Journal of Education and Research

1-14

Authors: Stefan Gross; Ulrich Wehner

Educational thinking has always been linked with a specific view on children. Although it is a matter of common knowledge, in closer examination the authors figure out that educational concepts deal surprisingly and imprecisely with their key-subject. While progressive approaches made the term “From the perspective of the child” famous some 100 years ago, a brief analysis and the post-history enlightened contradictions, misunderstandings, and, in parts, fatal consequences of a careless or dogmatic use of the slogan. In their inconvenient meta-analysis, the authors vote for a consequent re-interpretation of the ideologically overloaded slogan by using it as a critical working-formula. Doing this, educational thinking from the perspective of children has massive consequences on the practical interaction between adults and children and the theoretical foundations of pedagogy. And it opens the door for a different kind of educational research with its objective to analyze the variety, heterogeneity and diversity of the life-world of children.

39-58

Authors: Vinayagum Chinapah; Mikiko Cars; Sarit Grinberg

In the process of constructing post-2015 development global frameworks, education is increasingly seen globally to be a powerful tool for preparing students to enter labor market as well as to create a peaceful and sustainable society. International and comparative educational research conducted on the achievement of the EFA goals has clearly revealed that despite important efforts accomplished in many countries, there are still serious challenges in terms of the quality of education that is offered. The paper examines the extent to which a minimum Quality of Education for All (QEFA) can be reached through effective use and application of evidence-based international and comparative educational research. Global efforts to attain QEFA are examined by investigating major international surveys of learning outcomes. The case of Arab states demonstrates diverse socio economic and political contexts of each country and should be reflected in regional strategies to achieve QEFA. Evidence from data on national, regional and international assessments indicates that low achievement is globally widespread and stronger government intervention will be needed. This research demonstrates that the diversity of learning conditions and environment across and within countries should be carefully reflected into quality assurance by enhancing each individual's learning potentials.

77 - 95

Authors: Abebaw Yirga Adamu

This study focused on examining the intergroup relations among ethnically diverse university students. The study was conducted in Bahir Dar University, one of the public universities in Ethiopia – a country of “indigenous ethnic diversity”. The participants were students, teachers and support staff selected using purposive and snowball sampling. Necessary data were collected through interview and focus group discussion. The study revealed different factors that facilitate and impede intergroup relations among students. The study also showed that students generally have the positive attitude toward outgroups and developing positive intergroup relations. This finding has very strong implications in managing intergroup relations not only in universities but also in the society. The university management, however, was found unable to provide much support to such positive attitudes and promoting diversity mainly because of lack of institutional priority as well as managers‟ confidence and diversity management skills.