Equal Educational Opportunity Research Articles

Rapid Learning for Lasting Change: Accelerated Basic Education in Post-Conflict, Somalia

This paper extensively examines the comparative learning outcomes and impact of Alternative Basic Education (ABE) in conflict-affected regions, focusing the Bar ama Baro (BAB) initiative in Somalia. With assistance from the United States Agency for International Development (USAID), this initiative successfully enrolled over 100,000 children who were not attending school, while emphasizing the necessity of equal educational opportunities regardless of gender. The primary aim of the study is to contrast the theoretical understanding of Alternative Basic Education with the practical realities observed during the implementation of the USAID-Bar ama Baro program in Somalia. The paper analyzes the collaborative efforts of the Bar ama Baro initiative alongside USAID and Somali education authorities, stressing the importance of providing quality education opportunity that is appropriate, inclusive, adequate, and accessible to all genders. It draws on interview data from 200 participants involved with Bar ama Baro to show how this significant initiative was experienced and what was learned. The study encompasses an in-depth research and literature review demonstrating the significance of Alternative Basic Education during emergencies, facilitating a smooth transition to formal education. The paper also analyzes the significance and effective strategies for addressing the educational needs of developing countries. Furthermore, it assesses the level of basic education in Somalia in comparison to other countries within the Horn of Africa and the African continent. The paper offers educational stakeholders, researchers, and policymakers with a framework to initiate and deliver educational services during emergencies. The paper also recommends collaboration among governments, educational support organizations, researchers, and other education stakeholders to successfully implement and assess main advantages of Alternative Basic Education.

Predictive Model Comparison for Predicting Condom Use: Comparison of Conventional Logistic Regression and Other Machine Learning

Condom use at first sex remains an important issue as it shapes future sexual behavior. This study aimed to deploy and predict condom use using five different machine learning classification models. Dataset used for this study was from Indonesian Demographic and Health Survey (IDHS) 2017 with a population of interest was male adolescents. We evaluated five different models, namely logistic regression, naïve bayes, K-Nearest Neighbors, support vector machines, and decision tree. Performances of each model were assessed using metrics such as accuracy, specificity, sensitivity, ROC Curve, and AUC Score. Study found that different models exhibit different accuracy, specificity, sensitivity, ROC Curve, and AUC Score. The decision tree and naïve bayes models remained the models with the highest specificity and sensitivity, however the KNN model expressed the highest AUC score. Result from the conventional logistic regression also explained that condom use was associated with education level, age at first sex, and attitude towards condom use. The government is advised to create equal education opportunities for every adolescent and shape better knowledge and condom attitudes. Future studies are advised to enhance the performance of machine learning models using hyperparameter tuning and other methods.

A Reflection of Shared Economy Practices in the Wuat Wa’i Tradition, East Manggarai, Indonesia

The objective of this research is to understand the practice of the shared economy and the concept of debt within the Wuat Wa’i culture of the Waling Village community in East Manggarai, using an autoethnographic approach. Data were collected through literature studies, observations, and interviews with 21 informants. The findings show that the shared economy practice has three main characteristics: (1) interactions through social processes, such as the habit of visiting at any time, (2) money as a resource, and (3) temporary access creating the concept of debt. This practice brings three positive benefits: (1) values such as reduced financial burdens, equal educational opportunities, and improved social status, (2) independence, with community members solving educational cost issues independently, and (3) improved quality of life through enhanced human resources and community welfare. The concept of debt refers to a moral obligation to repay without a set timeframe, influenced by the time value of money and individual economic conditions. This moral debt creates concerns about social exclusion if not reciprocated, leading to negative behaviors such as borrowing to assist, especially for anak wina, issues in economic priority setting, and the culture of early coffee harvesting called kopi ijon.

Towards achieving quality and equal educational opportunities in Iraq: the role of development and law enforcement in achieving the required change

Legislation is an essential tool for achieving development in any society. It provides the legal framework to stimulate economic and social growth, protects the rights of individuals and companies, and creates a sustainable environment for business and investment. Achieving development, improvement and equal educational opportunities in Iraq is achieved through development and legislation. Quality education contributes to building and strengthening the social and economic structure of Iraq, developing the capabilities of young people and their participation in the labor market, which helps to reduce social disparities and enhance justice in society.

Inequality in educational opportunity in Thailand during the COVID-19 pandemic

This study provides lower-bound estimates of inequality in educational opportunity from 2020 to 2021—during the COVID-19 pandemic in Thailand. We also analyze the relationship between school- and local-specific characteristics and inequality in educational opportunity. Using school dropout status as a student’s outcome, our study reveals that children’s and parental characteristics were the most relevant circumstances at the primary level. However, at the secondary level, access to computers and the internet were more important circumstances contributing to inequality in educational opportunity. The estimated inequality in educational opportunity in 2021 is slightly higher than that in 2020, indicating an increase in inequality from circumstances beyond children’s control. School quality and local social and economic factors could be potential drivers to improve equality in educational opportunity in Thailand.

The right to education for children with autism in Lesotho: A review of the legal and policy frameworks

A child’s access to equal educational opportunities is considered a basic human right, which extends even to children with disabilities. However, the realisation of international agreements protecting this right lies in individual countries’ interpretation and implementation of such rights. This study examined how the right to education for children with autism is provided for, protected and promoted in Lesotho’s existing legislation and policy frameworks. A critical policy analysis was employed to explore how explicit or implicit the language used in the legal and policy frameworks is to generate opportunities and/or social inequalities in realising this right for autistic children. Reviewed legislation and policies were purposively selected to address the phenomenon of the study. The documents selected were four legislations; the Constitution of Lesotho (Lesotho, 1993), Education Act, No.3 of 2010 (Lesotho, 2010), Children’s Protection and Welfare Act 2011 (Lesotho, 2016b), Persons with Disability Equity Act of 2011 (Lesotho, 2021), and two policy documents; National Disability and Rehabilitation Policy of 2011 (Lesotho, 2011a), and Lesotho Inclusive Education Policy of 2018 (Lesotho, 2018). The findings revealed that while there are laws, including the Constitution of Lesotho (Lesotho, 1993), and policies that recognise the right of children with disabilities to education in Lesotho, there seemed to be no legal obligation to warrant the provision of this right for children with autism. Thus, this may have a negative impact on the provision and access to equitable education for these children and, in turn, the right to education for children with autism. Therefore, a legislation and policy review is recommended if this right is to be realised for children with autism.

Development of special education in Jordan as a model: Reality and challenges

AbstractSpecial education plays a critical role in ensuring equal educational opportunities for individuals with diverse learning needs. In the context of Jordan, the development of special education has made significant progress over the years, reflecting the country's commitment to inclusivity and diversity, with notable efforts from the government and various stakeholders to enhance the inclusivity and accessibility of education for students with disabilities (SWDs). This scoping review aims to explore the reality of special education development in Jordan, and identify the challenges faced in implementing an effective model. By conducting a comprehensive literature search, analysing relevant government and non‐government reports and studies, this research aims to shed light on historical context, policies, progress made, practices and highlight existing challenges and gaps, and propose potential solutions to enhance special education practices in the field of special education in Jordan. This study emphasizes the importance of continuous improvement and implementation of effective strategies to enhance education services for SWDs in the country. By exploring relevant literature, this research also intends to create a roadmap for policymakers and stakeholders to enhance special education services in Jordan and promote a more supportive environment for learners with diverse needs.

Access to Education under U.S. Law and Some Recommendations for Vietnam

Purpose: The right to education is a fundamental right for all members of society, serving as a cornerstone for promoting population growth and facilitating equal educational opportunities without discrimination. Vietnam, a nation committed to fulfilling its international obligations, including ensuring access to education as a fundamental constitutional right, is not without its challenges. These challenges, ranging from inadequate infrastructure to social and economic disparities, present opportunities for growth and improvement. This article examines the legal framework and implementation of education access laws in the United States, with the aim of identifying strategies that can be selectively adopted to enhance Vietnam's education system. By doing so, Vietnam can create a supportive legal environment for innovation in education and training, paving the way for a brighter future. Methodology: The study involves a comparative analysis of the education systems in Vietnam and the United States, focusing on the legal provisions and practical implementations that facilitate access to education. Findings: The analysis reveals that, despite Vietnam's commitment to ensuring education as a fundamental constitutional right, the country faces challenges such as inadequate infrastructure and social and economic disparities. These challenges present opportunities for improvement through the adoption of best practices from the U.S. education system. Originality: This research provides a unique perspective by highlighting the potential for Vietnam to enhance its education system through the selective adoption of strategies from the U.S. legal and educational framework. This approach aims to create a supportive legal environment for innovation in education and training, contributing to a brighter future for Vietnam.

Sustainable Development Goals (SDGs) and Quality Education: Critical Analysis of Hadith

Education is considered an important human right for all individuals. Research must be adapted to the social context of society and this is also the focus of the Sustainable Development Goals (SDGs), which emphasize the importance of quality education and supporting lifelong learning. Efforts to provide equal educational opportunities for all groups, regardless of gender, are recognized as an important step in advancing knowledge and supporting sustainable development. In this research, the library method is used to analyze various sources related to the SDGs, with the aim of supporting ongoing research efforts. The data collection technique used is documentation to verify the validity of the data, carry out interpretation and present concrete conclusions. Meanwhile, the data analysis technique is in the form of descriptive-analytical or context analytical, where researchers try to describe social phenomena that occur in the educational environment. Findings from research show that quality education is a key component in preparing future generations towards 2030. Based on the hadith, it states that to be able to achieve Quality education in realizing the SDGs requires an educational institution that is able to harmonize theory, practice and spirituality to balance the world and the hereafter. To achieve this, steps are needed to implement quality education, including; increasing access to education, quality of education and learning, adequate educational facilities, education financing, measurement and evaluation, lifelong education, and emphasis on education for sustainable development.

THE DEVELOPMENT AND INITIAL TESTS FOR THE PSYCHOMETRIC PROPERTIES OF THE EQUAL OPPORTUNITY IN EDUCATION SCALE

Although equality of opportunity in education is a current and important issue, most of the studies on this subject are based on theoretical studies rather than empirical studies. The main reason for this can be said to be the lack of a valid and reliable measurement tool in this field. For this reason, this study aims to develop a valid and reliable measurement tool for determining pre-service teachers' perceptions of equality of opportunity in education. For this purpose, data were collected from four different samples using a simple random sampling technique. First, a literature review was conducted, and qualitative interviews were conducted with the first sample on equal opportunities in qualitative education. After the item pool was created, the first application was made in order to determine the factor structure of the measurement tool. Data were collected from a separate sample to test the resulting structure and perform confirmatory factor analysis. Then, in the context of reliability studies of the measurement tool, calculation of the internal consistency coefficient, extracted mean variance, composite reliability and test-retest processes were used. As a result, a valid and reliable scale for determining the perception of equality of opportunity in education consisting of three factors and 23 items has been brought to the education literature. Keywords: equal opportunity in education, factor analysis, validity and reliability, scale development

Persepsi Mahasiswa Terhadap Isu Kesetaraan Gender di Lingkungan Kampus UIN Suska Riau

Gender equality is a condition where men and women are equal in fulfilling rights and policies. Gender equality is related to equal pay in work, zero tolerance for sexual harassment, equal opportunities in education, both men and women get the same position in work. Gender equality is also related to socialist feminist theory, where the thinking is related to the sharpening of oppression in the capitalist and patriarchal systems which cause social oppression. The aim of this research is to determine the perceptions of students at the Sultan Syarif Kasim Riau Islamic University regarding the issue of gender equality in education. The method used is a qualitative. The data collection techniques used were questionnaires, interviews, literature. The results of this research indicate that students at the Sultan Syarif Kasim Riau Islamic University are in the circle of gender equality in education.

Merangkul Feminis Cegah Ketidakadilan pada Istri dalam Kehidupan Rumah Tangga

Women suffer injustice not only through discrimination in the public world, but also through the way work is organized and income distribution within the family itself. The cruelest discrimination against women occurs when they have a family. Qualitative research method with a natural paradigm that relies on phenomenology. The approaches used are gender, intrinsic and anthropological approaches. The results show that family life patterns limit women's opportunities in many ways, by assigning them to unpaid work with low prestige; by not giving them equal opportunities for outside employment and education; by being forced to do most or all of the housework and childcare even though they also get paid. What is most disturbing is the suffering of women due to the altruism of marriage itself.

CONCEPTUAL APPROACHES TO MANAGING AN ANALYTICAL SYSTEM IN THE FIELD OF EXTERNAL ASSESSMENT OF EDUCATION QUALITY

This article proposes an innovative idea for the development of a new information-analytical system in the field of external assessment of education quality (competencies) using Artificial Intelligence (AI) and Big Data (BD). This system represents an innovative approach to the external evaluation of education quality, covering various levels of assessment from individual learners to the national level. The system aims to use AI and BD technologies to enhance the objectivity, and reliability of assessments, and provide a broader coverage of students and educators. The system’s architecture includes various modules, each designed to address specific aspects of external evaluation, such as education quality, teacher competence, psychodiagnostics, and career guidance, with the innovation of this system lying in the comprehensive interaction of these modules. The implementation of this system is aimed at improving education management and building individual learning trajectories by tracking the dynamics and history of educational achievements. This will also ensure transparency in decision-making, reduce the level of corruption, and create equal educational opportunities for different regions and population groups

Social Justice and Equity as Key Guiding Principles in the Field of the Right to Education

Social justice and equity serve as pivotal principles in the realm of education, fostering equal access to education for all citizens. In China, social justice and equity in education are perceived as fundamental factors contributing to societal development and the enhancement of quality of life for every individual. Hence, the aim of this article is to investigate the principles of social justice and equity with consideration of the Chinese educational system’s characteristics. Employing a qualitative research method, scientific publications pertaining to education in China were analyzed to achieve this goal. The research findings confirm progress in ensuring equal opportunities in Chinese education, yet they also highlight lingering challenges and the measures taken to address them. China’s commitment to advancing social justice is emphasized, alongside the imperative of continued efforts to ensure equal opportunities in education. By addressing persistent challenges and embracing innovative approaches, China can further advance its commitment to ensuring equal educational opportunities for all, thereby contributing to the realization of a more just and prosperous society.

INFLUENCE OF SOCIAL FACTORS ON ADOLESCENT LEARNERS OF SCHOOL EDUCATION IN INDIA

Human beings and Society are profoundly entangled. Society is essentially a convoluted web of relationships, norms, institutions and cultures created by human beings. Human beings as social creatures, depends on society for various aspects of their lives, including socialisation, cooperation and the accomplishment of their needs and desires. Through socialisation process Human beings learn how to behave in society which begins in early childhood of life and continues throughout life, shaping individuals beliefs, values, behaviours and their identities. This paper delves into the multifaceted relationship between social factors and school education development in India. Despite notable advancements, education in India continues to be influenced by various social dynamics, including socioeconomic status, caste, gender, and cultural beliefs. These factors have a significant impact on access to education, the quality of learning and educational outcomes. It is essential for policymakers, educators and stakeholders to comprehend these social factors in order to address the persistent disparities and ensure equal education opportunities for all. By analysing existing literature and empirical evidence, this paper aims to shed light on the comprehensive nature of social factors that affect school education in India and proposes strategies to mitigate their challenges consequences for promoting inclusive and fair educational opportunities. KEYWORDS: Society, Socialisation, Social factors, Norms, Values, Adolescence, School Education, Social change, Well-being

The Law of Nature and Nurture and Its Impact on Education

The debate between nature and nurture is a long-standing and highly deliberated concept in fields ranging from psychology to education. This research therefore sought to determine the effects of nature and nurture on academic performance, learning approaches, behaviours, and educational expectations among students within the context of Ogun State, Nigeria. The study adopted a quantitative research design where data was collected from 240 students and 60 teachers from three local government areas using structured questionnaires. Descriptive statistics, correlation analyses, and independent sample t-tests were used to analyze data. In this context, both direct genetic effects and indirect environmental influences on the investigated educational outcomes were identified. However, the level of using environmental factors including socioeconomic status, family, teaching approaches and resources was higher with significantly more frequency. The correlation analyses and t-tests also corroborated these findings, suggesting a connection between environment and academic performance, learning styles, behavioural patterns and educational achievements. The study adds to the current body of knowledge on the nature-nurture debate within the context of the education system in Nigeria. The findings underscore the role of socioeconomic status in children’s achievement and readiness to learn, emphasizing the need for equal opportunities in education and support for their aspirations. In the same respect, the study emphasizes the importance of a bio-psychosocial model that considers both genetic predeterminations and environmental conditions to explain educational processes and performance.

Türkiye’de Kamu Politikalarında Yerel Karar Verme Sürecinin Merkezi İdareye Bağlı Taşra Teşkilatlarında Uygulama Örneği: Kefe Projesi

The supervision authority of the Ministry of National Education, which is the central administration in education policies in Turkey, is exercised by various methods in many areas. Auxiliary resources such as Education Information Network (Eba), General Directorate of Secondary Education Material (Ogmmateryal), Student/Teacher Support System (Ods) prepared by the Ministry of National Education for the use of students and teachers in lessons have been made available as an education policy on the basis of equal opportunity in education. However, the supervision and control of these resources by the Ministry of National Education at the policy evaluation stage is carried out only in Support and Training Courses, and there is no supervision or control in their use in other education and training activities. Within the scope of the Kulu District National Education Directorate Equal Opportunity in Education (KEFE) Project, ensuring that the auxiliary resources of the Ministry of National Education are used by teachers and students in lessons is supervised within a system integrity, taking into account local needs in addition to the central administration's supervision system. This research examines an example of how the KEFE project can be implemented by taking initiative in provincial organizations within the local decision-making process, which is mostly seen in local governments, by extending the partial control system of the central administration to all education and training activities, outside the central administration in the supervision of education policies. Keywords: Public Policies, Education policies, Local decision-making process, Ministry of National Education.

Inclusive Education in China: Complications and Causes

Inclusive education is aimed at giving children with disabilities equality of opportunity in education. The Chinese government has released a host of regulations and action plans concerning inclusive education, defining its direction and setting forth the principle of respect for differences in its implementation. Nevertheless, there remain many challenges in inclusive education development. Among them is the low level of popularization of inclusive education in compulsory education. This article delineates the complications of the implementation of inclusive education in China and analyzes their causes with the intent of contributing to its high-quality development in this country.

Dancing with Buber: an autoethnographic study of inclusion and disability and its ethical foundations

ABSTRACT This autoethnographic study with critical friends explores a teacher’s - commitment to inclusive education in the context of disability. Decades of global developments, advocacy, academic research and legislation to protect the rights of people with disabilities and ensure access to equal education opportunities, whilst reassuring, reveal undeniable challenges and struggles. There is a clear lack of attention to the situatedness and ethical basis of inclusive practices. In this article, we examine the professional practice and pedagogical understandings of the first author, a secondary school teacher, college in Victoria, Australia. Autoethnographic methodology allowed a personal interrogation of episodes of encountering disability and inclusion, as Author 1 explores examples from her own teaching practices. Martin Buber’s notion of ‘I and Thou’ fuels our reflections on the ethical and relational basis of teaching inclusively. Two vignettes reveal lived experiences, used as the ground for a fruitful dialogic exchange. These result in a set of reflexive pieces of writing from the first author and two colleagues. Findings suggest that the relational and ethical basis of educational practices in regard to disability and inclusion need to be re-examined in light of Buber’s relational category of I-Thou, which suggests focus on the person, rather than the label, ‘disability’.

Bridging the gap: understanding out-of-school children in Pakistan

ABSTRACT Education plays a central role in promoting social inclusion, respect and dignity and therefore contributes significantly to economic and social progress. The accessibility and quality of education are directly related to the development of any country. Therefore, ensuring equal access to quality education is crucial for sustainable economic growth, especially in developing countries. UNICEF’s ranking of Pakistan as the country with the second highest number of school dropouts in the world stimulated this study to address the alarming problem of large numbers of out-of-school children in marginalized communities such as Pakistan. The study aims to examine the multiple factors that stimulate dropout rates or out of school, including socioeconomic status, geographical location, child-related characteristics, child labor, skills and attitudes. Using data from MICS Wave 6 in Pakistan, this study proposes recommendations for educators and policymakers aimed at promoting equal educational opportunity and inclusive growth around the world.