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Descriptors:
Foreign Countries; Developing Nations; Profiles; Human Resources; Capacity Building; Principals; Elementary Schools; Secondary Schools; Educational Change; Instructional Leadership; Educational Legislation; School Administration; Program Implementation; Program Effectiveness; Rating Scales

Abstract:
In 1999 Thailand passed an ambitious national educational law that paved the way for major reforms in teaching, learning and school management. Despite the ambitious vision of reform embedded in this law, recent studies suggest that implementation progress has been slow, uneven, and lacking deep penetration onto classrooms. Carried out ten years after the launch of the reform law, the current research sought to expand on these earlier studies by examining the capacity of Thailand's principals to lead reforms in teaching and learning. The study developed a national profile of principal instructional leadership using a Thai Form of the "Principal Instructional Management Rating Scale" (Hallinger, 1994). The overall profile of 1195 primary and secondary school principals suggested a moderate level of engagement in two dimensions ("Creating a School Mission and Developing a Positive School Learning Climate") and a lower level of activity on the dimension, "Managing the Instructional Program". The results provide preliminary evidence which suggests that a more systematic human resource strategy is needed in order to ensure that Thailand's key school leaders have the knowledge, skills and motivation needed to support changes in teaching and learning envisioned in the nation's education reforms. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Higher Education; Labor Market; Study Abroad; Educational Cooperation; Education Work Relationship; Developing Nations; Developed Nations; Outcomes of Education; College Graduates; Graduate Surveys; International Education

Abstract:
This paper examines the labor market outcomes of two different forms of cross-border higher education degree programs (i.e., study abroad vs. twinning) between Malaysia and Japan. Based on a new graduate survey, it examines whether there are differences in the labor market outcomes between the two programs and what other factors have significant effects on the labor market outcomes. We observed no significant differences in the labor market outcomes between the two programs. Instead, the degree fields, internship, and university rankings are significant for the first employment. For current work, post-graduation qualifications and skills such as English become important. (Contains 7 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Developing Nations; Outcomes of Education; Cost Effectiveness; Secondary Education; Higher Education; Human Capital; Educational Attainment; Gender Differences; Educational Status Comparison

Abstract:
This study provides new and more accurate information about private rates of return to education (RORE) in Malaysia. Most of the prior studies on RORE have not addressed selectivity bias, and those that have are based on an older data set. The findings suggest that for both males and females, the average private returns to education are highest at the secondary (16.5 percent and 27.2 percent, respectively) and university (15.5 percent and 16.1 percent, respectively) education levels. Thus, it is important to pursue education until the secondary level and further to the university level to capture higher returns to education. (Contains 9 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Student Surveys; Qualitative Research; Statistical Analysis; Expectation; Elementary School Students; School Choice; Parent Attitudes; Intergroup Relations; Student Diversity; Learning Problems; Learning Processes; Friendship; Peer Relationship; Language of Instruction; Developing Nations; Outcomes of Education; Chinese; Code Switching (Language); Ethnic Diversity; Religious Cultural Groups; Religious Factors

Abstract:
This study surveys 200 Malay students enrolled in three Chinese primary schools in relation to three issues, i.e., parental choice of schooling, learning processes and inter-ethnic friendship patterns. The three issues are explored through a combination of quantitative and qualitative research methodologies. Parental expectations for their children's learning and academic outcomes emerge as the dominant factor influencing Malay enrollment in Chinese primary schools. Unfortunately, the Malay students are unable to meet these high expectations due to learning difficulties that stem from the lack of proficiency in the Chinese-medium of instruction, despite intervening measures by the school authorities. Their learning difficulties are also compounded by the lack of parental inputs as well as the limited use of code-switching by teachers. Meanwhile, the fostering of inter-ethnic friendships is impeded by ethnic differences, the rise of Islamic awareness and the increased numerical size of Malay students. However, there is a willingness among the Malay students to interact with the Chinese students through task-related activities, indicating that the fostering of inter-ethnic friendships needs to be guided by a convergence of interests. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Content Analysis; Rating Scales; Test Items; Well Being; Living Standards; Racial Segregation; Self Evaluation (Individuals); Developing Nations; Family Life; Urban Areas; Social Indicators; Measurement; Sociometric Techniques; Socioeconomic Influences; Psychometrics; Comparative Analysis; Surveys; Correlation; Predictor Variables

Abstract:
Bernheim's ACSA, a less conventional measure of subjective well-being originally developed for use in a clinical setting, was applied to a sample of black South African township dwellers (n = 1,020) in the Eastern Cape Province. The Anamnestic Comparative Self Assessment is an experiential self-anchoring scale with concrete anchors (Bernheim in "Psychologie medicale" 15:1625-1626, 1983). Respondents described the "best" and "worst" periods experienced in their lives in their own words and rated their current life situation within these two extremes that served as the end-anchors of an 11-point rating scale, ACSA. The ACSA score was significantly positively correlated with conventional measures of subjective well-being. The study examined in detail the content of the ACSA anchors, the best and worst periods of respondents' lives, classified by domain, to gain insights into reference comparisons applied in quality-of-life evaluation in a developing country setting. As was the case in earlier ACSA studies, most domains that served as reference standards were related to the self and family life. However, material living standards, represented by the domains of income, financial security and housing also featured prominently as personal anchors--a reflection of life goals in post-apartheid South Africa. Age, gender, education and self-reported health were associated with the choice of select anchors. The discussion provides pointers for future applications of ACSA in large sample surveys using a pre-coded multiple-choice format for anchor descriptions. It is concluded that the content of ACSA anchors corresponds closely to contemporary definitions of the good life among ordinary South Africans. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Social Indicators; Student Surveys; Least Squares Statistics; Predictive Measurement; Learner Engagement; Secondary School Students; Coping; Friendship; Goodness of Fit; Sociometric Techniques; Social Influences; Social Environment; Quality of Life; Psychometrics; Statistical Analysis; Questionnaires; Correlation; Predictor Variables; School Attitudes; Student School Relationship

Abstract:
This study aims to examine an untested research model that explains the direct- and indirect influences of Academic Coping, Friendship Quality, and Student Engagement on Student Quality of School Life. This study employed the quantitative-based cross-sectional survey method. The sample consisted of 2400 Malaysian secondary Form Four students chosen equally from 50 schools using Multistage Stratified Cluster Sampling procedure. Self-reported questionnaire was administered. The data was analyzed with Partial Least Square approach using SmartPLS 2.0. Findings showed that Academic Coping, Student Engagement, and Friendship Quality significantly explained about 46% of variance in Student Quality of School Life. Student Engagement also contributed approximately 44% of variance in mediating the relationship between Academic Coping and Student Quality of School Life; and approximately 67% of variance between Friendship Quality and Student Quality of School Life. Findings indicated the predictability of the model in terms of predictive relevance and global goodness of fit. Limitations and suggestions for future studies are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethics; Crime; International Trade; Water Quality; Stakeholders; Federal Legislation; Law Enforcement; Corporations; Developing Nations; Foreign Countries; Case Studies; Business Administration Education; Law Related Education; Case Method (Teaching Technique)

Abstract:
This case study examines the role of bribery in the global marketplace through an example involving access to safe drinking water in the developing world. Parts II and III set out the objectives and methods of classroom delivery for the case study. Part IV is the background reading relating to bribery with particular emphasis on the Foreign Corrupt Practices Act (FCPA) in the United States. This background information is followed by a discussion of the problem of lack of access to safe drinking water in the developing world, a hypothetical state in which a water treatment facility is to be constructed to address this problem, and background information regarding four potential bidders for construction of the facility. These four bidders represent a wide range of companies from publicly traded corporations with strong antibribery cultures and protections to privately and governmentally owned enterprises with weaker anticorruption measures. These factual sections are followed in Part VI by questions addressing stakeholders and the application of ethical theories to the bidding process for the construction of the facility. (Contains 147 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Standard Setting (Scoring); Cognitive Processes; Mathematics Tests; Language Tests; English (Second Language); Second Language Learning; English Teachers; Mathematics Teachers; Grade 5; Cutting Scores; Influences; Feedback (Response); Developing Nations; Foreign Countries

Abstract:
Considerable research about standard setting has revolved around a U.S.-centric policy context. That is, over the past decade, conclusions about thought processes and the interaction of education policy and panelists' judgments have been based on assumptions of comparable policy settings. However, whether these assumptions generalize to other education contexts is to some extent unknown. This study addresses what standard setting panelists in a developing nation think about when making item performance estimates for students in various performance categories. Panelists were asked to respond to a set of questions at various stages of the standard setting workshop. The results suggested that panelists gained experience about standard setting procedure, understanding descriptions of the performance level categories, and making more consistent decisions on the test items. Most of the panelists were not influenced by the item p-value and impact data while making Round 2 ratings. However, the panelists did mention that the feedback data helped them to understand better the four performance level categories and provided a reality check of their Round 1 item performance estimates. Salient factors for panelists in this study are compared with findings from other research in the area. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Program Effectiveness; Agricultural Production; Developing Nations; Rural Development; Educational Practices; Agricultural Occupations; Knowledge Level; Efficiency; Foreign Countries; Program Evaluation; Seminars; Competency Based Education

Abstract:
Purpose: This study sought to explore how farmers' knowledge attributes influence the technical efficiency of their farms. In addition, farm efficiency was compared to the actual Macedonian Rural Development Programme (RDP) (2007-2013) and instruments considered to improve Macedonian education potential were evaluated. Design/methodology/approach: The three-year (2006-2008) panel data set on Macedonian grape-producing family farms were analysed. A two-stage approach for efficiency analysis was used. In the first stage, technical efficiency scores were estimated using a parametric Stochastic Frontier approach. In the second stage regression, the impact of farmers' knowledge attributes on farm efficiency was assessed. Findings: The results suggest that farmers' knowledge attributes have the potential to influence farm economic performance. Non-formal knowledge sources, such as seminars, and competence-based learning appeared to be key to achieving higher technical efficiency. Within the instruments used for strengthening the knowledge potential of Macedonian farmers, supporting non-formal education and young farmers' enrolment in agricultural production should remain priorities. Practical implications: As the study relates to specific RDP instruments, it is of practical importance for policy-makers and knowledge-providing systems. Originality/value: The study is of value in explaining the knowledge potential of farmers working in transition economies and its importance for attaining higher efficiency. Despite the evidence on the importance of knowledge in strengthening farm performance, the influence of educational practices and potential knowledge attributes on farm efficiency has not previously been analysed in the context of an economy in transition. (Contains 1 figure, 3 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Role of Education; Religious Cultural Groups; Developing Nations; Foreign Countries; War; Religion; Role of Religion; Ideology; Islam; Ethnicity; Discourse Analysis; Political Attitudes; Curriculum; Futures (of Society); Conflict Resolution

Abstract:
This article addresses the role that education plays in conflict, with specific reference to the civil war in Sudan. It analyses the ideological basis of the Sudanese government (GoS) during the civil war, with special reference to the role of religion and ethnicity. It shows how the primary education system was based on the Islamist ideology of the GoS, with limited consideration of the country's various cultural and religious groups. It then discusses the political discourse of the Sudan Peoples' Liberation Movement/Army (SPLM/A) and the secular curriculum that SPLM's Secretariat of Education produced during the war. It identifies differences between the Islamist and the secular educational discourses as one reason why many young people in the South took up arms against the Islamist government. With South Sudan now emerging as an independent nation, a dramatic improvement in the education sector is needed both to heal conflicts in South Sudan and to provide hope for the future to people in the South. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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