Educational Chances Research Articles

Alternative education and second chance schools: global and Latin American perspectives on its history and outlook

Alternative Education has become a tool for inclusion for young people with particular needs not normally addressed in homogeneous schools. This article presents a theoretical review of its history, its typology and the organizational schemes used as it correlates to the regular school system. We review the impact of Alternative Education's Second Chance Schools on student performance and retention based on the experience in Latin America, Europe and the US.

A Predictive Evaluation of the Relationship Between Operation Workforce Prerequisites Sustainable Development

For instance, poor education leads to a high unemployment rate in isolated rural regions. Students from various areas get education but not educational chances, which is the biggest difficulty that regional youth confront today. Most rural employees have just one way to improve their lives or income, and that is via education, but they lack the necessary knowledge, skills, and ability to do so due to a lack of educational options. A pleasant learning environment empowers all students to be economically productive, to create sustainable development, to contribute to free and stable societies, and to increase individual wealth. Unqualified education is a trap for all students. You never know what people will pay for it in the future. It's preferable to be alphabetical rather than allegedly talented and jobless. In India, poor schooling results in poor learning outcomes. Supply chain management is the administration of the flow of goods and services, and it includes all procedures that turn raw materials into completed products. The use of knowledge, statistical methodologies, and machine learning technologies to forecast future events based on previous data is known as predictive analytics. The major purpose of this article is to examine current human resources, forecast future needs and availability, and take measures to ensure that the supply of people and skills meets demand.

Experience of youth in the National Senior Certificate second chance matric re-write programme

The aim of this study was to determine the experiences of young people who had participated in the National Senior Certificate (NSC) Second Chance Programme previously offered by the National Youth Development Agency (NYDA) and handed over to the Department of Basic Education (DBE)4 in 2016. Second chance education is based on the idea that ‘through an organised structure an individual can actualise an educational opportunity missed or failed the first time around. The study applied the techniques of qualitative methodology and was undertaken in the West Rand, Gauteng in South Africa. It was found that the programme had assisted many young people who otherwise would not have been empowered was it not for this second chance to broaden their academic horizon. This study recommended that the programme be continued by the Department of Basic Education which terminated it two years ago.

A Call to World Governments: Save Youth Generations from Obsoleted Education Systems!

My research is a result of accumulated provocation of obsolete and paralyzing education that has been frozen since the middle ages. We have to admit that before the pandemic, education was already in crisis. Governments have been ignoring to adopt any comprehensive plan to reform the educational systems till it has been unprecedently disrupted by COVID-19. I try through this paper to make a global call for governments to immediately start cooperating together for setting international qualifications framework that best suit future competencies. This call should be prioritized on the world agenda. It would be more plausible for governments, UNESCO and other education stakeholders to seize the opportunity of the 2020 disruption of life cycle for the maximum benefit of humanity. For this to happen we need exceptional leaders with extraordinary vision to transform education instead of ensuring children can keep learning and that every single child returns to school after the pandemic. Another challenge to be expected is the reduction in education budgets being under pressure as governments shift spending towards the health and economic response to the pandemic. The impact of schools closing on a generation of children will be immense on the long term. We must act now to save the education and life chances of generations of youth. At this time of unprecedented crisis, the world must come together to protect education and put it at the very heart of the global recovery effort. Recovery, not as before but as convenient and sustainable with the perspective requirements. It is time to expose youth to real life experiences; we need our children to learn about finance from characters like Jef Bezos or Bill Gates or Mukesh Ambani; to learn about psychology from John Anderson, Eliot Aronson and Ahmed Ukasha; to know approaches of math and physics as Elon Musk and Steve Wozniak. We shouldn’t settle for less when it comes to building minds and souls of our children. With all due respect to teachers and university professors, they are not the only best option for qualifying and training our youth for tomorrow’s challenges. However, those entrepreneurs are not teachers or willing to be, education specialists and strategists are required to set the vision and the procedures required to pave the way for highly practical competencies framework. Analgesics are no longer feasible.

Considerations on the Role of the School in Social Mobility

Abstract The role of the school in the process of status attainment for individuals with different social origins should be analysed both from the perspective of social mobility flows (absolute rates of mobility) and inequality of social chances (relative rates and odds ratios). Inspired by Raymond Boudon’s earlier studies in the 1970s, the author scrutinises the complex relationships between expanding access to higher levels of education, social mobility trajectories, and inequality of chances of status achievement in the context of persistent inequalities in contemporary capitalist societies. He concludes that at the societal level, an increase of the dependency of achieved social status on educational qualification will lead to greater immobility if the inequality of educational chances remains constant. At the level of individuals, the same process will lead to greater probability of upward mobility in the case of people with higher levels of educational qualification, and greater probability of downward mobility for those with lower educational qualification.

Families between care, education and work: The effects of the pandemic on educational inequalities in Italy and Milan.

Italy was the first Western country affected by the pandemic. The school closures that followed lasted for a full school semester, including final exams. Italy is already known as a country with a high degree of educational inequality, where reproduction of social disadvantages by social origins is prominent. In such a situation, we hypothesise that a prolonged lockdown and the consequent reliance on remote education have played an important role in exacerbating existing inequalities. Families were forced to take on the full responsibility of educating their children, which has reinforced the role of household resources. The analysis presented in this article draws on results from an online survey of the effects of school closures on educational practices, the analysis focused on responses from parents of primary school students. The survey was carried out in Milan in June 2020 and was disseminated through institutional and informal channels after two months of school closure in Italy. Results were re‐balanced to represent different social classes. The survey explored the relationships between economic and social inequalities on the one hand, and school activity experienced at home during the lockdown on the other. It also explored the involvement of pupils and their parents in school activities. We aimed to capture what educational and organisational resources families were able to mobilise in this situation, and to what extent these are unequally distributed. Our results contribute to an understanding of the impact of family resources on educational chances, identifying resources and how they are distributed through the population. Our findings confirm that the pandemic has exacerbated already existing inequalities.

Age and Social Background as Predictors of Dropout in Second Chance Education in Germany

Second chance education (SCE) has been established to offer adults the opportunity to catch up on higher qualifications, for instance the eligibility to study. SCE often suffers from high dropout rates, but little is known about the reasons. This article investigates whether dropout rates depend on family background and age, and if so, why. Data from 3278 students at an institution of SCE in Germany who entered this institution between 2000 and 2016 are analysed using logistic path modelling. The results show that the higher dropout probability of socially disadvantaged students can be traced back completely to poorer academic performance in SCE, partly associated with an unfavourable previous school career. Older students are – irrespective of their family background and despite a better academic performance – more likely to drop out than younger students. If SCE aims to reduce these dropout risks, strategies should vary for different groups of students.

Knowledge and viewpoint of adolescent girls regarding child marriage, its causes and consequences

BackgroundChild marriage is a violation of children’s rights and it exposes them to social isolation and psychological damages. These negative effects are not limited to them and expands to the family and society as well. The present research aimed at determining the knowledge and viewpoint of adolescent girls regarding child marriage, its causes and consequences in the city of Tabriz-Iran, in 2020–2021.MethodsThis cross-sectional study was carried out on 300 adolescent girls who had records in the health centers in the city of Tabriz. The data were collected using the sociodemographic characteristics questionnaire, questionnaire of knowledge, and view of adolescent girls regarding child marriage, and its causes and consequences. The multivariate logistic regression model with adjusting the sociodemographic characteristics was used to determine the relationship between the viewpoint of adolescent girls about child marriage and their knowledge in this regard.ResultsThe mean (SD) knowledge about child marriage was 6.70 (3.09) (score range: 0–11). The majority of the girls (85.4%) were against marriage before the age of 18 and only 16 girls (5.1%) of them agreed with marriage before the age of 18. Investigating the viewpoint of adolescent girls regarding the causes of child marriage revealed that the important issue leading to reduction of child marriage can be “intellectual, emotional, social, and economic maturity of girls plus their physical puberty (92.4% agree), increase in the girls’ education (79% agree) and increasing girls’ awareness regarding the consequences of early marriage in schools and media (69.6% agree). Illiteracy or lack of education of parents (64% agree), meeting the emotional needs (59.3% agree), family problems and conflicts (59.6% agree), and lack of exhilaration in daily life, especially in the rural regions and suburbs (58.3% agree) were among the reasons of increase of child marriage. The most important consequence of child marriage from the viewpoint of the girls is deprivation from the chance of education. The results of multivariate logistic regression model by adjusting the possible confounding variables, showed that girls who believed the appropriate age for marriage is under 20 were almost 13 times more likely to agree with child marriage than girls who believed the appropriate age for marriage is over 20 years (aOR = 13.82; 95% Cl 2.61–71.16 p = 0.002) and girls who opposed their parents’ decision to marry under the age of 18 were less likely to agree with the child marriage than girls who did not oppose their decision (aOR = 0.09; 95% Cl 0.01–0.63 p = 0.016).ConclusionsThe results revealed a good level of knowledge and negative attitude to child marriage among the girls. The girls who disagreed with child marriage were more knowledgeable than the girls who agreed with child marriage. Thus, the increase of the level of knowledge of girls and their families regarding the consequences of early marriage and developing the culture for correcting the cultural beliefs and wrong social beliefs to prevent child marriage can decrease this damage to a great extent.

Preface

Thanks for your participations in 2021 4th International Conference on Applied Mathematics, Modeling and Simulation (AMMS 2021), which was re-scheduled to be held in virtual meeting via Tencent Meeting on September 17, 2021 due to the current severe situation of the epidemic worldwide. AMMS 2021 virtual meeting aims to provide an excellent and valuable opportunity for experts to exchange ideas and results covering Mathematics, Optimization Methods, Computing Methods and Advanced Computing, and strengthen the collaboration among researchers, faculty, and doctors from both academia and industry.With its strong emphasis on innovative approaches, AMMS 2021 Online Meeting offered a chance for scientists and educators working in different areas and help them advance their own research and forge new professional relationships and collaborations. This virtual meeting including Keynote Speech, Oral presentations, Poster presentations, Q & A section started at 09:00 am, Beijing time on September 17, 2021. And our staff set up a test room before the formal meeting to ensure the stability of all participants including video, audio, screen sharing, network connection, etc.List of AMMS 2021 Organization Committees, General Chairs, General Co-Chairs, Publication Chairs, Publication Co-Chairs, International Scientific Committees, Algeria are available in the pdf

Equal Chances in Education – Rights and Opportunities for All

Equal Chances in Education – Rights and Opportunities for All

Japanese students' perceptions of the role that shadow education plays in competition in education

AbstractThe relationship between shadow education and competition has been discussed and studied widely by educational experts and policy makers in Japan. One major topic has been the role that shadow education plays in social inequality by creating winners and losers. Another is related to competition and students' psychological health; and a third concerns the cause-and-effect relationships between cram/preparatory schools and competition. The present paper focuses on students' perspectives and describes an empirical study carried out with 211 Japanese senior high school students and 145 university students. The students answered open-ended questions about their cram/preparatory school attendance, and were asked to describe how they perceived the relationship between cram/preparatory schools and competition. The free descriptive answers were content-analysed and categorized. The majority of the respondents not only saw a relationship between the two but also listed a number of functions that increased students' competitive advantage. Educational experts' and sociologists' common criticism that shadow education has detrimental effect on fairness or equal chances in education was hardly at all expressed. Relatively few students expressed doubts or emphasized the negative or harmful side of cram/preparatory school attendance and competition. The results call the attention to the importance of studying different aspects of shadow education more in-depth from the direct “users'” i.e, the students' perspective as well.

FACTORS AFFECTING BLIND STUDENTS’ ENGAGEMENT IN LEARNING ENGLISH

Universitas Brawijaya (UB) with the assistance of Pusat Studi dan Layanan Disabilitas (PSLD) have implemented an inclusive education environment, as the need for equal education chance for different abilities Indonesians. There is an assumption that engagement from a combination of language learning or learning language’s cognitive, social, and affective aspects can affect the learning process and academic achievement of a special need student. To reach the research objective, interview sessions and classroom observations session were aimed at measuring the students' language learning engagement based on three-domains; cognitive, affective and social, in students’ perspective and ongoing activities. This research shows fluctuate results based on the interviews and observations data of two blind students. The main engaged factors found are positive teaching approaches and attitudes, also both students’ learning autonomy.

When education in emergencies fails: learners’ motivations for a second chance education in post-conflict Rwanda

ABSTRACT There has been an increasing effort to deliver Education in Emergencies (EiE) from the international community since the 1990s because of protracted humanitarian situations. Despite the growing attention to EiE, many children in conflict-affected situations miss schooling without having the opportunity to receive a second chance education (SCE), or voice their perspectives on this situation. Given the gaps within EiE, this paper focuses on the largely overlooked issue of out-of-school children and young people resulting from conflict, and potential for an SCE. Based on 23 life story interviews conducted in Rwanda, it examines how learners in post-genocide Rwanda made sense of the complex education journey that they undertook and their motivations for an SCE. The research demonstrates various motivations, including both intrinsic and extrinsic, using self-determination theory. It provides learners’ perspectives on education that are currently missing in the EiE field.

Https://www.ijopr.com/article/an-evaluation-of-second-chance-schools-in-greece-a-national-survey-of-educators-perceptions-10903

The purpose of the present paper is to investigate educators’ perceptions regarding the evaluation of the institution of Second Chance Schools in Greece (SCS) that also operate inside correctional centers (SCSCC). Second chance education is a European programme within the framework of fighting against social exclusion that aims at early school leavers and adult prisoners, who have not completed the compulsory secondary education. A cross-national survey was carried out using a self-reported questionnaire with 367 participants that work in SCS and SCSCC. The outcomes of the study reveal that SCS and SCSCC educators can recognize the ‘curriculum’, the ‘infrastructure’ and the ‘opportunities of socioeconomic integration’ as major factors of SCS evaluation. The educators are generally satisfied with the curriculum and the opportunities of socioeconomic integration provided and have a neutral opinion about infrastructure. According to the findings, infrastructure is evaluated better in SCS located in continental Greece compared to insular located SCS and curriculum is better evaluated by principals and teachers who had completed postgraduate studies. However, teachers working in SCSCC were less satisfied with the opportunities of socioeconomic integration compared to teachers working in SCS.

THE IMPORTANCE OF INVESTMENTS IN EDUCATION FOR ECONOMIC DEVELOPMENT OF P.R. CHINA

This paper deals with educational issues in the People's Republic of China and potential economic development due to investments in the education system. In the period from 1998, there was a big growth in education which was accompanied, among other things, by positive growth in gross domestic product. The crucial importance of investing in education is providing a competent workforce which is a pillar of a successful modern economy. There is a difficulty of the proper allocation of resources and the reform of education is the hukou system in China, which restricts people to live and work in a certain location which is an obstacle for people to freely move and equal chances for education. So far, the discrepancy between rural and urban hukou has been noticed, with urban hukou recording a higher percentage of educated people, as well as a proportionally higher income, while rural hukou is lacking opportunities for further education. For China to achieve the planned economic growth, it is evident that it must reform its education, the focus of which would be on improving human/knowledge capital as well as set aside a higher percentage of gross domestic product for investments in education.

Limited detraditionalization of intimacy: Growing socioeconomic differences in contraceptive use at first intercourse in Italy.

Limited detraditionalization of intimacy: Growing socioeconomic differences in contraceptive use at first intercourse in Italy.

Expanding Higher Education: Does the Open University of Sri Lanka Adequately Provide Distance Education Opportunities?

In Sri Lanka securing a place in a higher education institute has become more and more competitive and as a solution to the demand on the government for higher education opportunities for qualified students. The Open University of Sri Lanka was built up with a goal to provide an opportunity to enter Higher education to a large number of people. The intention of this research is to find out whether the students who get admitted are really gaining a second chance for higher education through the Open University of Sri Lanka. This research has 3 goals. Study the methods of university entrance in Sri Lanka, look into the methods of admissions practiced by the Open University for distant studying and whether these admissions provide a solution to the problem of entrance to the higher education system in Sri Lanka. In this context the documented data and information are primarily used and for analyzing purposes 15 interviews are conducted. According to this information the Open University currently faces 3 problems on its admissions such as Supply being unable to meet the demand, Supply being unable to win the demand it needs and The decrease in the number of student admissions in both methods. As such the Open University is facing the following problems. The primary goals of the university are challenged. Therefore, to overcome these problems, the Open University should come up with a program to increase its student admissions through its 22 centers throughout the country.

‘Homeschooling in times of corona’: exploring Mexican and German primary school students’ and parents’ chances and challenges during homeschooling

ABSTRACT The Corona virus (COVID-19) crisis forced many countries to follow strict protocols ordering schools to close. With schools under lockdown, homeschooling has become the only form of schooling available. Reports have indicated that parents and students have struggled with the challenges of homeschooling. Against this background, this study explored primary school students and parents’ educational chances and challenges during homeschooling in two countries: Mexico and Germany. Comparing these two countries can shed light into potential differences of how inclusive approaches have been incorporated in homeschooling. Following a qualitative approach, thirteen semi-structured interviews were conducted with parents and school students. Results from a qualitative content analysis revealed that parents across both countries face challenges to organise homeschooling and motivate their children. However, they spent more time with their children. Primary school students in Germany and Mexico are challenged considerably by the loss of social contact.

Effectiveness of the Picture Exchange Communication System in Teaching English Vocabulary in Children with Autism Spectrum Disorders: A single-subject study

The number of children with autism is increasing worldwide. These children like all other children should be provided with equal chances for learning and education. Thus, English language education...

Level and Influencing Factors of Job Motivation Among Administrative Staff at Public Hospitals in Vietnam.

Administrative staff at healthcare facilities, who are not either doctors or nurses, coordinate, facilitate patient care, and account for 18–20% of human resources in hospitals. Their contribution to the value chain of healthcare service is crucial, but they are not well recognized either by hospital managers and healthcare staff or by patients. Low recognition may cause low job motivation and repeated tasks may cause boredom for them. Our study aimed to assess the level of job motivation among administrative staff in 2 hospitals of Ho Chi Minh city, Vietnam, and explore the influencing factors to job motivation. The exploratory mixed methods design was used in our study with an initial quantitative study with a designed questionnaire and then followed by a qualitative study with focus group discussions. The job motivation index of the administrative staff in our study was not high (4.0). Positive factors were extra income, higher education, healthcare benefits, and a good working environment. Negative factors were low salary index, less chance of higher education, and no separated key performance indicator criteria. The low job motivation index of the administrative staff at public hospitals in our study warns of the negative impact on hospital income in terms of patient satisfaction. In the future, hospitals should have a new strategy in human resource management specifically for administrative staff by maintaining the positive factors and step-by-step overcome the negative factors such as developing separated key performance indicator criteria.