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International Journal of Educational Development

Volume 21, Number 2

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Table of Contents

Number of articles: 6

  1. Helping teachers to develop competence criteria for evaluating their professional development

    Alan Peacock & Bill Rawson

    The paper presents evidence from three recent/ongoing projects in Sri Lanka and South Africa supported by the University of Exeter School of Education, the aim of each project being to enhance the ... More

    pp. 79-92

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  2. The inset strategies model: an effective inset model for unqualified and underqualified primary teachers in Namibia

    Margo C. O'Sullivan

    The problem of significant numbers of unqualified and underqualified primary teachers is critical in some African countries. As INSET (In-service Education and Training) is the only training these ... More

    pp. 93-117

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  3. Values and vodka: cross-cultural anatomy of an Anglo-Russian educational project

    Marian Shaw & Michael Ormston

    The purpose of this article is to analyse, via the cross-cultural literature, some of the interactions from a bi-cultural Anglo-Russian project, and to use this analysis to aid cross-cultural... More

    pp. 119-133

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  4. Linking learning environments through agricultural experience — enhancing the learning process in rural primary schools

    Peter Taylor & Abigail Mulhall

    Research, underpinned by the concept of contextualisation of teaching and learning, was undertaken in Tanzania, Sri Lanka, India and Ethiopia. It examined the way in which teachers in rural primary... More

    pp. 135-148

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  5. Automatic promotion or large-scale repetition — which path to quality?

    Christina H. N'tchougan-Sonou

    This article will examine two educational policies which are at opposite ends of the spectrum regarding the decision to promote students from grade to grade — large scale repetition and automatic... More

    pp. 149-162

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  6. Academic dishonesty in African universities—trends, challenges, and repercussions: An Ethiopian case study

    Damtew Teferra

    Sixty Ethiopian academic staff were surveyed to examine the state and gravity of academic misconduct in exam sessions in higher education institutions (HEIs) in Ethiopia. The questionnaire was... More

    pp. 163-178

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