Equal Educational Opportunity Research Articles

Decomposition analysis on the equity of health examination utilization for the middle-aged and elderly people in China: based on longitudinal CHARLS data from 2011 to 2018.

This study aimed to investigate the utilization rate and equity of health examination service among the middle-aged and elderly population in China from 2011 to 2018. The contribution of various determinants to the inequity in health examination service utilization was also examined. Data from the China Health and Retirement Longitudinal Survey (CHARLS) were analyzed to assess the health examination service utilization rate among the middle-aged and elderly population. A concentration curve and concentration index were employed to measure the equity of health examination service utilization and decomposed into its determining factors. Horizontal inequity index was applied to evaluate the trends in equity of health examination service. The health examination service utilization rates among the middle-aged and elderly population were 29.45%, 20.69%, 25.40%, and 32.05% in 2011, 2013, 2015, and 2018, respectively. The concentration indexes for health examination service utilization were 0.0080 (95% CI: - 0.0084, 0.0244), 0.0155 (95% CI: - 0.0054, 0.0363), 0.0095 (95% CI: - 0.0088, 0.0277), and - 0.0100 (95% CI: - 0.0254, 0.0054) from 2011 to 2018, respectively. The horizontal inequity index was positive from 2011 to 2018, evidencing a pro-rich inequity trend. Age, residence, education, region, and economic status were the major identified contributors influencing the equity of health examination service utilization. A pro-rich inequity existed in health examination service utilization among the middle-aged and elderly population in China. Reducing the wealth and regional gap, providing equal educational opportunities, and strengthening the capacity for chronic disease prevention and control are crucial for reducing the inequity in health examination service utilization.

Restriction Policy on Afghan Girls' Education and its Consequences

The people of Afghanistan experienced profound transformations across various spheres following the political upheaval of August 15, 2021, wherein the Islamic Republic government was replaced by the Islamic Emirate of Afghanistan. The new government has introduced various policies that are impacting people's lives differently from before. One of these policies is placing  limitations on the education of women, signaling a significant shift in how educational opportunities are being provided to female students. The study adopted a qualitative case study with a sample of female school students across five provinces of Afghanistan, including Kabul, Herat, Bamiyan, Farah and Jalalabad. Each of the five provinces represented by 10 students, for 50 respondents. The findings of the research highlights that depriving girls of education has had a number of detrimental effects on them, including emotional and psychological issues, forced marriage, migration, a loss of hope for the future, and other long-term effects. The study highlights the value of providing girls with equal educational opportunities and contributes to the creation of more effective policies and methods to guarantee girls' access to education in Afghanistan and other countries facing similar difficulties.

A Qualitative Focus on School Leaders' Perceptions of Roles, Responsibilities, and Expectations in Enhancing Equitable Access to Educational Technology In the Era of Gen-AI

The purpose of this study is to provide a phenomenological perspective on school leaders' perceptions of their roles, responsibilities and expectations in increasing equal access to educational technology in the Age of Artificial Intelligence. This research was conducted through in-depth interviews with a phenomenological approach. The participants consisted of school leaders (school principals [n = 24] and vice principals [n = 18]) working at various educational levels. The qualitative data obtained were analysed by content analysis. Following the data collection process, themes were formed with main words or sentences as a result of descriptive processes. The data obtained through interviews were analysed in a three-stage process of sorting, coding and categorisation. According to the findings, school leaders perceive the responsibility of integrating productive AI technologies into their schools as strengthening the technological infrastructure and supporting R&D studies to ensure equal opportunities in education. In providing equal access to Productive AI educational technologies, the leaders stated that especially economic and socio-economic conditions should be improved and the importance of the correct and efficient use of these technologies. Recommendations for future research are presented.

민간위탁고용서비스 직업상담사의 경력개발 영향 요인

This study aims to identify the factors influencing career development efforts among career counselors in private consignment employment services and to derive implications for career development support. To achieve this goal, a survey was conducted targeting 1,000 employees of private consignment employment service agencies, and empirical analysis was performed using chi-square test and binary logistic regression. As a result, firstly, the participation of private consignment employment service workers in education and training is closely related to employment stability. Secondly, among the career development reasons of private outsourcing employees, career goals for self-realization and employment stability are associated with job changes and transitions to other organizations, while career goals for future prospects and autonomy are associated with managerial positions. Thirdly, high-quality education and training participation support should be carefully considered for the career development of private consignment employment service workers. Finally, five variables were found to have a significant impact on career development efforts: age as a personal factor, income as an organizational factor, and career development reasons such as autonomy in job authority and intention to change jobs. In summary, the study suggests that to enhance the professionalism of private consignment workers, it is necessary to provide education and training tailored to the needs of different life cycles, ensure equal opportunities for education and training, empower individuals in decision-making through career counseling, and engage in in-depth discussions on the curriculum of career development programs.

Exploring Head Teacher’s Perspectives Regarding the Execution of the Single National Curriculum (SNC) in Public Primary Schools

The Single National Curriculum (SNC) is envisioned to provide a balanced platform for all learners belonging to all sections of society to burgeon fair and equal opportunities for all children. This research was supposed to explore the views of the school head teachers. A purposive sampling technique was used in the research. A sample of 12 primary head teachers of government schools were selected. It was a qualitative study and Interview protocols were used to assemble data from primary school head teachers. Qualitative data were analyzed and themes were generated manually. Results showed that the majority of the head teachers believed that SNC would help remove social disparities and promote equity in education, improve language and literacy skills, increase critical and creative thinking, and contribute to personal, social, and emotional development. Primary teachers' demographics, perceptions, and inferential analysis revealed that SNC would help remove social disparities, improve language and literacy skills, increase critical and creative thinking, and contribute to personal, social, and emotional development. Head teachers in Pakistan view the implementation of the SNC positively, believing it has the potential to create a more equitable and accessible education system. However, they emphasize the need for proper training, guidance, and monitoring to ensure the success of SNC. Overall, the findings suggest a collective understanding of the benefits of SNC and a commitment to realizing them through cooperation, and collaboration and further to widen fair and equal educational opportunities for all learners.

INCLUSIVE EDUCATION PROGRAMS IN MALAYSIA: TEACHERS' CHALLENGES IN IMPLEMENTATION

Education is the basic right of all human beings and in terms of philosophy, all individuals in the world have the right to equality to get access to education. Children with special needs consist of children who have learning difficulties. Therefore, individuals like this need modifications to the curriculum and teaching methods so that they can optimally realize their potential. In line with the concept of education for all, the Inclusive Education Program (PPI) was introduced as a noble effort to provide equal educational opportunities to all students with special needs, regardless of their disabilities. Appropriate assistance will be given to students with special needs to enable them to engage in inclusive teaching and learning with their peers in the mainstream. The purpose of writing this concept paper is to discuss the challenges faced, namely the knowledge, readiness, and level of use of inclusive teaching techniques among mainstream teachers who teach special education students. This qualitative study has used data collection methods through library research as well as content analysis of ten articles that describe research related to the Inclusive Education Program (PPI). The findings of this study are based on thematic aspects of knowledge,readiness, and the level of use of inclusive teaching techniques measured based on the experience of the teachers involved. It is hoped that the findings of this study will benefit mainstream teachers in their teaching in addition to giving MBK the opportunity to get an equal education without discrimination. 

The National Nutrition Improvement Program and the equity of educational opportunities: evidence from rural China

ABSTRACT The Children’s Nutrition and Health Poverty Alleviation Project is a vital initiative of the Chinese government to boost education, narrow urban-rural educational gaps, and ensure equal educational opportunities. Based on the 2015 China Health and Nutrition Survey (CHNS) data, this paper empirically evaluates the impact of the National Nutrition Improvement Program on the equity of rural educational opportunities using Differences-in-Differences (DID) method of the cross-sectional data. Findings indicate that Nutrition Improvement Program (NIP), by providing free nutritious lunches for children, reduced the opportunity cost of children going to school, and significantly promoted the improvement of children’s education level. The implementation of the one-semester policy increased children’s educational years by an average of 0.14, which is attributed to the fact that the NIP has contributed to children’s access to higher levels of education, because we found that the NIP had no significant impact on children’s primary and junior high school enrolment, but significantly increased senior high school and university enrolment by 5.8 and 4.2% points. Heterogeneity analysis reveals a stronger impact on children with less-educated, poorer fathers and a greater effect on boys than girls. Additionally, central pilot counties experience a more significant policy effect than local pilot counties.

Intelligent solutions in education: How inclusive the Moroccan Digital Classrooms project is for different social groups

<p>The global changes caused by the health crisis of the COVID-19 coronavirus pandemic have significantly impacted education all over the world. Schools today have had to adopt distance learning models using digital tools to ensure the continuity of educational systems in different circumstances. For this reason and to ensure the continuity of education even in the event of future disruptions in Morocco (war, pandemic, natural disaster...). The Minister of National Education for Preschool and Sport has unveiled an initiative to establish digital classrooms within the educational institutions of the Kingdom. This innovative pedagogical approach, grounded in the utilization of digital tools, is specifically designed to bolster the instruction of science subjects, (Mathematics, Physics, and Life and Earth Sciences). This digital educational transformation has emerged as a highly suitable mode of learning, catering to a diverse array of social groups, including individuals with disabilities and refugees. The primary objective of this research is to assess the influence of digital classrooms on the performance of science educators operating within the Rabat Sale Kenitra region. The intention is to gauge how this technological implementation has affected their teaching methods and overall effectiveness. Furthermore, this study seeks to gauge the progression of this educational transformation and advocate for the wider adoption of digital pedagogy, extending its incorporation into the instructional strategies of other subjects. The ultimate goal is to promote inclusivity and level the playing field for all learners, ensuring equal educational opportunities for every student.</p>

Self-esteem, Social and Affective Outcomes of Students with Special Educational Needs in Tertiary Education

The core values of inclusive education (IE) proclaim to provide equal educational opportunities to all students regardless of disabilities or special educational needs (SEN). Nonetheless, there were no consistent indications that IE was beneficial to students with SEN. Despite lacking solid evidence for the efficacy of IE, more and more students with SEN completed their secondary education and pursue their studies in tertiary education. This study was conducted in an institute of tertiary education to investigate psychosocial outcomes of inclusive practice. A total of 91 students with special educational needs participated in this study. Validated outcome measures of global self-esteem, social relationship, and psychological distress were incorporated in a questionnaire for online data collection. Results showed that students with SEN were able to maintain good social relationship with their peers, but their global self-esteem was significantly lower and their psychological distress was higher than their peers without SEN. Students with mental illness or emotional problems were most vulnerable to academic stress of tertiary education, whereas students with physical and sensory impairments were very well adjusted and their psychosocial outcomes were not significantly different from their pees without SEN. Findings of the study were discussed and implications of the findings for IE research considered.

The The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom

Inclusive education is the process of integrating individuals with disabilities into a regular classroom, and it helps reflect the world’s commitment to equal educational opportunities as outlined in UNCRPD. It emphasizes the importance of embracing diversity and promoting acceptance among students who are impaired. This paper examines why it is important to include learners with impairments into mainstream classes and the favorable attitudes towards inclusive education among teachers, administrators and students. Many barriers hinder its implementation such as lack of professional development for teachers, insufficient facilities for learning, difficulty in creating relationships between classmates, inadequate parent participation, and absence of legislations and policies that are aligned towards its practice. The role of several educational theories like social constructivism, humanistic approach and universal design for learning (UDL) have been discussed to show their relevance in addressing challenges found in inclusive learning. Social Constructivism shows how collaborative work can be used inside the classrooms so that peer rejection will be lessened. The approach that is humanistic stresses about the comprehensive growth all individuals while addressing the needs of learners with disabilities. UDL focuses on promoting an accessible learning environment and eliminating physical barriers to foster successful growth for all students. Moreover, this article underlines relevance of awareness on how children with impairments can be incorporated into conventional classrooms and benefits which inclusive education has for both disabled and non disabled students. In conclusion, this paper emphasized the transformative nature of inclusive education in fostering a learning atmosphere that promotes diversity, empathy, and acceptance, contributing to students’ overall development.

Role of non-cognitive variables in learner performance among disadvantaged learners

We acknowledge the existing educational inequalities that South Africa faces as a result of differences in developmental and equal educational opportunities. The aim with this study was to investigate the role of non-cognitive learning performance variables that affect the learning performance and success of secondary-school learners. Data were collected from a sample of 395 Grade 9 learners. The proposed learning performance structural model was empirically evaluated by using various instruments and was analysed by means of structural equation modelling. The results indicate statistically significant positive relationships between learning performance and cognitive engagement, learning performance and grit, cognitive engagement and conscientiousness, grit and learning motivation, grit and cognitive engagement, learning motivation and parental quality, learning motivation and tenacity, learning motivation and cognitive engagement, and conscientiousness and resilience. Both tenacity and parental quality acted as moderators of the relationship between environmental unfavourableness and cognitive engagement. The selection of variables was more effective in explaining variance in cognitive engagement than in learning performance. The results of the study could be used to facilitate cognitive engagement as a pivotal variable in learning success among secondary-school learners.

A Systematic Literature Review of Racial Disproportionality in Autism in the U.S.

In recent years, the Autism and Developmental Disabilities Monitoring Network has observed a shift in racial disparities in autism. To delineate the historical shift of racial disproportionality in US autism prevalence, our literature review examines three key topics: publication trends concerning racial disproportionality in autism, discernible national and state-level patterns, and underlying factors contributing to the disproportionality. Using the PRISMA framework, we synthesized 24 empirical studies on racial disproportionality in autism and its change over time. These studies explored national patterns and spatiotemporal variations to provide a comprehensive understanding of racial disparities in autism. Studies indicated similar national patterns for Black and Asian racial groups; both groups had had mixed results around the turn of the millennium. By 2007, the Asian group was overrepresented again. Hispanic and Native American groups have consistently been underrepresented. However, significant spatiotemporal variations were found, suggesting that these disparities might reflect inherent inequalities within the current identification and classification system. The patterns of racial disproportionality in autism seem to be influenced by numerous factors. These include varying state definitions of autism, disparities in resource distribution, differences in symptom recognition across cultures, service preferences, cultural mismatches between professionals and families, and prevailing biases and stigmas, as revealed by the reviewed studies. These findings prompt a closer look into the causes and implications of these disparities, offering the underlying issues within the current diagnostic system and highlighting the need for further research to ensure equal educational opportunities regardless of disabilities and race/ethnicity.

Transformative Horizons in Education: Navigating Challenges, Embracing Innovations, and Shaping Global Landscapes

The global education landscape stands at a crossroads, grappling with multifaceted challenges that demand transformative solutions. The inertia within traditional educational systems, financial constraints, stakeholder resistance, reliance on standardized testing, digital inequalities, and a gap between education and needs of the workforce collectively hinder the necessary evolution. Bringing change in education requires a concerted, collaborative effort to embrace disruptive innovations. Reshaping curricular frameworks, bridging digital divides, and fostering a culture that values adaptability and inclusivity are priority. As we navigate this transformative journey, the solutions to educational challenges can be achieved by recognizing the interconnected nature of these challenges and addressing them collectively. That will also ensure that the pursuit of innovation in education becomes a global priority. Through sustained commitment, collaboration, and strategic planning we can equip learners to be ready to face the complexities of the 21st century. In closing, we welcome the readers of the 'International Journal of Change in Education.' The journal envisions itself as a catalyst for positive change, providing a space for cutting-edge research and innovative ideas that address the critical issues facing education globally. By fostering a community of scholars, educators, and policymakers, this journal aspires to generate insights and solutions that will shape the future of education. As contributors and readers, your support is pivotal. We encourage you to share your expertise, experiences, and groundbreaking studies that delve into the heart of educational transformation. Thank you for joining us on this transformative journey.

Primary school teachers’ views on language-responsive physical education

Language-responsive teaching aims to promote pupils’ participation opportunities by enabling them to acquire general academic language skills. It is assumed that the acquisition of academic language competencies must be accompanied and supported by the entire school and all school subjects. Yet, the idea of language-responsive Physical Education (PE) seems to be taken up only reluctantly in the current subject didactic and academic discourse. Thus, it is the aim of this article to contribute to bringing this topic into focus. The possibilities and limitations of language-responsive teaching in PE are examined from the teachers’ point of view. Special attention is paid to pupils facing language-barriers, as it is essential for this group to receive extra support to avoid educational disadvantages. Language education in PE has been a rather marginalized topic – much in contrast to the more recent discourse on general education and its crucial role for long-term academic and socio-economic success. It has been argued that the potential for language-building in PE has not been exploited satisfactorily. The observation that the idea of language-responsive PE has received little attention, despite its promising potential, begs the question of possible reasons. The following inquiry therefore investigates the perspectives of PE teachers on language-responsive teaching. The study consisted of 26 qualitative interviews with primary school teachers and aimed to generate insights into the importance attached to language teaching in PE in general (a), and its relevance for pupils’ participation in PE as well as for creating equal educational opportunities (b). Moreover, the study explores subject-specific potentialities and challenges for language-responsive teaching faced by teachers with respect to pupils with special needs in language and communication or non-native speakers who have difficulties in understanding the language of instruction (c).

대학생 자퇴의향 분석

Objectives The purpose of this study is to explore differences between first and second year of college students' dropout intention related to university characteristics, student characteristics, and students' social and economic conditions, along with Tinto's student integration factor.
 Methods The National Assessment of Student Engagement in Learning data collected by the Korean Educational Development Institute(KEDI) in 2021 were used. The number of participants were 28,353 students of four-year universities. A logistic regression analysis was conducted.
 Results First-year students attending universities non-metropolitan area had a higher intention to dropout, but second-year students attending universities small size in the metropolitan area also did. Dropout intention was lower when first-year students were in the medication field, and for second-year students when they were in the social sciences, engineering, medicine, or arts and physical sciences fields, compared to those in the humanities. For both year students, when active or collaborative learning and self-evaluation of basic learning abilities was high, the dropout intention was low. Additionally, the first-year students, extracurricular activities and high inter-action with peers lowered the dropout intention.
 Conclusions Dropout intention differs depending on the first and second year of university, and based on the re-sults, the need for financial and administrative policy support from individuals, universities, and educational au-thorities to prevent dropout and equal educational opportunities

The effect of a small group of games in the form of stations to develop some kinetic forms of slow learners at the age of 8 years

Physical education is a vital part of public education. The developed countries have devoted special attention to providing equal opportunities in education, especially focusing on an important part of society. They are slow to learn. Education for all Research problemEducation has become a basic right for all groups of society whether they are equal or handicapped. These children prepare disabled human energy if they do not receive proper care and care. The researcher noted through his survey About the slow-learning class that there is a large proportion of students for the slow-learning class suffer in the absence of programs or games that develop the child's abilities to slow learners, which means that there is a real problem in not taking into account this category, which prompted the researcher to find solutions to kinetic forms for the purpose of keeping pace with peers And it is not necessary for the child to be slow in other areas. Ignoring this principle will lead us to ignore many of the talents and abilities of this child, To the disastrous results on the composition of their.research goals:1 - Design a small group of games suggested in the form of stations for children of the class slow learning.2 - To identify the effect of a small group of games proposed in the form of stations in the development of kinetic forms of slow-learning.Force search:1 - a small group of games proposed by the method of stations influence in the development of kinetic forms of slow learning.Research Areas: Human Field: School of nostalgia in the province of Baghdad for the learners of time domain: from / 2018 to / / 2019 Spatial domain: School nostalgia Directorate of Education Rusafa firstThe third section: This section included the presentation of the results of statistical processing using a set of tables and then analyzed and discussed in a scientific and accurate method supported by scientific sources and through this discussion was reached the objectives of research and verification of the hypothesis of researchChapter 4: Conclusion The conclusions included that the nature of the dynamic work of this age group and the class of slow learning during the process of learning and performance in the lessons of physical education achieve the form of learning and practice in the future faster and easier through the programs stored in memory. And recommendations to guide the lesson of physical education for this age group to exercise a kind of sports to take advantage of the special energies of the slow learners in the future.

“CAN WORD WALL ASSESS STUDENTS’ WORDS?”: NURTURING INCLUSIVITY AND ADVANCEMENT IN RURAL SECONDARY EDUCATION

In rural areas, getting access to quality education and appropriate assessment opportunities can be challenging for students. This study seeks to bridge this educational divide by examining the viability of online platforms, particularly the Word-wall platform, as an efficient assessment tool for rural secondary school pupils. The research questions are centered on determining how students perceive the Word-wall platform and maximize its implementation to address the unique requirements and difficulties of assessing students in rural areas. This study involved students of private secondary school in rural area. This research used qualitative method with case study design, and it was utilized to obtain a comprehensive understanding of students' reactions to the Word-wall platform for English learning. Interviews for assessing students’ opinions were used to collect data. The findings indicate that students responded positively, expressing a strong desire to use the platform for future assessments, such as daily tests, quizzes, and exams. Further, student feedback highlights the significance of contextual relevance, comprehensive training, better accessibility features, and customization in addressing the unique challenges rural areas face. The results of this study tend to contribute to the growth of effective assessment practices in rural areas and provide helpful insights into applying online platforms for equal educational opportunities.

高质量发展背景下普惠性幼儿园面临的挑战及其发展策略

Under the background of high-quality development, the construction and development of inclusive kindergartens are particularly important. This is not only about educational equity, but also an important embodiment of social progress and population policy. Inclusive kindergartens aim to narrow the education gap between urban and rural areas and between regions and provide equal educational opportunities, especially for children from low- and middle-income families. The main challenges include the unbalanced distribution of resources between urban and rural areas, the structural imbalance of financial input, and the significant differences in the management system of parks. The key to solving these challenges lies in the fine allocation of resources, the establishment of early warning and cooperation mechanism between demand and supply, the optimization of fair and reasonable resource allocation mechanism, and the use of policy tools to build a sound incentive mechanism. In addition, it is essential to strengthen quality assessment and content development, and improve the level of education and childcare services.

Meritocracy, meritocratic education, and equality of opportunity

There are two ways, broadly speaking, that one might conceive of meritocratic education. On a standard, ‘narrow’ conception, a meritocratic approach to education is one which distributes certain educational goods and opportunities according to merit. On a second, ‘broader’ conception, however, meritocratic education is an educational system suited to a commitment to meritocracy – where ‘meritocracy’ refers to a particular conception of distributive justice. In this article, I argue that these two conceptions are incompatible with each other, and so the standard ‘narrow’ conception of meritocratic education is, in fact, incompatible with a commitment to meritocracy, at least given the typical way of understanding meritocracy. Of particular importance is that while meritocracy, as a view of distributive justice, requires a commitment to equality of opportunity principles, the narrowly meritocratic conception of education does not. The reason has to do with differences in the underlying justifications of the merit-based principles in each: Meritocracy appeals to moral desert, while the educational desert that is grounded by one’s merits is best thought of as a kind of institutional desert. Thus, I will argue, while meritocracy (and so the broad conception of meritocratic education) is constrained by a fair equality of opportunity requirement, narrowly meritocratic education is not. Recognizing the relationships between meritocracy, meritocratic education, and equality of opportunity, I argue, sheds considerable light on disagreements in the debate over equality of opportunity in education.

Scouts’ Perspectives on Learning Experiences from a Pedagogical Innovation Scope

The Portuguese educational system aims at nurturing the holistic development of individuals and societal progress, surpassing the mere transmission of curriculum-based knowledge. While considerable advancements have been made, the need for ongoing innovation and equal educational opportunities remains evident, so that all children can have not only equal access to education, but also equal chances of success. This study investigates the largest Portuguese Scout movement, the CNE, exploring its organisational and pedagogical approaches, potentially applicable in formal education settings. This research surveyed participants aged 18–22, having completed approximately 12 years in the Scout movement. Data collection via focus group followed a semi-structured script, before a thorough content analysis was carried. Findings are organised as follows: Pedagogical organisation in learning cycles; Patrol system; The four stages of the Project Method; Characterization of the Scout Game and other learning process dimensions; Other competencies and values developed throughout the Scout learning course; and Comparisons with formal education contexts. The discourse of participants strongly suggests the Scout movement’s potential to inspire educational change, displaying consistent indicators of pedagogical innovation. The study advocates for further exploration of the CNE’s pedagogical functioning and its potential to serve as an inspiration for transformative changes in educational systems worldwide, as evidenced by the learners’ reflections.