Educational Equality Research Articles

Educational Equity Challenges in China: An In-Depth Investigation

Analyzing the geographical distribution of educational institutions, changes in their numbers through time, and the consequences for equally accessible education, the article digs into the complex world of educational equality in China. A thorough effort is being made to provide education accessible across areas, as shown by the chart Regional Distribution of Educational Institutions (2021). Representing a dedication to supporting a variety of educational possibilities, Hebei leads with 14181 institutions, followed by Jiangsu with 7666 institutions. The dominance of big cities like Beijing and Tianjin, which together have 3082 institutions, emphasizes the diversity of educational options even more. The article identifies dynamic tendencies by analyzing the Changes in Number of Educational Institutions (2017-2021) data. A concerted effort has been made to improve educational infrastructure and accessibility at different academic levels, as seen by the rise of higher education institutions, high schools, and junior secondary schools. It is noteworthy that throughout five years, there were 125 more higher education institutions, 1030 more high schools, and 977 more junior secondary schools added. In contrast, the decrease in primary enrollment calls attention to the causes of this shift and its effects on education fundamentals. These developments demonstrate Chinas determined efforts to provide educational opportunities for people at all levels and locations. Continual growth in institutions, a sign of an endeavor to satisfy changing educational demands, has characterized the secondary and postsecondary education landscape. Additionally, the data raises concerns about the loss of elementary schools and the need to address prospective legislative changes or demographic trends. The article highlights Chinas comprehensive strategy for ensuring educational fairness and provides a glimpse of its development, difficulties, and educational objectives.

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.

Gender Perceptions in Multi-child Families: The Structure of Family Affecting Gender Stereotypes among Chinese College Students

This paper focuses on gender stereotypes in Chinese multi-child and one-child families to examine whether siblings influence gender stereotypes in College students. In this work, 141 questionnaires (M = 67, F = 74) on gender stereotype representations were collected. The t-test was used to detect gender stereotypes between groups from different families. This study demonstrates that large families influence gender stereotypes among college students, with females from large families showing significantly different feedback on gender stereotypes than males with siblings. Due to son preference, more resources for survival and education in the family will be invested in boys, which implies injustice and oppression of girls. China has already enacted the three-child policy, and the impact of gender inequality ideology on children's gender stereotypes in multi-child families, as reflected in this study, has theoretical value for the future promotion of gender equality education in Chinese families.

How is Educational Equity Possible: The Evolutionary Logic of Compulsory Education Enrollment Policies from the Perspective of Historical Institutionalism

The enrollment policy for compulsory education concerns the right of school-age children and adolescents to receive equal education, as well as the realization of educational equity. Based on the analytical framework of historical institutionalism, this paper examines the evolutionary logic of the enrollment policy for compulsory education. Since the founding of New China, China's enrollment policy for compulsory education has undergone four periods: efficiency priority, balancing efficiency and fairness, emphasizing fairness, and implementing fairness, reflecting a shift in policy value orientation from efficiency to fairness. Economic system reform, uneven regional development, and the concept of educational equity are the underlying structural factors influencing policy changes. Rational choices made by actors such as the government, schools, and parents have led to path dependence in policy changes. Reform and opening up, initial education reform, and comprehensive reform in the field of education have become three critical junctures in promoting policy changes. We should always adhere to educational equity as the policy value goal, seek to break through path dependence at critical junctures, and focus on the coordination of multiple subjects in the gradual development of policies, in order to better achieve educational equity.

Are students prepared and supported for English medium instruction in Chinese higher education to promote educational equality?

The global spread of EMI is a response to the internationalisation and marketisation of higher education. However, students may not fully benefit from EMI programmes if they are not adequately prepared. The extent to which students have been prepared to succeed in such programmes and acquire English as linguistic capital is an underexplored area. The present study addressed the research gap by investigating the preparation and support that students received in EMI programmes in Chinese higher education. The study adopted a mixed-methods design by collecting responses to an online survey from 248 students in different Chinese universities and conducting semi-structured interviews with 12 students regarding their preparation and support for, their learning motivation and views of EMI programmes as well as their expectations of EMI teachers. The findings showed that the students did not seem to be sufficiently prepared to achieve the dual goal of EMI (i.e., subject and language learning) and that the EMI programmes tended to widen the gap between students with different English proficiency and might lead to educational inequality. Finally, the students were critical of the quality of EMI teachers and favoured teachers with high English proficiency and pedagogical skills in delivering sophisticated content knowledge. These findings suggested that future studies need to explore strategies to better prepare and support students to benefit from EMI programmes and promote educational equality. Furthermore, the criteria for recruiting EMI teachers should be reconsidered to meet students’ learning needs and development.

Learning Strategies for Equal Education Programs for Learning Citizen in Non-Formal Education

Equal education programs in non-formal education units are an important means of ensuring access to education for students who have been marginalized from formal education. In facing complex challenges such as the inability to access formal education for various reasons, learning strategies are key in achieving educational equality. This research aims to explore various effective learning strategies in the context of equality education in non-formal education units. This type of research uses a descriptive qualitative approach, namely exploring social phenomena through observation, in-depth interviews, and text analysis to understand in depth how these learning strategies are implemented and integrated in non-formal learning environments.. The research results show that effective learning strategies include creating an inclusive learning environment that pays attention to individual needs, providing a curriculum that is relevant and appropriate to the needs of participants, as well as utilizing technology and innovative learning methods consider specific characteristics of equity education, such as experiential learning approaches, distance learning, or technology-based learning. The implication of this research is the importance of developing learning strategies that are adaptive and responsive to the needs of students in equal education in non-formal education units, thereby ensuring that all individuals have equal opportunities to access education and improve their quality of life.

Critical Policy Analysis of the Second Round of the Double First-Class Project in China

Purpose This critical policy analysis aims to comprehensively examine the second round of China's first-class discipline development project, commonly known as the “Double First-Class Project” (DFC Project or Shuang Yi Liu Project). Design/Approach/Methods We conducted desk research between May 2022 and December 2023 using relevant policy documents, academic literature, news sources, and commentaries that specifically focused on the second round of the DFC Project in China. Employing a critical policy analysis approach, we analyzed the gathered data from three key perspectives: policy as text, policy as discourse, and policy effects (including both first- and second-order effects). Findings The second round of the DFC Project was implemented within the context of strengthened state regulation, prevalent managerialism, and an emphasis on promoting education equality in China's higher education development. A notable shift in structural dynamics occurred between the first and second round. These include the possibility of universities being added to or removed from the official list, increased academic autonomy for selected universities, and the promotion of interdisciplinary research within specific institutions. The implementation of the second round of the DFC Project reflects China's commitment to developing an internationalization strategy with Chinese characteristics. This strategy aims to align with China's national strategic needs and position the country as a cooperative partner, promoter, competitor, and potential leader in global scholarship. Originality/Value By employing a critical policy analysis approach, this study offers a comprehensive examination of the second round of the DFC project in China, contributing to existing knowledge on the development of world-class university policies in the country.

Kontribusi Pemerintah Kota Bitung dalam Memajukan Pendidikan Non-Formal melalui Bantuan Sosial kepada PKBM

This research illustrates how the Bitung City Government's policy through social assistance for the distribution of the implementation of non-formal education programs in the center of community learning activities in an effort to increase the level of graduation of the community in Bitung City through the Equality Examinations program. As well as how the Bitung City Government's policy related to budget assistance to the center of community learning activities can accommodate the needs of people who drop out evenly and have the same opportunity in the fulfillment of educational services in Bitung City. Thus, this research focuses on two things, namely 1) Analyzing a non -formal education budget assistance policy issued by the Bitung City Government; 2) Knowing the optimization of social assistance to the center of community learning activities for justice and equity in education for people of Bitung City. The research uses a qualitative approach with a type of descriptive research by collecting data that researchers will use, namely through: in-depth interviews, observations and documentation studies. Through this research, it is known that the Bitung City Government has tried to strengthen the non-formal education sector through social assistance in the operational budget for equitable implementation of equality education programs at the center of community learning activities; the conclusion is that the Bitung City Government must maintain the aid policy for the long term by making a Mayor Regulation Consider the number of high school dropout communities and the limitations of the community learning activity center itself.

The cloak of equality in STEM education: institutionalised masking of gender differences in STEM expectations, task values, and participation

ABSTRACT Do gender parity and egalitarian values in STEM education mask institutionalised gender inequalities in STEM? This study uses student background questionnaire data from the 2015 Trends in International Mathematics and Science Study (TIMSS) supplemented by national level data on gender parity in educational enrolment and female participation in the STEM workforce from the United Nations and International Labor Organization to empirically examine the evidence. Using two-level hierarchical linear models, we analyse the effects of students’ STEM expectancies and task values on their anticipated STEM education and career participation. Results confirm that gender equity and egalitarian values dominate the cross-national expectancies and task values for STEM education, both across genders as well as for female and male students separately, even though there is wide variation and significant gendered inequality that persists in both educational access and STEM workforce participation. Thus, the ‘cloak of equality’ hypothesis is supported by the evidence presented.

Determinants of women’s labor participation rate: Evidence in ASEAN

Attention to women's involvement in the workforce is increasing in social and economic development, particularly in developing countries such as those in ASEAN. However, data indicates that despite progress, the Gender Inequality Index (GII) remains high in ASEAN countries. This condition underscores the importance of focusing specifically on women's empowerment, reproductive health, and participation in the labor market. This research analyzes the influence of wages, women's involvement in parliament, women's life expectancy, fertility rates, and maternal mortality rates on women's labor participation rates in ASEAN. Data for this research was acquired from the World Bank. The study is quantitative, utilizing panel data regression analysis from 2011-2022, covering 11 ASEAN countries, using the Random Effects Model (REM) approach. The research findings indicate that wage, women's life expectancy, fertility rate, and maternal mortality rate variables significantly influence women's labor participation rates in ASEAN from 2011-2022, while women's involvement in parliament does not significantly affect women's labor participation rates. Therefore, ASEAN countries' governments should increase women's wages and healthcare access, promote family planning, support gender equality in education and employment, and enhance women's political participation.

Exploring Factors That Obstacle the Gender Equality Education of Asian Society

Exploring Factors That Obstacle the Gender Equality Education of Asian Society

“Because Boys Don’t Do Ballet”: Boys, Femmephobia, and the Potentials of a Femininity-Affirmative Pedagogy in Kindergarten

In this article, the authors draw on feminist theorizations to examine ethnographic data, illustrating how femmephobia is enacted among boys in kindergarten. They also examine how teachers’ well-intended responses may inadvertently legitimize femmephobia when a femininity-affirmative orientation is not applied. The authors argue that intentional gender-affirming actions by education stakeholders are necessary for promoting and supporting fluid gender explorations in kindergarten, especially in terms of valuing and validating femininity among boys. Specifically, they consider the potentials of femininity-affirmative pedagogy as one approach to countering femmephobia and working towards gender inclusion and equality in early education.

Education inequalities

Abstract Education is one of the most important predictors of people's life chances, shaping outcomes like work and pay, health, and wealth. Explaining inequalities in educational outcomes, as well as how wider outcomes vary by education levels, is therefore essential to understanding lifetime inequalities. In this article, we document the changing—and unchanging—nature of educational inequalities in England and their implications for other aspects of social inequalities. We review the evidence on the returns to different types and levels of qualifications; analyse the extent to which the current education system mitigates or perpetuates other dimensions of inequalities, including social background, gender, ethnicity, and geography; and investigate the drivers of educational inequalities during schooling and beyond. Finally, we draw the policy implications of our analysis and set out principles for building a more equal education system.

Unlocking Potential: A Comprehensive Analysis of Inclusive Education Policies for Children with Disabilities in Nepal

Special Education Council was established in 1973 after the 1971 National Education System Plan transformed inclusive education in Nepal. Despite delays, 2015 constitutional mandates and 2019 National Education Policy support inclusive education. This review article examines Nepal's inclusive education policies from 1996 to 2017 focusing on changes and challenges. Recent successes include the 2010 ratification of the Convention on the Rights of Persons with Disabilities and the 2018 Compulsory and Free Education Act. The 2019 policy merger and 2076 Education Policy lack inclusive education implementation plans, indicating areas needing improvement. Utilizing Policy Implementation Theory alongside SWOT Analysis, this study endeavors to assess the efficacy of existing policies, evaluate historical adaptations, and scrutinize adherence to international commitments within the Nepalese context. As the International Institute for Educational Planning highlights, legislative frameworks play a pivotal role in fostering parity and inclusivity, underscoring the imperative for stakeholder consensus. Nepal's 2015 constitution meets international standards; however, physical accessibility is still a concern. The study focuses on accessibility, inclusive party laws, manifestos, and collaboration with OPDs, which are recommended for effective representation. Similarly, equal education and employment require inclusive curriculum design and barrier removal in inclusive education and vocational training. Nepal faces policy discrepancies, a lack of trained special educators, and insufficient resources. Implementing inclusive education policies in Nepal is challenging due to contextual, organizational, and policy barriers. It requires infrastructure investments, awareness campaigns, and targeted regulations. Infrastructure investments, awareness campaigns, and targeted regulations are needed implementing inclusive education policies in Nepal is complicated by contextual, organizational, and policy barriers. The study recommends a comprehensive, situation-specific strategy using school psychologists to promote inclusive mindsets in technical and vocational education with invest in infrastructure development to ensure physical accessibility for individuals with disabilities and enact policies that promote inclusive practices within educational and vocational training institutions.

Skills development for sustainable career planning in Bangladesh: the case of gender equality in education

Purpose This study aims to investigate the importance of lifelong learning in cultivating competent human capital, fostering long-term career sustainability and promoting gender equality in Bangladesh. Design/methodology/approach This study has used a qualitative research methodology with inductive reasoning. The researchers used purposive sampling to conduct semi-structured interviews with 34 male and female students at the graduate and undergraduate levels, in addition to six stakeholders. This research is grounded in the theoretical frameworks of human capital development theory and gender and development theory. Findings The results suggest that there exists a positive correlation between lifelong learning, sustainable career development and gender equality in the context of Bangladesh. Successfully executing strategies might also play a significant role in attaining Bangladesh’s sustainable development goals (SDGs). Practical implications Educational curriculum reform within institutions is urgently needed, necessitating the active involvement and influential contributions of actors and stakeholders. Implementing lifelong learning must also align with gender equality and SDGs. Originality/value This study addresses a significant gap in the existing literature by offering insights into the relationship between lifelong learning, career sustainability and gender equality within the specific context of Bangladesh. This study provides valuable contributions to scholars, stakeholders and policymakers while establishing a foundation for future research endeavors.

Akreditasi Sekolah Atau Madrasah Dalam Meningkatkan Mutu Pendidikan Islam

School accreditation is an effort to guarantee school quality and an effort to achieve the expected quality of education and the results are realized in the form of recognition and suitability rankings issued by the National School/Madrasah Accreditation Board. This research aims to determine and describe the implementation of school accreditation in improving the quality of education in Islamic Education Institutions by using school accreditation mechanisms and accreditation components. This research method uses library research methods which are related to library data collection methods. The data collection technique in this research uses documentation and the data analysis technique for this research uses critical analysis, where this analysis is critical in nature, generally based on views or values. certain things that the researcher believes are related to the problem of improving the quality of education through documents related to the problem that the researcher is studying. The results of this research are that accreditation is an effort to improve the quality of education in educational units. One of the objectives of implementing accreditation is to map the quality of education based on the National Education Standards (SNP) which consists of 8 SNPs so that there is unity and equality of education throughout the territory of the Republic of Indonesia. By implementing the accreditation concept, education quality mapping and education quality improvement plans can be carried out.

Neurodivergent Children’s Right to Community and Education Equality

Neurodivergent Children’s Right to Community and Education Equality

Community Guidance Model for Women's Empowerment

Women in Indonesia currently have the opportunity to receive equal education to men in Indonesia. However, this may not be commonly found in remote corners of Indonesia. Women in Indonesia currently also have the same legal and political rights as men. This is different from the rights and social norms that still discriminate against women, and even harm women. Supposedly, with equal education, equal minds and minds, all discrimination in women's rights and freedoms would no longer exist. Even so, in fact there are still many people who differentiate between men and women in social contexts. Guidance and guidance services in the community need to be carried out by educational personnel who work together with all government officials in order to provide assistance or assistance so that the community's paradigm of all forms of harm to itself and preparation for the future will be achieved. Guidance and counseling function to help a person's life run smoothly and successfully, meaning that intensive guidance and guidance in the community will have an impact both directly and indirectly which will ultimately return to the person's success. The community guidance model for developing women's empowerment prioritizes increasing women's abilities and skills. Second, realizing sensitivity and concern for women from all over society, policy makers, decision makers, law enforcement planners and the renewal of legal products containing socio-cultural values and justice with a women's perspective. The third target is to optimize coordination in the management of women's empowerment, especially housewives, which includes aspects of planning, implementation, control, monitoring, evaluation and reporting.

Investigating Barriers of Transportation for Physically Challenged Students and Improving Accessibility at a Public University of Lahore

Equal education is right of everyone with or without disability. Transport plays key role for physically challenged students to get education at public universities. The current study was conducted to analyze the barriers of transportation faced by physically challenged students studying in a public university of the Punjab, Pakistan through action research. The study was qualitive research in its design by opting action research. Eleven participants from the institution were involved in this research process. Purposive sampling technique was used to collect the data. Information was collected through field notes, observations, interviews and focus groups discussion. Study consisted of four phases/ steps of participatory actions research. Thematic analysis technique was employed to analyze the date. Results of study demonstrated that there is a dire need for implementation of policies and procedures developed by Higher Education Commission to implement at higher education institutions for special needs students to enhance the accessibility of persons with disabilities.

DISTANCE EDUCATION DISTANCE EDUCATION, DIGITAL TECHNOLOGY AND LEARNING OPPORTUNITIES FOR WOMEN IN SMALL ISLANDS IN NORTH MALUKU PROVINCE

Digital technology in providing learning opportunities for women on small islands in North Maluku in accessing higher education. Through distance education, in the case of the Open University has provided positive value to those who do not have the opportunity to enter higher education as conventional higher education. The purpose of this study is to find out the participation of women in small islands in North Maluku Province to participate in distance education facilitated by digital technology, as well as the strategies implemented by the Open University in explaining the learning platform to students. This study uses a descriptive qualitative method. Approach to literature review, interviews, and observations of distance education study objects and students in study groups on Sanana Island and Taliabu Island. The results of this study show that distance education implemented by the Open University through digital technology has facilitated better access to education for women who previously had learning limitations both in terms of tradition and geographically and economically on the islands of Sanana and Taliabu. The implication of this study is that the importance of distance education can be an effective means for women to achieve educational equality in small island areas.