Educational Opportunities For Children Research Articles

VnRight to education for children with disabilities in Vietnam: Legal framework and practice

For children with disabilities, education can provide them with better access to employment in future and easier integration into society. Based on the overview and analysis of available literature, this study summarises existing policy documents as a legal framework and clarifies the practice of accessing education for children with disabilities in Vietnam. On the basis of international commitments, the Vietnamese government has issued and implemented a massive number of policy documents as a legal framework to recognise and ensure the implementation of the rights of children with disabilities. However, the literature showed that the practical access to education among this group of children is still limited. Children with disabilities have been facing many barriers such as their limited cognitive abilities at schools and their families having difficulty finding appropriate schools. On this basis of the research, the authors offer several policy recommendations to enhance the effectiveness of the legal framework to ensure better educational opportunities for children with disabilities in practice.

Effectiveness of Universal Design of Learning for Students with Mild Intellectual Disabilities - A Review

A special education programme is required for kids who have intellectual disabilities. To help these kids learn how to cooperate while engaging in activities, various activities like music, dance, yoga arts and crafts etc. may be offered. They need to teach practical skills and daily tasks rather than academic knowledge. The misconception is that institutional training is the only way to teach children with intellectual disabilities. To learn about autonomous living, they require attention and inclusion. The Govt also offers additional services and educational opportunities for children with intellectual disabilities. Universal Design for Learning (UDL) is a framework that assists educators in minimizing obstacles and enhancing learning opportunities for every student. It is an instructional approach designed to cater to the diverse needs and capabilities of all learners, eliminating unnecessary challenges in the learning journey. Several pieces of literature have been published, illustrating the efficacy of Universal Design for Learning (UDL) in enhancing learning across various subjects for children with intellectual disabilities. Evidence suggests that UDL aids in accessing the general education curriculum, resulting in improved learning outcomes and growth in essential skills such as reading, writing, comprehension, decision-making, life skills, and social skills. These advancements are pivotal in enabling students to lead dignified and standard lives. Researchers in the field recommend further investigation to solidify the evidence supporting the assertions made in this paper. Keywords: Universal design of learning, Children with intellectual disabilities, Autonomous, Hurdles

Job preferences of Chinese primary health care workers: A discrete choice experiment.

Primary health workers (PHWs) are a critical pillar of health systems but primary health care centers often struggle to attract and retain talented staff. To better understand why this is, we investigated the job preference of PHWs in a Chinese urban setting. In a discrete choice experiment, PHWs from 15 primary health care centers in Guangzhou, China, made trade-offs between several hypothetical job scenario combinations of salary, type of health institution, bianzhi (permanent post), work years required for promotion, career development and training opportunities, educational opportunities for children, and community respect. Based on the estimate of the mixed logit model, willingness to pay and policy simulations were applied to estimate the utility of each attribute. Data were collected from 446 PHWs. The PHWs were willing to forgo Chinese Renminbi 2806.1 (US$ 438.5) per month to obtain better education opportunities for their children, making it the most important non-monetary factor. Their preferences were also influenced relatively more by salary, bianzhi, and community respect, than with the other attributes we tested for, work years required for promotion, career development and training opportunities, and type of health institution. Salary is a robust predictive factor, while three non-monetary factors (opportunities for children's education, bianzhi, and community respect) are essential in retaining health workers in primary care.

Exploring the Relationship Between Family-related Factors and the Effectiveness of Shadow Education

This study investigates the influence of family-related factors on the effectiveness of shadow education, specifically examining the access to cultural capital, economic capital, social capital, and spiritual capital, and their impact on students' engagement. By analyzing these factors and their effects on children's participation in shadow education in Chinese households, the research provides insights for parents to identify root causes and determine strategies for improvement. The findings have significant implications for prospective parents, highlighting the critical importance of considering these factors to optimize their children's access and outcomes in shadow education. Addressing factors such as parental involvement, anxiety levels, and educational expectations is pivotal in creating a supportive environment that enhances children's educational opportunities. Furthermore, this research contributes to existing knowledge by exploring the complex dynamics between family-related factors and shadow education. Understanding family cultural, economic, social, and spiritual capital provides a deeper understanding of shadow education. In conclusion, the study emphasizes the significance of family-related factors in shaping the effectiveness of shadow education, emphasizing the role of different forms of family capital. By recognizing and addressing these factors, parents can foster an environment that maximizes educational opportunities and achievements in shadow education, empowering them to cultivate their children's educational potential.

Parent views on the educational experience of students with Fetal alcohol spectrum disorders: Advocacy, Inclusion, and collaboration

Advancing equity and inclusion in educational opportunities for children with disabilities is crucial across societies. For children with Fetal alcohol spectrum disorders (FASDs) who are at-risk for a variety of social-emotional, behavioral and learning challenges, educational systems play a key role in implementing inclusive services to support learning and development. This study aims to share the perspectives and experiences of parents of children with FASDs as they experienced the education system. Using phenomenological approach, two focus groups were conducted with nine parents of children with FASD and one young adult with FASD. Using Interpretative Phenomenological Analysis (IPA), three cross-cutting themes were identified: (a) emotional burden of parents, (b) parental advocacy, and (c) concerns about student discipline, and four sub-themes: (a) navigation, coordination, and collaboration; (b) diagnosis and early intervention; (c) developmental continuum; and (d) community, connectedness, and belonging. Enhancing family-school partnerships, targeted educational supports, and inclusive practices for children with FASDs can enhance feelings of connectedness and a sense of belonging for both children and families. School-based teams are encouraged challenge their thinking of inclusive practices beyond legal requirements and advocate for practices that embody building a systems perspective which values family voice as a central tenant of change.

The Effect of Family Economy on Education Opportunities (Analysis of the Impact of Parents' Irregular Income on Millennial Children's Educational Opportunities in the DKI Jakarta Area)

We certainly often hear that poverty and education are two things that are closely interrelated, the terms poor because uneducated and uneducated because poor have always been endless discourses. Every parent certainly wants the future fate of their children to be much better than himself, so children's education is part of the parents' pledge regardless of their educational background. It is in this context that the interests of parents often clash with policies even though policies are made with the aim of helping children get a good education. This study intends to elaborate on the issue of educational opportunities for children of families with irregular income in Jakarta who tend to be vulnerable and must get priority from the government.
 This research uses a type of qualitative descriptive research with a case study approach that occurs throughout the DKI Jakarta Province with a focus on parents of school-age children (12 - 18 years) with a background of irregular income (PTT).
 The results showed that family economic factors often become an obstacle to children's education, although it also cannot automatically be mentioned that family economic factors correlate significantly with their children's educational opportunities, uncertain economic conditions of parents also often prevent their children from getting the opportunity to receive education well, especially for low-educated people who are often passive So that the government's efforts to help children's education costs through a series of stimulation programs are often not on target and sometimes trapped in administrative rules that actually eliminate their rights. In terms of opportunities, children of highly educated parents are more likely than children of low-educated parents even though their economies are the same.

More than linguistic needs and more than one perspective: Reconstructing perspectives of pupils with linguistically and spatially discontinuous school biographies and drawing implications for all school stakeholders

In the article we argue for a reconstructive and subject-oriented approach to data collection and analysis in order to reconstruct perspectives of pupils with linguistically and spatially discontinuous school biographies as a basis for needs analysis. The paper takes an in-depth look at a narrative interview with such a pupil using the Documentary Method. Based on the analysed interview passage and with recourse to the praxeologically extended sociocultural theories of SLA, we derive initial implications for schools with pupils with migratory experiences. One crucial assumption is that, in order to create better educational opportunities for children with migratory experiences, school staff need to systematically develop contingency competence. By contingency competence we mean the sensitivity and awareness of the principal openness of human life forms and their diverse possibilities for linguistic, material, and practical expression. Conclusions are drawn on what the required competencies contain and how an inclusive school can be created.

Воспитание и обучение детей в Италии эпохи Возрождения

The article tells about family upbringing and educational opportunities for children from wealthy families in Renaissance Italy. Renaissance Italian families were patriarchal and multi-generational. The stable position of the family required the presence of a sufficient number of children. Wealthy and noble families helped their heirs get a good education. The children received their primary education in private and municipal educational institutions. Higher education was provided by universities, in the teaching of which humanistic tendencies were growing.

Retention of medical officers in district health services, South Africa: a descriptive survey.

The health workforce is critical to strengthening district health services (DHS). In the public sector of South Africa, medical officers (MOs) are essential to delivering services in primary health care (PHC) and district hospitals. Family physicians, responsible for clinical governance, identified their retention as a key issue. To evaluate factors that influence retention of MOs in public sector DHS. A descriptive survey of MOs working in DHS, Western Cape, South Africa. All 125 MOs working in facilities associated with the Stellenbosch University Family Physician Research Network (SUFPREN) were included in the survey. A questionnaire measured the prevalence of key factors that might be associated with retention (staying >4 years) and included the Satisfaction of Employees in Health Care (SEHC) tool and Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS). Data were collected in Research Electronic Data Capture (REDCap) and analysed in the Statistical Package for Social Sciences (SPSS). Ninety-five MOs completed the survey. The overall rating of the facility (P = 0.001), age (P = 0.004), seniority (P = 0.015), career plans (P<0.001), and intention to stay in the public sector (P<0.001) were associated with retention. More personal factors such as social support (P = 0.007), educational opportunities for children (P = 0.002), and staying with one's partner (P = 0.036) were also associated with retention. Sex, rural versus urban location, district hospital versus primary care facility, overtime, remuneration, and additional rural allowance were not associated with retention. The overall rating of the facility was important and subsequent qualitative work has explored the underlying issues. These findings can guide strategies in the Western Cape and similar settings to retain MOs in the DHS.

Learning Al-Quran and Arabic at the Orphanage

The Muhammadiyah Lhokseumawe Orphanage in South Hagu Village is one of the orphanages that helps the Lhokseumawe community by giving more comprehensive attention to the education of children who have not had the opportunity to receive a proper education, namely helping to provide guidance and educational opportunities for children. Foster child. On the other hand, children's orphanages also often experience a lack of attention and affection due to the small number of orphanages, so children's education, especially Al-Qur'an and Arabic education, is often left behind compared to children of their age who live. in family. care. Therefore, programs related to the learning of the Qur'an and Arabic were made in order to have the capital of religious education. The method used is community-based research where the activities carried out are supported by the Lhokseumawe Muhammadiyah orphanage. According to the analysis, the activities carried out at the orphanage had a positive impact on the participants, some even being able to understand and speak Arabic. And their recitation of the Qur'an is better than before and their memorization of the Qur'an increases.

Impact of Disaster on Underprivileged Children in Covid-19 Pandemic: Policy Response for Emergency Education

It is necessary to recognize and address the differential impact of disasters on society. It is quite possible that a significant number of children to become victims of the COVID-19 caused social disaster. As a result, there would be an increase in the number of school dropouts and child labor, which indicates a substantial number of children will be deprived of their right to education. Any alternative response during school closure, like internet-based remote teaching learning, might not compensate the loss of learning as nearly half of the world is without access to the internet. "Emergency situations" are considered any situation either man-made or natural disasters suddenly disrupt the normal course of life, empathy and educational opportunities of children. The present study intended to find out the nature of social disaster caused by COVID-19 and how it impacted the learning loss and socio-emotional immunity of the under privileged school going children. A narrative review technique was used for this research study to explore the policy advocacies adopted in emergency basis in mitigating the impacts of the ongoing pandemic on such underprivileged children. The data were derived from published articles and reports available in national and international data repositories. The findings reveal that the closure of schools raise the vulnerability of underprivileged children as they are being deprived of their right to education and socio-emotional security. Present pandemic has led adverse situation, therefore disrupted delay or deny the right to education. It is time to rethink to adopt a new policy and mechanism to continue their education and to provide socio-emotional immunity in the time of emergency to address the gravity of crisis.

Pathways from maternal depressive symptoms to children's academic performance in adolescence: A 13-year prospective-longitudinal study.

The pathways through which exposure to maternal depressive symptoms in early childhood are linked to academic performance during adolescence are poorly understood. This study tested pathways from maternal depressive symptoms (age 2–5) to adolescent academic performance (age 15) through cumulative parenting risk (age 7) and subsequent child functioning (age 10), using multi‐informant data from a prospective longitudinal community study spanning 13 years (N = 389, 47% male, 68% White). Structural equation models testing indirect effects revealed small associations between maternal depressive symptoms and increased cumulative parenting risk and poorer child functioning, and, via these pathways, with poorer academic performance. Thus, childhood exposure to maternal depressive symptoms may be associated with pathways of risk that could limit children's educational opportunities.

The Myth of Equal Opportunity in Germany? Wage Inequality and the Role of (Non-)academic Family Background for Differences in Capital Endowments and Returns on the Labour Market

While providing equal opportunities to all members of society independent of an individual’s socio-economic background is a major objective of German policy makers, educational opportunities of children with a non-academic family background are still unequally obstructed. When analysing the labour market implications of this disadvantage, social capital as an additional source of inequality often lacks attention. Drawing on the instrumental value of rather loose contacts (i.e. weak ties) on the labour market as revealed by Granovetter (Getting a job. A study of contacts and careers, The University of Chicago Press, Cambridge, 1974), this paper goes beyond the human capital approach and includes a measure of instrumental social capital in the form of weak-tie career support in the earnings function. Applying an Oaxaca-Blinder decomposition and quantile regressions, we find a significant average wage gap between those with and without an academic family background. A large part can be explained by deficits that those from less educated families incur with respect to human and instrumental social capital: Lower educational attainment accounts for more than half of the wage gap between the two groups while fewer career support explains around five percent of the differential. Additionally, a non-academic family background is associated with a significant deficit in returns to their instrumental social capital along the wage distribution. The findings therefore suggest that inequalities of opportunity on the German labour market occur beyond the education system, as not only the quantity but also the quality of career supporting networks of those from a non-academic family are inferior.

SCHOOL MAPPING AS THE DETERMINANT OF THE PROVISION OF EDUCATION RESOURCES IN PUBLIC SECONDARY SCHOOLS

In this study, the researcher investigated school mapping as a determinant for the provision of education resources in public secondary schools in Imo State. Three research questions and three hypotheses guided the study. The instrument used to collect data from the respondents was “School Mapping as a Determinant for the Provision of Education Resources in Public Secondary Schools in Imo State Questionnaire (SMDPERPSSISQ)”. The instrument was validated by three experts. The reliability of the SMDPERPSSISQ was established through a pilot testing and analysis using Cronbach alpha which yielded an average of 0.84 considered high enough for the study. Pearson Product Moment Correlation Coefficients were used to answer the research questions and test the hypotheses. In testing the null hypotheses, when p-value is equal or greater than 0.05 level of significance, the null hypothesis is accepted, but if it is otherwise, the null hypothesis is rejected. The finding of the study, among others is that most of the schools in the study area are concentrated in the urban areas with few of them are cited in the rural areas. It was therefore recommended that more schools should be located at the rural communities to provide education opportunities for children of school age in the rural area. Article visualizations:

HIA on affordable housing policies and its effect on health and services of vulnerable populations

Abstract Issue Lack of affordable housing in Utah for vulnerable populations such as immigrants/refugees, low-income families, single parents and individuals with disabilities. A health impact assessment is necessary to identify the negative health impacts that arise and to determine how a policy to provide more funding for affordable housing can benefit the population. This issue is not specific to Utah and is comparable to other housing situations and policies throughout the U.S. Description The six steps of an HIA were completed in 4 months to analyze the potential health effects of affordable housing policy changes among low-income families in Utah. The HIA team completed an extensive literature review and communicated with several stakeholders, policy makers, and community leaders. Public state and national data was gathered and analyzed using a logic model and characterization of effects table. Results The bill to increase funding will increase affordable housing units throughout Utah. The negative health impacts for the population will decrease such as respiratory illnesses, hospital visits, crime, mental health disorders, and stress. The bill would also help to increase family housing stability, economic development, educational opportunities for children, and access to transportation. Lessons The recommendations include the use of funding for new development or the renovation of existing units, the location of developments should be near public transit to allow residents to take advantage of services that previously would not have been accessible. Developments should be an integrated approach that includes social support and case management services to narrow the gap in Utah and other areas in the U.S. Key messages Policies to increase affordable housing produce positive health impacts for vulnerable populations. Overall efforts for affordable housing will give these vulnerable populations better access to basic human needs.

Educate – mentor – nurture: improving the transition from initial teacher education to qualified teacher status and beyond

ABSTRACT Teacher recruitment and retention concerns across the world remain a high priority to ensure the best possible education opportunities for children and young people. Related to recruitment and retention, but also important in its own right, is the wellbeing of early career teachers. This study investigated the wellbeing of early career teachers in England and Australia to examine how best to provide early career support as a foundation for professional growth and longer-term retention. Survey responses from 67 newly qualified teachers in England and Australia, and five semi-structured interviews, provided rich insights into new teachers’ experiences, highlighting the overwhelming nature of the transition experience as new teachers struggled to adjust as they moved from the relative safety of the initial teacher education context to the reality of work in schools, in particular managing considerable workload which continued beyond the initial transition phase. Vital to successful transition were ongoing linkages between initial teacher education providers and employing schools, a supportive community of practice and bespoke mentoring. This has important policy implications, emphasising the need for personalised approaches to transition with high-quality mentoring during the first few years in the profession. An ‘educate – mentor – nurture’ model is proposed, to enable smoother and more supportive transitions, leading to professional growth and wellbeing.

'It's mostly about the job' - putting the lens on specialist rural retention.

Rural health services throughout the world face considerable challenges in the recruitment and retention of medical specialists. This research set out to describe the factors that contribute to specialist workforce retention and attrition in a health service in rural Tasmania, Australia. This qualitative study utilised in-depth interviews with 22 medical specialists: 12 currently employed by the service and 10 who had left or intended to leave. Interview transcripts were thematically analysed to identify professional, social and location factors influencing retention decision-making. Professional and workplace factors were more important than social or location factors in retention decision-making. Tipping points were excessive workloads, particularly on-call work, difficult collegial relationships, conflict with management, offers of more appealing positions elsewhere, family pressure to live in a metropolitan area, educational opportunities for children and a lack of contract flexibility. Inequitable workload distribution and the absence of senior registrars contributed to burnout. Financial remuneration was not a primary factor in retention decision-making, however, there was acknowledgement of the need to ensure equitable pay scales, flexible employment contracts including statewide positions and increased CPD payments/leave. Specialists who had autonomy in determining their preferred work balance tended to stay, as did those who had family or developed social connections within the area, rural backgrounds and a preference for rural living. To improve specialist workforce retention, rural health services should ensure a professionally rewarding, harmonious work environment, without onerous out-of-hours demands and where specialists feel valued. Specialists should have autonomy over workloads, flexible contracts, appropriate financial remuneration and enhanced access to CPD. New specialists and their families should have additional support to assist with social integration.

How valid are 11‐plus tests? Evidence from Kent

Despite profound influence of selection‐by‐ability on children's educational opportunities, empirical evidence for the validity of 11‐plus tests is scarce. This study focused on secondary selection in Kent, the largest grammar school area in England. We analysed scores from the ‘Kent Test’ (the 11‐plus test used in Kent), Cognitive Assessment Tests (CAT4) and Key Stage 2 Standardised Assessment Tests (KS2) using longitudinal data of two year cohorts (N1 = 95, N2 = 99) from one primary school. All the assessment batteries provided highly overlapping information, with the decisive effect of content area (e.g. verbal vs maths) over task type (e.g. knowledge‐loaded vs knowledge‐free). Thus, the value in differentiating ‘pure’ (i.e. knowledge‐free) ability in 11‐plus testing is questionable. KS2 and Kent Test aggregated scores overlapped very strongly, sharing nearly 80% of variance; moreover, KS2‐based eligibility decisions had higher sensitivity than the Kent Test in predicting the actual admissions to grammar schools after Head Teacher Assessment (HTA) appeals have taken place. Finally, the use of multiple pass marks for each Kent Test component, as well as the total score, was found to increase the chance of false rejection. This study provides preliminary evidence that national examinations could be a good basis for selection to grammar schools; it challenges the use of complex admission rules and multiple decisions, and questions the value of 11‐plus tests.

Effect of a Local Vision Care Center on Eyeglasses Use and School Performance in Rural China

Visual impairment is common among children in rural China, but fewer than one-third of children with poor vision own and wear eyeglasses. To study the effect of hospital-based vision centers on academic performance, ownership of eyeglasses, and eyeglasses-wearing behavior in rural Chinese children. Cluster randomized, investigator-masked, clinical trial from September 2014 through June 2015. A vision center capable of providing refractive services was established in the Hospital of Yongshou County, a nationally designated poor county in rural Shaanxi Province, western China. All 31 rural primary schools in Yongshou County participated; participants were all children in grades 4 through 6 (aged approximately 10-12 years) with uncorrected visual acuity of Snellen 6/12 or worse in either eye (2613 children). Data analysis was conducted March through May 2016, and data were analyzed by the intention-to-treat principle. After teacher-led vision screening early in the school year (September-October 2014), schools were randomly assigned to either early referral (December 2014-February 2015) to the vision center for refraction and free eyeglasses if needed or late referral (March-June 2015) for the identical intervention. The primary outcome was score on a study-administered mathematics test (June 2015) adjusted for baseline score. Secondary outcomes were self-reported eyeglasses ownership and wear at final examination (June 2015). All 2613 children evaluated were of Han Chinese race/ethnicity, and 1209 (46.3%) were female. Twelve hundred children (45.9%) met the vision criteria. Among these, 543 (45.3%) were randomized to early screening and 657 (54.7%) to late screening; 433 (79.7%) of the early screening group and 516 (78.5%) of the late screening group completed the study. Of eligible children, 120 (27.7%) owned eyeglasses at baseline. The adjusted effect on test scores comparing early and late groups was 0.25 SD (95% CI, 0.01-0.48; 1-sided P = .04), with the point estimate equivalent to half a semester of additional learning. At the end of the study, 347 of the 433 participants in the early group (80%) reported owning eyeglasses and 326 (75%) reported wearing eyeglasses; among the 516 participants in the late group, 371 (61%) reported owning and 286 (55%) reported wearing eyeglasses. In this study, early provision of free eyeglasses was seen to improve children's academic performance and wearing of spectacles. These findings suggest that a county hospital-based vision center may be an effective way to improve children's educational opportunities in rural China. isrctn.org Identifier: ISRCTN03252665.

Informal Lifelong Learning for Development in Papua New Guinea: A case study from the margins into the mainstream

This article traces the impact of the Ginigoada Foundation on the educational development of thousands of children and adults in Papua New Guinea (PNG).Port Moresby, capital city of Papua New Guinea (PNG), had been noted for the lack of educational opportunities for the majority of the population who lived in urban villages and squatter settlements. A “User-Pay” policy resulted in children not attending school because the costs were too high. Elsewhere in PNG, educational opportunities for children and adults were even lower. Dame Carol Kidu was instrumental in the establishment of the Ginigoada Foundation, an NGO that provides learning and training assistance, and she reflects on past and current developments in this article.Ginigoada’s initial programs for learning and development in Port Moresby were so popular that they led to the establishment of a fleet of buses to take programs out to local communities initially in Port Moresby (PNG’s capital city) and now the model is expanding to other provinces of PNG. Numbers of enrolments and graduation successes confirm that the Ginigoada Foundation has been very successful in terms of meeting learning needs. New developments include UNICEF- funded Open Learning Networks and the provision of a mobile wifi library.