Access to and Accessibility of Education: An Analytic and Conceptual Approach to a Multidimensional Issue

Globally the access of women education is still a debatable issue in most of developing countries. This study investigated how some aspects of indigenous education affected girls’ access to secondary education in Wabena tribal in Njombe region. The study focused the role of indigenous education on girls’ community life, and its effects on girls’ access to secondary education. The study employed qualitative research approach. Data were collected through interviews, questionnaires, focus group discussions and documentary reviews. The study found out that on reaching puberty, girls were denied access to secondary education or withdrawn from secondary schools to attend initiation ceremonies locally known as liwungo/likulo, which prepared girls for marriage. After initiation ceremonies, some girls engaged themselves in sexual relations, got pregnant while others were married and hence, lost their education opportunities. Therefore, perceived gender roles on household responsibilities and farm work, kept many girls at home as additional labour instead of attending secondary education. It was suggested that the society need to be sensitized on child rights to education; bad traditional practices; beliefs as well as attitudes that discriminate against girls’ access to education. Sensation campaigns have to involve stakeholders such as the government, CBOs, NGOs and religious organizations, public meetings, seminars and conferences. Article visualizations:

For the overall growth of any nation, it is important that both men and women of that country are educated but sadly the global female literary figures depict a very sad picture. The female literacy rate is quite low worldwide. In South Asia there exists huge gender gap with low literacy of females. In countries where over all literacy rates are comparatively low, male/female and urban/rural disparities are also large. Women's literacy is the crucial importance in addressing wider issues of gender inequality. In a country like India, 70 women are literate for every 100 literate men. The present paper would try to explore how women who have limited access to education worldwide can be benefitted by distance education. Women who are full time house wives, who have never had access to formal education or had to give up school at early stages of their lives etc can take to distance education since it allows them to sit at home and study for a programme without jeopardizing their marriages or abandon their children. The paper would focus on the education sector in J&K which has remained one of the worst hit sectors and how distance education can help women seek education who are living in this conflict-hit area and have no access to education. Distance education can also help streamline the education sector. This will certainly help in nation building and may also serve as an instrument for development and lead to empowerment and social upliftment of women in Jammu and Kashmir.

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.

La présente étude a pour objet de mettre en exergue l’existence des liens entre le phénomène de pauvreté et les conditions d’accessibilité à l’éducation dans les différentes régions du Cameroun. Il s’agit d’apprécier, à partir des données de l’enquête camerounaise auprès des ménages (ECAM III) réalisée en 2007, l’influence des variables monétaires et non monétaires sur l’accès à l’éducation primaire et secondaire suivant le sexe de l’enfant d’une part et par rapport aux caractéristiques socio démographiques des ménages d’autre part. Les principaux résultats montrent que l’influence des variables monétaires et non monétaires sur l’accessibilité des enfants à l’éducation au Cameroun varie suivant les régions du pays, suivant le sexe de l’enfant et suivant le lieu de résidence des ménages. C’est ainsi que les régions septentrionales sont moins scolarisées que les régions méridionales. La marginalisation des filles au profit des garçons est criante dans les régions septentrionales. Les enfants issus des ménages dirigés par les femmes ont plus de chance d’aller à l’école que ceux des familles dont le chef est un homme. Ces résultats suscitent un certain nombre de recommandations, notamment les campagnes de sensibilisation en faveur de la scolarisation des jeunes filles en particulier dans les régions septentrionales, l’accroissement de l’offre de formation surtout en milieu rural et la construction des établissements scolaires avec internat dans les régions à faible densité de population. Classification JEL : O 15, I 21.

Laboratory challenges in primary aldosteronism screening and diagnosis

The article considers foreign experience of interdisciplinary educational programs implementation. The authors described the relevance and possibilities of applying an interdisciplinary approach in education and science, forms of interdisciplinary learning (in particular, through the study of individual disciplines based on a combination of knowledge, methods from different specialties, interdisciplinary links between disciplines in the educational program, two educational programs simultaneously, interdisciplinary programs). Peculiarities of introducing the interdisciplinary approach and models of teaching according to educational programs on the examples of Warsaw and Jagiellonian universities were determined. The model of MISH (individual interdisciplinary humanities and social education), MISMaP (exact, natural, social and human sciences), Artes Liberales model (determines the individual trajectory of education through the humanities, social and natural sciences) are characterized. The authors clarified the peculiarities of creating, implementing, organizing the teaching process in interdisciplinary programs, selecting students, enrolling in elective courses, writing scientific interdisciplinary papers, the enhanced role of tutors, mentors, the importance of integrating research into the educational process. It was found that special attention should be paid to the development of soft skills: critical and creative thinking, writing scientific texts, the ability to work in a team, empathy, communication, etc. The peculiarities of Polish and Ukrainian legislation in terms of interdisciplinary program implementation were also identified. In Ukraine, interdisciplinary programs are allowed from December 2019 for masters (only for educational and scientific programs) and for junior bachelors. The lack of requirements for interdisciplinary programs highlights the problems with the development and registration of such educational programs in the Unified State Education Database, their implementation for regulated professions, the peculiarities of accreditation. The need to improve the regulatory framework for the implementation and accreditation of interdisciplinary programs in Ukraine has been identified. Emphasis is placed on the challenges facing universities which want to implement such programs, including higher tuition fees, limits to the programs entry and exit , the need for organizational changes for administration, and the specifics of accreditation. Key words: interdisciplinary approach, educational programs, forms and models of interdisciplinary learning.

Purpose. Based on the analysis of scientific literature and modern educational practice, to identify the main barriers to ensuring equal opportunities for students with special needs while studying in the system of vocational education. Methods. To solve the purpose of the study, a set of theoretical methods was used: analysis of scientific literature, regulatory documents and legislative acts; study of the modern educational space of inclusive infrastructure in vocational (vocational-technical) education institutions of Ukraine and Europe; comparison, generalization, systematization of theoretical data. Results. The current state of accessibility of the educational environment of VET institutions for people with special educational needs is considered. The conditions of accessibility of vocational education for students with special educational needs are analyzed, certain types of barriers to the implementation of inclusion are identified, which can be grouped into three main areas: social adaptation to the educational environment, accessibility of educational products during full-time and distance learning, and the use of information, computer and assistive technologies. Conclusions. The main barriers to the inclusive educational space of VET institutions are pedagogical barriers related to the choice of teaching methods in accordance with the student's nosology, the use of information, computer and assistive technologies, insufficient training of teachers, and the lack of support staff. Technological barriers related to technological tools and components in the distance learning system and their accessibility for students with special needs. For educators, there are certain challenges in choosing the appropriate methodology, information and computer tools that will not only meet learning objectives, but also facilitate joint interaction between teachers and students with and without special needs. Individual barriers that relate to both students with special needs and normative students, namely, communication barriers. The lack of experience of interaction between these two groups of students prevents the real inclusion of students with disabilities in the educational and social space of a VET institution

Disasters can directly impact educational learning activities. Lower accessibility to socio-economic resources can directly impact into lives and livelihoods of a landless household. The study has explored how resourceless household struggle with their kid’s education accessibility, especially in earthquake disasters scenario in Gorkha Nepal. The research paper has explored existing education accessibility issues of pupils in the landless community. It has explained the major obstacle in educational accessibility impacted by the Gorkha earthquake of 2015 in Nepal. Descriptive and explanatory research methodology has been used. Primary information has been collected from a close-ended and open-ended questionnaire through local informants. Landless, education issues in disaster, and community-based initiatives related to publication information have been considered secondary sources of the study. Descriptive analysis has been used for qualitative data, and inferential data analysis has been for quantitative data. Education accessibility in the study area is hindered by a lack of local resources, additional earnings, insufficient savings, remoteness, weak physical structures, and a lack of social support. It is possible to enhance education accessibility for landless household pupils through community-based socioeconomic empowerment, collective engagement, and social protection provision.

Education is undoubtedly important for the development of all children, but it becomes a matter of even greater significance for children who are disabled. For children with disabilities, their prospects in life for equitable social and economic opportunities are disproportionately jeopardized when they lack access to quality education. The aim of this research is to understand the issues in education faced by children with disabilities, specifically, the challenges they face. Based on perspectives of disability education and inclusive education, this research utilizes a descriptive study design to understand the issues in education for children with disabilities. In Nepal, a signatory state of the United Nations Convention on the Rights of the Child, significant challenges persist in access to quality education for children with disabilities. Preliminary interviews from six students and their teachers revealed systemic problems in access and delivery of education for children with disabilities. Guided by these prompts and insights, a comprehensive survey instrument was prepared for data collection with students. Field based survey data was collected with 66 students. Additionally, seven interviews were conducted with teachers, administrators, and administrators who worked with these students. The survey data was analysed using IBM’s SPSS Version 23. Insights from data analysis and interviews revealed that children with disabilities face a critical shortage of qualified teachers, learning resources and disabled-friendly physical infrastructure. The primary implication of this study is towards Nepal Government’s education policymakers. The ultimate objective of this study was to shed light on issues of disability education and thereby increase access and quality of education for children with disabilities in Nepal[1].

Intergenerational mobility and equality of opportunity are essential for achieving inclusive and sustainable economic growth. However, disparities in education access, quality, and outcomes persist, hindering social mobility and perpetuating inequality. This study employs data mining techniques to investigate the role of economics of education in promoting intergenerational mobility and equality of opportunity. Our findings highlight the importance of addressing these disparities through targeted policies and interventions. Investing in teacher training, technology access, and parental education initiatives can enhance education outcomes and intergenerational mobility. Implementing inclusive and equitable education policies, such as need-based scholarships and affirmative action programs, can promote equal opportunities for marginalized groups. The economics of education plays a vital role in shaping individual and societal outcomes. Education expenditure, access, and quality significantly influence human capital development, labor market outcomes, and social mobility. However, inequities in education systems and policies exacerbate existing socioeconomic disparities, limiting opportunities for marginalized groups.

This article aims to examine affirmative action in the form of quota policies for access to higher education by Afro-descendants in light of the right to participation and the procedure. To this end, seek to question the fundamental right to education, demonstrating with its purposes as well as its peculiar and multifaceted character, from the analysis of its dimensions, especially its social dimension, with respect to the objective and subjective aspects, aiming to clarify its legally required content. In addition, it seeks to emphasize that the fundamental right to education by integrating the various dimensions of fundamental rights, is focused on the satisfaction and human development in its broadest sense, rather than conceive of it only as a production process human capital, as merely supporting various economic and utilitarian conceptions. Based on this understanding of education as a process intended for holistic human development, seeks to defend the thesis, according to which affirmative action in the form of quota policies for access to higher education by Afro-descendants are configured in correction tools and adequacy of the right to participate in selection processes and procedures of access to higher education, highlighting the possibility of relativization of republican criterion of merit (pure) in view of the realization of other fundamental rights and freedoms of minority under discussion, as well as benefits the entire body social, since, given the public nature of education par excellence, it is this instrument of political action.

The article analyzes the process of educational mobility in terms of educational philosophy. The philosophical and axiological constants of educational mobility allow us to clearly indicate the purpose of this process. Advantages and disadvantages of mobility form value priorities in integration educational cluster. Values are a litmus test of expediency and effectiveness of mobility for subjects of education and educational system. Axiological human dimension of education ensures its sustainable progressive development, while integration is only a tool to ensure it. The aim of the work is to develop a system of axiological norms formed in the process of educational mobility. It is practically impossible to create a universal system of values for the educational sphere, so we consider dialectical contradictions of socio-cultural categories as an acceptable methodology for the formation of relevant mobility axiological constants. Contradictions of globalization and identification trends, imbalance of in formativeness and communicativeness of educational process, contradictions in issues of openness and accessibility of education, correlation of pragmatic and humanistic ideas in learning, classification of horizontal and vertical forms of mobility are the categories that provide a common understanding of value priorities in education.

Ensuring access to quality education for girls across the globe is crucial to sustainable development. Several barriers such as poverty, gender inequality, poor infrastructures, insecurity, etc. are known to impede the realization of girls’ right to education. These issues are further aggravated by armed conflicts such as the Boko Haram insurgency. This study investigated the threat posed by the Boko Haram insurgency on the girl-child’s access and inclusion in education in the North-eastern part of Nigeria. The study answered a research question and tested a research hypothesis. The target population was the Northeast of Nigeria. The sample for the study was drawn from Adamawa state. The sample size was 180 teachers randomly sampled from public primary and secondary schools in the three senatorial zones in the state. A ten item Likert scale designed by the researchers was used to collect data. The instrument was validated by experts in Test and Measurement and the reliability of the instrument was determined through test-retest method of testing reliability. A Crombach alpha correlation coefficient of .67 was obtained. The data collected were analysed using descriptive statistics and Chi square test. The result of the study revealed the following barriers to access and inclusion: damage to school facilities, emotional disorders, fear and insecurity, stigma, poverty, unwanted pregnancy, forced marriage and lack of teachers. The hypothesis tested was rejected indicating that the girl-child’s access and inclusion in education in the North East of Nigeria has been significantly affected by the Boko Haram insurgency. The study recommended the use of flexible learning, abolition of school fees for girls, rehabilitation programmes for victims of insurgency, guidance and counselling services and programmes to address stigmatizing attitudes toward girls and women to ensure access and inclusion in education. Article visualizations:

The study provides a review of the admission to universities models in different countries and also a comparative analysis of the educational systems characteristics from an international perspective. The aim of the research is to assess the possible impact of the educational system characteristics on the accessibility of higher education. There is also proposed an analytical model which explains how the level of autonomy and selectivity of the educational system, along with the characteristics of the student financial support influence the level of accessibility of higher education. The framework of the model is supported by the cases of selected groups of countries: post-Soviet countries, the USA and the UK, Scandinavian countries and Western European countries. Based on the classification of higher education systems, countries with the highest level of access to higher education tend to have low levels of autonomy and selectivity, or they also can be characterized by highly developed system of financial support. As a result, it was found that high selectivity and autonomy level can negatively influence the accessibility of higher education, while high level of the financial support system may neutralize this effect and positively influence on the access to higher education. Results of the study can be useful while reforming the selection system in Russia, since comparative analysis shows which tools make it possible to increase the accessibility of higher education and, as a result, to reduce educational inequality among different social groups.

Obstacles to European research projects with data and tissue: Solutions and further challenges