Multigrade schooling in ‘remote’ areas of Vietnam

Aikman, Sheila; Pridmore, Pat

doi:10.1016/s0738-0593(01)00012-8

Cited by 39 publications

(24 citation statements)

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“…Multi-grade teaching has become a key strategy in Bhutan for achieving Education for All (EFA) by 2012 and the Millennium Development Goals (MDGs) for education (Pridmore, 2004: 6). However, as Aikman and Pridmore (2001;p. 522) found in Vietnam ''Remote multigrade schools present extremely challenging and complex teaching and learning situations'' because of their curricular, social, political, ethnic as well as resourcing implications.…”

Section: Context and Significance Of Multi-grade Teaching In Bhutanmentioning

confidence: 99%

“…522) found in Vietnam ''Remote multigrade schools present extremely challenging and complex teaching and learning situations'' because of their curricular, social, political, ethnic as well as resourcing implications. Maxwell (submitted for publication) echoed Aikman and Pridmore's (2001) observation of the impact of remoteness on multigrade, noting that remote locations were pivotal to the institution of multi-grade in Bhutan because resources are limited and very few teachers are prepared to move to these areas. A similar situation was reported in Ghana where Akyeampong (cited in Little, 2007) recognized remoteness and multigrade schools as a factors that have significant influences on school outcomes.…”

Section: Context and Significance Of Multi-grade Teaching In Bhutanmentioning

confidence: 99%

See 1 more Smart Citation

Bhutanese stakeholders’ perceptions about multi-grade teaching as a strategy for achieving quality universal primary education

Kucita¹,

Kivunja²,

Maxwell³

et al. 2013

International Journal of Educational Development

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Section: Context and Significance Of Multi-grade Teaching In Bhutanmentioning

confidence: 99%

Section: Context and Significance Of Multi-grade Teaching In Bhutanmentioning

confidence: 99%

Bhutanese stakeholders’ perceptions about multi-grade teaching as a strategy for achieving quality universal primary education

Kucita¹,

Kivunja²,

Maxwell³

et al. 2013

International Journal of Educational Development

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“…Por otro lado, en otros países, el diseño e implementación de programas dirigidos a este tipo de servicio para reducir las brechas educativas, han tenido relativos éxitos -proyecto United Nations children's fund-UNICEF/MOET en Vietnam el año 1998 (Aikman y Pridmore, 2001); el programa Education for All (EFA) (UNESCO, 2002), implementado en los sistemas educativos de los países Vietnam, Sri Lanka, Perú, Nepal, Grecia, Finlandia, España, y, Reino Unido (Bustos, 2007). En México, la publicación "PRONAEME-Proyecto Nacional de Evaluación y Mejora Educativa de Escuelas Multigrado" (INEE, 2017a), muestra una extensa revisión de las políticas, programas federales, creación de institutos, y reformas al currículo que el SEN ha realizado para atender este tipo de servicio, entre el que se incluye el Programa para la Inclusión y la Equidad Educativa (PIEE), dentro del Marco Sectorial de la Educación 2012-2018, destinado a atender a estudiantes en situaciones de vulnerabilidad (niños indígenas, con discapacidad, e hijos de migrantes jornaleros); este grupo de estudiantes son los que integran en su gran mayoría la parte de la matrícula que recibe el servicio de educación multigrado (INEE, 2010(INEE, , 2016b.…”

Section: Revisión De La Literaturaunclassified

El Aprendizaje en Escuelas Multigrado Mexicanas en la Prueba Planea

Padilla

2018

REICE

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La situación sociodemográfica de México, al igual que la falta de atención en materia de políticas sociales y educativas hacia las poblaciones vulnerables, han conducido a la generación de grandes brechas en el aprendizaje en la que están sometidos miles de niños. El Sistema Educativo Nacional brinda como una posible solución ante esta problemática el servicio multigrado, en donde un docente se hace cargo de dos o más grados educativos simultáneamente. A lo largo de diversas investigaciones analizando muestras pequeñas, se ha observado que quienes reciben este tipo de servicio tienen un desempeño académico inferior a los estudiantes de escuelas graduadas. El presente estudio analizó, en una estimación de aprendizajes masiva, la influencia que algunos factores personales y escolares, señalados como significativos en el desempeño educativo por diversas investigaciones, tuvieron en el aprendizaje en Matemáticas en Planea de 8.104 alumnos de 838 escuelas multigrado. Los datos fueron analizados mediante el modelamiento jerárquico multinivel con la finalidad de evaluar la estructura de las variables y factores al nivel del alumno y el de la escuela. Los resultados obtenidos en este trabajo son congruentes con los citados por la literatura sobre factores de contexto asociados al desempeño académico; sin embargo, algunos de ellos no resultaron significativos lo que podría resaltar la exclusividad de quienes reciben el servicio multigrado. La inconsistencia de este hallazgo puede ser atribuible a la limitada información recabada en los cuestionarios de contexto.Descriptores: Evaluación de la educación; Aprendizaje; Matemáticas; Escuela desfavorecida; Educación.Demographic situation, and the lack of educational policies attending to vulnerable populations have led to large educational gaps to which are subjected to thousands of children. The National Educational System grants a solution through the creation of multigrade schools to address this problem, where one school teacher teaches to two grades or more. Several studies report that children who attend these schools have an academic performance below the students of regular schools; however, these works do not evaluate quantitatively and large scale the knowledge of basic learning in education. This study evaluated some factors that influence the learning of the academic achievement according to the research of educational evaluation, of the students in multigrade schools, in Planea with 8104 students from 838 multigrade schools. The hierarquical linear modeling was employed for the analysis of the information. The outcomings exhibit differential effects of the factors; some of them affected the academic achievement; whereas, anothers, important according to others studies, they were not meaningful. The results show the influence of some factors recognized in the state; meanwhile another important variable was not significant. These results can be attributed to the limited information collected in that background questionnaires.

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“…through the delivery of poor quality inputs (Ochoa et al, 2010) or poor infrastructural quality (Richard, 2010). Finally, the resolution of machine failure as well as the overall operation of the production unit requires a certain educational level of the users and actors in the supply chain, which might relate to the overall educational level in a region (Aikman and Pridmore, 2001). Remote regions usually have lower educational levels and lower infrastructural quality, thereby potentially yielding higher production uncertainty.…”

Section: Uncertainties In Biodiesel Productionmentioning

confidence: 99%

Uncertainties in the Bidirectional Biodiesel Supply Chain

Bot

Donk

Pennink

et al. 2015

Journal of Cleaner Production

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a b s t r a c tFor remote areas, small-scale local biodiesel production is particularly attractive if producers and consumers are the same. Such supply chains are labeled as bidirectional. However, little is known on how raw material supply, transportation, logistics, production and operations uncertainties impact the operational performance of such Bidirectional Biodiesel Supply Chains. This paper contributes by exploring these uncertainties in a multiple case study, directed at mobile processing of rubber seeds, in a remote area. Scientifically, the paper contributes by identifying several novel sources of uncertainty: a short-term perspective, lack of knowledge and the previously unrecognized influence of the local government. Additionally, based on these findings, an extended theoretical framework is proposed which links sources of uncertainty to operational performance. The study provides also insights for stakeholders aiming to increase local biofuel production and provides a stepping-stone to investigate adequate measures to manage the identified uncertainties.

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Multigrade schooling in ‘remote’ areas of Vietnam

Cited by 39 publications

References 1 publication

Bhutanese stakeholders’ perceptions about multi-grade teaching as a strategy for achieving quality universal primary education

Bhutanese stakeholders’ perceptions about multi-grade teaching as a strategy for achieving quality universal primary education

El Aprendizaje en Escuelas Multigrado Mexicanas en la Prueba Planea

Uncertainties in the Bidirectional Biodiesel Supply Chain

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