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1. Exploring the Contribution of Teaching and Learning Processes: Constructing Students' Gender Identity in an Early Years Classroom of a Government Girls Primary School in Pakistan.

Author

Baig, Amina Bibi

Subjects
GENDER identity, GENDER, PUBLIC schools, PRIMARY schools, LEARNING, SINGLE sex schools
Abstract

The construction of gender identity is a complex process which begins at a very early formative age. In these formative years, children begin making sense of how men and women are positioned in society. Schools as important institutions play a significant role in this process particularly with reference to students' understanding of the gender relationships around them. This article reports on a study which explored how gender identity construction takes place in a single sex (girls) classroom for early years. The study investigated the teacher-student interactions and student-student interactions in the real environment of the classroom. Qualitative research guided the study design which was conducted in a public sector school in Karachi, Pakistan. The data was collected through observations, focus group discussions with children, and semi-structured interviews with the female teacher. The study found that teaching and learning is gendered in single sex settings of the school as gender messages are passed on to the girls, playing an important role in their gender identity construction. The study indicated that the teacher's personal experiences greatly influenced her perceptions regarding gender identities. There was also evidence that the teacher acquired insights from girls. Additionally, children brought certain perceptions from home which contributed to the gender discourse in the context of a school. Schools were, hence, found to promote those stereotypes regarding gender roles and responsibilities in a social context. All the participants were found to have views and practices around gender positioning which was approved by the larger society. [ABSTRACT FROM AUTHOR]

Published
2015

2. Vouchers for Basic Education in Developing Economies: An Accountability Perspective

Author

Ayesha Vawda and Varun Gauri

Subjects
LEARNING OUTCOMES, INNOVATIVE APPROACHES, APPROACH TO EDUCATION, EXAMS, EDUCATIONAL OPPORTUNITIES, AVAILABILITY OF TEXTBOOKS, INSTRUCTIONAL METHODS, RURAL SCHOOLS, EDUCATION ECONOMICS, EMPLOYMENT, CURRICULA, ENROLLMENT RATES, LOW ENROLLMENTS, HUMAN CAPITAL DEVELOPMENT, SCHOOL SIZE, PRIMARY EDUCATION QUALITY, LEARNING DISABILITIES, STUDENT ENROLLMENTS, TEACHER ABSENTEEISM, EVALUATION OF EDUCATION, PRIVATE EDUCATION SECTOR, READING, SECONDARY SCHOOLS, TEACHERS, SCHOOL ADMINISTRATORS, SCHOOL DEVELOPMENT, ETHNIC GROUPS, Development, QUALITY STANDARDS, PUBLIC SCHOOL QUALITY, EDUCATION STANDARDS, TEXTBOOK, ELEMENTARY SCHOOL STUDENTS, COGNITIVE SKILLS, STUDENT ENROLLMENT, TEACHER, SECONDARY EDUCATION, PRIVATE PRIMARY SCHOOLS, NUMERACY, education, REPETITION RATES, HIGHER TEST SCORES, LOCAL SCHOOLS, LITERACY, EDUCATION VOUCHERS, STATISTICAL ANALYSES, BETTER SCHOOLS, PRIVATE SCHOOLING, PUBLIC SECONDARY SCHOOLS, SCHOOL PERFORMANCE, SCHOOL YEAR, QUALITY OF TEACHER TRAINING, HIGH RATES OF TEACHER ABSENTEEISM, Economic growth, MUNICIPAL SCHOOLS, NATIONAL CURRICULUM, PUPIL FINANCING, TUITION COSTS, SCIENTIFIC KNOWLEDGE, UNIVERSAL ACCESS, SPORTS, TEXTBOOKS, SCHOOL COSTS, SECONDARY ENROLLMENT, SHIFT SCHOOLS, ELEMENTS, RELIGIOUS SCHOOLS, STATE SCHOOLS, HUMAN DEVELOPMENT, ACADEMIC YEAR, EDUCATIONAL SYSTEM, ACCESS TO INFORMATION, PRIMARY LEVEL, STUDENT ACHIEVEMENT, TUTORING, SCHOOL STUDENTS, UNIVERSAL COVERAGE, QUALIFIED TEACHERS, TEXTBOOK SHORTAGES, YOUTH, EDUCATION SYSTEM, SCHOOL POPULATION, DISADVANTAGED GROUPS, POOR PEOPLE, SCHOOL QUALITY, EDUCATIONAL QUALITY, SECONDARY SCHOOL, ACADEMIC ACHIEVEMENT, SCHOOL FEES, ACADEMIC OUTCOMES, STUDENT BODY, EDUCATION REFORM, SCHOOL LEVEL, STUDENT FEES, HEADMASTERS, SCHOOLING FOR GIRLS, COMMUNITY GRANTS, SUPPLY OF SCHOOLS, PRIVATE SCHOOLS, Education economics, PROFESSIONAL DEVELOPMENT, EQUITY IN EDUCATION, DOUBLE-SHIFT, SCHOOL INSPECTIONS, SCHOOL ENROLLMENTS, CLASS SIZES, SECONDARY SCHOOL STUDENTS, PRINCIPALS, SCHOOLING, POLITICAL SCIENCE, STUDENT SUBSIDY, PEDAGOGICAL TRADITIONS, ELITE SCHOOLS, RACIAL SEGREGATION, EDUCATION SECTOR, LEVELS OF EDUCATION, MATH TEST, PARENTAL CHOICE, EDUCATION SYSTEMS, GRADE REPETITION, TEACHER SALARIES, EDUCATIONAL OBJECTIVES, QUALITY OF EDUCATION, ETHNIC MINORITIES, OPEN UNIVERSITY, QUALITY OF INSTRUCTION, EXAM, SCHOOL BOARDS, CHILDREN IN SCHOOLS, education.field_of_study, BETTER TEACHERS, EDUCATORS, CURRICULUM, PRIVATE ENROLLMENTS, Accountability, QUALITY PUBLIC SCHOOLS, Education reform, EDUCATIONAL REFORM, ENROLLMENT FIGURES, STUDENT PERFORMANCE, PRIMARY EDUCATION, MINISTRY OF EDUCATION, TUITION, EDUCATIONAL INSTITUTIONS, EDUCATIONAL SERVICES, BASIC EDUCATION, EDUCATION DEPARTMENTS, ELEMENTARY SCHOOL, SCHOOLS, PRIVATE SECONDARY SCHOOLS, ACHIEVEMENT SCORES, DISADVANTAGED STUDENT, NUMBER OF STUDENTS, PUBLIC EDUCATION, RURAL AREAS, SCHOOL LOCATION, TEACHER TRAINING, URBAN SCHOOLS, STUDENT ADMISSIONS, EQUAL TREATMENT, SOCIAL COHESION, LEARNING OPPORTUNITIES, TEACHER HIRING, AFFORDABLE ACCESS, LEARNING ACHIEVEMENT, LET, LITERATURE, PUBLIC SCHOOL, DISADVANTAGED STUDENTS, RESEARCH FINDINGS, Poison control, PEDAGOGY, EDUCATION EXPENDITURE, EXAM PERFORMANCE, MUNICIPAL SCHOOL, PUBLIC SCHOOL STUDENTS, TEACHING METHODS, ENROLLMENT RATES FOR GIRLS, PAPERS, GRADE ENROLLMENT, PLURALISM, Voucher, INDEPENDENT SCHOOLS, AVERAGE ENROLLMENT, EDUCATION REFORMS, Incentive, LOW ENROLLMENT RATES, CATHOLIC SCHOOLS, HUMAN CAPITAL, PRIVATE SCHOOL VOUCHERS, VOUCHER SYSTEM, Economics and Econometrics, EDUCATIONAL ADMINISTRATION, PRIVATE SCHOOL, RETURNS TO EDUCATION, Population, STANDARDIZED TESTS, TEACHING, LEARNING, EXPENDITURES, NUMBER OF SCHOOLS, PRIVATE STUDENTS, SCHOOL OWNERS, PRIVATE EDUCATION, PUBLIC SCHOOLS, Education policy, UNIVERSITIES, SCHOLARSHIP PROGRAM, SCHOOL FUNDING, SCHOLARSHIPS, EDUCATION POLICY, ENTRY REQUIREMENTS, SCHOOL ENROLLMENT, STUDENTS WITH DISABILITIES, SCHOOL ACHIEVEMENT, SCHOOL ACTIVITIES, EDUCATION VOUCHER PROGRAM, LEARNING METHODS, EDUCATION DEPARTMENT, SCHOOL ATTENDANCE, Business
Abstract

Advocates argue that voucher programs can correct the incentive problems of education systems in developing economies. An accountability perspective, based on a principal-agent framework, was developed to clarify the arguments for and against education vouchers. An assessment of findings on voucher programs in industrial countries and a review of voucher or quasi-voucher experiences in Bangladesh, Chile, Colombia, Côte d'Ivoire, and the Czech Republic support the usefulness of the analytic framework. The assessment concludes that the policy relevance of voucher programs for developing economies remains uncertain. Major voucher initiatives have been attempted only in countries with a well-developed institutional infrastructure. Some studies find favorable benefits for at least some population groups, but others find limited effects and evidence of increasing social stratification in schools. Whether vouchers lead to better outcomes or greater stratification appears related to specific contexts, institutional variables, and program designs.

Published
2004

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