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Authors:Oliver James Carrick Abstract: The COVID-19 pandemic caused schools across the world to close their physical facilities and switch from face-to-face classes to remote learning. This research investigates the consequences of school closures during the pandemic on families and children from marginalized sections of society. The setting of the Galapagos Islands is characterized by poor Internet access and performance, resulting in a detrimental effect on the education of students from vulnerable sectors of society. Using data from an empirical context, this case study seeks to enhance statistical results from a provincial level household survey with quantitative information from participatory development planning workshops and plans. Statistical analysis evidences the compound effect of the COVID-19 pandemic on the more vulnerable families living in the Galapagos. Both economic wellbeing and children's ability to attend classes online during school closures were linked to respondents' education levels. Participatory development planning workshops highlighted further inequality, and the plans resultant from the process sought to overcome challenges and address needs by contextualizing education for sustainable island living. This case study emphasizes the impact of school closures due to the COVID-19 pandemic on vulnerable sectors of society. In the Galapagos Islands, the response to the compound effect of the pandemic and the other situational challenges has been to contextualize the educational curriculum towards the goal of sustainable living. The lessons learned from this experience will be applicable to other remote island groups. Citation: International Journal of Comparative Education and Development PubDate: 2023-09-15 DOI: 10.1108/IJCED-12-2022-0085 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Dinara Mukhamejanova, Zhadyra Konurbayeva Abstract: This study examines diaspora engagement and return migration programs aimed at providing diaspora youth with an opportunity to obtain higher education in Estonia and Kazakhstan. In particular, the authors sought to identify the main motivations, benefits and challenges of the programs, as well as understand how the programs contribute to the ethnic identity formation of diaspora students. The paper employed a qualitative multiple-case study research design. In both countries, data were collected by means of 26 semi-structured interviews with return migrant students and experts involved in implementing the programs. The study findings suggest that the primary motivations for diaspora youth to return to their homelands are tuition-free higher education, financial support and repatriation prospects in both countries. In Estonia, the scholarship holders struggled with language requirements for university admissions, the cost of living insufficiently covered by the monthly stipend and limited integration opportunities. In Kazakhstan, the students had to face the Russian language barrier and socio-cultural marginalization in their everyday life. It was also found that the return migrant students in Estonia and Kazakhstan develop hybrid identities to integrate into their domestic society. They reinforce their ethnic identities and negotiate their diasporic identities to make sense of their own background and cultural heritage and acclimatize to life in the new context. The study provides practical implications for policy implementers and policymakers in Estonia and Kazakhstan. It can also be useful for the worldwide research community interested in exploring education-oriented diaspora engagement and return migration programs and their influence on the ethnic identity of diaspora students. Citation: International Journal of Comparative Education and Development PubDate: 2023-08-03 DOI: 10.1108/IJCED-07-2022-0055 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Wei Liu, Cen Huang Abstract: The goal is to explore the role of international education in a developing country's nation building in a mostly indigenous process. This study reviews China's history of international education set in the larger context of different nation building tasks in the past two centuries. The unique case of China with dramatic ups and downs in national fortunes in the past two hundred years serves to show that an open attitude to and an active engagement in international education are contributing factors for national prosperity. The case of China also serves to show that a self-determined agenda is of paramount importance in international education as a tool for nation building. Few studies so far have paid attention to the specific relationship between the internationalization of higher education and nation building, so the topic of the paper is an important one and a necessary addition to the existing literature. What has been the role of international education in China's national transformation' What contributions has international education made to China's achievement of nation building goals at different stages of this transformation process' What implications can other developing nations draw from China's case with regard to the role of international education in nation building' These are the questions the researchers hope to answer in this study. Citation: International Journal of Comparative Education and Development PubDate: 2023-07-28 DOI: 10.1108/IJCED-09-2022-0067 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Peng Liu, Xuyang Li, Ciren Zhuoma Abstract: The purpose of this study is to understand the research on numeracy coach in the Canadian context. This study was a systematic review of studies about numeracy coaching in Canada, which described the trend of knowledge production on this topic. The study made use of qualitative meta-analysis. According to Timulak (2009, p. 591), qualitative meta-analysis is “an attempt to conduct a rigorous secondary qualitative analysis of primary qualitative findings. Its purpose is to provide a more comprehensive description of a phenomenon and an assessment of the influence of the investigation on findings.” By using meta-analysis, this article analyzed the general pattern of knowledge production, the nature of the publications, the focal topics, the research methods and the citation impact of numeracy coaching studies in Canada. The literature analyzed in this review included all the available sources we were able to find with regard to Canadian numeracy coaches. The sources included peer-reviewed journal articles, online magazines, program reports and information from non-profit organizations, as well as doctoral theses. Research about numeracy coaches in Canadian contexts remains in an initial stage, and there is, as yet, no accepted definition of a Canadian numeracy coach. Scholars in this area have been fond of empirical studies and qualitative research methods. This research has shown that numeracy coaches, who can be regarded as directors, evaluators and consultants in schools, also experience difficulties such as a lack of background knowledge in math. Scholars have advised several ways to improve the quality of coaching activities, including teacher collaboration and coaching models. The citation impact of the current Canadian literature about numeracy coaches has been quite uneven; only a few articles have been cited by other researchers. This article concludes by summarizing the results of this meta-analysis, its limitations and suggestions for future research. This is one of important studies to explore numeracy coach research in Canadian context. Theoretical and practical significance is explored. Citation: International Journal of Comparative Education and Development PubDate: 2023-07-14 DOI: 10.1108/IJCED-05-2023-0039 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Gazi Mahabubul Alam, Md. Abdur Rahman Forhad Abstract: This study examines whether education in developing countries directly impacts their foreign income from the top export sector. As most developing countries follow developed nations to shape their development, this study assumes developing countries as education-follower and developed countries as education-leader countries. Considering selected countries from the South Asian Regional Cooperation (SAARC) and African countries as follower countries and Group of Seven (G7) as leader countries, this study employs Dumitrescu-Hurlin Granger non-causality tests. This study finds that education-follower countries' achievements do not directly impact foreign earnings from their leading export sectors. However, findings also confirm that leader countries have a bidirectional causal relationship between tertiary education and earnings from high technology exports. To the best of the authors' knowledge, this is the first study urging research-intensive education with comparative advantages in international trade. Using educational attainment on export earnings from the leading sector, findings support dependency theory in education is still existed. Citation: International Journal of Comparative Education and Development PubDate: 2023-07-14 DOI: 10.1108/IJCED-12-2022-0084 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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