USAID LogoJournal of Education for International Development (JEID)
A Professional Online Journal for Practitioners




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ISSN 1554-2262


This publication is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of the American Institutes for Research and individual authors and do not necessarily reflect the views of USAID or the United States Government.

Volume 4, Issue 3: General Issues in Education in International Development

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Access to compulsory education by rural migrants' children in urban China: A case study from nine cities

Guibao Chen, Ph.D.
Research Center for Education Policy, China National Institute for Education Research

Jin Yang
Basic Education Department, Ministry of Education, PR China

In this study, we examine the educational challenges faced by the children of rural migrants who have increasingly come to Chinese cities in large numbers seeking employment. Based on large-scale surveys of students in public, licensed private, and unlicensed private schools in nine cities (small, medium, and large), we found that access to public schools was far easier for children in small and medium cities than for those in large cities, but in all cities, the children faced discrimination on all levels (e.g., extra fees, difficulty traveling to and from school). To mitigate the problems faced by these children and acknowledge the importance of their parents in sustaining China's rapid economic growth, we propose several solutions that should be implemented by Chinese educational decision-makers. In particular, more resources (funding, teachers, and support staff) should be allocated to meet the needs of these children and their parents.

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Teacher peer learning groups: Contributing factors to cluster sustainability

Ann Emerson
Lisa Deyo, Ph.D.
American Institutes for Research

The purpose of this study is to identify factors that contribute to the development of productive, self-governing, and self-sustaining teacher professional development clusters. In focus group interviews and participatory assessment exercises, the four-year Revitalizing, Innovating, Strengthening Education (RISE) project's teacher professional development staff explored cluster members' perspectives on the motivational forces underlying their continued participation in these groups after project interventions ceased and the factors that influence their groups's sustainability. Participatory assessment activities conducted with RISE's district-based teaching training staff inform the discussion. From the focus group interviews and exercises with the cluster members and staff, we identify project-wide best practices and lessons learned in the promotion of cluster sustainability. These best practices and lessons learned are shared in this document for future programs that seek to use similar teacher professional development mechanisms.

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HIV and AIDS education for displaced Burmese in Thailand: Politics, policy, and practice

Ruth Tate-Campbell
University of Sussex

Global patterns of migration are changing and an increasing number of populations are finding themselves in protracted situations of forced displacement, without access to basic health and education education services. The accompanying increase in poverty, mobility, sexual violence, prostitution, and stigma puts displaced populations and host communities at increased vulnerability to Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS). This paper uses recent United Nations Educational, Scientific and Cultural Organization/United Nations Refugee Agency (UNESCO/UNHCR) guidelines to critically examine the educational provision for displaced Burmese in and around the town of Mae Sot, Thailand.

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Creating a different kind of innovator: Using health communication theory in entrepreneurship education to foster behavior change among entrepreneurship students in sub-Saharan Africa

Jutta M. Tobias
Cranfield University

Alex Ingrams
The Society for the Psychological Study of Social Issues

There is a broad scholarly consensus that entrepreneurship can be taught and that entrepreneurship education benefits societies. However, technical entrepreneurship education interventions are still the norm in the West, and especially in sub-Saharan Africa. In this study, we argue that entrepreneurship education in sub-Saharan Africa follows a special pattern, and that health communication theory can inform improvements in enterprise training in the African context because of its particular effectiveness in inducing behavior change where environmental norms would normally constrain the development of such behavior. The overall goal of the paper is threefold: to contribute to the understudied domain of entrepreneurship education theory for economic development, to inform more effective enterprise training interventions in sub-Saharan Africa, and to foster the generation of more entrepreneurs capable of contributing to wealth generation in this region.

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