scholarly journals Letter: On equal educational opportunities for children.

1976 ◽  
Vol 66 (1) ◽  
pp. 95-96
Author(s):  
A Wallach
Keyword(s):  
Educational Opportunities ◽  
Equal Educational Opportunities

scholarly journals Light People: Professor Chennupati Jagadish

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Hui Wang
Keyword(s):  
Developing Countries ◽  
Scientific Research ◽  
Educational Opportunities ◽  
Research Career ◽  
National University ◽  
Education In India ◽  
Set Up ◽  
Equal Educational Opportunities ◽  
Australian Academy ◽  
Young Researchers

EditorialIn 2018, the Indian film “Starting Line” focused the public’s attention on the issue of education in India. It depicted the length some Indian parents were willing to go to secure educational resources for their children, as well as the difficulties faced by those disadvantaged in society in their fight for equal educational opportunities. In reality, many brilliant young Indian talents have been able to study in Australia through a fund set up by Prof. Chennupati Jagadish, a Distinguished Professor of the Australian National University. Prof. Jagadish is a Fellow of the Australian Academy of Science and the Australian Academy of Technological Sciences and Engineering. In 2018 he was awarded a UNESCO Prize for his contribution to the development of nanoscience and nanotechnology. He holds many positions, and has won numerous awards. What started Prof. Jagadish on his scientific research career? How did he become the respected scientist he is today? What was his intention in setting up the educational fund for students from developing countries? What advice does he have for young researchers? Here are the answers from Prof. Jagadish.

scholarly journals The governors of school markets? Local education authorities, school choice and equity in Finland and Sweden

2018 ◽  
Vol 13 (4) ◽  
pp. 481-498 ◽  
Author(s):  
Janne Varjo ◽  
Ulf Lundström ◽  
Mira Kalalahti
Keyword(s):  
School Choice ◽  
School Achievement ◽  
Geographic Origin ◽  
Welfare States ◽  
Educational Opportunities ◽  
Education Systems ◽  
Local Education ◽  
Equal Educational Opportunities ◽  
Choice Policy ◽  
Welfare Model

As one of the key elements of the Nordic welfare model, education systems are based on the idea of providing equal educational opportunities, regardless of gender, social class and geographic origin. Since the 1990s, Nordic welfare states have undergone a gradual but wide-ranging transformation towards a more market-based mode of public service delivery. Along this trajectory, the advent of school choice policy and the growing variation in the between-school achievement results have diversified the previously homogenous Nordic education systems. The aim of our paper is to analyse how Finnish and Swedish local education authorities comprehend and respond to the intertwinement of the market logic of school choice and the ideology of equality. The data consist of two sets of in-depth thematic interviews with staff from the local providers of education, municipal education authorities. The analysis discloses the ways in which national legislation has authorized municipal authorities to govern the provision of education.

The Pennhurst and Rowley Decisions: Issues and Implications

1983 ◽  
Vol 49 (6) ◽  
pp. 517-522 ◽  
Author(s):  
Martha M. McCarthy
Keyword(s):  
Developmentally Disabled ◽  
Educational Opportunities ◽  
Education For All ◽  
Board Of Education ◽  
Bill Of Rights ◽  
Adequate Treatment ◽  
Handicapped Children ◽  
The Supreme Court ◽  
Individualized Educational Program ◽  
Equal Educational Opportunities

The Supreme Court recently delivered two significant decisions interpreting the federal rights of the handicapped. In Pennhurst v. Halderman (1981), the Court ruled that the Developmentally Disabled Assistance and Bill of Rights Act contains a statement of national goals for the developmentally disabled, but does not create substantive rights to adequate treatment. In Board of Education v. Rowley (1982), the Court interpreted the Education for All Handicapped Children Act as assuring handicapped children procedural safeguards and an individualized educational program, but not placing an obligation on states to provide a particular level of education or equal educational opportunities for such children. Both decisions suggest a reduced federal role in determining what constitutes appropriate programs and services for the handicapped.

scholarly journals Challenges and Opportunities for Educational Actors in light of the COVID-19 Pandemic in Paraguay / Desafíos y oportunidades para los actores educativos ante la pandemia de COVID-19 en Paraguay

2021 ◽  
Vol 6 (28) ◽  
pp. 167-181
Author(s):  
Valentina Canese ◽  
Juan Ignacio Mereles ◽  
Jessica Amarilla
Keyword(s):  
Educational Opportunities ◽  
Digital Tools ◽  
Educational Institutions ◽  
School Activities ◽  
Educational Processes ◽  
The World ◽  
Challenges And Opportunities ◽  
Show Evidence ◽  
Equal Educational Opportunities ◽  
Improve Access

The measures implemented in response to COVID-19 have affected education systems around the world, generating significant disruptions. This study examines the main challenges and opportunities presented to the different educational actors in Paraguay considering the health emergency and the need to give continuity to the educational processes in the country from the last week of March until the first days of May 2020. A total of 2501 people participated, including teachers, students, parents of non-university students, and managers from educational institutions at all levels and from all over the country. It follows a mixed-quan-qual explanatory approach and data collection was conducted through online questionnaires. The study showed changes and strategies implemented by educational actors for the development of classes mediated by digital tools. The results reflect challenges related to access to technological resources, training in the use of ICT, and difficulties in carrying out school activities. Among the opportunities mentioned is the possibility of continuing with studies, learning about technology, and transforming the educational system. These show evidence of the need to improve access to technology to guarantee equal educational opportunities in the country.

Challenging Current Ways of Evaluating and Documenting the Accessibility of Educational Digital Resources

2012 ◽  
Vol 3 (1) ◽  
pp. 52-66 ◽  
Author(s):  
Stefania Bocconi ◽  
Silvia Dini ◽  
Michela Ott
Keyword(s):  
Educational Opportunities ◽  
Educational Resources ◽  
Specific Information ◽  
Methodological Framework ◽  
Documentation System ◽  
Digital Resources ◽  
School Practice ◽  
Related Information ◽  
Documentation Systems ◽  
Equal Educational Opportunities

The accessibility of digital educational resources is a key issue in order to provide “all” students with equal educational opportunities. Teachers and educators need adequate help and support to choose and adopt in their school practice those products that are fully accessible by “all” their students; this entails both that they should receive adequate training and that they may access reliable specific information (i.e., that the accessibility of digital educational resources is carefully assessed and documented and that related information is made available for them through appropriate documentation systems). This paper refers on how the authors, during a field experience, tackled the issue of evaluating, documenting and spreading information about the accessibility of educational digital resources. The methodological framework adopted for evaluating the accessibility of educational digital resources is outlined and a concrete example of how this was implemented in a nation-wide dedicated documentation system is described.

The Learning Satisfaction, Attitudes, and Grades of E-Tutees Receiving Online English Tutoring

2015 ◽  
Vol 5 (3) ◽  
pp. 17-30
Author(s):  
Chiung Wei Huang ◽  
Eric Zhi Feng Liu
Keyword(s):  
Distance Education ◽  
Educational Opportunities ◽  
Learning And Development ◽  
Remote Areas ◽  
Learning Satisfaction ◽  
Space And Time ◽  
Learning Attitudes ◽  
Equal Educational Opportunities

One-on-one online English tutoring provides equal educational opportunities for students living in remote areas. This study examines the learning satisfaction, attitudes, and grades of e-tutees receiving online English tutoring. Ten e-tutees and ten e-tutors participated in the study. The study found that the e-tutees were satisfied with their one-on-one online English tutoring and that they performed well on online English tests. In addition, evaluations made by e-tutors show their e-tutees learning attitudes were positive. Online English distance education not only overcomes the limitations of space and time but also facilitates e-tutees' learning and development.

A Right to Education for All: The Meaning of Equal Educational Opportunities

2012 ◽  
Vol 20 (4) ◽  
pp. 523-540 ◽  
Author(s):  
Elias Hemelsoet
Keyword(s):  
Minority Groups ◽  
Educational Opportunities ◽  
Equal Opportunities ◽  
Right To Education ◽  
Conceptual Tool ◽  
Individual Level ◽  
Irregular Migrants ◽  
The Social ◽  
The Everyday ◽  
Equal Educational Opportunities

The debate on the social function of schooling is as old as the idea of schooling itself. In those discussions, the concept of equal opportunities is often referred to as a means or a strategy to pursue social equality. This article discusses four conceptions of equality, each referring to different notions of justice. In meritocratic, distributive and social equality of opportunities, the conceptualisation of equality is deduced from a particular societal order. The subject-oriented equality position, as an alternative, focuses on the consequences of these approaches at an individual level. A closer look at the everyday social practices of minority groups (in this case irregular migrants), is very useful in order to gain insight into these consequences. Are equal opportunities as a conceptual tool for educational policy making helpful to realise the ‘universal right to education’ that we are willing to offer to all? Conclusions will be drawn on how this universal right can be turned from merely a legal provision into a vivid practice in an educationally more promising way.

Understanding the Role of Culture in Developing Inclusive Schools: A Case Study from Cyprus

2012 ◽  
Vol 22 (1) ◽  
pp. 186-209 ◽  
Author(s):  
Panayiotis Angelides ◽  
Eleni Antoniou
Keyword(s):  
Inclusive Education ◽  
Educational Opportunities ◽  
Educational Systems ◽  
Ministry Of Education ◽  
Inclusive Practices ◽  
School Cultures ◽  
Inclusive Schools ◽  
Equal Educational Opportunities

Over the last few years, there has been considerable debate regarding the ways in which the different educational systems in the world should develop more inclusive practices in their schools. An important aspect of this discussion revolves around the question of what schools can do to become more inclusive in terms of maximizing the participation of all children in their cultures, curricula, and communities. The Cyprus educational system, in responding to international developments, has made certain efforts to provide equal educational opportunities. These initiatives are undertaken centrally by the Ministry of Education and Culture without paying much attention to individual schools, their cultures, and the relations between schools and their communities. Given these efforts, this study examined how school cultures influence the development of inclusive practices, using case study in a rural primary school in Cyprus with 115 students, and through the analysis of our data, we spotted certain elements of the school's culture that contributed to the success of inclusive education. The provided examples, as well as the way that the leaders led the school under investigation toward an inclusive culture, might be helpful for educators in other contexts who struggle to develop inclusive schools.

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