leslie E. Greene, Matthew C. Freeman, Shadi Saboori, Rachel P. Chase & Richard Rheingans

    This cross-sectional analysis examined the influence of school and household water, sanitation, and hygiene (WASH) conditions on recent primary school absence in light of other individual,... More

    pp. 457-465

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  6. Learning about sustainability and gender through Farmer Field Schools in the Taita Hills, Kenya

    Dina Najjar, Harry Spaling & A. John Sinclair

    This research uses transformative learning theory to explore how Farmers Field Schools (FFS) of the Taita Hills, Kenya have contributed to environmental sustainability, with a particular focus on... More

    pp. 466-475

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  7. Engaging Kenyan secondary students in an Oral History Project: Education as emancipation

    Heather Lattimer & Maria Kelly

    This article uses a case study approach to explore the viability and impact of learner-centered, emancipatory pedagogies. The research focuses on the implementation of an Oral History Project with ... More

    pp. 476-486

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  8. Using a social justice framework to assess educational quality in Tanzanian schools

    Kari A. Hartwig

    This paper uses a social justice framework to assess the educational quality of over 100 primary and secondary schools surveyed in northern Tanzania from 2009 to 2011. Significant shortages of... More

    pp. 487-496

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  9. An analysis of community involvement in primary schools in Malawi

    Edward Barnett

    Through a secondary analysis of standardised test data, the paper reviews community involvement in Malawian primary schools and examines the extent to which it explains variation in pupil test... More

    pp. 497-509

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  10. Headteacher visibility and teacher perceptions of headteacher trustworthiness: A comparison of the Ugandan context to existing theory

    Pamela R. Hallam, David M. Boren, Julie M. Hite, Steven J. Hite & Christopher B. Mugimu

    Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This ... More

    pp. 510-520

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  11. Women teachers in Liberia: Social and institutional forces accounting for their underrepresentation

    Nelly P. Stromquist, Jing Lin, Carol Corneilse, Steven J. Klees, Truphena Choti & Caitlin S. Haugen

    This study focuses on cultural and institutional factors that affect women's decision to become primary school teachers in Liberia. It exposes current dynamics that account for the male-dominated... More

    pp. 521-530

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