Access and Quality in Education in Resettlement Schools: The Case Study of Zvivingwi Secondary School in Gutu District, Masvingo Province in Zimbabwe.

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.

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.

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

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 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 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.

Public–private partnerships (PPPs) in education are presented as capable of resolving several issues of education provision, financing, management, access and quality. This paper aimed at analyzing the impact of PPPs on access to and quality of higher education in Tanzania. Secondary research was used to gather data and critical review of the data and its analysis made. The focus of the paper was on higher education financing and on private higher education institutions. The findings indicated that PPPs have had a positive impact on increasing access to Tanzania higher education. However, although private universities and university colleges are many in number, enrolment has continued to be higher in public universities. It was further noted that an increase in higher learning institutions and subsequent increase in access to higher education has not meant an improvement in the quality of education provided by the institutions. As such, PPPs have had no significant impact on the improvement of quality of education. This is mainly accounted for by the number and qualifications held by academic members of staff in private universities, the infrastructure as well as the programmes they offer.

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.

This study focuses on the evaluation of the planning of 9-year compulsory basic education in East Lombok Regency, with the main objective of assessing the effectiveness of planning oriented to minimum service standards (MSS). This education planning is considered important in addressing the gap in access to education and improving the quality of basic education at the regional level. The research hypothesis is that the proper implementation of MSS in basic education planning can significantly improve access and quality of education and reduce illiteracy rates in the region. This research method combines qualitative and quantitative approaches through in-depth interviews, observations, and documentation, involving stakeholders such as education officials, school principals, and community leaders. This study found that the planning structure and products have included an in-depth analysis and appropriate budget allocation, but budget challenges and community support are aspects that need to be improved. The discussion of the research results emphasizes the importance of involving the community more actively and strengthening cross-sectoral collaboration to optimize the planning and implementation of basic education. Overall, this study makes a significant contribution to understanding the complexity of basic education planning in the region and offers recommendations for increasing the effectiveness of SPM implementation, which can play a role in improving the quality of education and reducing educational disparities in East Lombok Regency.

In recent years, Mongolia has been paying great attention to the development of new knowledge-based industries, contributing to the development of the social, economic, and education sectors. One of the quality reforms being made to prepare a modern Mongolian citizen is the quality and accessibility of distance education. In particular, operations to meet this goal are developed and implemented in coordination with the financing mechanism. Alongside with government organizations, international, non-governmental, and civil society organizations play significant roles for achieving the goals that described above. The objectives of this study were (i) to support the discovery and sustainability in the field of education and distance learning, (ii) the quality and equal access to education due to geographical location, socio-economic conditions, and differences of development in learning. Exploring opportunities lost and how these losts relate to gender, ethnic minorities, remoteness, and the challenges facing teachers in managing online and distance learning. We are going to reflect on the results of quantitative research in the paper, including the experiences of teachers who provided educational services during the pandemic. The study explores the possibility of implementing distance learning in the general education sector in the future, measuring its interrelationships with national and local indicators. Based on data from 225 teachers from 45 schools nationwide, conclusions and solutions have been developed.

Background: Educations is cited as a basic human right whose access is prime and subject to international scrutiny to ensure standardization. Pro equality policies are thus formulated to ensure access to education. However, there are challenges facing learners living with disability that lead to far reaching implications on the equal access to quality education. It is with this that the study herein reviewed the feedback by various educational stakeholders on factors hindering access to education by learners living with disability with focus on the Kisumu and Siaya Counties in Kenya. Methods: Qualitative research methodology guided this study. A total of 2 education officers, 2 principals and teachers participated in the study. Research data was collected through interviews and focus group discussions sessions. Data analysis was conducted using thematic method. Results: Experiences by given education stakeholders revealed that there are numerous barriers to access to education by learners living with disability. The factors include the lack of decision making capacity and authority for low level stakeholders; lack of awareness on support structures available; lack of community support, cultural stereotypes, inadequate infrastructure and curriculums. Conclusion: The findings cite the need to entrust decision making capacity to low level stakeholders and to allow the incorporation of a bottom up approach or a hybrid approach to decision making with regards to access to education for learners with disability. The aforementioned is key in the seamless implementation of various recommendations. Article visualizations:

The focus of this research is to analyze using literature studies on the strategies and policies of the Education Office in increasing public interest in entering public schools so that it is expected to have a positive impact so that the Education Office in the regions, especially areas that experience a decrease in the number of students and are constrained to increase students in the process of accepting new students. The method used in this study is the literature study method. The literature study method, also known as literature study, is a technique for collecting data and information by examining written sources such as scientific journals, reference books, encyclopedias, and other reliable sources either in written form or in digital formats that are relevant and related to the object being researched. Increasing public interest in attending public schools is a challenge that the Education Office must face as a government agency responsible for the implementation of education in the regions. Through a comprehensive strategy, including improving the quality of education, increasing access and equity in education, as well as improving the image and reputation of public schools, the Education Office can play a strategic role in encouraging community participation to take advantage of public education services. This effort will impact the quality of education and the development of superior and competitive human resources in the future. The Education Office's policy of increasing public interest in attending public schools is an important and strategic effort. Through various comprehensive policies, such as improving the quality of public schools, expanding access and capacity, as well as socialization and providing incentives, the Education Office can realize the goal of equitable distribution and improvement of the quality of education at all levels of society.

An understanding of the role of land policies as major drivers behind tree species diversity reduction in southern Africa is still rudimentary. This study, therefore, sought to assess the aftermath of the fast track land reform programme in Zimbabwe on land-use and land-cover changes. Specifically, we characterised the spatio-temporal changes in land-cover between 2000 and 2010 as a result of the land reform policies in Quagga Pan Ranch, Masvingo Province, Zimbabwe. Secondly, we assessed the effects of the fast track land reform programme of 2000 on tree species diversity. Finally, we attempted to establish whether there was selective logging in newly resettled areas and also sought to understand the reasons behind selective tree logging. Land-cover changes were characterised after classifying Landsat satellite images of 2000 and 2010. Tree species data were collected using quadrats in newly resettled and unsettled areas for determining the state of selective logging. Questionnaires and observations were used to understand the patterns of diversity loss. Results show significant changes in land-use and land-cover between 2000 and 2010 with an increase in agricultural areas and a decrease in woodlands, specifically in newly resettled areas. Significant differences (α < 0.05) were noted between tree species diversity in areas that have been resettled and in areas that have not been resettled. Tree species diversity is relatively very high in areas that have not been resettled and very low in areas that have been resettled. Colophospermum mopane is the most used tree species because it's a cheap source of fuel and it's durable in domestic uses. It can be concluded that agricultural expansion is necessary for sustaining livelihoods as long as proper conservation methods of the tree species and the environment are maintained.

May 2008 Abstract Analysis of poverty in Nicaragua emphasizes the welfare gains from education: non-poor households have higher levels of educational attainment than poor ones (especially in post- primary education), and welfare gains have been associated with higher educational attainment. Despite rather equitable access to primary school, we find that there are substantial inequities in access and quality of preschool and post secondary education between richer and poorer households, between urban and rural areas, and between regions. Furthermore, Nicaragua still falls behind in the Latin America Contexts in primary and secondary education service delivery (both in relation to access and quality). This document is organized in three main sections: the first section quantifies returns to investments on education; the second section analyses constraints and inequities in access to school by socioeconomic level, area of residence, ethnic group and gender; and the third section examines inequalities in education quality. While it is important for Nicaragua to continue to invest in achieving universal primary education, the education system needs to pay attention to improving education quality and expanding access to pres-school and secondary education.