Analfabetismo brasileiro

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.

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 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 the globalized world, the concept of language education becomes a subject of attention due to various factors defining its essence. The importance of understanding and defining language education is heightened in the context of increasing multilingualism in societies and technological changes affecting teaching and communication methods. The aim of this article is to analyze the definitions of language education in Ukrainian and Baltic scientific-pedagogical discourse to identify similar and different approaches to this concept. The object of the study is the concept of «language education», and the subject is the definition of this concept in Ukrainian and Baltic scientific-pedagogical discourse. The article examines approaches of Ukrainian researchers to defining language education from various perspectives. The role of language education in preserving cultural identity and societal development is considered, different strategies and methods of language education are explored, including approaches to studying language rules, developing speaking skills, and fostering language competence. Special attention is given to issues of accessibility and quality of language education for all social and language groups of the population. In comparison with Ukrainian experience, approaches to language education in Lithuania, Latvia, and Estonia are studied. In Lithuania the role of language education in shaping cultural and social civic competence is investigated. In Latvia lack of clear terminology in the field of language education is highlighted, complicating scientific research. In Estonia the focus is mainly on teaching and learning languages without a clear definition of the concept of «language education». Thus, the research indicates various approaches to defining language education, reflecting in the study of the role of language in ensuring language development, diversity of methods and strategies of language education, and issues of accessibility and quality of education for different social and language groups of the population. The study shows that Ukraine, Lithuania, Latvia, and Estonia seek to develop language education as a key element of cultural development and international communication, although each of them has its unique challenges and approaches to this process.

Two concurrent shifts are occurring in international education policy. One involves a policy shift away from issues of access, enrollment and completed schooling to one focusing on learning, skills acquisition and teacher quality. The second involves a narrowing of the conceptualization of quality education, with learning outcomes and skills acquisition becoming the core constructs. This article argues that both shifts are problematic as they disregard emergent insights about the contested nature of the intended and implemented curriculum—especially as viewed through textbooks and official guidelines. Context-specific knowledge about textbooks and the curriculum is crucial, if policy makers are to identify effective ways to improve the provision of quality education. The thematic articles in this issue are noteworthy since they: a) enhance our understanding of the development, revision and use of textbooks; b) examine the cultural and political dynamics of curricular processes; and c) address important research and policy concerns concerning textbooks and the curriculum. Shifting policy interest to quality education and learning outcomes The international policy community is agog over quality education. For more than two decades, policy attention has been shifting away from issues of access, enrollment and years of schooling completed to issues of learning, skills acquisition and teacher quality. This policy turn has gained steam in recent years for several reasons. First and foremost, most countries in the developing world are effectively attaining universal primary education (UPE), with net primary enrolment ratios greater than 95%, or are on track to do so in the coming years. Having reached, or about to reach, UPE, improving the ‘quality’ of primary education and reducing inequalities in post-primary education are emerging as new issues in national policy agenda. Indeed, many Latin American countries had already universalized access to primary education by the 1990s and, not surprisingly, quality issues became a centerpiece of regional policy discussions (UNESCO-OREALC 2007). Second, some studies have shown that mean learning levels on international assessments (a proxy for cognitive skill development) significantly influence national 1 This is not meant to minimize the importance of a significant number of developing countries, primarily in sub-Saharan Africa and South and West Africa, which have a high percentage of out of school children, and which are not expected to attain UPE by 2015 (see UIS 2011).

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

Unlike those educational policies implemented before, Tanzania Education and training policies of 1995 and 2014 addressed the issues of education quality and access but the implementation of these two addressed issues still a big challenge to all policies due to the fact that, quality education depends on many variables such as the number of students enrolled, availability of competent teachers, availability of quality infrastructures, and teaching resources. According to Aina O et al..(2023) as cited to Scheerens, Luyten [20] education quality model consists of four components namely: contexts such as education’s demographic, social and economic contexts, the second component is input which includes financial and human resources, third component is process which contains access, participation and progression, he transition from school to work, the learning environment, and the organization of school, the fourth component is output /outcomes which imply the achievement of labor-market outcomes. However in Tanzania context the government and private sector train teachers at different levels from early education to higher education then the trained and qualified teachers recruited to public or private schools yearly, but the number of teachers recruited yearly is not big enough to accommodate the number of enrolled students particularly in schools located in rural areas which has very poor infrastructures, therefore many teachers don’t prefer to teach in those schools and eventually most of the schools allocated in rural areas have shortage of teachers as well as poor academic performance. On the other hand, teachers inservice discouraged to advance their knowledge owing to the fact that when teacher take study leave he/she isn’t eligible to get promotion,similarly, when teacher finish the studies and get recategorization the system doesn’t allow promotion up to four years, this kills teachers motivation to advance academically and eventually kills education quality,if education system promotes teachers to advance their knowledge we could find many teachers with PHD’s teaching in primary schools. Number of students enrollment within the period of four years of implementing the policy the number of standard one to standard seven pupils enrolled in Tanzania was increased by 5.1% from 8.22 million in 2014 to 8.63 million in the year 2018 and the number of students kept on increasing for the coming years, however there are some challenges that make the parents not send their children to school regardless education is free as declared by the government when implementing education and training policy of 2014, the challenges include poor economic condition amongst parents which make them difficult to afford purchasing school uniforms, exercise books and pen to their children especially people who are living in extreme poverty, government of Tanzania committed to provide free education but in reality education provided is not free 100% because other costs still incurred by parents therefore those who live in extreme poverty find it difficult to afford day to day school expenses. Therefore the aim of this report is to examine primary education in Tanzania in terms quality and access regarding to the implementation of various education policies in Tanzania.

India's skill requirement calls for millions of individuals to be formally trained and qualified for employment. What underlies an acknowledged dearth of skilled labor, impeding India from reaching its potential, are issues of quality, standardization, and accessibility to skill development, especially to and within existing vocational training programs. The United Nations Sustainable Development Goals (SDGs) reiterated the urgent need for improved inclusion in skill development among socially and economically vulnerable groups to strengthen the prospect of decent employment and income generation, as indicated in the sub-goal of SDG 4 on quality education. Skill development practitioners and academicians recognize information communication and technology (ICT) as a critical component in addressing issues of inclusivity, quality, and standardized skill development. Discussion of ICT-integrated [technical and vocational education and training] TVET primarily takes place in the context of formal training; however, a significant portion of skill development in India takes place along the lifelong learning continuum, outside of the formal context. This chapter, therefore, takes a wider perspective to review how ICT is reforming TVET delivery practices in India across formal, nonformal, and open and distance learning settings.

A Philosophical Reflection on the Disaster and School Education

This paper reports from a situation analysis of gender issues in mathematics education in Pakistan. It was undertaken at the initiation of a large scale project which aimed to understand how curriculum change in mathematics and science education may be implemented in ways that contribute to poverty alleviation and promote gender equity in disadvantaged rural settings. The paper posits that issues of access, achievement and quality of mathematics education are integrally linked with questions of equity, in this case gender equity. It identifies several questions and arenas for further research and makes recommendations for policy and practice in mathematics education.

This systematic review aimed at providing a comprehensive overview of conversations and voices of scholars on access, equity and quality in higher education (HE) in Africa. The systematic review employed a thematic analysis approach to synthesise findings from 38 selected sources. The review revealed that although some significant strides have been made to improve access, equity and quality of higher education in Africa, there are some challenges persisting with infrastructure, regional and spatial disparities, and privatisation. The review also revealed weak enforcement of quality assurance measures. Strategies for addressing these challenges include expanding public sector HE, deregulating the educational sector, promoting open and distance learning, implementing preferential admission policies and enhancing financial aid. This research provides valuable insights for policy makers, educators and stakeholders, fostering a collaborative approach to address challenges and promote holistic development in African higher education. Context and implicationsRationale for this studyThis review was done to identify the perspectives of African scholars on access, equity and quality in Africa's HE institutions.Why the new findings matterThe findings highlight patterns of focus on issues of access, equity and quality, and reveal gaps that need to be addressed to foster inclusivity and quality of HE in Africa.Implications for practitioners and policy makersFor practitioners, it offers broader insights into the need to adopt contextually centred and culturally relevant pedagogies to address the needs of diverse learners. For policy makers, it provides constructive insights on strategies to improve access and foster inclusive quality higher education. This study provides a status review or update to the African Union (AU) and Africa's ministers of education in relation to Agenda 2063 and the Continental Education Strategy for Africa (CESA) 2016–2025. With this information, the AU and ministers of education, and all stakeholders can collectively work to address the challenges of meeting the concrete steps and milestones set in these frameworks.

Digital Dilemma: Issues of Access, Cost, and Quality in Media-enhanced and Distance Education

Educational effectiveness research (EER) has mainly been conducted in the West, and a key requirement of future EER is to test out the relevant theories and concepts in different international contexts - particularly in developing countries, where the EER knowledge base is very limited. Studies of educational access, quality, and related issues have historically been conducted in developing societies, often by international agencies, and more recently new school effectiveness and school improvement work has started in some other countries worldwide. This chapter reviews this work, and by means of case studies of selected EER in three regions that vary in terms of development - China, the Middle East and Africa, and mainland Europe – illustrates and assesses the extent to which EER methodologies and findings are perceived and validated. Moreover, the extent to which these settings require particular, contextualised approaches to EER is also examined, and there is discussion of the value of conducting international studies in order to develop further the theoretical EER framework. Of course, the issue of context specificity is also important and relevant as much within countries as between them, for example in relation to socio-economic factors, because evidence clearly shows that these have enduring influences on the performance of individual students and schools. Moreover, countries vary considerably in terms of the segregation of disadvantaged students within schools. However, consideration of contextual issues at more micro (student and school) levels in relation to EER is addressed by other chapters in this volume. It is therefore not the focus here, even though some overlapping themes are likely to emerge. Indeed, in line with this recognition of the macro and micro aspects of context, it is notable that recent research has emphasised the impact of three separate contextual environments on educational quality, arguing that ‘a good quality education arises from interaction between three enabling environments: policy, the school, and the home and community’.