1,721,003 research outputs found
Educational challenges of internal migrant girls: a case study among primary school children in Turkey
No full textThis article seeks to investigate education-related challenges encountered by internal migrant girls studying at primary schools in Turkey. From the perspectives of participants, the emerging themes included adaptation, language, low socio-economic status, peer relations, discrimination and bullying. These challenges seem to have direct or indirect influence on academic achievement, school belonging, integration within the new social environment and self-esteem. The findings indicate that internal migrant girls are among the most disadvantaged children, since not only migration experience but also low socio-economic status and gender bias put them at risk of educational underachievement. Their educational challenges need to be acknowledged and taken into consideration by policy makers and educators to make sure that schools are capable of guaranteeing equal educational opportunities for all
Migration and self-esteem: A qualitative study among internal migrant girls in Turkey
Full text linkThis article examining the impact of migration experience on self-esteem of girls enrolled at primary schools in Turkey. It is based on a broader study that explored edueational and coping strategies of internal migrant girls living in a suburban town in the western part of Turkey. The study showed that students encountered a variety of challenges in their new school environment including adaptation, language, low socioeconomic background, peer relations, discrimination, and bullying. These challenges seemed to have a direct or indirect influence on the educational experiences of migrant girls, undermining their self-esteem in multiple and complex ways
Evolution of curriculum systems to improve learning outcomes and reduce disparities in school achievement
Full text linkBased on an extensive review of scholarly literature, this paper seeks to overview curriculum reforms aimed at improving learning outcomes and reduce disparities in school achievement in low and middle income countries in the past 15 years. The paper focuses on four major curriculum areas, including curriculum content, pedagogical approach, student assessment and language-in-education policies. Curriculum reforms in four countries, namely China, Turkey, Uganda and Bolivia, are analysed in order to illustrate the global reform talk, implementation in local contexts, challenges encountered, and the outcomes of these major reform efforts on learning outcomes and addressing discrepancies in school achievement. The paper concludes with specific policy recommendations for the post-2015 education agenda
Democratising Turkey through student-centred pedagogy: opportunities and pitfalls
Full text linkGlobal reform talk on pedagogy has been converging around student-centred pedagogy (SCP) in recent decades. One of the significant appeals of this pedagogical model is its democratisation potentials. This article seeks to empirically study SCP's role in democratising learning and promoting social democratisation by taking the case of Turkey, a country whose democracy has been defined as being in acute crisis. The data are drawn from interviews with teachers and school management at eight public primary schools in Ankara. The study is mainly concerned with the potential of SCP in promoting democratic learning in classrooms, and understanding how broader social, cultural and political contexts support or impede such democratisation efforts. The paper will explore if adherence to democratic learning is more than rhetoric, particularly when serious limitations to social and political democratisation continue to persist in Turkey under the regime of the AKP
Curriculum change in Uganda: teacher perspectives on the new thematic curriculum
No full textBased on a fieldwork study, this article seeks to investigate the implementation of ‘thematic curriculum’ in Uganda from the perspectives of teachers. The article shows that although the majority of teachers are enthusiastic about the new curriculum, their implementation efforts are constrained by a multitude of challenges. The findings raise questions with regard to the appropriateness of the new curriculum initiative to the structural realities of Ugandan classrooms, and calls for increased attention to the implementation process
Governing teachers in the era of global managerial reforms: Paradoxes and shortcomings
No full textNORRAG is an internationally recognised, multi-stakeholder network which has been seeking to inform, challenge and influence international education and training policies and cooperation for almost 30 years
School-based management in post-conflict Central America: undermining civil society and making the poorest parents pay
Full text linkEducation and sexual and reproductive health and rights: a review of the critical debates
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Conditional cash transfers in education for development: emergence, policy dilemmas and diversity of impacts
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