Provision Of Basic Education Research Articles

Role of United Nation High Commission for Refugee (UNHCR) for the Provision of Basic Education to Afghan Refugees in Hazara Division, Pakistan

This thesis examines the pivotal role played by the United Nations High Commissioner for Refugees (UNHCR) in facilitating access to basic education for Afghan refugees residing in Hazara Division Khyber Pakhtunkhwa (KP), Pakistan. As KP hosts a significant Afghan refugee population, ensuring their access to education is paramount. This research investigates the current state of education for Afghan refugees in Hazara Division of KP, with a focus on enrollment rates, school access, and education quality. It assesses the challenges hindering education, including financial, linguistic, and cultural barriers, and evaluates initiatives by the Pakistani government and UNHCR to improve the situation. Through a mixed-method approach, combining qualitative interviews and quantitative surveys, the study provides insights into the impact of education on the refugees' lives and their empowerment prospects. The findings contribute to understanding the effectiveness of UNHCR's efforts and offer recommendations for enhancing education opportunities for Afghan refugees in KP and similar contexts globally.

ENSURING CHILDREN'S RIGHT TO EDUCATION

In Saudi Arabia, the right to education for children is considered of utmost importance through the official education system, which provides a legal framework to protect them. This system mandates the provision of basic education for all children without any discrimination. and it is essential for parents to actively participate in this field by cooperating with educational authorities and providing a supportive environment for children's learning. Despite these legal guarantees, there remain challenges related to effectively implementing these policies, and there may be instances of arbitrariness or negligence in providing education by parents. Therefore, establishing effective mechanisms for monitoring implementation and holding responsible parties accountable is necessary. Additionally, emphasis is placed on raising awareness about children's rights and the importance of obtaining a good education within society. Consequently, ensuring this right requires integrated efforts between the government and civil society to improve the quality of education and its provision.

The role of comprehensive education in anti-doping policy legitimacy and support among clean athletes

ObjectivesAnti-doping policies represent a group of regulations and procedures that are applied by anti-doping organizations in order to safeguard sports against doping. Evidence implies that, for anti-doping policies to be effective, they need to be endorsed by athletes. Still, there is scarce evidence on the process through which athletes decide to endorse and support anti-doping policies and the role of anti-doping education. The main objective of the study was to empirically examine a behavioural model of active anti-doping policy support. MethodsA self-reported survey with measures of perceived anti-doping legitimacy, social support via expected obedience, perceived trustworthiness and social cognitive variables associated with anti-doping policy support (attitudes, social norms, descriptive norms, perceived behavioural control, regret, and intention) was completed by 1328 competitive athletes in 6 countries (Germany, Greece, Italy, Russia, Serbia, UK). ResultsAthletes who live in countries with comprehensive (emphasis on individual development and competency with a focus on sport and personal integrity) anti-doping education (ADE) and had received ADE are more supportive of anti-doping policies than athletes from countries with basic education provision anti-doping education (information type education). Furthermore, athletes who received ADE reported significantly higher levels of perceived legitimacy, trustworthiness, and obedience. The results of the SEM revealed that perceptions of legitimacy had both direct and indirect effects on intentions to support anti-doping policies. The effect of perceptions of legitimacy was mediated by social cognitive variables, which demonstrated strong direct effects on intentions. Importantly, the model was invariant across the countries, although mean differences in several constructs emerged. ConclusionsAnti-doping milieu and education impact athletes’ willingness to support anti-doping policies. Interventions targeting legitimacy beliefs and social cognitive variables can be effective in promoting anti-doping policy support in competitive athletes. These interventions should expand beyond anti-doping policy legitimacy and target the specific beliefs (e.g., norms) that are pertinent to policy support in different countries.

Effect of Early Childhood Education on Socio-Economic Transformation of Communities in Rwanda

The effective provision of basic education in Rwanda increases the competition level among graduates which promotionally improves the socio-economic transformation of communities. The purpose of this study therefore was to establish the effect of early childhood education on socio-economic transformation of communities in Nyamasheke district in Rwanda. The target population was 368 respondents that provided the sample size of 192 got using Yamane formula. Interview guide and questionnaire were used as data collection instruments. Correlation research design was also employed. The study findings revealed there is 31% of accessibility of ECE able to affect the level of socio-economic transformation of communities as indicated by the R square = .310 and the remaining 69% of socio-economic transformation of communities can be affected by other factors. However, it was found that, there is a statistically significant moderate relationship between accessibility ECE and socio-economic transformation of communities (P=.000 and r = .555). The study recommended the ministry of education which represents the government in the sector of Education should provide the adequate infrastructures of ECE schools in Nyamasheke district to improve and make easy accessibility of ECE in the area thus also increase the literacy level. The non-governmental organizations should invest more in ECE of Nyamasheke district in order to develop youth who are competent and able to compete at the labour market. Keywords: Early Childhood Education, Socio-economic transformation, Communities

A Paradox in the Accessibility of Basic Education Among Minority Pastoralist Communities in Tanzania

This paper highlights key barriers to the accessibility of basic education among pastoralist communities in Tanzania. It addresses the existing policy requirements in provision of basic education and the mismatch with actual practices which create a dilemma as far as learning for children in pastoralist communities is concerned. A number of factors have been addressed, which include inappropriate cultural values among parents in pastoralist communities as well as other systemic factors. Pupils’ dropout, conflicts, the long distance to school and inappropriate learning environments have been mentioned as some of the inhibitive factors influencing inequalities in accessing basic education in pastoralist communities in Tanzania. Overall, this paper interrogates the existing paradox between policy statements and the actual strategies for providing basic education among vulnerable minority pastoralist pupils. This article recommends deliberate investment and prioritisation of the learning agenda for minority children in pastoralist communities. Specific emphasis should be placed on the utilisation of technology by establishing mobile digital learning solutions to cater for the learning needs of children in these communities.

Gender Disparity in Online Learning During Covid-19 in District Nowshera, Pakistan

The current surge of Covid-19 has affected the human world in entirety. It has brought the dynamic world to a standstill position. The current study is set to focus on the impact of Covid-19 on the educational sector in the context of developing countries such as Pakistan. In Pakistan before Covid-19, the educational sector was grappling with the issue of provision of basic education to every child as well as overcoming the gender disparities on each level of enrolments in educational institutes. The pandemic has further worsened this situation. The effects are more severe and vivid in the vulnerable communities and thus widen the gender gap in accessing education. Consequently, in order to unpack the impact of Covid-19 on the unprivileged female students’ learning process, their social and psychological issues, a qualitative research design using semi structured interviews was opted. The study showed that Covid-19 has increased and enhanced the vulnerability of this marginalized group and calls for initiative and incentives from the state and policy makers

THE RIGHT TO EDUCATION IN KENYA

Kenya has ratified most international treaties that protect the right to education, which form part of the country’s laws. The Constitution of Kenya, in Article 53 (1) (b) state that every child has a right to free and compulsory basic education and Article 55 (a) the State shall take measures, including affirmative action programmes, to ensure that the youth access relevant education and training. Minorities and marginalized groups under Article 56 (b) have a right to be provided with special opportunities in the field of education. To give effect to the Constitution, the Basic Education Act (No 14 of 2013) has been passed into law to regulate the provision of basic education and adult basic education in the country. The Children’s Act also acknowledges and protects every child’s right to education. Other education laws guarantee the implementation of the right to education. In addition, Kenya adopted various general and specific policies on education. The most recent are the second Medium Plan Term of Vision 2030 (2013) and the Policy Framework for Education and Training (2012).

Operationalising cultural competency in the context of substance use treatment: a qualitative analysis

The concept of cultural competency raises questions about the meaning of culture, difference and professional practice as well as how best to address religious and cultural marginality, epistemologically and practically, within codes of ethical practice. Despite continued policy and research emphasis on delivering culturally competent substance-use services to the Muslim and Arabic speaking community, limited evidence exists about what health practitioners consider to be culturally competent care for this group. To explore how practitioners operationalise cultural competence, qualitative interviews were conducted with 32 staff working in Sydney, Australia. Differences in epistemological bases of practice were present across the interviews which resulted in a variety of ways cultural competence became operationalised. Three broad epistemological approaches emerged in the data which can be classified as instrumental, comprehensive and connection-centred. These ranged in emphasis from provision of basic education around cultural traits; a heightened awareness of difference; and lastly a focus on minimising difference through enhancing relatability. Our findings highlight the importance of fostering an open and reflective attitude towards the ambiguity and complexity inherent in drug health encounters between practitioners and culturally diverse consumers. Such openness may provide opportunities to challenge structures and ideologies that reinforce points of difference and disconnection.

O Direito à Educação do Campo no estado do Piauí no contexto do FUNDEB

The objective of the article is to analyze the right to education based on the situation of school coverage in rural Piauí, in the context of the fund policy, through the number of schools and enrollments existing in the period from 2008 to 2019, in dialogue with the financing carried out through Fundeb. Thus, using data referring to the number of schools and the number of enrollments, we sought to answer the following questions: how has the provision of basic education in the rural area of the state of Piauí been taking shape? To what extent has the current fund policy contributed to the materialization of Countryside Education in the state? There are indications that, in spite of the constitutional precept contained in Articles 205 and 206 of the Federal Constitution that affirms Education as a right of all, under equal conditions, and the funding policy ensured by Fundeb, in Piauí there is a deepening of the process of exclusion of countryside populations, translating the violation of the right.

A Gestão do ensino público em Distritos Educacionais: uma realidade marcada por desafios e tensionamentos

Esta pesquisa teve como objeto de estudo a organização do ensino em distritos educacionais, delimitando o campo de pesquisa a um estudo de caso realizado no município de Quixadá, Ceará. A pesquisa teve como objetivo geral analisar o agrupamento das escolas da rede municipal de ensino em distritos educacionais, bem como discutir a gestão centralizada e as múltiplas funções desempenhadas pelos diretores e coordenadores educacionais. O estudo está organizado em três momentos: o primeiro momento discute a organização do ensino no Brasil, o dever do estado quanto à oferta da educação básica. O segundo momento apresenta os tipos e concepções teóricas acerca da gestão escolar e gestão educacional. O terceiro e ultimo momento trata da pesquisa de campo realizada por meio da observação participante e da análise documental, que permitiu descrever, explicar e analisar a organização e gestão do ensino em distritos educacionais. Esse trabalho possibilitou conhecer e refletir sobre a organização e gestão das escolas da rede municipal de ensino que reverbera na aprendizagem e permanência escolar dos alunos do ensino fundamental. A gestão em distritos educacionais limita a participação dos atores escolares nas tomadas de decisões referentes à escola, além de interferir na autonomia administrativa e pedagógica garantida por lei. Conclui-se, que a gestão em distritos educacionais é incompatível com os princípios da gestão democrática e participativa.

Basic Quality Education; The Importance of Integrating Different Approaches for Quality Pre-School Education in Pakistan

Quality education is one of the key indicators for economic development of a country. Consequently, most developing countries have committed themselves in several international forums not only to provide education but also to make it a basic right for everyone. So far, several developing countries have managed to make giant leaps towards this direction. For instance, provision of basic education has been made free and compulsory in countries like Pakistan and Kenya beside other countries. The purpose of this research paper is to analyze the different approaches used in teaching preschoolers in developing countries and to understand how to improve the quality of education through integrating those approaches.it relies on qualitative research method and is basically based on secondary data. The focus of this research is on different methods or approaches used in teaching preschoolers, their effectiveness, and that of an integrated system or approach. It discovered that integrating the different approaches leads to a better-quality education as compared to using each approach separately.

Female Sexuality: Assessing Satisfaction and Addressing Problems

Sexuality is important to women of all ages. Although changes in sexual function occur with aging, hormonal transitions, illness, the use of medications, and disability, many women can maintain a satisfying sex life by making appropriate adaptations. Clinicians who take the time to obtain a complete and careful sexual history and perform a pertinent physical examination can help the majority of women who present with sexual complaints. Effective treatment must address the contribution of psychological, relationship, and biologic factors and often requires the collaboration of physicians and psychotherapists, as well as sex and physical therapists in many circumstances. Simply initiating a discussion about sexual concerns is frequently the most valuable aspect of treatment for women and their partners. Also useful are provision of basic education about normal female genital anatomy and sexual function across the lifespan; permission to explore masturbation, erotica, and versatile sexual techniques, as well as nongenital pleasuring; information about lubricants; and the prescription of estrogen in the setting of vulvovaginal atrophy. There are as yet no approved agents to treat the biologic component of hypoactive sexual desire. However, it may be appropriate to consider using androgen supplementation in patients with surgical menopause, as well as the addition of bupropion in patients taking selective serotonin reuptake inhibitors (SSRIs). This review discusses the epidemiology of female sexual disorders, the female sexual response and sexual behavior, and the diagnosis and management of specific sexual disorders, including desire, arousal, orgasm, and sexual-pain problems. This review contains 4 figures, 41 tables, and 96 references. Keywords: Sexual dysfunction disorder, arousal, orgasm, desire, dyspareunia, vulvodynia, vestibulitis, vaginismus

Female Sexuality: Assessing Satisfaction and Addressing Problems

Sexuality is important to women of all ages. Although changes in sexual function occur with aging, hormonal transitions, illness, the use of medications, and disability, many women can maintain a satisfying sex life by making appropriate adaptations. Clinicians who take the time to obtain a complete and careful sexual history and perform a pertinent physical examination can help the majority of women who present with sexual complaints. Effective treatment must address the contribution of psychological, relationship, and biologic factors and often requires the collaboration of physicians and psychotherapists, as well as sex and physical therapists in many circumstances. Simply initiating a discussion about sexual concerns is frequently the most valuable aspect of treatment for women and their partners. Also useful are provision of basic education about normal female genital anatomy and sexual function across the lifespan; permission to explore masturbation, erotica, and versatile sexual techniques, as well as nongenital pleasuring; information about lubricants; and the prescription of estrogen in the setting of vulvovaginal atrophy. There are as yet no approved agents to treat the biologic component of hypoactive sexual desire. However, it may be appropriate to consider using androgen supplementation in patients with surgical menopause, as well as the addition of bupropion in patients taking selective serotonin reuptake inhibitors (SSRIs). This review discusses the epidemiology of female sexual disorders, the female sexual response and sexual behavior, and the diagnosis and management of specific sexual disorders, including desire, arousal, orgasm, and sexual-pain problems. This review contains 4 figures, 41 tables, and 96 references. Keywords: Sexual dysfunction disorder, arousal, orgasm, desire, dyspareunia, vulvodynia, vestibulitis, vaginismus

Review on Economic Efficiency of Smallholders Farmers in the Production of Sesame: The Case of Ethiopia

The objective of this study is to review economic efficiency of smallholder farmers in sesame production in Ethiopia. Specifically, the review examines levels of Technical, Allocative and Economic efficiencies of sesame producer; and to review factors affecting efficiency of smallholder farmers in the study area. For this study both published and unpublished sources were used. Also, the study reviewed various functional forms that were fitted to estimate Technical, Allocative and Economic efficiencies levels and model that were fitted to estimate factor affecting efficiency of smallholder farmers. The review results indicate Cob-Douglas function and Translog functional form are alternative methods for evaluating efficiencies and were used for purposes of comparison; OLS is mainly used if the inefficiency scores are not truncated or censored for a specific value; Tobit regression approach is preferred over the OLS regression in the case of censored data. The review results indicate as there is a room to increase the efficiency of sesame producers. Variables such as non-farm income and credit access, experience in sesame production, distance of sesame farm from residence, education level and extension contact had major significant impact on Technical, Allocative and Economic efficiency. In order to improve efficiency of smallholder farmers in sesame production in Ethiopia, give consideration to the above mentioned socio economic and institutional factors is needed. Focusing on efficient use of existing resources and addressing the socio-economic and institutional factors by using existing technology and given input levels are crucial and relevant policy issues are recommended. Strengthening the existing livestock production system, credit access, agricultural extension system and invest in the provision of basic education to smallholder farmers are advisable.

The logic of basic education provision and public goods preferences in Chinese fiscal federalism.

Without election or re-election motivations, what factors have impacted public goods preferences in an authoritarian country such as China? More specifically, what makes political elites be devoted to or not be devoted to local public goods provision? This study, using basic education provision as an example, intends to gauge the impact of leadership selection on public goods provision in China. It is found that career trajectories of politicians have a bearing on basic education provision. The findings suggest that even under a top-down appointment system, homegrown politicians are more willing to cater to local preferences, especially on basic education provision, which suggests an extension of Riker’s theory, applied in a non-democratic regime. Numerous studies have examined the impacts of decentralization on a variety of aspects of public governance in different contexts. Nevertheless, the unique contribution of this study is its policy implication that political centralization may not be an effective solution for local public governance even in an authoritarian context.

Universal basic education in Nigeria: can non-state actors make a difference?

PurposeAgainst the backdrop of falling standards and failing government policies in the education sector in Nigeria, this paper aimed to investigate how and why non-state actors can make a significant impact on the achievement of Sustainable Development Goals for universal basic education (UBE).Design/methodology/approachThis study draws from semi-structured interviews of 15 heads and proprietors – six state-funded schools, six faith schools and three other privately owned schools – to examine and compare the different motivations, guiding principles and overall impact of these actors in the education sector.FindingsReligious actors, along with private providers, are making a significant contribution to the provision of basic education in Nigeria. Students from faith schools tend to perform better academically and they also tend to be more disciplined and resourceful. However, because these schools are fee-paying, fewer households are able to access them.Practical implicationsThe findings highlight the need to facilitate better cooperation and knowledge transfer activities between public, private and faith schools. It also emphasises the need for better government commitment and investment in provision of resources and facilities, effort in regulating the curriculum and regular inspection and quality monitoring of public schools.Originality/valueThe study highlights, on the one hand, the superior capacity of non-state actors – especially religious actors – to deploy their vast social capital towards the mobilisation of funds and human resources. On the other hand, while they have made inroads in their share of total national school enrolment, non-state actors have not made significant impact on access to quality education, owing to high fees and entry barriers faced by poorer households.

Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice

This paper contains reflections on the basic education statistics in Tanzania with a view to highlighting the emerging issues by making sense of data. The paper adopts document review analysis methodological procedures to reflect on the data and examine key factors that constrain the provision of basic education in Tanzania. The paper further reveals a number of factors that emerge from basic education statistics, which include the prevalence of teachers with low qualification, shortage of teaching and learning resources, prevalence of children living in vulnerable environment and the prevalence of high dropout rates. Overall, this paper interrogates the existing dilemma between educational stakeholders on policy statements such as fee free education and the smooth implementation of these statements to create a common understanding. A shared vision in redefining basic education so as to meet both national and global priorities, seems to be a vital priority. On this basis, the paper recommends a collaborative partnership in investing in education, improvement in allocating adequate financial resources in the education sector, the need to improve the livelihood of people and creating awareness among educational stakeholders on effective strategies for a smooth transition from home to school among students.

A HEXAGON RIGHT: THE SIX DIMENSIONS OF THE SOUTH AFRICAN RIGHT TO BASIC EDUCATION

Notwithstanding the enactment of the South African Constitution in 1996, 23 years later, the need to determine the scope and content of the right to basic education has been a battlefield for authors. Whilst authors battle, complaints are made about the South African government charging school fees for basic education, decreasing pass thresholds for matriculants, students learning in dilapidated classrooms, non-delivery of text books, unqualified teachers and many complaints reminiscent of a failing basic education system. Despite citizen attempts to take the government to court for specific violations relating to the provision of basic education, in the absence of a law of general application specifically unpacking the scope and content of the right to basic education in South Africa, an ultimate question remains, what is the scope and content of the right to basic education for the purposes of its implementation in South Africa? This paper attempts to determine the scope and content of section 29(1)(a) using an international law approach. After engaging the provisions of international law as well as writings by other authors, the conclusion is that, in relation to its scope and content, section 29(1)(a) is a hexagon right that is, a right comprising of six interrelated dimensions. The six dimensions are that, the right to basic education includes primary and secondary school attendance, the right to basic education includes compulsory and free attendance of both primary and secondary school and the right to basic education is an unqualified right. Further, the right to basic education is a minimum core content of the right to education, the right to basic education must be available, accessible, acceptable and adaptable and the quality standard of the right to basic education is explained by the World Declaration on Basic Education for All, 1990.

Democracy and Contributions of Town Union to Educational Development in Ebonyi State: A Focus on Some Selected Rural Communities

AbstractThis study interrogates the nexus between democratic governance and the contributions of town unions to provision basic education in rural communities in Ebonyi State. The study was carried out in twelve selected rural communities chosen across the three senatorial zones of the state. The study was provoked by need to empirically test the contentious debate among development scholars over the correlation between democracy and development. The data for the study were gathered through the use of questionnaire, Focus Group Discussion (FGD), observation and documentary methods. The study adopted community action theory as its framework of analysis. The data were analyzed using simple percent, contingency tables, and histogram while chi square was used for the test of hypotheses. The findings revealed that democratic governance has increased contributions of town unions in the provision of basic education in rural communities in Ebonyi State. The study equally revealed that lack of enlightenment, illiteracy, and poverty among the rural dwellers poses challenge to the contributions of town unions in the provision of basic education. The study recommended that government should provide periodic subventions to town unions to enable them mobilize adequate funds for the provision of basic educational projects. Besides, leadership trainings should be organized on regular basis to educate and enlighten town union executives on the best global practices on rural development.

Evaluation and human rights educational policies: contradictions between regulation and emancipation in basic education in Brazil

Abstract This study aims to analyze the contradictions between anthropological and teleological aspects of evaluation and human rights in educational policies for basic education in Brazil. The study focuses on the contradictions by analyzing policy documents related to the two themes. The results suggest the ways that contradictions in the anthropological and teleological perspectives assumed by these policies obstruct provision of basic education that includes social quality. Basic educational evaluation policies are aimed at regulation, seeking to produce indices that normalize and homogenize the subjects of education, legitimizing identities. On the other hand, human rights educational policies aim to emancipate subjects by considering the diversity that characterizes and organizes them, enabling the creation of resistance and project identities that can operate from a counter-hegemonic perspective.