What do we mean by <i>school entry age</i>? Conceptual ambiguity and its implications: the example of Indonesia

Barakat, Bilal; Bengtsson, Stephanie

doi:10.1080/03050068.2017.1360564

Cited by 9 publications

(8 citation statements)

References 28 publications

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“…This led to a conscious decision to work with more students from high school, which explained why more students in the 6th and 7th grades showed more understanding of the different variables on the questionnaires. This data is unusual compared with the so-called developed countries, but common in countries with high repetition rate, low educational quality, and tuitions in secondary schools like in Cameroon (UNESCO, 2019; Barakat & Bengtsson, 2018;Davis & Bauman, 2013).…”

Section: Age and School-levelsmentioning

confidence: 95%

Violence and educational quality : effects of violence on the learning outcomes of students in Cameroon

Tangwe¹

2021

Regards Croisés Afrique-Europe. Cahiers Supplementaires

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This study examines violence and its relation to learning outcomes of secondary school students in Cameroon. The study interconnected with educational quality values of accessibility, inclusiveness, favorable learning climate, tolerance, and responsible behavior. The government of Cameroon has attempted to uphold these values through legislation. In spite of this position, violence at school is still observable on a daily basis, not respecting the human rights of children and young learners and hindering them from learning. The study was to understand the effects of violence on their motivation and self-esteem, and its influence on their learning outcomes and the research question focused on the extent of violence in education. A model was operationalized measuring physical violence, psychological violence, structural violence and sexual violence at school and at home, mediated by self-esteem, motivation and health to the learning outcome, quantified by class repetition, grades and reading enjoyment. The study was designed using a quantitative approach with cross-sectional survey for students. Questionnaires were designed from approved scales which had been adopted to the Cameroonian background by two pretests. Data had been collected from a sample population of 924 students in grades four to seven in Cameroon. The data collection was approved by the regional authorities. The collected data was transformed by controlling the social background and reflecting different types of experiences of violence. The collected information was analyzed using descriptive statistics (means, standards deviation), and inferential statistics (ANOVA). The results indicate an acute prevalence of school violence. Students in Cameroon are affected by four ways of violence. About 20 % of students feel physical violence and psychological violence. More than half of the students’ experiences structural violence and about 23 % have experiences of sexual violence. As a zero-policy on experienced violence is the wished standard, the huge ratio of violence in the life of students in Cameroon becomes visible. The study shows that these experiences of violence affect the self-esteem and the motivation to learn. However, a significant relation between different forms of violence and school grades was not found in this study. In addition, the study shows the poor school quality, and a very discouraging socioeconomic background of students. In the perspective paradigm, the schools are neither an environment of the protection of students nor open spaces for real-world transmission of values. Violence remains a challenge. This requires coordinated and focused action. The study develops a number of suggestions for school practice to overcome this situation and suggests follow-up studies.

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Section: Age and School-levelsmentioning

confidence: 95%

Violence and educational quality : effects of violence on the learning outcomes of students in Cameroon

Tangwe¹

2021

Regards Croisés Afrique-Europe. Cahiers Supplementaires

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“…Gender equality refers to the concept of balance or equality between men and women as human beings who cannot be entirely measured in a rigid and absolutely similar manner, because men and women have biological differences that cannot be completely overlooked. These biological differences will result in different behaviors and tasks between men and women (Barakat & Bengtsson, 2017).…”

Section: The Gender Concept In Culturementioning

confidence: 99%

Gender Analysis of Arabic Language Teaching for Children at Madinah Islamic Full Day Elementary School, Slawi Tegal during the COVID-19 Pandemic

Akmaliyah¹,

Gumilar²,

Sarbini³

et al. 2023

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One of the efforts that can be carried out to systematically disseminate gender values is through teaching, be it through the teaching materials or the teaching techniques or strategies. One of the methods observed was through the teaching of Arabic language at Madina Islamic Full Day Elementary School in Slawi Tegal. The research methodology conducted in this study was the descriptive analysis method. The data collection techniques used included observations, interviews, and documentation study. Results of the research indicate that the teaching materials, used by the school from grade one to grade six, show values of gender equality, starting with the appearance of the book cover, the texts of the Arabic language teaching materials, and the exercise materials in the book. Furthermore, based on results of in-depth interviews, it was clarified that gender values in the books are complemented by verbal elaborations given informally by the teachers. Non-verbal explanations are also required in the form of appreciative attitude and treatment given by the educators to the learners, both boys and girls in an equal manner. In relation to the state of the COVID-19 pandemic, the Arabic language lessons were taught online.

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“…Indonesia has an education fund assistance program that aims to increase access for children aged 6 to 21 years to receive education services until they graduate from secondary education units to realize the implementation of 12-year compulsory education (Ministry of Education and Culture Republic of Indonesia, 2016). According to Barakat and Bengtsson (2018), children must begin primary school at seven. Based on the Indonesia Family Life Survey (IFLS), practically all young adults aged 12 to 21 who completed primary school continued their education to junior school by 2014 (Wicaksono & Witoelar, 2018).…”

Section: Extended Gender Equality In Indonesiamentioning

confidence: 99%

The Portrait of Gender Equality in English Textbook for the Ninth Graders of Junior High School

Nurcholifah¹,

T.²,

Sukmaantara³

2023

IJSSHR

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Textbook as an essential component of learning was required to assist in education that promotes gender equality. The findings of previous studies on gender issues in language textbook mostly indicated that they depicted gender biases and gender stereotypes. To continue the study about gender issues in the textbook, the present study looked at visual and textual data representing the equality of gender that focused in the sector of education in ELT textbooks for the ninth graders of Indonesian junior high school. The findings revealed some gendered exposes gender equality in the sector of education. This finding implied that ELT textbook authors in Indonesia evaluated balanced resources that might aid junior high school students in enhancing gender awareness and eliminating gender misconceptions through proper exposure to materials expressing positive viewpoints of males and females. This study used Qualitative Content Analysis and a Descriptive Research Design to lead the portrays of the male and female characters in the textbook chosen.

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What do we mean by school entry age? Conceptual ambiguity and its implications: the example of Indonesia

Cited by 9 publications

References 28 publications

Violence and educational quality : effects of violence on the learning outcomes of students in Cameroon

Violence and educational quality : effects of violence on the learning outcomes of students in Cameroon

Gender Analysis of Arabic Language Teaching for Children at Madinah Islamic Full Day Elementary School, Slawi Tegal during the COVID-19 Pandemic

The Portrait of Gender Equality in English Textbook for the Ninth Graders of Junior High School

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