The education quality offered by special education centers, also known as rehabilitation centers, in Cameroon has consistently been below standard. In the twenty-first century, no child should be denied access to an education of quality and of their choice due to a disability. However, evidence from this study indicates that many children with disabilities in Cameroon remain largely restricted to vocational training, often offered by “rehabilitation centers” or “centers for handicapped persons.” These centers, mainly financed by the Ministry of Social Welfare, are based on an antiquated perception of education for disabled children, treating it more as a matter of welfare than as a societal responsibility or investment. The shift from post-colonial institutionalization practices to inclusive education following the signing of the Salamanca Accord in 1994 has been slow and uneven. This study reveals that the implementation of inclusive education is hampered by insufficient teacher support, lack of training, and inadequate resources for both educators and students involved in special education programs. Recommendations aimed at enhancing the capacity of school leaders and instructors to implement inclusive practices are proposed.

Lifelong learning for all has gradually become a norm in developing education policies in various countries. Innovation and Practice of Integrated Public Service System for Digitally Enabled Lifelong Learning for All People attempts to analyze and address the issues above from the data continuous development and improvement perspective. These issues include Unequal distribution of resources, Rapid technological upgrading, Lack of appropriate platforms, and An urgent need for personalized learning, Data security and privacy. China has made some progress in promoting the construction of a digitally empowered learning society while facing some challenges and problems. The solutions include:●Strengthen the overall planning of the platform.●Integration of crucial application scenarios.●Implementing data governance to build a lifelong learning data warehouse.●Using platforms to strengthen the application of learning outcomes.●Construction of platform network security guarantee system.

This study aimed to explore the perceptions of English as Foreign Language (EFL) students in the Preparatory Year Program (PYP) at a Saudi university about emotional quality of teacher-student relationships and the factors that impact their self-efficacy beliefs in EFL classrooms. To accomplish this, an explanatory sequential mixed methods approach was implemented. Starting with a quantitative approach a questionnaire was distributed to 340 EFL students followed by a qualitative approach in terms of 8 semi-structured interviews were conducted to explore the students’ perceptions. The quantitative data were analyzed statistically using SPSS and the transcribed interviews were coded manually after which a thematic analysis was used to extract the emerging themes. The results demonstrated that students have a positive relationship with their teachers in EFL classrooms and they view their English language teachers as reassuring, reliable, and trustworthy. Students also believe that their relationship with their teachers influences both their academic and personal growth. Finally, the outcomes of this study also showed that students believe that relationship with their significant others, teachers- peers- family members, and outcome expectancy impact their self-efficacy greatly in EFL classrooms. This research provides insight into the emotional quality of teacher-student relationships and students’ self-efficacy in EFL classes, and the findings provide insights that can inform teaching strategies, curriculum development, organizations, and learner support systems.

In the United States of America, negative public sentiments toward higher education by adults is an emerging phenomenon. Unfortunately, this concern seems to be in contrast to the benefits due to higher education that an overwhelming majority of the population enjoys. The purpose of this brief commentary is to highlight some of the pervasive benefits due to higher education experienced by the adult population that are enjoyed by many U.S. inhabitants—young or old, with or without a college education—that should serve as a foundation to furthering the premise that higher education continues to be an essential catalyst and facilitator of the high standard of living experienced by the U.S. citizenry. In light of these benefits, public confidence in higher education should be at an all-time high due to these myriad, pervasive benefits; thus, proponents of higher education should do a better job educating the general public in this regard in order to improve public sentiment, increase political support, and decrease both public and political interference.

Although the rhetoric of children’s spirituality is absent in Early Childhood educational policy in England and Wales, considering its relationship with the outdoor space, it might be deemed an implicit yet essential aspect of learning with and caring for young children. This article posits that the outdoor space provides a locus for the nurture of spirituality, including fostering a sense of self and well-being, encouraging existential questioning, and embracing responsibility. Exploring three meta-dimensions of spirituality – relation through inclusive play, creativity, and reflection - and considering the notion of transformation in learning, it is proposed that the outdoor space might provide opportunities for children in all global contexts to receive care and in turn become citizens who care for natural world and others.

Code-switching in language classrooms is a contentious topic of debate, with some experts advocating for the monolingual use of the target language as the medium of instruction, while others support a bilingual approach such as code-switching and translanguaging. This paper examines the motivations for code-switching and the perceptions of both lecturers and students on bilingual practices in French and Francophone Studies classrooms. The study adopted a mixed research design, gathering data through interviews, classroom observation and an online questionnaire using a Google Form interface. The questionnaires were distributed to students via their WhatsApp platforms. A total of 120 French students filled out the questionnaires and 5 lecturers were selected for the interview session. The findings revealed that lecturers employ code-switching to address the linguistic needs of both Anglophone and Francophone students in the classrooms. The reasons for code-switching included students’ limited language background, low proficiency in the French language, inadequate teaching materials, situational factors, and the relevance of other languages in French classrooms. Overall, the majority of the lecturers and students expressed a positive perspective towards code-switching use in the classroom stating that such code choices facilitate the understanding of concepts and contribute to interactive classroom experiences. There was, however, the caution against its pervasive use as it hinders the ability to learn and speak the French language.

The purpose of this paper is to provide a scoping review situating the history of special education for students with extensive support needs (ESN) in the United States and Hawaii, as well as in Japan and other parts of East Asia. With the continued globalization of our interactive world, none of our educational systems exist in a vacuum; our systems have and will continue to influence one-another. This influence is evident throughout the literature, showing that though the timing of special education reform in each of these regions differ, many parts of our educational systems mirror one another. Despite our differences, what we all share is a common goal of reducing the stigmatization of students with disabilities in our schools and societies, and we will only achieve that through a global shift toward presumed competence.

Educational reform on a national scale often presents complexities due to the myriad perspectives of the stakeholders involved. Particularly in multicultural and multilingual societies, the distinct frames of reference can significantly impede compromise. One challenge is the change agents’ occasional oversight of local nuances. In Cameroon, attempts at reform, especially at primary and secondary education levels, have been notably contentious since the country’s independence from France and Britain in 1960. The subsequent reunification of British Southern Cameroon and French Eastern Cameroon established an imperfect union, birthing two education and legal systems with distinct characteristics, difficult to harmonize. A comprehensive review of the literature indicates that resistance to educational reform is more deeply rooted in the dual colonial legacy than the vast diversity of ethnicities and languages. Notably, in 1960, Cameroon comprised over 279 ethnic groups and languages within a population of less than six million. In contemporary times, for a now-divided Cameroon, home to approximately twenty-four million residents, successful educational reform that addresses modern-day needs can only materialize if both decision-makers and citizens prioritize a Cameroonian identity over their Francophone or Anglophone affiliations. This shift is crucial given the prevailing sociopolitical challenges that not only complicate educational harmonization but also impede national integration and unity.