Growth Of Education Research Articles

Beyond Hunger: Assessing Influence of School Feeding Programmes on Primary Education Enrolment Rate in Twic East County, South Sudan.

School feeding programmes attract learners in developing countries, improves enrolment rates, academic performance, nutrition and participation. However, challenges like persistent hunger and food scarcity greatly impede their ability to learn and grow. Therefore, in this paper we investigate the influence of school feeding programme on learners' enrolment rates in primary education in Twic East County, Jonglei State, South Sudan. The paper employed descriptive survey design, the sample size was 371 respondents who included; County Education Director (CED,1), Headteacher (10), Teachers (30), Leaners (300), and Parents (PTA, 30). The paper primarily collected data through questionnaires and interviews. The study established that 90% of head teachers, 97% of teachers, 87% of learners, 96% of parents, and one CED acknowledged the presence of the School Feeding Programme (SFP) and meals in primary schools. The paper established that School feeding programmes (SFP) during education in emergencies (EiE) had a positive effect on enrolment rate in primary education in Twic East County, Jonglei State, South Sudan. The paper recommends the upscaling of school feeding programmes to other schools to enhance learners’ participation and academic performance in South Sudan.

The Dynamic Evolution of College or University Roles in Aesthetic Education Assistance Projects in China: From Implementers to Co-Creators

The role of colleges and universities as transmitters of knowledge and active participants in aesthetic education assistance projects is pivotal. This study aims to investigate how the roles of these institutions in aesthetic education assistance projects have evolved in China. Through interviews with 10 college educators, students who endorse the project, and local teachers engaged in such initiatives, the research seeks to trace the dynamic shifts in the involvement of higher education institutions in fostering aesthetic education. The findings reveal that colleges and universities have transitioned from being mere implementers to assuming four key roles: resource providers, talent developers, knowledge advocates, and leaders in model practices within aesthetic education. A significant innovation of this research is the application of actor-network theory, which illustrates how these institutions have shifted from implementers to collaborators, creating a flexible network that enhances stakeholder engagement, attracts more participants, and encourages sustained active involvement. Ultimately, this study offers fresh insights into improving the initiative and co-innovation capacities of educational institutions and their networks, providing valuable experiences for future research and practical applications of aesthetic education assistance in developing areas to further aesthetic education's growth.

PEDAGOGICAL REFLECTION IS A TEACHER'S PROFESSIONAL DEVELOPMENT TOOL

This article discusses the problem of reflection with a critical eye on oneself, the ability to direct one's capabilities in accordance with the requirements of life, clarify the purpose, formulate thoughts. The topic of pedagogical reflection is touched upon. The topic of pedagogical reflection, i.e., a means of professional development of a teacher is touched upon. The main purpose of the article is to explain the need for scientific justification and practical reflection as a factor of professional self-improvement of a teacher. This study examines the development of pedagogical reflection as viewed by several scholars, including Abai (Ibrahim Qunanbayev), T. Borton, J. Smith, J. Bain, R. Bolotin, S. Mille, S. Brownhill, D. Schön, A.N. Leontyev, O.A.Abdulina, N.V. Kuzmina, Y.N. Kulyutkin, V.V. Serikov, V.A. Slastenin, and L.F. Spirin. Their perspectives and opinions on pedagogical reflection were taken as a basis for the article. The article explores Borton’s reflective approach, reflection methods based on Smith's program, and Gibbs' cycle, all of which serve as tools for teachers' professional development. The theoretical analyses conducted in the article focus on ensuring the direction and content of teachers' growth processes. The authors of the article determined through theoretical and practical analyses that a teacher's reflection is essential for ensuring the direction and content of the teacher's growth process. In this regard, pedagogical reflection is not only about evaluating oneself and one’s actions but also involves observing how other educators understand themselves in pedagogical interactions, facilitating self-awareness and the ability to identify one’s strengths and weaknesses.

Analisis Kompetensi Pedagogik Guru PAI Dalam Kegiatan Pembelajaran PAI di SMA Bakong Pittaya School Pattani Thailand

A keyelement in the growth of teaching as a professionis teacher competency. A teacher needs to be proficient in a variety of behaviors, knowledge, and abilities in order to accomplish their professional tasks, which are demonstrated in their performance. When it comes to designing learning activities that will provide the best learning out comes, pedagogical expertise is the most important factor to take in to account. In actuality, though, there are still educators who lack pedagogical competency. The purpose of this study is to evaluate the Islamic Education (PAI) teachers' pedagogical proficiency in PAI learning activities at Bakong PittayaSchool in Pattani, Thailand. To comprehend the elements influencing the level of pedagogical competenceof PAI instructors at Bakong Pittaya School in Pattani, Thailand, as well as the characteristics of teacher competence in Thailand. This study takes a descriptive approach while using a qualitative research methodology. Data collection techniques, content analysis, interviews, and observation are all part of qualitative research. This study is being conducted at Bakong Pittaya School in Pattani, Thailand. According to the author's discussions with Islamic Education instructors and the school director, the pedagogical ability of PAI teachers at Bakong Pittaya School in Pattani, Thailand, is deemed good. Three components make up the pedagogical competency of PAI teachers: creating learning implementation plans (RPPs), carrying out learning, and conducting assessments. Teacher competency in Thailand is regulated by a teacher constitution that out lines the abilities or competencies a teacher must have, referred to as the teacher standards. Factors affecting the quality of pedagogical competence of PAI teachers in Thailand include internal factors such as efforts and initiatives from the PAI teachers themselves to develop knowledge in their field. Lack of discipline and responsibility among teachers pose a significant challenge for schools in Thailand in improving teacher competence. External factors include the school's support in providing learning facilities. Supporting factors involveactive participation from parents, community associations, teacher representatives, student representatives, directors, and principals, as well as academic experts/advisors, all of whom are part of the school committee. Keywords: , ,

Introduction to special issue: Broken mirrors — reflexivity, relationships and complicity in researching education in emergencies

ABSTRACT Carrying out research in and on conflict-affected contexts requires entering and negotiating within local and global fields of power. Yet the tensions and wider geopolitical positioning of the field are often relegated to the sidelines in empirical texts. This editorial opens a special issue on reflexivity, relationships and complicity in education in emergencies (EiE) research. The issue straddles concern with the macro dynamics that shape EiE as a field; the micro dynamics at play within research teams, especially as these intersect with geographic, geopolitical and identity-based inequities; and the interpersonal, political and ethical dimensions of researcher reflexivity.

Education in Emergencies: Mapping the Global Education Research Landscape in the Context of the COVID-19 Crisis

This study uses an education in emergencies (EiE) lens and a scientometric approach to examine the educational research landscape during the COVID-19 pandemic by analyzing 95,628 publications indexed in the Web of Science Core Collection database from 2020 to February 2023. It employed descriptive and network approaches to map growth trajectory, productivity, social structure, conceptual structure, and research methodologies used in the retrieved sources. The findings reveal a steady increase in publications on education and COVID-19 since the onset of the pandemic. However, the majority of productive countries and institutions are in the Global North, with limited representation from the Global South, except for China. English is the dominant language in publications, and funding agencies from English-speaking countries are the most active. The most frequently occurring keywords revolve around performativity, institutions, teaching methodologies, attitudes, and experiences, while keywords related to social justice are a peripheral focus. Publications mainly focus on technical and methodological aspects of education, such as online teaching and learning. Most productive journals represent a mix of foci and are not limited to distance learning. The extracted literature showcases diversity in research methodologies used. Future studies should use systematic reviews on narrow topics to evaluate the effects of the pandemic, inform decision-making, enhance education system resilience, and envision a more equitable education system. The study’s contributions are notable for its unique EiE perspective, comprehensive scope, extensive data extraction, and meticulous examination of research design, effectively addressing limitations in bibliometric software.

Partnerships for education in emergencies: The intersecting promises and challenges of SDG 4 and SDG 17

In this commentary, we explore the intersection between Sustainable Development Goal (SDG) 4, which commits to ensuring access to quality and equitable education, and SDG 17, which promotes global partnerships to achieve the SDGs. We do this through a focus on education in emergencies (EiE), a field of global engagement that addresses education in situations of crisis, such as war, forced displacement, health emergencies, and climate disaster. Through exploring the nexus of SDG 4 and SDG 17, we argue that achieving education in emergencies through advancing partnerships faces numerous challenges. In particular, barriers relate to issues of power, colonial hierarchies, racism, and marketization in the wider humanitarian architecture.

A policy monitoring framework to prepare for, respond to, and recover from education in emergencies

ABSTRACT The COVID-19 pandemic has highlighted how widespread emergencies can disrupt national education systems and schooling. To assist policy decision-making and monitoring, a rapid review of over 200 documents relating to education in emergencies (EiE) was conducted, with a specific focus on the COVID-19 pandemic. The purpose of the review is to support policymakers, largely in developing countries, to develop policies that promote education system resiliency with a focus on monitoring those policies. From the analysis and synthesis of evidence a new framework has been produced, which assists policymakers by organising the complexity of relevant concerns. This Policy Monitoring Framework (PMF) identifies three key factors – System, Teaching and learning, and Agents – and corresponding sub-factors, which collectively can be used to inform policy decisions. These factors are superimposed upon an emergency in education Preparedness-Response-Recovery cycle. The Policy Monitoring Framework provides a basis for a Policy Monitoring Tool, which in turn supports the planning of educational reforms and monitoring the status of the education system to build resilience.

Social Emotional Learning with Refugees in East Africa

Social emotional learning (SEL) has become a popular trend in the field of Education in Emergencies (EiE). Many SEL programs targeting refugee learners aim to help individuals develop skills that are necessary for learning and development, as well as mitigate the adverse impacts of crisis and displacement. While nearly half a billion USD has been invested in SEL initiatives for refugee and crisis contexts world-wide, little evidence exists about the impacts of SEL interventions with refugee communities. As 20% of all refugees globally reside in East Africa, and it is estimated that over 152 million African children live in active conflict zones, this study set out to qualitatively examine understandings, implementation, and implications of SEL interventions across actors engaging refugee communities in the region. The results expose tensions, challenges, and complex dynamics related to culture, power, and the complicated reality of implementing refugee education initiatives in East Africa. While further research into this area of inquiry is needed and proposed, these study findings provide a stronger understanding of the refugee education landscape in East Africa and its current insufficiencies through the example of SEL, and serve to inform other topical EiE interventions and the broader uptake of SEL by education systems globally.

Action Research on The Effectiveness of Education in Emergency (EIE) online teaching and learning: Perception of parents at primary school level

Online learning has been implemented in the primary schools in the times of lockdown due to Covid 19. It had dramatically changed the learning process and the manner of delivery of lesson by the teachers. This style of learning was experienced by the students in government primary schools in Bhutan for the first time under compulsion. With the lack of technologies and knowledge by both parents and students, it was challenging to cope with learning. For this reason the aim of this study was to investigate the parent’s perception of online learning in respect to diverse background, flexibility and acceptability. There are 185 parents of Wangdue Pry School student who were randomly selected for this study. Quantitative questionnaires were used to collect data and analyzed. The study has shown that EIE online learning was effective if parents and learners both collaborate and if the resources are abundant. There was positive illustration to different variables of diverse background, flexibility, accessibility and time and resources to EIE online learning. The study concluded that primary schools can also implement EIE online learning with proper direction and clear instruction from the teachers if there is another lockdown due to pandemic.

Bangabandhu Sheikh Mujib and Education in Emergencies

The purpose of this historical review article is to explore how Bangabandhu’s education philosophy contributed to education in emergencies (EiE). The article analyzed historical documents and events to show how Bangabandhu’s speeches and activities were aligned with the idea of the EIE system. The methodology for this study was chosen to apply scientific method to the description and analysis of Banghabandhu’s biography from an educational and philosophical standpoint. Two basic methodological techniques were used: (a) the critical analysis of all the available documents relating to Banghabandhu; and (b) descriptive details to show the extent of the influence of various factors on Banghabandhu’s lifestyle and deeds. The findings establish a significant relationship between the educational thoughts of Bangabandhu and the modern concepts, theories, and practices of education in emergencies (EiE). Analyzing Bangabandhu’s educational thoughts and deeds, the findings indicated that Bangabandhu’s philosophy could be the basis of the contemporary idea of EiE. The findings are significant enough to claim Bangabandhu as one of the founders of EiE. Finally, applying strategies developed by Bangabandhu’s realistic initiatives may have implications in “real-life” situations involving EIE. In this way, the findings may enable educators, policymakers, and personnel working in the field of EiE to understand the local contextual perspective of EiE based on Bangabandhu’s educational principles and thoughts, with policy implications for mitigating the loss of education for thousands during and after emergencies. Vol. 48 (University of Dhaka Centennial Special Issue), June 2022 p.7-26

An Empirical Review of Role of Education Technology Drivers (EDUTECH) on Education in Emergencies (EiE) Classroom/Non-Classroom Outcomes for Marginalized Countries: The Somalia Perspective

An Empirical Review of Role of Education Technology Drivers (EDUTECH) on Education in Emergencies (EiE) Classroom/Non-Classroom Outcomes for Marginalized Countries: The Somalia Perspective

The imperial entanglements of ‘Education in Emergencies’: from saving souls to saving schools?

ABSTRACT This paper reflects historically and contemporaneously on the relationship between ‘International Education and Development’ actors and foreign intervention in our colonial past and present, with a particular focus on Education in Emergencies (EiE), a sub-field of research and practice within ‘International Education and Development’. Theoretically, this work is underpinned by a critical application of the ‘implicated subject’, Rothberg’s (2019) conceptual addition to the study of violence and injustice which seeks to go beyond binaries of ‘victim and perpetrator’ and recognise the way many others are ‘implicated’ in systems of violence and injustice. In the first section we explore this framing for researchers and practitioners in the field of EiE and the complex ways that researchers and practitioners might be understood as ‘implicated subjects’. In the second part we explore two dimensions of EiE actors as ‘implicated subjects’: Diachronic and Synchronic. In the diachronic dimension we highlight the way the colonial past hangs heavy in the present and in the synchronic dimension we explore the case of Afghanistan, and the links between military, development and education strategy. In the conclusion we reflect on their implication for improved ethical practices in EiE and in the broader field of International Education and Development.

Learning in emergencies contexts: From the building of the concept to multifaced actions in the field

The article is structured into five parts. The first part explains the concept of education in emergencies (EiE) and highlights the challenge of applying it in countries with a fragile education system, particularly in Africa. The second part emphasizes the humanitarian foundation of EiE and recognizes the efforts of international organizations and United Nations agencies in promoting and developing the sector. The third part discusses the quality aspects of EiE, while the fourth part explores curricular choices and potential innovations. Collaboration between national authorities and international organizations is essential for progress in the field, and the choice of language of instruction can be a contentious issue. Finally, the fifth part briefly summarizes the various contributions to the special issue and draws some concluding remarks.

Collaboration: Exploring the path of novice teachers' growth in teaching and research activities

For novice teachers, collaborative teaching and research activities are an important way to enhance their professionalism and realize their aspirations as teachers. In diverse collaborative teaching and research activities such as teacher-apprentice systems and group listening and evaluation, teachers are able to find their own breakthroughs in imitation, practice and reflection, shaking off the pain of identity change in a short time and moving towards the goal of teacher excellence. However, existing collaborative teaching and research activities are generally characterized by formalism, lack of teacher initiative and utilitarian outcomes, which hinder the development of novice teachers. Therefore, based on the above background, this paper proposes an effective path for novice teachers to achieve growth in collaborative teaching and research activities from two dimensions: extrapolation and endogenization, with the aim of using teachers' endogenous motivation as the source and efficient and diverse collaborative teaching and research activities as a scaffold to help novice teachers achieve growth and transformation.

QUALITY OF HIGHER EDUCATION IN EMERGENCY SITUATIONS: EDUCATIONAL LOSSES AND DYSFUNCTIONS OF DIGITALIZATION IN HIGHER EDUCATION AND DISTANCE LEARNING

The article highlights and analyses primary educational losses and key dysfunctions of digitalization in higher education and distance learning in emergencies. The article analyses academic studies by Ukrainian and foreign scientists on the problem of distance learning and the digitalization of education. The main educational losses and dysfunctions of digitalization in higher education are systematized, and factors affecting the quality of higher education during distance learning are determined. The analysis of today’s academic views on positive and negative manifestations of digitalization in higher education made it possible to identify specific dysfunctions related to motivation, control of educational results, communication, and socialization processes. The study is due to the emergencies and difficult circumstances in Ukraine, which significantly affect the organization and the quality of the educational process, and change the landscape of digital technologies and approaches to their implementation in higher education. The article reveals the opportunities and risks associated with digitalization in higher education and distance learning. Distance education caused losses in study time, limited access to the educational process, and changes in educational procedures and academic achievements. The digitalization of higher education resulted in the transformation of the roles of a teacher and a student, influenced the motivation and behaviour of the students and their cognitive processes, and caused particular dysfunctions and educational losses.

Education in emergencies research partnerships through the looking glass

ABSTRACT In this paper, and as a team of researchers/practitioners spanning the globe, we reflect on the historical and ongoing legacies of (neo)colonialism and imperialism in education in emergencies (EiE) research and practice using collaborative auto-ethnography. Specifically, we explore how we’ve experienced hierarchies of power, positionality and privilege, and how we’ve benefited and/or been victims of this in the past. We then move to explore how we are striving to realise authentic and meaningful co-production in ACCESS (Accelerating Change for Childrens’ and Youths’ Education for Systems Strengthening), a 44-month research-practice partnership that aims to improve education provision for out-of-school children and youth. We identify both opportunities and challenges to doing this and highlight how decolonising EiE research/practice is an ongoing process rather than finite, singular actions.

Collaborative discourse during coteaching: A case study of one in-service teacher's growth

This qualitative case study conducted in the United States from 2017 to 2020 examines how one in-service teacher's (IST's) coteaching practice shifted when collaborating with three different pre-service teachers (PSTs) during clinical practice. Through the analysis of recorded planning/assessing sessions, the authors identified primary discourse patterns and stance embodied by the IST. Over three years, the IST's discourse changed, shifting positioning from that of leader to teacher educator to learner/collaborator. An increase in asking for input and decrease in justifying/explaining thinking indicated a collaborative stance. Implications for other TPPs interested in shifting an IST's coteaching practice are provided.

How Global Institutions Matter: Education for All and the Rise of Education as a Humanitarian Response

This article examines how global institutions contribute to educational change by analyzing the role of Education for All (EFA) in the recent rise of a global field dedicated to education in emergencies (EiE). I build on new sociological insights to argue that global institutions like EFA, commonly critiqued as ineffectual or mere vehicles for powerful interests, can nonetheless provide cultural ingredients and work spaces for the construction of new agendas. I draw on documentary evidence to suggest that the EFA framing of education as a human right provided a powerful cultural frame justifying EiE as an area of need, and that EFA work spaces helped consolidate and legitimate key EiE initiatives and activists, especially early on. The article expands our understanding of how global institutions shape educational change and adds to existing analyses of the rise of EiE as a new global field of intervention.

Determining factors that can influence the understanding and acceptance of advanced technologies in universities' teaching and learning

As Information and Communication Technologies (ICTs) have advanced, numerous new tools have been implemented to improve the effectiveness of instruction at the university level. It has had a ripple effect throughout Saudi Arabia's educational system. One of the results of this shift is the rise of e-learning, which requires technological means for delivery. Therefore, the purpose of this study is to investigate the elements that influence Saudi university students' acceptance of technology in teaching and learning. Data were obtained from 309 students. The data were analyzed using SPSS software. Surveys were used as the primary technique of data collection for this study. The results of the survey show that perceived ease of use, technical support, training, and content quality are expressively related to the acceptance of technology among university students. This study also provides evidence that there is a direct variation in people's acceptance of new technology, which helps explain 73.5 percent of people's acceptance of new technology. The results of the study will provide empirical data regarding the effective adoption of technology in Saudi universities, which will help in the growth of teaching and learning in the country. Similarly, the findings of the study may be of interest to researchers and policymakers in Saudi Arabia in providing the fundamentals for the acceptance and utilization of technology in education.