Governance challenges in the initiatives for out-of-school children in Tajikistan

Lo, William Yat Wai; Maclean, Rupert

doi:10.1007/s10671-014-9170-z

Cited by 3 publications

(6 citation statements)

References 14 publications

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“…An important feature of this study is that it employs a gender perspective to measure the school progress of children in Tajikistan. Guided by the rationale that educational opportunities in Tajikistan may involve a gender bias (Baschieri and Falkingham 2009;Lo and Maclean 2015;Olimova 2010;UNICEF 2011), I found that girls in migrant households, compared with girls in non-migrant households, are least at risk of an educational lag across a range of transnational care arrangements. Girls of migrants are more advantaged if their mothers, or both parents, migrate for shorter periods and when they live in households that receive remittances.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, specific gender norms that often disadvantage girls may interfere with the willingness to invest in children's education (Lo and Maclean 2015;Olimova 2010). In Tajikistan, the traditional gender norms favour boys and, therefore, many families pay less attention to girls' education, mainly because they expect the girls to leave the family at early ages as wives and not to make a career from working (Harris 2011;Olimova 2010).…”

Section: Costs and Benefits Of Migration For Children's Educationmentioning

confidence: 99%

“…This paradigm has implications for children's education, in that girls are more likely than boys to leave school for marriage or to compensate for shortages in household labour when members migrate (Akilova 2017;Harris 2011;UNICEF 2011). Indeed, there is some evidence (Lo and Maclean 2015) to suggest that the proportion of girls enrolled in upper-secondary schools in Tajikistan is less than half that of boys. However, studies in Tajikistan and Mexico show that girls' school attendance and attainment improve when parents and other household members migrate (Antman 2012;Gatskova et al 2017;UNICEF 2011).…”

Section: Costs and Benefits Of Migration For Children's Educationmentioning

confidence: 99%

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Transnational migration, gender and educational development of children in Tajikistan

Cebotari

2018

Global Networks

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In Tajikistan, a Central Asian country with high rates of emigration, there is little systematic empirical research on the education of children in transnational households. In this study, I use national representative data from 2011 to examine the number of years lag in education of boys (N=1110) and girls (N=1140) aged 7 to 17 who live in different transnational care arrangements compared with those living in non‐migrant households. I demonstrate that being in a transnational household reduces the risk of an educational lag, although there are gender differences when measuring this relationship. In particular, girls are less likely to have an educational lag if the mother or both parents migrate, if the duration of parental absence is shorter rather than longer, and if migrants send remittances home. The legal status of parents abroad and maternal migration are advantageous for boys’ education. These findings highlight the importance of looking at complex transnational forms of living and at gender when assessing the educational outcomes of children in migrant sending contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Costs and Benefits Of Migration For Children's Educationmentioning

confidence: 99%

Section: Costs and Benefits Of Migration For Children's Educationmentioning

confidence: 99%

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Transnational migration, gender and educational development of children in Tajikistan

Cebotari

2018

Global Networks

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“…The decision-making process for school governance continues to exclude parents. (Chikoko, 2008), decentralization in the management of educational processes and outcomes (Daun, 2004), the conflict between these spheres of professional control and lay governance are largely unexplored (Dunn, 1998), governance as mediation (Garvin & Bogotch, 1994), inconsistencies in educational governance (Lo & Maclean, 2015), the system of checks and balances for school leadership in public schools (Nishimura, 2019), schools' present governing models (Reitzug, 1992), network governance (Tao, 2022), and the equitable growth of compulsory education (Zhang, 2009). These studies can be classified into those on the roles of governing players, governing functions, and governing schemes.…”

Section: Literature Reviewmentioning

confidence: 99%

The governance of general education institutions: perspectives of the key players

Hoang,

Nguyen,

Luong

et al. 2024

Multidiscip. Sci. J.

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Vietnam's general education institutions are undergoing a significant transformation to meet the demands of the new policy system in terms of governance and to make internal changes to be able to meet society's demands as well. However, the content and concept of governance are still quite novel in the perception and operation of parents of students, professional groups, administrators, principals, vice principals, and other stakeholders who are primarily responsible for the institutions' operation. To determine how these participants understand the elements of the notion of "governance", an online survey was conducted. The responses were then collected and processed by Excel software. The findings indicate that these respondents' levels of awareness are generally similar, with a mean of over 4.3 on a five-level Likert scale. However, most noticeably, the professional group has a higher level of awareness than the other groups. Additional research is required on certain features of governance awareness and the connection between governance aspects and issues at institutions of general education.

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“…In the developing countries, as well as in many of the former members of the Soviet Union, education as a whole, and HE in particular, is a major component for their development and the reduction of the current inequity. For example, Tajikistan's context emphasizes the importance of a glocal (simultaneously global and local) approach in policy-making (Lo & Maclean, 2014). This, however, is not an easy task.…”

Section: Higher Education Around the Worldmentioning

confidence: 99%

Geospatial Social Network lnnovation Assessment of the Spanish Higher Education

Valero¹

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First of all, I would like to thank my supervisor, Dr. Jesús Manuel Palomar Vázquez for his support, assistance and availability. I would also like to thank Dr. José Vicente Pérez Cosín and the research institute Institut Interuniversitari de Desenvolupament Local in Valencia (Spain) for their trust and for providing a space where I have learnt so much. Likewise, I would like to thank Dr. Elena Tsomko from the Computer Engineering Department and the Global Studies Institute at Dongseo University in Busan (South Korea) for their dedication and for sharing their applied knowledge. I would also like to thank the Department of Spatial Information Engineering at Namseoul University, in Cheonan (South Korea), for their support and shared experiences. Specially, I would like to thank the department dean Dr. Hwangbae Kim for his trust in me and for his contribution to create a space where I could develop this thesis. Finally, I would like to thank my family for their unconditional support, understanding, and the delicious meals that have given me the energy to continue until the end.

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Governance challenges in the initiatives for out-of-school children in Tajikistan

Cited by 3 publications

References 14 publications

Transnational migration, gender and educational development of children in Tajikistan

Transnational migration, gender and educational development of children in Tajikistan

The governance of general education institutions: perspectives of the key players

Geospatial Social Network lnnovation Assessment of the Spanish Higher Education

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