Equal Educational Opportunity Research Articles

“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.

Research on the Impact of COVID-19 on Education Inequality in China

Educational inequality in China has been a long-standing problem, but the COVID-19 pandemic has exacerbated its impact. The sudden outbreak of COVID-19 and its extreme spread have severely impacted education systems, creating new challenges for students and educators. The shift in learning styles from classroom to distance learning and campus closures have exacerbated existing inequalities, highlighting the urgency of addressing this issue to ensure equal access to education for all students in China. By analyzing the disparate impacts of campus closures, distance learning, and access to technology on different socioeconomic statuses and regions and highlighting differences in educational opportunities, this paper explores how the COVID-19 pandemic has exacerbated educational inequalities in China's education system. COVID-19 is exacerbating educational inequality by highlighting disparities in digital access, resource availability, and learning environments, making it harder for disadvantaged groups to access equal educational opportunities.

Educational Equity in the Context of China's Economic Development: Implementation and Practice of Educational Policies

Educational equity has consistently ranked among the fundamental principles aspired to by human societies. The United Nations Educational, Scientific and Cultural Organization emphasizes that providing equal educational opportunities is a universally recognized and paramount ethical and social imperative within both society and the education system. Therefore, this paper assesses the influence of compulsory education and the National College Entrance Examination (NCEE) on educational equity in the context of China. The paper explores the policies adopted by the Chinese government to ensure that economic disparities do not affect educational equity. The paper finds that the urban-rural divide creates significant barriers to education for rural students, who often do not have access to quality education, and that the household registration system significantly contributes to fostering inequality. The NCEE system, while designed to promote meritocracy, also contributes to educational inequality by favoring students from urban areas and those who can afford private tutoring. By analyzing China's "Double Reduction" policy, posits that attaining educational equity demands a multifaceted strategy. This entails equitable resource allocation, robust economic support, the promotion of differentiated education, and the fortification of the admission system. The paper contends that mitigating the excessive dependence on a single test score and incorporating diverse assessment methods, like comprehensive quality assessment, can facilitate a more holistic assessment of students' overall capabilities and potential. Consequently, this has the potential to reduce disparities in university admissions. The paper underscores that achieving educational equity hinges on the collective commitment and concerted efforts of the entire society.

A Comparative Analysis of Inclusive Education Policies in China and the United States

Inclusive education has become popular to ensure equal educational opportunities for students with specific educational requirements or disabilities (SEND). This research paper compares the inclusive education policies in China and the United States with a comprehensive review of relevant literature, examining the conceptual framework, legal framework, and practices. This paper found that China adopts a pragmatic model to practice its policies while the U.S. uses an idealistic model. Furthermore, both countries are working towards attaining UNESCO's definition of inclusive education, facing conflict with neo-liberal education policies. Building on these findings, policymakers and stakeholders in both countries can draw insights to emphasize their country's high priority and foster greater inclusion in education accordingly.

Enhancing the Professional Skills Development Project (MESGEP): An Attempt to Facilitate Ecological Awareness

Concepts change at an incredibly fast rate for human beings and more specifically in the world of education and whence for society. To cite an example, there exist conceptualizations ‘issued’ such as Industry 4.0 or University 5.0. The very standpoint here arguably directs the focus to andragogy “at the brink of the post-anthropocene” (Wallin, 2017) in a rather inevitable fashion. Integrating the salient elements of the notion post-anthropocene into andragogy of Vocational Education and Training (VET) and ensuring the ‘sustainability’ of learning and teaching related practicum in this regard is deemed essential considering “growing ecological awareness in the era of the Anthropocene could also productively influence all spheres of life-ecology, economics, education, politics and the social sphere–in the interest of sustaining the planet” (Le Grange, 2019, p.1). In this direction, this paper intends to discuss the optimal means through which the VET given to the marginal groups in Türkiye as part of a project entitled “Professional Skills Development Project (MESGEP)” can be enriched towards raising an awareness about the climate crisis and about the other ecological issues awaiting to be confronted. It is hoped that with the new amendments to made to the available curricula, the individuals as the participants of the project can gain more consciousness about ecological crises and adopt the relevant skills. Thereupon, it is thought that educating disadvantaged groups in this way will not only point to equal opportunity in education but also attempt to alter the previously held belief, which pinpointed environmental pollution is indeed an externality of education.

Developing and implementing an “All-day School” model in Lviv, Ukraine

Implementing an all-day school model was one of the steps undertaken in Lviv, Ukraine as part of the system-wide reforms introduced by the New Ukrainian School. The all-day school model increases the allocated class time for students and provides equal educational opportunities for all, regardless of social and economic backgrounds. The introduction of the innovations was preceded by the development and implementation of integrated curriculum units at the primary school level and was made possible by the formal acceptance of a Policy Directive by the Lviv City Council. Despite COVID limitations (2019–2021) and the proclamation of a State of War due to Russia’s full-scale invasion (2022–2024), the all-day school model has thrived and has been expanded. It is the purpose of this paper to present an overview of the implementation of the all-day school for grades 1–4 in the City of Lviv, Ukraine during the 2017–2024 period. A focus will be made on the pre-implementation activities that were conducted and the number of schools, teachers and classes that are currently participating in the project. Information will also be shared on how the needs of the teachers in filling the increased allocated time are being met. In conclusion, recommendations for further analysis of the all-day school will be made. Keywords: all-day school, allocated class time, New Ukrainian School, equal educational opportunities, integrated curriculum units.

Social trust of youth in the shadow of the depopulation process

The article analyses selected results of an extensive study conducted as part of the ProEdUMW project − Scientific research in the service of local educational policy implemented in Ostrołęka by the Faculty of Education at the University of Warsaw. Two quantitative studies, conducted using the survey technique as part of the Ostrołęka educational observatory projects (covering the issues of teaching effectiveness, developing students’; social competences and equal educational opportunities in public primary schools in the city) and Democracy is OK! (strengthening the democratic culture of the school) were implemented in the 2021/22 school year. The first study was conducted in the eighth grades of all public primary schools in Ostrołęka, the second among students of the 2nd, 3rd and 4th grades of public secondary schools. The aim of the analyses of selected research problems was to acquire knowledge covering important issues for a city at risk of marginalisation and depopulation, such as: the attitude of young people to the city, their life plans, students’ trust in the institutions of the city and the state. Regardless of the positive attitude towards the city in which they study, young people do not plan to live there and leave it with very low levels of social capital. The aim of the entire ProEdUMW project was to support local educational policy, so the article ends with recommendations for school culture and practice that could help build young people’s social trust.

Ресурсні центри з інклюзивної освіти у закладах вищої освіти України: передумови створення, цілі та завдання

Ukraine is currently facing the challenge of providing accessible education for all, including people with special educational needs. One of the key tools for achieving this goal is the creation of resource centers for inclusive education in higher education institutions. Resource centers for inclusive education in Ukrainian institutions of higher education are an important step on the way towards ensuring equal opportunities for all students and supporting their successful learning and development. The article examines the problem of creating resource centers for inclusive education in higher education institutions in Ukraine. The prerequisites for the creation of such centers are studied, and their goals and main tasks are determined. The activities of these centers in various education institutions of Ukraine are analyzed. The main attention is paid to the analysis of the needs of students with special educational needs and the methods of their integration into the academic environment. The prerequisites for the creation of resource centers for inclusive education are the recognition of the need for inclusive education and the awareness of the importance of creating an environment where every student has the opportunity to receive quality education regardless of their personal characteristics. Also, the prerequisites for creating resource centers for inclusive education cannot fail to include an analysis of the current state of inclusion in Ukrainian higher education institutions. The goals of resource centers are to create a favourable environment for the learning and development of students with special educational needs. The main tasks include supporting access to education, advising, and providing the necessary resources and services for the successful education of target groups of students. Innovative approaches to the development of inclusive education, aimed at creating a favourable environment for the development of each student, regardless of their characteristics, are highlighted. Resource centers become key agents in implementing the principle of equal opportunities in higher education and contribute to the formation of an open and tolerant society. Keywords: inclusive education, resource centers, higher education, special educational needs, accessible education, quality education, inclusive education.

An Investigation into the Teachers’ Perspectives on Literature Text Selection in Secondary Level Language Classroom

This article tries to investigate the English teacher’s perspective on text selection in the language classroom in an EFL context. Incorporating literary texts has its relevance in the language classroom. and the necessity of introducing literary texts in the language classroom is an established fact. However, the appropriateness of the texts selected for a particular class remains a crucial factor in the success of the teaching approach followed therein. The paper throws some light on the issue of text selection that keeping observance on the different parameters involved therein. The review directly relates to the necessity of reintroducing literary pieces in the classroom with the view that they help develop learners’ language efficiency and proficiency in the target language. The research, therefore, primarily aims at finding the perception of the teachers on selection criteria of texts for their target group. In order to gather data, the researcher administered a questionnaire survey among 50 teachers of English from 12 different secondary government schools. To serve the purpose, both quantitative and partly qualitative investigations were made. The data obtained is analysed and discussed to reinforce and strengthen the library research findings. The study among other possibilities shows that when learners are encouraged to explore texts themselves, the element of learner autonomy is promoted that develops a sense of responsibility in the learner towards learning and achievement. This also enhances their understanding of self-achievement, confidence, and self-reliance proving that introducing literature in the English classroom could be beneficial, lead to a positive impact on learning, and ensure equal educational opportunities for all. At the end, conclusive remarks are made along with some suggestions and recommendations that might be useful in an EFL situation particularly in the context of Bangladesh.

Renewing the Promise of Brown: A Call to Secure Equal Educational Opportunities for All

Renewing the Promise of Brown: A Call to Secure Equal Educational Opportunities for All

Practical Significance and Critical Resource Theory: Tools for Increasing Equal Educational Opportunity

Practical Significance and Critical Resource Theory: Tools for Increasing Equal Educational Opportunity

The Relationship of Zakat Management Organization (ZMO) to the Effectiveness of Higher Education Management

This research aims to analyze the transformation of zakat management as a construct for the development model of independence in higher education institutions in Indonesia. Identifying zakat management includes differences in religious interpretations, regulatory ambiguity, and management ineffectiveness . The research adopts a qualitative descriptive survey method conducted at the Islamic University in Medan, North Sumatra. The study highlights the symbiotic relationship between zakat management organizations and educational institutions, emphasizing the important role of zakat in supporting financially disadvantaged students. Through collaboration, universities can actively identify deserving recipients and promote social responsibility. Zakat institutions emerge as financial entities and development partners, empowering beneficiaries towards economic independence. The research findings also indicate the effectiveness of zakat distribution through several means, including providing scholarships, improving educational infrastructure, enhancing education quality, and promoting equal opportunities in higher education. This study advocates for integrating justice, transparency, and sustainability in zakat operations, positioning these institutions as pillars supporting economic and social development in Islamic society. This research identifies current challenges in the zakat management system and proposes solutions to enhance its effectiveness in Indonesia, a Muslim majority country.

Youth Population in Pakistan: Leveraging Growth for National Advancement

This study examines Pakistan's youth, who comprise more than 64% of the population, and their capacity for change and the implications for the country's future. It examines the current demographic trends, problems like the lack of meaningful employment opportunities, education and skill gaps, unemployment, and the potential benefits of this demographic boom. To maximize youth potential as a catalyst for economic growth, social progress, and innovation and avoid the youth bulge becoming a socio-political strain, the article emphasizes the urgent need for strategic interventions and comprehensive reforms in education, employment, health, and civic participation. The study offers suggestions and measures to turn the growing youth population into a significant asset for national development and draws lessons from international examples, particularly China. To make the rising population of youth an asset for Pakistan, several measures are required. Firstly, investing in quality education is crucial. By implementing policies that guarantee equal educational opportunities for all young individuals, irrespective of their socioeconomic status, we can effectively provide them with the essential competencies and information required to navigate the challenges of the forthcoming era. This includes promoting technical and vocational training programs to address the needs of the job market. Secondly, creating employment opportunities is essential. The government and private sector should work together to generate jobs and promote entrepreneurship. This can be achieved through supportive policies, incentives for businesses, and fostering a conducive environment for innovation and growth. Lastly, focusing on healthcare and social services is vital. By prioritizing the well-being of the youth, we can address issues such as malnutrition, healthcare access, and mental health support. This will not only improve their quality of life but also enable them to contribute effectively to the development of the nation. By implementing these measures, Pakistan can harness the potential of its growing youth population and transform them into an asset for the country's progress and prosperity.

Applications for Raising Academic Performance in Terms of Equal Opportunities in Education in Countries with High Achievement in PISA

Applications for Raising Academic Performance in Terms of Equal Opportunities in Education in Countries with High Achievement in PISA

The Kaleidoscopic perspective on the privatisation of education in Zimbabwe: A neglect of Ubuntu values?

This qualitative case study from Zimbabwe drew inspiration from the sharp rise of for-profit, high-cost private schools to explore and discuss the perspectives of the parents, teachers and private school owners on the nexus between the emergence of private secondary schools and the applicability of Ubuntu values. Tapping insights from the Ubuntu values, the generated data from online questionnaires and WhatsApp discussions were employed to discern the phenomenon. The themed findings built from a sample of 20 participants purposively selected show that Zimbabwe’s education system has ricocheted back to the colonial era as evidenced by the resurfacing of a dual education system based on economic lines. Findings show that private schools evolved not just to supplement public schools in providing quality education but also to reinforce the interests of the wealthy and their substitutes, undermining the inclusive vision embodied in SDG 4 and the Ubuntu philosophy. The study implores African countries in similar contexts to turn to Ubuntu values to provide equal educational opportunities to all citizens, regardless of class. This exploratory research provides novel insights into the applicability of Ubuntu philosophy in enhancing parity in the educational landscape.

A Critical View to Educational Technologies in the Context of Social Inequalities

Equality of opportunity in education refers to the right of students to access compulsory education and to have equal opportunities in the process of education. In addition to offering many solutions to ensure equality of opportunity in education, there are also many obstacles. As a matter of fact, educational technologies are considered as an option in terms of having an effect on individuals having equal opportunities in the education process. Educational technologies can be seen as a solution to existing inequalities in order to provide equality of opportunity in education. From this point of view, in this study, it is aimed to determine the thoughts on the use of educational technologies in the education-teaching process in the context of social inequalities. In the study, the qualitative research design of phenomenology was used and ten teachers working in different branches in private and public schools were interviewed. Semi-structured interview technique was used as the data collection method and the interviews were conducted online with the teachers. Deductive analysis method was used to analyze the data. In the study, first of all, literature review was made in the context of social inequalities and themes were determined within the framework of the literature. The themes revealed were discussed as gender, socioeconomic level, parental education level, technology use proficiency of teachers and students with special needs. Within the scope of the themes obtained, teachers’ opinions and suggestions regarding the impact of educational technologies within the framework of the concept of equality of opportunity in education were included.

Hayaller Gerçek Olur Mu? Yönetici ve Öğretmenlerin 2023 Vizyon Belgesine İlişkin Görüşleri

The research aims to determine the views of administrators and teachers about the 2023 Vision Document (VD). The study was carried out with the phenomenology design. The sample of the research consists of a total of eight teachers and education administrators in different disciplines working at the Ministry of National Education in Şanlıurfa Siverek district in the 2020-2021 academic year. The study group of the research was determined by criterion sampling. The data of the study were collected through a semi-structured interview consisting of 13 questions and analyzed using descriptive analysis. The results of the analysis are reported under eleven headings. That is, VD has objectives that take culture, people, and universal values into account, target the all-round development of students, give importance to vocational education, include process evaluations that can measure different skills, and improve the personal rights of education employees. VD aims to increase the professional development of employees, solve infrastructure problems and reduce regional disparities, ensure equality of opportunity in education, create a common database among institutions, and develop and effectively use data sources. VD supports students with special needs and encourages compulsory education in schools. It is based on early education and lifelong learning. Since the current conditions and possibilities were not taken into consideration, it does not seem possible to implement the VD in the planned timeframe. This study can be a guide for stakeholders and researchers who are interested in the 2023 Education Vision and wonder how much of the VD is implemented or known. This research can inform future reforms.