Access and Participation in Quality Education Through Pancasila Shaped Online Interregional Indonesia Teachers Conversations (PSOIITC) Pancasila Inspired Teacher Learning Approach

The article analyzes the concept and criteria for assessing the quality and accessibility of education. The author notes that specific criteria that can be investigated empirically or on the basis of statistical data are key indicators of the effectiveness of educational systems. The author considers the main scientific approaches to determining the quality and accessibility of education. This article establishes that the quality of education is a multidimensional concept that encompasses not only academic indicators, but also social and economic aspects. The author analyzes the concept of accessibility of education. The study identifies the relationship between the quality and accessibility of education and analyzes the existing debatable approaches to the possibility of combining them. The novelty of the article lies in the author's own approach to the formulation of the concepts of «quality of education» and «accessibility of education» and the identification of their criteria. The research methodology is based on comparative analysis, logical and legal method and systematic approach. The results of the study allow to form a comprehensive view of modern methods of evaluating educational services and their practical application.

In Zimbabwe, the discourse on access and quality in education has been a raging one since the colonial days of bottlenecks and outright discrimination against black Zimbabweans in education. The doors to education were declared open to all at independence in 1980 with the new Zimbabwe government’s enunciated policy of education for all. It is an uncontested fact that strides were made soon after independence to address issues of quality and access in education. However, with the prosecution of the fast track land reform programme the dream for access and quality in education became a nightmare. Whilst trust schools, boarding schools, urban and some rural day schools have a comparative advantage in terms of resources like infrastructure and qualified and relatively motivated human resource, emerging resettlement schools bear the brunt of hastened and impromptu establishment. It is the contention of this paper that resettlement schools like Zvivingwi, established in the last decade, are a facade of the schools envisioned by many Zimbabweans at independence. These schools reel from abject shortage of everything except pupils. It would be recommended that government should show creativity in mobilising resources to intervene, failing which, most of the resettlement schools like Zvivingwi, risk closure as public confidence in them wanes. The researcher made use of a questionnaire and interviewed critical stakeholders at the school like headmaster, teachers, parents, pupils and education officers. School records and other critical documents were also made use of.

The introduction of the Goods and Services Tax (GST) in India has significantly reshaped the financial and operational landscape of various sectors, including education. This paper, titled "Navigating GST in Education: An Analysis of Financial, Operational, and Student-Centric Impacts," delves into the multifaceted effects of GST on the educational sector. The research primarily focuses on the financial burdens imposed on educational institutions, the operational challenges they face in complying with GST regulations, and the subsequent implications for students. GST, intended to streamline the taxation system, has inadvertently introduced a new set of financial pressures on educational institutions. The paper examines how the imposition of GST on essential services and goods has led to increased operational costs for schools, colleges, and universities. These institutions, often struggling with budgetary constraints, are now confronted with the dilemma of absorbing these costs or passing them on to students in the form of higher fees. The research highlights the particular strain on private and non-profit educational institutions, which operate on tight margins and are now compelled to navigate complex GST compliance requirements. In addition to the financial strain, the paper explores the operational challenges that educational institutions encounter due to GST. These include the need for significant investments in technology and training to meet GST compliance demands, which further exacerbates the financial burden. The administrative workload associated with filing GST returns, maintaining detailed records, and ensuring adherence to the evolving regulatory framework has also added to the operational complexities. This study provides a detailed analysis of how these challenges vary across different types of educational institutions, including public vs. private, and schools vs. higher education institutions. The implications for students, a critical stakeholder group, are also scrutinized. The research investigates how the increased financial burden on institutions potentially leads to higher tuition fees, thereby affecting students' access to quality education, particularly for those from economically disadvantaged backgrounds. Furthermore, the paper explores the broader impact of these financial and operational challenges on the quality of education, questioning whether the additional strain might result in compromised educational standards. Through a series of case studies, this paper offers real-world insights into how various educational institutions have adapted to the GST regime, highlighting both successes and ongoing struggles. The research also evaluates existing government policies designed to mitigate the negative impact of GST on education and provides actionable recommendations for policymakers, aiming to strike a balance between tax reform and the accessibility and quality of education. In conclusion, this paper provides a comprehensive analysis of the complex interplay between GST and the educational sector, offering critical insights into the financial, operational, and student-centric impacts of this taxation policy. The findings underscore the need for more nuanced policy interventions to alleviate the challenges faced by educational institutions and ensure that the quality and accessibility of education are not compromised in the pursuit of tax efficiency.

With the world's fourth largest population, Indonesia is experiencing significant growth. Indonesia possesses demographic dividend potential that brings economic opportunities towards becoming a developed country. Human resource preparation is key to successfully harnessing the demographic bonus of 2035. Efforts to improve the quality and accessibility of education are implemented through budget allocation as mandated by the 1945 Constitution. This study aims to analyze the education budget allocation comparison between Indonesia and the ASEAN member countries. This study provides novelty by focusing on comparing the allocation of education budgets between Indonesia and ASEAN countries through a parliamentary perspective to support the achievement of SDGs. The study adopts a qualitative method with Systematic Literature Review by analyzing 83 articles. The findings indicate that education budget allocation in Southeast Asian countries, including Indonesia, Malaysia, Singapore, Thailand, Vietnam, the Philippines, Myanmar, Cambodia, and Laos, is a crucial focus in ensuring educational quality. Despite increasing budgets annually, challenges such as disparities in educational quality, teacher shortages, and poor infrastructure remain major issues. ASEAN countries employ different approaches to budget allocation, with some focusing on decentralization, subsidies, and public investment. International support, such as that provided by the World Bank in Cambodia and Myanmar, demonstrates a commitment to improving access and quality of education. In Indonesia, budget allocations for primary, secondary, and vocational education should be seen as investments in future human resources, with an emphasis on sustainable allocations. Improvements in diversifying budget programs and comprehensive oversight at the regional level are essential, while budget allocations for higher education and vocational training need significant increases to meet international standards, with a minimum recommendation of 2% of the national budget, according to UNESCO.

As it is claimed and is the ground reality that language is not everything but everything is nothing in education without language. Moreover, language shapes the learning and learning begins with language. In this regards, this article attempts to review the multilingual perspectives in terms of access and quality in education through mother tongue based education advocacy. It is theoretical in nature which is based on the secondary sources of theoretical review and tries to justify with policy and practice based rational for mother tongue education in Nepalese context.Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 65-74

This article is devoted to the analysis of the problems of realization of the right to education of children in rural areas of the Republic of Kazakhstan. Special attention is paid to the structural, personnel and infrastructural barriers that contribute to the formation of educational inequality between urban and rural areas. Legal, organizational and social aspects affecting the accessibility and quality of school education in rural areas are considered. Based on up-to-date data and expert assessments, existing government initiatives are evaluated and areas for further improvement of educational policy are identified. Keywords: the right to education, educational inequality, rural schools, accessibility of education, quality of education, Republic of Kazakhstan, pedagogical deficit, digitalization

The relevance of the study of issues related to improving the quality of education in current realities is not in doubt. One may note a wide range of opinions regarding the content and essence of this concept, its structure, ensuring the quality of the educational process, in particular, in educational institutions of higher education, and understanding of the quality of existing education by the educational process participants (teachers and students) as well as parties concerned (employers, parents, etc.). Improving the quality of education is a multifaceted and continuous process that requires careful attention from the scientific community. The authors consider the main definitions of the concept of quality of education and uncover its content. To study different views on the quality of contemporary education, several surveys of the main participants in the educational process, i.e. teachers and students, were conducted. The authors revealed the opinions of employers and graduates regarding the quality of domestic higher education and, based on these qualities, created a profile of contemporary graduates (young professionals) who have received a high-quality education. As a result of the conducted research, the conclusion is confirmed that quality is understood by each person according to their accumulated experience and the subjective idea of this category, and changes according to the requirements that are dictated by society and the state in a particular historical period, as well as depending on the conditions of the surrounding reality (a clear example is a current situation with coronavirus which shows that the main skills for employees are the skills and abilities to perform work remotely, which also become key ones when making a decision by the employer about hiring an employee).

Education is an activity in collaboration. Without community participation, education cannot achieve its goals and without education society cannot think of development. A plethora of research exists on community participation in education and its outcomes. However, meager studies have been carried out to examine the relationship between community participation and quality of education. Although quality of education cannot be determined by one or two indicators. Research has already discovered many indicators of quality of education. But this study specifically investigated into three essential indicators which are contextually relevant to a developing country. The three main indicators investigated in relation with community participation were access, retention and attendance. The main aim of this study was to find out whether or not community participation in education reduces the issues of access, retention and attendance at secondary school level. To collect data, the study surveyed 200 (female) and 300 (males) total N=500 government secondary schools teachers in Khyber Pakhtunkhwa province of Pakistan. Data were collected, collated and statistically computed using Pearson Correlation and ANOVA to determine a correlation between the independent variable (community participation in education) and the three indicators of quality of education such as access, retention and attendance as dependent variables. Results of the study indicated a significantly positive correlation between community participation and all the three indicators of quality of education. The study proposes community participation in education as the high positive predictor of access to education, retention and attendance.

This study aims to analyze the digitalization of education on accessibility, quality and inclusivity of education. This research uses a literature study method, which involves collecting and analyzing relevant scientific sources, such as academic books, research articles, and other credible documents related to the research topic. The data collection technique is based on the selection of literature based on certain criteria, such as relevance to the topic, credibility of the source, and publication date to ensure the data is up to date. The data analysis technique uses a qualitative descriptive analysis approach, where the collected data is examined by identifying key themes, patterns, and concepts in the selected literature. The findings of this study are that digitalization of education has great potential to improve accessibility, quality, and inclusivity of education. There needs to be attention to infrastructure, teacher training, and programs that support students with special needs. Collaborative efforts from various parties can ensure that every individual can learn and develop in the digital era. Digitization of education has the potential to improve the accessibility and quality of education in Indonesia. Collaborative efforts between governments, schools, and technology companies are needed to develop infrastructure and learning materials that support the teaching and learning process effectively and inclusively

The purpose of this study is to provide policy recommendations related to strategies that collaborate with parties in the education sector for the advancement of education in the provinces of Papua and West Papua by focusing on education issues at the basic level, especially the elementary school level. This research method is a qualitative research with a descriptive research design model that aims to describe the phenomena that occur. The results of the study indicate that access to education services in Papua and West Papua is still poor, especially in remote areas. There is a review of appropriate policy recommendations to improve access and quality of education in Papua and West Papua such as increasing teacher qualifications, teacher distribution programs, improving education services and community involvement. The low achievement of access and quality of primary school education in the provinces of Papua and West Papua is due to weak education governance, high rates of absenteeism for teachers, so it is necessary to revise policies in improving education services to encourage the acceleration of education in the provinces of Papua and West Papua.

This study explores teacher insights into accessibility, quality, and stakeholder participation in inclusive education in public elementary schools in Cagayan de Oro City using a quantitative research approach with a descriptive survey design. The study aimed to objectively measure teachers’ insights on aspects of inclusive education, including accessibility, quality, and stakeholder participation. A sample of 50 special education teachers was selected through simple random sampling to ensure representativeness and minimize bias. The research utilized a 30-item questionnaire adapted from a previous study, which was validated by experts to ensure accuracy and reliability. Data collection was conducted through Google Forms, with strict measures taken to maintain confidentiality and obtain necessary permissions from school principals. The data analysis employed a 5-point Likert scale to quantify teacher responses, with mean and standard deviation used to assess overall trends and variability in perceptions. The results reveal a generally positive view among teachers regarding accessibility, quality, and stakeholder participation in inclusive education. Teachers reported high levels of parent involvement and effective collaboration between special education and regular education teachers. These findings indicate that schools are making significant strides in integrating SPED students into the educational environment and involving all relevant stakeholders. However, concerns were noted about the adequacy of SPED programs for students who fail national exams. To address this, schools should review and improve strategies for supporting these students to better meet academic standards. Overall, the study highlights the strengths of the current inclusive education practices while identifying areas for enhancement to ensure more effective support for all students.

Education plays a powerful role in building a nation. Education decides the future of the nation and the destiny of its people. The impact will be a long-lasting one in terms of the growth and development of the nation and its citizens. The role of education and its importance cannot be overlooked in today's world. International styles and conditions are already influencing India's higher education. For the last number of years, India has attracted a good number of foreign students, including NRIs, in larger numbers, who join various skilled, tutorial, and academic programs. Also, many foreign universities are offering students the opportunity to get their degrees without leaving India. There are trends to liberalise university systems in a way that enables them to reduce the gap with private universities. Although India has made significant steps in terms of improving access to and participation at all levels of education, the common picture of the country's growth in education is complicated, and there are many ongoing problems and difficulties associated with exposure and participation in education that the country's growth rate in education. education delivered, educational equity, system efficiency, governance, and governance. The issue of higher education in India has always been prominent as one of the major drivers of public space travel. A good education, of course, opens the way to a rewarding career. The nature of programmes offered by HEIs has undergone a massive transformation, resulting in the acquisition of mastery-level skills and competencies that are in greater demand. Degrees generating employment opportunities would be the most likely to be chosen in the future. All of us are deeply concerned about the quality and accessibility of higher education. Advances in digital technology are changing the way educational resources are developed, communicated, and accessed around the world. The use of digital technologies in all sectors of higher education has also gained significant attention in India. This, in turn, helps to improve the quality and accessibility of higher education for a large number of students, as well as the upskilling of teachers across the country. In this prevalent scenario, NEP 2020 is introduced to give thrust to the Indian education system and propel it to the next level. The New Education Policy 2020 announced by the Government of India became a welcome change and news amidst all the bad things happening around the world. Over time, various committees have recommended that the education budget increase be increased to 6% of GDP. This has led to the interest of researchers. The announcement of NEP 2020 was unexpected by many. The proposed NEP 2020 reforms have been something that many academic experts have never seen coming. Although education policy has had an equal impact on school and college education, this article focuses on NEP 2020 and its impact on higher education. This paper also outlines key features of the NEP and analyses how they affect the existing education system.

This article analyzes multi-shift schooling and its effect on the quality of education in the city of Ulaanbaatar in Mongolia. Highlighted are the features, advantages and shortcomings of multi-shift schooling, achievements of middle-school pupils, satisfaction of parents and pupils with the quality and accessibility of education. Also evaluated are opinions on multi-shift schooling. After the downfall of socialism and a transition towards a free market, multiple migratory flows from provinces to the country’s capital city have led to a specific increase of the population, and as a result of government policy to admit all 6-year old children into schools, as well as an increased strain on account of transitioning from a 10-year education system to a new 12-year one, schools have encountered a lack of funds, as well as a shortage of teachers and equipment. In an attempt to solve these issues, some schools have increased the amount of pupils attending one class to 45 or more, while also instituting a third shift, which has become common practice among many of Ulaanbaatar’s middle-schools. Within the framework of a 2016 research project, the Mongolian State University’s department of sociology and social work has conducted research and evaluated the multi-shift schooling system, while utilizing various research methods (survey, interview, observation, content analysis). Under the guise of a study called “Multiple shifts in Ulaanbaatar’s secondary schools and the quality of education”, conducted in 2016-2017, scientific approaches were used such as structural functionalism, phenomenology and exchange theory in order to analyze qualitative and quantitative data. A multi-shift schooling system, especially one with three shifts, creates some serious problems. Based on our research, the main parties concerned (teachers, parents and pupils) for the most part see it as detrimental to the quality of education, and as a liability when it comes to pupils’ opportunity to enroll into the highest tier universities, given that those who go to schools working three shifts receive 20% less learning hours compared to schools working two shifts. Three shifts were introduced mainly in schools attended by children from vulnerable social groups. Such a practice creates social discrimination and violates children’s rights to an equal and quality education. 17.9% of respondents who took part in our study receive an income of less than 185,000 tugriks a month (which is less than 80 USD), while 5.4% have no income at all. A three shift system of schooling has a negative effect on health and safety in the school environment, with an increase in the disease rate among children and the number of absences.

Purpose of the study: The Particularly Vulnerable Tribal Groups (PVTGs) are the least developed among all the communities in India. In spite of multiple state-supported schemes to bring about positive changes in their lives, the results have been abysmally poor. This study aims at identifying the social and cultural barriers that have prevented school-going PVTG girls to participate in education and to suggest the enablers that would facilitate their level of participation in education.
 Methodology: The study was conducted in Sundargarh and Mayurbhanj districts of Odisha (India) comprising four PVTGs, namely, Paudi Bhuiyan, Lodha, Hill Kharia, and Mankidia. For the selection of villages in the districts, a list of villages inhabited by these four tribes was prepared. After filtering out the populated villages, a random selection of four villages was made for each selected tribe. The study included PVTG girls in the age group of 6-14 years, and 80 girls, including both school-going students, and out-of-school girls were randomly accessed to meet the objectives of the study. A mixed-method approach was adopted to identify the barriers to participation in education. Firstly, the primary responses were collected during a five-month period from Aug-Dec, 2018 by using three separate interview schedules for the girls, their parents, and the school teachers. Data triangulation was further done through four focused group discussions (FGD) in the selected villages. The feedbacks thus received were used to prepare the proposed educational structure for the PVTG girls. Additionally, content analysis of all the audio-visual recordings collected during the fieldwork was done to enumerate the case-studies pertaining to each district.
 Main Findings: The results indicate that the dropout percentage is more among students in classes VI-VII as compared to lower classes. Assisting in household work and in agricultural lands during harvest season, single-teacher schools, which are a reality in many remote schools of the districts, and predominantly male teachers in day-schools, are other hindering factors.
 Applications of this study: The study holds implications for researchers and scholars working in the fields of tribal studies and education and other allied areas. It can assist the policymakers in taking corrective measures to address some of the persistent issues relating to tribal girl-child education.
 Novelty/Originality of this study: The novelty of the paper lies in the proposed methodical model that takes into account the ground-level realities, which need to be addressed to enhance the tribal girls ’ participation in quality education. Neg- ative and positive influences of siblings staying and studying in the same residential schools have been identified in this study which could be taken up for further research.

The article considers modernization of the Russian higher education based on the data of the regional monitoring (1995-2016). The methodology of the research consists of the multidimensional approach (combination of systemic, institutional, resource and other approaches) and interpretations of modernization of the higher education as an integral part of modernization of the social-economic system of Russia. Modernization of the higher education is defined as a continuous process of transformational changes focused on improving the quality and competitiveness of all subsystems of the higher education. The article aims at explaining how modernization affects the resource potential of students, at showing to what extent students see its results and can use the opportunities provided by it. The authors focus on the question whether modernization is implemented for students, with or without students: how the quality of education changes due to modernization, how it affects the students’ satisfaction with the quality of education and professional training. The article reveals the paradoxes of modernization in terms of achieving its main goal - training of highly qualified professionals satisfying the needs of the economy in personnel; and points to the strengthening of material, technical and financial educational inequality of Russian regions and sectors of economy. The quality of the higher education is considered a way of social self-regulation. Its indicators include students’ satisfaction with different aspects of education important for the development of professional knowledge. The article presents the students’ estimates of the accessibility of the higher education in the Sverdlovsk Region by such basic indicators of modernization as academic mobility, informatization, relationship of education, science and production. Based on the results of the monitoring the authors prove the low impact of modernization changes on the students’ satisfaction with the quality of education and professional training.