Access To Education Research Articles

The Impact of Education Expenditure, Gross Enrollment Ratio, Technological Innovation, and Foreign Direct Investment toward Employment and Job Mismatch

Purpose: The study aims to analyze education expenditure patterns and the impact of the number of graduates in the employment of the Philippines, and evaluate the integration of technological innovation and foreign direct investment and its relationship with employment. Moreover, future researchers can utilize this paper to understand the factors affecting employment in the Philippines. Methodology: This research utilized a descriptive-quantitative approach to explore and statistically analyze the relationships between the variables. Secondary data was collected mainly from the World Bank Database and Bangko Sentral ng Pilipinas and utilize Ordinary Least Square regression analysis using Gretl econometric software package to quantify the impact of the factors affecting the employment sector. Results were then presented in tables and graphs. Findings: The results showed that among the variables namely education expenditure, gross enrollment ratio, technological innovation, and foreign direct investment, education expenditure had a positive and significant impact on employment with a p-value of 0.0041. The findings show that education spending is rooted in the understanding that higher education strengthens human capital, thereby improving future employment prospects and helping to increase employment in the country. Additionally, technological innovation has a negative and significant impact on job mismatch with a p-value of 0.0104. The findings indicate that technological innovation in the Philippines lessens job mismatch and thereby positively impacts employment growth. Contribution to Theory, Policy and Practice: The study recommended that increased education expenditure, particularly for tertiary education, can significantly improve employment outcomes. It urged CHED to advocate for higher budget allocations to enhance access, quality, and relevance of education, ensuring curricula and training meet job market demands. Additionally, while technological innovation has direct impact on employment, policies promoting innovation, such as grants and public-private partnerships, could foster skill development and create a tech-savvy workforce. The government's ongoing efforts in R&D, digitalization, and broadband expansion are steps toward preparing the workforce for evolving industries and promoting innovation.

Learning Disabilities and the Adult Learner

ABSTRACTApproximately one‐quarter of the adult population self‐reports having one or more disabilities. Expanding adult and continuing education access for individuals with disabilities is an important dimension of striving to make our programs more inclusive. Thus, it is crucial that adult and continuing educators have a basic understanding of the types of disability that relate most directly to adult learning. This article reviews key definitions, models of disability, and legal requirements related to adult disability. It also takes a more focused look at the literature on several types of disabilities, along with approaches that have been taken over time to develop the learning skills and strategies of individuals with these disabilities and restructure learning environments to make them more accessible. This information should be considered a starting point. Making needed changes will require continuing commitment from teachers, trainers, and program administrators.

Improving the educational accessibility of sinonasal and skull base anatomy: A novel virtual tool for otolaryngology trainees

AbstractBackgroundUnderstanding the complex three‐dimensional (3D) anatomy of the nasal cavity, paranasal sinuses, and skull base, is difficult but essential for otolaryngology trainees, especially for endoscopic techniques. There is no effective teaching tool at the junior resident or medical student level allowing visualization and manipulation of these structures in 3D.ObjectiveTo create an interactive 3D app modeling the sinus and skull base for use by junior trainees learning surgical anatomy.MethodsUsing Adobe Photoshop, Cinema 4D, and ZBrush, surgeon and medical illustration teams collaborated to develop a tool combining schematic representation of relevant anatomy with radiologic and endoscopic correlates. This was then incorporated into a web application. Twenty‐one junior residents and medical students were recruited to use the app, and pre‐and post‐app self‐assessments and experience surveys were conducted to assess didactic efficacy.ResultsWe created an online‐compatible fully manipulatable schematic 3D representation of the nasal cavity, paranasal sinuses, and anterior skull base that is capable of anatomic layering. This schematic is presented alongside representative de‐identified radiologic images and surgical principles with corresponding highlighted diagrammatic structures to demonstrate clinically relevant radiologic and endoscopic anatomy. There was a statistically significant improvement in anatomical knowledge in all 13 questions assessing didactic efficacy, with 85.7% of participants providing overall positive feedback.ConclusionsAcknowledging the didactic utility in an early validation study with junior trainees, this sinus anatomy teaching tool offers a low‐cost and highly accessible modality capable of demonstrating complex anatomical relationships to trainees learning sinus and endoscopic endonasal skull base surgery.

Academies in England and Independent Schools in Finland: A Distributed Leadership Perspective

Many education systems adopt neoliberal privatisation and marketisation approaches to diversify education provision and improve quality. England is a leading example, transforming local authority-maintained schools into academies. In contrast, Finland resists neoliberalism and maintains a small number of independent schools. This paper examines how resources and leadership are distributed in academies and independent schools to explain the different educational paths taken by England and Finland. This study uses a scoping review approach to explore and contrast academies and independent schools. The comparison covers aspects such as history, education administration, local governance, accountability, curriculum and performance, teacher professional development and home–school–community relationships. The findings reveal that academies in England often concentrate leadership roles and resources among a privileged few, including large Multi-Academy Trusts, technocratic trustees and curriculum experts. This concentration tends to marginalise local communities and parents, particularly those from disadvantaged backgrounds. In Finland, independent schools serve a supplementary role within the education system, catering to specific cultural, linguistic and religious groups while adhering to the national core curriculum and regulations. While existing studies critique the academisation movement in England and commend the high-performing public school system in Finland, a direct comparison between academies in England and independent schools in Finland has been lacking. This systematic review offers original insights into these two types of schools and clarifies why neoliberal approaches often exacerbate rather than mitigate disparities in education access and equity.

THE IMPACT OF DIGITAL LEARNING LICENSES ON ACCESS TO EDUCATION IN PRIMARY SCHOOLS: A LITERATURE REVIEW

THE IMPACT OF DIGITAL LEARNING LICENSES ON ACCESS TO EDUCATION IN PRIMARY SCHOOLS: A LITERATURE REVIEW

Parental perspectives on experiences of provision of education for children with intellectual disabilities in Lesotho

The education law and policies in Lesotho assert that all children have a right to education, however, the application of these frameworks have been slow when it comes to education provision for children with intellectual disabilities. This study explores parental perspectives on experiences of provision of education for children with intellectual disabilities in Lesotho. Data was collected using semi-structured interviews with parents of children with intellectual disabilities. The findings indicate that parents immensely valued education for its advantages, however, they were aware of and disappointed with the inequitable provision of education children with intellectual disabilities were offered, leading to lack of participation and dropouts. The study therefore highlights the need to amplify implementation of evidence-based practices that ensure effective access and provision of quality and equitable education for children with intellectual disabilities. Keywords: intellectual disabilities, provision of education, education experiences, parental perspectives, Lesotho

Exploring the Scalability of 5G-Enabled E-Learning Platforms in Rural Areas

Background. The rise of 5G technology offers the potential to revolutionize e-learning, particularly in rural areas where access to high-quality educational resources has historically been limited. Despite the promise of improved connectivity, the scalability and impact of 5G-enabled e-learning platforms in these regions remain underexplored. Purpose. This study aims to assess the feasibility and scalability of implementing 5G-enabled e-learning platforms in rural areas and to evaluate their effectiveness in enhancing educational access and outcomes. Method. The research employs a mixed-method approach, combining quantitative analysis of internet connectivity, user engagement, and learning outcomes with qualitative interviews from educators and students. Data was collected from five rural regions across three countries where 5G infrastructure was recently introduced. The study measured improvements in e-learning adoption rates, student engagement, and academic performance over a 12-month period. Results. Results indicate that 5G-enabled e-learning platforms significantly improved both access to education and student engagement, with a 30% increase in platform adoption and a 25% improvement in student performance. Educators also reported more dynamic and interactive learning experiences. However, challenges related to infrastructure costs and digital literacy were noted, which could limit scalability in certain regions. Conclusion. In conclusion, the study demonstrates the potential of 5G technology to scale e-learning platforms in rural areas, improving educational access and outcomes. Nonetheless, addressing challenges such as infrastructure costs and digital literacy is critical for ensuring long-term scalability and success.

Implementation of the Merdeka Belajar Kampus Merdeka Program on Curriculum Management and Human Resources at Universitas Muhammadiyah Jakarta

Indonesia encounters substantial challenges in higher education during the digital revolution and post- COVID-19 era, particularly in aligning graduates with the demands of the workforce. The Merdeka Belajar Kampus Merdeka (MBKM) program has been implemented as a solution, offering experiential learning opportunities through off-campus activities. However, its implementation at Universitas Muhammadiyah Jakarta (UMJ) encounters various obstacles, including limited human resources, challenges in developing flexible curricula, and disparities in educational access. This study explores the implementation of MBKM at UMJ using a qualitative case study approach, focusing on curriculum management, human resource readiness, and challenges faced. The findings reveal that while MBKM contributes to enhancing students’ skills and the relevance of education to workforce needs, barriers such as limited technology in partner schools, intensive schedules, and inadequate administrative support persist. This study provides strategic recommendations to enhance MBKM implementation, including enhanced faculty training, better resource management, and increased accessibility for students from diverse backgrounds. These findings are expected to serve as a foundation for developing inclusive and competency-oriented higher education policies.

Enhancing E-learning satisfaction in digital education: a comprehensive analysis of influential factors in Punjab’s E-learning institutes

ABSTRACT This study explores the critical factors influencing E-learning satisfaction in digital education environments in Punjab, Pakistan, a region marked by significant disparities in educational accessibility. E-learning has emerged as a crucial tool for addressing educational gaps, particularly in areas with limited traditional infrastructure. A survey of 250 students across primary, secondary, and tertiary education levels from urban and rural areas, both public and private institutions, this research provides a comprehensive analysis of diverse E-learning experiences. The study employs a conceptual framework encompassing six dimensions: student characteristics, instructor behaviors, course content, technology use, design quality, and environmental influences. Using detailed statistical analysis through SPSS, key determinants of E-learning satisfaction were identified, with instructor responsiveness, course flexibility, and technological usability emerging as the most significant factors. Interestingly, student computer anxiety was found not to significantly affect satisfaction, indicating growing digital literacy among learners. The study also highlights disparities in technology integration based on gender, geographical location, and type of institution, emphasizing the need for tailored educational strategies. This research provides actionable insights for policymakers and educational institutions to enhance E-learning systems, ensuring they meet the diverse needs of students and contribute to reducing the digital divide in Punjab.

Comparative analysis of global social policy implementation for displaced communities: practical lessons for U.S. housing and education systems

This paper conducts a comparative analysis of global social policies to derive practical lessons for enhancing the U.S. housing and education systems in serving displaced communities. Drawing from case studies of countries such as Canada, Germany, and Uganda, the study highlights effective approaches, including integration into mainstream systems, community engagement, and tailored support services. It identifies systemic barriers in the U.S., such as insufficient affordable housing, inequitable education access, and fragmented governance, which hinder effective support for displaced populations. Policy recommendations include expanding affordable housing initiatives, strengthening educational support systems, fostering community-based sponsorship programs, and promoting collaborative frameworks across government and non-governmental stakeholders. By adopting global best practices, the U.S. can create inclusive, equitable, and sustainable systems that empower displaced individuals and families to achieve stability and long-term success. Keywords: Displaced Communities, Housing Policy, Education Systems, Social Integration, Global Best Practices.

Explaining the role of proximate and indirect determinants on fertility decline in Timor-Leste

ABSTRACT Timor-Leste’s rapid population growth since independence in 2002 has been driven by a high total fertility rate, declining mortality rates, and refugee repatriation. Understanding fertility dynamics is necessary for empowering women’s reproductive decision-making. This study investigates the ongoing fertility transition in Timor-Leste by applying Bongaarts’ Proximate Determinants of Fertility to Demographic and Health Survey data. Marriage had the greatest fertility effect on total fecundity rate. Postpartum insusceptibility contributed most to the change in total fertility rate between 2009-10 and 2016. A binary logistic regression model was developed to analyse the effect of selected Indirect Determinants on age at first cohabitation, a proxy measure for the Index of Marriage. This demonstrated that educational attainment, affluence, and access to media significantly affected age at first cohabitation. These findings could be integrated into aligning policy with the intricate local social, cultural, and political context in Timor-Leste in reproductive decision-making.

Asylum Seekers Integration and Policies in Istanbul from The Perspective of Legal Sociology

Türkiye, a major destination for global migration, particularly due to its proximity to conflict regions and the European Union, attracts a diverse range of migrants. Many asylum seekers, particularly in Istanbul, are not temporary, preferring the city for its job opportunities, social diversity, and relative safety. Migration to Istanbul comes from the Middle East, Africa, and Europe, creating cultural clashes, identity loss, and political tensions. This study explores how well migrants integrate into society and assesses policy responses in İstanbul. In-depth interviews were conducted with 10 Syrians about their integration, alongside consultations with 5 policy-making institutions to understand their strategies. Results show that Syrians have not fully integrated, often aiming to move to Europe, struggling with language, limited education access, and maintaining isolated communities. This study contributes to the sociology of law by analyzing migration through both legal and sociological lenses.

MULTIMODAL LEARNING MODULE DEVISED TO REVITALIZE EDUCATIONAL LEARNING MATERIAL IN INSTITUTIONAL CORRECTIONS

This study aims to improve criminology education by using a multimodal approach that works well in both online and traditional classroom settings, especially in Institutional Corrections. Recognizing the need to update teaching methods to meet the changing needs of students and modern educational environments, the research investigates how effective a multimodal learning module is in revitalizing educational materials for institutional corrections, using a quantitative research method. The study assesses the views of criminology educators, administrators, and students from three schools offering criminology programs on this new learning module. The focus is on using diverse instructional strategies that address different learning styles and preferences, suitable for both online and traditional formats. The research presents a new learning module created for blended learning during the pandemic, aimed at making learning more engaging for students and educators. This module seeks to improve criminology education across different settings, expand educational access, and stay current with educational trends. By providing future criminologists with the necessary skills and knowledge, this study aims to raise the quality and effectiveness of criminology educational materials. In summary, the research highlights the importance of innovative teaching strategies and shows how a well-designed multimodal approach can connect traditional and modern learning environments, leading to a more inclusive and effective educational experience. KEYWORDS: Criminology education, Online learning, Multimodal approach, Institutional Corrections, Blended learning, Educational materials, Instructional strategies, Learning styles, Innovative teaching, Educational trends.

Analisis Digitalisasi Pendidikan Terhadap Aksesibilitas, Kualitas dan Inklusivitas Pendidikan

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

Learning Culture from the Perspective of the Successful Indonesian Nurse Competency Examination

Background: The Indonesian Nurse Competency Examination (INCE) is a strategic component that determines the output of nursing graduate students. The varied geographical conditions of the various islands in Indonesia can influence access and quality of education, causing students to have a more inclusive perspective. The learning culture of Indonesian nursing students is unique and generally carries over to higher education, notably nursing profession education.Objective: The purpose of the study is to explain the learning culture model from the perspective of the success of the nurse competency examination and the relationship between learning culture and the success of the nurse competency examination.Methods: A qualitative and quantitative combination research (mixed method) with a sequential-exploratory design was employed. Stage 1 used descriptive qualitative methods. While data collecting used structured interviews, the sampling technique utilized snowball with (n=9), and data analysis used Sandelowski content analysis. Stage 2 was an observational analytical design with a retrospective approach involving 74 nursing students at Wiraraja University who lived in the Indonesian student area. Data analysis then employed the Structural Equation Model (SEM) test to find variables that significantly influence the success of INCE.Results: Stage-1 produced three themes: Theme-1: background of the learning environment concerning facilities utilization and searching strategy for learning resources; Theme-2: learning activities including learning styles, learning motivation, and self-confidence and abilities; Theme-3: learning habits comprising learning methods, concentration, and repeating the learning material. In stage 2, the result revealed that learning environment background (p=0.031), learning activities (p=0.021), and study habits (p=0.028) were significantly related to the success of the INCE on students.Conclusion: The learning culture of Indonesian students from the perspective of success in the INCE is formed starting from the pre-graduate level and continuing at the higher and professional levels.

Literature Review: Manifestation of the 5th Principle of Pancasila in Fulfilling the Education Rights of Children with Special Needs in Elementary Schools

The principle of justice basically aims to realize democratic values and human rights. In terms of concept, justice contains four different meanings, namely equality, equity, giving proper personal rights, and divine justice. This research was conducted to analyze the implementation of the principles of social justice contained in the 5th principle of Pancasila regarding the fulfillment of the educational rights of children with special needs at the elementary school level. This research was conducted using the Systematic Literature Review (SLR) method. The findings of this research reveal the importance of implementing the 5th principle of Pancasila in ensuring the fulfillment of education for children with special needs (ABK) at the elementary school level. We found that there are several things that need to be considered in order to implement the 5th principle of Pancasila in an effort to fulfill the right to education for Children with Special Needs in Elementary School, namely: Equal access and opportunities in education, Respecting equal rights and obligations, Encouraging values love and tolerance, Having a wise attitude and the ability to solve problems, and Responding to challenges in implementing inclusive education and solutions.

Factors Influencing Climate-Smart Agriculture Practices Adoption and Crop Productivity among Smallholder Farmers in Nyimba District, Zambia

Climate change significantly affects smallholder farmers, whose livelihoods are closely tied to the environment. This study explores factors influencing the adoption of climate-smart agriculture (CSA) practices and their impact on crop productivity among small-scale farmers in Nyimba District, Zambia. Data were collected from 194 households across 12 villages, and logistic regression and propensity score matching analyses were employed to identify key factors and evaluate CSA’s effects on crop yields. Findings revealed that CSA adoption is influenced by factors such as education level, household size, fertilizer use, age, gender, farming experience, livestock ownership, income, farmland size, marital status, and access to climate-related information. CSA adopters experienced a 20.20% increase in overall crop yields compared to non-adopters, with a 21.50% increase in maize yields specifically. The study underscores the need for targeted interventions to support CSA adoption through education, improved dissemination of climate information, and access to critical resources such as improved seeds and financial services. This research offers insights for policymakers and extension services to develop evidence-based strategies enhancing resilience and productivity among smallholder farmers in response to climate challenges.

Macro-Economic Analysis of Literacy Rates Across Five Indian States: Trends, Determinants, and Socio-Economic Impact

This research explores the relationship between literacy rates, economic development, poverty, and the gender literacy gap in five Indian states. The study examines how economic growth influences educational outcomes, particularly in terms of gender disparities. The analysis highlights the interconnectedness between higher literacy rates, lower poverty levels, and reduced gender gaps in education. The findings underscore the importance of aligning economic policies with educational reforms to improve literacy, especially for girls in low-income regions. The study suggests that enhancing educational access and opportunities, addressing gender-specific barriers, and promoting economic growth are key strategies for reducing poverty and promoting sustainable development. This research offers valuable insights for policymakers focused on creating inclusive and equitable educational systems to foster long-term socio-economic growth. Keywords : Literacy Rates, Economic Development, Gender Literacy Gap, Poverty Reduction , Educational Reforms

Social Determinants of Health and Desirable Financial Behaviors

The COVID-19 pandemic caused people to change their positive and negative financial behaviors. Social determinants of health (SDH) include several conditions in a person’s environment, e.g., economic stability, education access and quality, health care access and quality, neighborhood and built environment, and social and community context. This research aims to investigate how SDH is related to desirable financial behaviors while considering financial knowledge as the mediation variable, using data collected in 2021 during the COVID-19 pandemic. Social cognitive theory (SCT) was used to develop the theoretical framework. The results of this study indicate that economic stability, education access and quality, health care access and quality, and social and community context are positively associated with desirable financial behaviors. Further, financial knowledge plays a significant role in mediating the relationships between social determinants of health and desirable financial behaviors. This article provides implications on the effect of SDH on financial behaviors, underscoring the relevance of applying the SCT framework to examine the interplay between social factors and financial behaviors. The discussion and implication section of this study provides strategic direction to enhancing financial behaviors through the improvement of SDH and financial knowledge.

The role of artificial intelligence in personalisation of the learning process

The study aims to empirically test the role of artificial intelligence in personalizing student learning through surveys, quantitative and qualitative data analysis, and modeling. To determine the role of artificial intelligence in personalizing the educational process, a survey of students was conducted on the organization of the educational process using artificial intelligence (format, form of education, educational environment, consulting communication tools, motivations). Based on the preferences and requests of students, an experimental program of personalized learning was generated and tested. The participants of the educational process were asked to evaluate the role of artificial intelligence in personalizing learning by the following criteria: motivation to learn, level of educational outcomes, productivity of communication in the teacher-student system, convenience and accessibility of education. Most participants in the educational process noted the positive impact of the experimental personalized learning program developed using artificial intelligence based on their requests due to its convenience and accessibility, as well as the productivity of communication in the teacher-student system. The study's results can be used in the educational process of higher education institutions of other profiles. The prospect of research is to develop recommendations for using artificial intelligence tools to prepare personalized learning programs in higher education.