共查询到20条相似文献，搜索用时 161 毫秒
1.
Karin Ishimine 《The Australian Educational Researcher》2011,38(3):257-274
Large numbers of young children spend significant amounts of time in early childhood educational settings. Concerns about
the quality of this experience have increased substantially in recent years. Further, as social inequalities in Australia
continue to grow the gap between disadvantage and advantage widens despite overall levels of increased economic prosperity.
Provision of quality early childhood education may be one important way to address disadvantage as international studies show
that high quality early childhood education experience contributes to reducing inequality later in life. This study investigated
the relationship between quality and disadvantage in a childcare centre in urban Australia. Employing a case study approach,
building on Bronfenbrenner’s theory and previous literature, the study found that four key components affected the quality
of childcare in this centre—physical environment, staff–child interaction, curriculum/program and family support. Importantly,
staff knowledge and dedication were crucial to achieving quality. 相似文献
2.
This article examines the association between formal education, social mobility and independent child migration in Ethiopia, India (Andhra Pradesh), Peru and Vietnam and draws on data from Young Lives, a longitudinal study of childhood poverty and schooling. It argues that among resource-poor populations, child migration sustains kin relations across generations and households and also facilitates children’s progression through the life-course, thus it is fundamental to social reproduction. It reasons that formal education has greatly amplified this trend. Schooling has acquired symbolic value as the prime means of escaping household poverty and realising ambitions for social mobility. As such, elevated educational aspirations combine with systems shortcomings to stimulate school selection, school transfer and school-related child migration. The article concludes by examining the implications for children, for social reproduction and for policy. 相似文献
3.
《International Journal of Educational Development》2005,25(4):408-422
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. 相似文献
4.
The development community has started to question the exclusive focus of social protection programmes on orphans and vulnerable children affected by AIDS in the context of widespread poverty and vulnerability in Africa. This paper, using 2009 Zimbabwe Multiple Indicator Monitoring Survey data and multivariate regression analysis and simulations, shows that the impact of orphan-hood on children's access to education should be not underestimated. Specifically, the probability differential of dropping out of school, when comparing double-orphans and children with both their parents, is almost as large as the gap between a child from the fourth quintile and the poorest quintile. 相似文献
5.
The study examines the relationship between social inequalities (stratificational, gender and other disparities) and schooling, including academic attainment, longitudinally, in Slovenia. The issue is indicated most clearly at the tertiary education level. The basic finding is the parallel between educational expansion and the diminution of social inequalities as measured by standard parameters. This was particularly evident in the 1990s. Inequalities are measured in terms of gender, parental education and occupation. The impact of parental education proves to be an indicative, observable and longitudinally comparative measure. Parental occupational status is also clearly linked to their children’s scholastic attainment, although there are difficulties in the formation of occupational strata. Further considered is the impact of school reforms over a lengthier period of time; there was not, however, any detectable impact. School and welfare policies, even financing, have little significance. There are clear indications that social disparities at school are continually regenerated, despite the decline established by standard measures. New forms of social disparities appear, through which the privileged ensure the continuation of privilege. 相似文献
6.
Bruce S. Cooper 《Peabody Journal of Education》2015,90(5):659-676
The relationship of education to social mobility, health, and socioeconomic stability is examined in this study. The central question is: how do educational access and attainment reduce poverty and increase social immersion in a system that affords opportunity for quality health care and economic prosperity? An historic perspective, related and compared to current conditions for those who live at or below the poverty line, highlights the extreme difficulties of overcoming the barriers that separate people from consistent quality education, access to quality health care, and the opportunity to move toward economic independence.The latest statistics showing the significance of socioeconomic status (SES) to cognitive development, educational achievement, healthy living, and social mobility are factors that have and continue to affect large portions of America's poor. The increase of early childhood programs is a beneficial first step in closing the achievement gap, but the physical and mental health problems plaguing the poor must be addressed if we are to reduce the poverty rate and improve educational opportunities for all children. 相似文献
7.
The concept of equality in education cannot be regarded as universally valid, although education per se is often viewed as potential social equalizer and/or an instrument for boosting economic growth. The present paper summarizes a section of the empirical evidence from a national evaluation educational survey of equality of educational opportunity at primary level in a multicultural society of the developing world-Mauritius.In Mauritius as elsewhere, education is viewed as a panacea for existing social, economic, ethnic and regional inequalities. In the Mauritian survey (Chinapah, 1983), equality of educational opportunity was examined from the standpoints of school participation and scholastic performance of primary school children differing in age, sex, ethnic and socioeconomic characteristics and belonging to four distinct educational settings: Government Rural, Government Urban, Aided Rural, and Aided Urban. The overriding thesis in the survey is the extent to which differential access to primary schooling may promote or hinder equality of educational opportunity in a complex, multicultural, multiethnic, and multilingual society like Mauritius.Access to education as viewed from the numbers game, does not guarantee equal treatment in schools. For example, the explosive increases in participation in the 1950s and 60s in the OECD countries, and in the 1970s and 80s in the developing nations, have domonstrated that imbalances between ethnic/racial and socioeconomic strata tend to persist.Evidence from the survey shows that school alone cannot reduce inequalities along sex, ethnic, socioeconomic, and regional lines without a genuine effort to redress the overall problem of social, ethnic, and economic stratification which the school system quite often tends to maintain and reproduce. This paper provides the basis for a discussion of the prospects for and limitations of cross-cultural counselling in education. 相似文献
8.
Tonic L. Maruatona 《International Journal of Lifelong Education》2013,32(4):377-395
Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social atrocities such as HIV/AIDS, capacity poverty, low quality education, global marginalization, ineffective pedagogical and civil society agencies. The paper argues that since 1994, SADC has transited from being preoccupied with fighting Apartheid to focus on regional development, it experienced structural adjustment policies and is currently playing a critical role in pursuit of African renaissance. The region faces challenges such as centralization of educational planning, lack of a concerted culture of democratic participation, failure to recognize cultural diversity, and poor civil society engagement. The paper contends that LLL would help SADC countries to decentralize educational decision-making, engage communities in democratic discourses, train facilitators to reflective practitioners and engage the civil society in facilitating the attainment of regional sustainable development agenda. 相似文献
9.
This paper analyses a ‘critical moment’ in the educational trajectories of young indigenous children in Peru: the transition to primary school. It addresses the inequalities in educational services that affect indigenous children, before looking at the micro-level processes that take place in school settings, through a focus on two selected case studies from the Young Lives study of childhood poverty. Using longitudinal information collected in two consecutive years, the case studies show how the children's language and culture are excluded from school premises and their very identity as children and indigenous people is disregarded, negatively affecting their educational performance. 相似文献
10.
This paper aims to explore and develop a theoretical approach for children’s rights research in education formed through an encounter between the sociology of childhood and John Dewey’s educational theory. The interest is mainly methodological, in the sense that the primary ambition of the investigation is to suggest a fruitful and useful theoretical base for formulating research problems and undertaking research in children’s rights in education. The paper argues that, particularly in educational settings, research into children’s rights can and must be attributed to children both as full-status humans in a socio-politically contextual present, and as continually growing and changing, immature and dependent humans. From the theoretical encounter suggested in the paper, the much-used distinction of the child as either ‘being’ or ‘becoming’ can be reconsidered, and another point of departure for the study of children’s rights issues in education can be discerned. 相似文献
11.
Kimberly A. Sharkins Sarah E. Leger James M. Ernest 《Early Childhood Education Journal》2017,45(4):493-498
Early childhood poverty is a prevalent social issue, both in the United States and in the wider international community. It has been well established that factors associated with poverty, including familial income and parental education level, can negatively affect children’s language and cognitive development, which can result in academic achievement deficits that compound across the lifespan. Additional environmental factors, specifically maternal and children’s own social–emotional development, have also been shown to impact these sensitive early childhood developmental processes. Although individual components that relate to language and cognitive development in young children have been identified, additional examination of potential associative relationships between these components is warranted. Therefore, this study explored socio-economical, health, and developmental relationships between 122 caregiver–child dyads enrolled in an Early Head Start Program where children were 1–36 months old. Results indicated strong bidirectional correlations between children’s cognitive and language development. Multiple linear regression path analysis indicated that children’s cognition and social–emotional wellbeing have a significant direct effect on their language development. Additionally, language and fine motor development were found to have a significant direct effect and social–emotional wellbeing mediated an indirect effect through language on children’s cognitive development. In light of socioeconomic and sociocultural challenges, the importance of nurturing children’s social–emotional development in relation to language and cognitive development is discussed. 相似文献
12.
The complexity of practicum in initial teacher education, in terms of the range of diverse social relations and differing school contexts, provides a challenge for teacher educators worldwide, aiming to guide and shape opportunities for student teachers learning to teach. This challenge is further compounded by societal problems linked to child poverty. Drawing from social capital theory, this paper explores the kinds of social relations that are currently associated with student teachers’ practicum experience in schools located in areas of social and economic deprivation or with significant proportions of pupils living in poverty. The paper brings to the surface types of social relations that are beneficial to mitigating the effects of poverty on educational outcomes. The case is made that practicum does not currently support the principles of social capital theory by enabling student teachers to develop an understanding of how to make connections, and develop the social relationships required to support positive educational outcomes for the children and young people in such contexts. Findings indicate that more effective ‘joint practice’ is required to better support student teachers’ professional learning. 相似文献
13.
国际教育援助是日本对外援助中的一个重要领域。就援助理念来讲,日本认为教育是一项人权,援助教育可以削减发展中国家的贫困和实现人类安全,接收教育援助的同时,发展中国家更应依靠自助。日本对国际教育的具体政策主要是:将基础教育主要作为一项基本人权来看待;对于高等教育,则主要通过援助帮助发展中国家培养经济社会发展的人力资源,且援助的重点从专业技术转向管理。最后,日本国际教育援助的区域重心已向非洲转移。 相似文献
14.
Eleni Sianou-Kyrgiou 《Higher Education Quarterly》2010,64(1):22-40
Higher education has expanded to a remarkable extent in many countries in recent decades. Although this has led to high levels of participation, inequalities not only persist but are also strengthened. The persistence of inequalities is partly the result of policies for the widening of participation having been accompanied by institutional stratification with educational choices being unequal and socially defined. There is evidence that with the development of new university departments and the increase in the number of university entrants in Greece, a stratified system of higher education has emerged. This study draws on quantitative data that provides evidence that choice has been driven largely by the students' social class: the close relationship between social class and educational opportunities has remained intact. Furthermore, social inequalities in access and distribution in higher education persist, despite the substantial increase in participation in higher education. Social class is a key factor in the interpretation of choice of study, which, along with the performance in the national level examinations that determines entrance into universities, has also led to the increase in the stratification of higher education institutions. 相似文献
15.
《Africa Education Review》2013,10(2):302-317
Abstract Central to the pursuit of education and its functions like assessment, is social justice. Given the (still) existing inequalities brought about by years of neglect, it is clear that the building of a just society is indeed fraught with challenges. This article explores the extent to which all learners in South Africa are afforded fair treatment and an impartial share of what the education system through assessment practices can offer them. In attempting to illuminate this issue, we will start by providing a brief overview of assessment policy initiatives and the current assessment system in South Africa. This will be followed by a conceptual analysis of assessment practices and their social justice implications for learners by using Cribb and Gerwitz's (2003) key dimensions of social justice, namely the distribution of educational resources, recognition and respect for cultural differences and participation. Through this analysis we conclude that, while acknowledging the massive impact of family/community circumstances and poor educational provision, unfair assessment practices as discussed remain an important dimension of the degradation of social justice in the South African education system. Many learners, despite efforts to ensure more just assessment practices, are still marginalised and do not reap the benefits that can support them in developing their full potential. 相似文献
16.
This article analyses discontinuities between local, national and international discourse in the fields of education, protection of children, and child labor, using Benin, Namibia and Swaziland as case studies. In Benin, child abuse and child labor are related to poverty, whereas in Namibia and Swaziland they are also interrelated with HIV/AIDS. In these countries, the notion of childhood is seen as continuous with adulthood, and the change from education to work is not abrupt and age-determined, but a smooth transition. The international discourse defines children in binary terms (child or adult), and promotes free and compulsory education for children, without recognizing the direct and indirect costs of education. Projects based on an international discourse may have little relevance in a poverty context where it is natural to make children work to ensure food safety. Local communities consider children from a logic of community survival; the external aid agencies consider them from a logic of individual children's rights. There is a need to find a bridge between these two interpretations of childhood. 相似文献
17.
Childhood social status in society and school: implications for the transition to higher levels of education 总被引：1，自引：1，他引：0
Ylva Almquist Bitte Modin Viveca Östberg 《British Journal of Sociology of Education》2010,31(1):31-45
While research into educational inequalities emphasises childhood socio‐economic status, this study adds another dimension of status into the analysis; namely, the child’s own social position among its peers. The aim was to examine whether socio‐economic status and peer status can both be linked to educational transitions and, if so, whether they constitute overlapping paths. In a second step of analyses, the relationship between peer status and adult unemployment was investigated. Data were derived from a longitudinal study using a 1953 cohort born in Stockholm, Sweden. Our results suggest that children with higher socio‐economic status and children with higher peer status are consistently more likely than their lower status peers to proceed to the next level of education, and that the effects of socio‐economic status and peer status hardly overlapped at all. Furthermore, educational differences by peer status seem to involve consequences for the studied subjects’ contemporary labour market opportunities. 相似文献
18.
Diane M. Hoffman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(1-2):191-211
Childhood ideology functions in each nation as a complex of ideas about what children are like and how best to teach and socialise them. One important domain of childhood ideology concerns ideas and practices related to children's development and behaviour management. Drawing from an analysis of popular childrearing magazines and early childhood education materials in the United States, this cultural study describes contemporary American mainstream beliefs concerning children's early emotional and behavioural development. In particular, the paper explores themes of emotional expression, autonomy, individuality, power, and consumerism. Some comparisons with Japanese views on child development and emotional/behavioural socialisation are also made. The paper suggests that popular ideas and techniques of emotional and behavioural management in the United States in both families and early childcare environments reflect a dominant ideology of children that has potentially negative consequences for children's welfare. Furthermore, childhood ideologies, while retaining culturally specific values and ideas neither remain static nor exist in isolation from one another. The paper questions the global diffusion of a Western-style professionalised discourse of child psychology that may not be applicable to all nations and their children. 相似文献
19.
《Early education and development》2013,24(1):64-76
This paper reviews the possibilities and limitations of programs aimed at promoting early investment in child development programs and early childhood education as a strategy for reducing poverty. It sets modern theories of intellectual development within a broader Eriksonian conception of the whole child. This highlights the links between the cognitive and the affective. Sternberg's "triadic model of intelligence" serves as the organizing framework for this discussion. Having made this case, the paper examines a series of hypotheses regarding essential components of early intervention and educational programs designed to succeed with poor, high risk, underclass families. The results of this review are sobering, and make it clear that superficial efforts and other business-as-usual approaches will not meet with success. Nonetheless, it is also clear that the social and economic costs of the underclass for the community as a whole as well as for those caught within its cycles of poverty and social pathology can justify expensive interventions and still be cost effective and cost efficient. "Succeeding with those who cost the most saves the most in the long run" becomes a principle to complement the well established principle that "those who have the most, gain the most." 相似文献
20.
Donald R. Baum Jimmy E. Hernandez Ariah Orchard 《Early Years: An International Journal of Research and Development》2019,39(3):260-275
This study considers the extent to which access to basic education and student learning outcomes have become more equalized or more disparate in Tanzania following the implementation of the international Education for All (EFA) initiative, and whether early childhood education access and performance follow similar patterns. To answer these questions, we apply a mixed-methods research design, which includes a longitudinal analysis of changes in educational opportunity and a critical discourse analysis (CDA) of key education policy documents in Tanzania. Findings from our quantitative analysis suggest that social inequality is persistent across time and consistent across access and learning outcomes at the early childhood and basic education levels. The implication is that, to date, the EFA agenda has only served to reproduce social inequalities in Tanzania, with the exception of increased opportunity for girls. These results align with CDA findings assessing the global and national policy discourse, which find educational inequalities to be prioritized in language but not adequately in final targets and strategies. Given the resiliency of such education inequalities, it would appear that policy capable of removing social barriers to educational opportunity requires more attention to specific at-risk student populations. 相似文献