scholarly journals INTRODUCTION TO THE SPECIAL ISSUE ON THE RIGHT TO EDUCATION

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
John R. Bourne ◽  
Janet C. Moore ◽  
Claudine SchWeber
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
The United States ◽  
Shared Resources ◽  
Right To Education ◽  
Curriculum Redesign ◽  
Cost Efficiencies ◽  
Quality Scale ◽  
College Population ◽  
The Right

n the 60 years since the Declaration, changes have swept higher education. The emergence of online education promises that growth in its quality, scale and breadth could insure that education becomes a right.Sloan-C research abundantly demonstrates that online education is effective for learning, especially for encouraging reflection, interaction, diversity and collaboration. It can take advantage of cost efficiencies, especially through curriculum redesign and shared resources. It provides access to more learners and more kinds of learners at their own chosen times and places.Although teaching and learning online may take more time and effort, the growth of online education in the United States to 20% of the entire college population shows that faculty and students readily engage online. Nevertheless, there is still tremendous potential for growth.

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

Pedagogy of Inclusion

2018 ◽  
pp. 87-102
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Inclusive Classroom ◽  
Gifted Children ◽  
Social Emotional ◽  
Right To Education ◽  
The World ◽  
The Right ◽  
Relevant Pedagogy

For far too long, in all parts of the world, the most vulnerable members of society have been excluded from schools. All children, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions, including disabled and gifted children, have the right to education and the relevant pedagogy of inclusion. The teaching methods used should accommodate all members of the society. People who are planning the teaching strategies should also know that people learn better when they do things. The purpose of this chapter is to determine how the theory of constructionism can be applied in the teaching and learning of students in the inclusive education. Information collected from literature on teaching and learning in inclusive education is critically analyzed through the theory of constructionism. Various theorists found that constructionism is relevant to an inclusive classroom since it encourages learning by doing.

scholarly journals Pemenuhan Hak Pendidikan Dasar Di Kota Ambon Saat Pandemi Covid-19

SASI ◽  
2021 ◽  
Vol 27 (2) ◽  
pp. 196
Author(s):  
Lucia Charlota Octovina Tahamata ◽  
Welly Angela Riry
Keyword(s):  
Learning Process ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Basic Education ◽  
Literacy Skills ◽  
Learning System ◽  
Right To Education ◽  
Learning Methods ◽  
The Government ◽  
The Right

Fulfilling of the Right to Education is a part of Human Rights. The right to education has become important in line with government policies to work from home during the Covid 19 pandemic. During the Covid-19 pandemic the learning process uses two learning methods, namely the online method and the offline method. Two learning methods are used for learning but the process has not been implemented optimally by both teachers and students, there are always obstacles faced. The purpose of this study was to determine and study the fulfillment of the right to basic education during the Covid 19 pandemic. The authors conducted research at the Department of Education and Culture of Elementary Schools and Junior High Schools in Ambon City using empirical research methods, data collection techniques through interviews and observations to students. Based on the results of the research conducted, the authors found that the distance learning system in schools in Ambon City was not optimal due to facilities and infrastructure and mastery of technology. which is still low. Fulfilling the right to education requires the involvement of all parties, namely the government, educators, students and parents to work together in the teaching and learning process during the Covid-19 pandemic. The government, educators, students and educational administering institutions at a practical level must strive to develop learning methods with good digital literacy skills so that they need to be improved through trainings using media for online learning for both educators, students and parents

scholarly journals Building the Builders to Ensure Delivery of Good Quality Education in South Africa: A Critical Legal Insight

2021 ◽  
Vol 11 (4) ◽  
pp. 67
Author(s):  
Isaiah Mmatipe Sefoka
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
High Standard ◽  
Empirical Approach ◽  
Quality Education ◽  
Legal Research ◽  
Right To Education ◽  
Research Activities ◽  
The Government ◽  
The Right

This paper examines how educators are playing a dynamic role in ensuring the realisation of the right to quality education through their educational pedagogies. Teaching and learning have now become an essential tool in shaping the right to access quality education. The paper articulates the intervention by the judiciary through its pronouncements, laws, structures, policies and salient programmes in promoting the right to quality education. It emphasises the importance of capacitating educators with relevant expertise and knowledge so that they will impart that education to the learners. It also hints the importance of having good infrastructural amenities as they augment the delivery of the right to quality education. This paper emphasizes that jurisprudentially speaking, the right to education is inalienable and as such, it is incumbent on the government and institutions responsible for delivery of education to ensure that the right is promoted and always provided for. The paper adopted a non-empirical approach generally acceptable in legal research activities. It recommends that government must capacitate and empower educators as this will enable them to improve their pedagogic methods and as a result deliver an education of good quality and high standard.   Received: 21 December 2020 / Accepted: 8 April 2021/ Published: 8 July 2021

scholarly journals BRIDGES AND BARRIERS TO TEACHING ONLINE COLLEGE COURSES: A STUDY OF EXPERIENCED ONLINE FACULTY IN THIRTY- SIX COLLEGES

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Education Student ◽  
Online Faculty ◽  
Teaching Online ◽  
Barriers To Teaching

This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments. It is noted that demand for higher education continues to grow in the United States. It is argued that the nature of the higher education student population will likely continue to transform towards a non-traditional profile. These two trends drive an increased demand for alternative routes to a college degree and have fueled dramatic growth in online learning recently. The study identifies faculty acceptance of online teaching as a critical component for future growth to meet this demand and ensure quality. Through analysis of data from 386 faculty teaching online in 36 colleges in a large state university system, the most significant factors that support and undermine motivation to teach online are identified. The top motivator is a more flexible work schedule. The top demotivator is inadequate compensation for perceived greater work than for traditionally delivered courses, especially for online course development, revision, and teaching. However, respondents in this study chose to teach online for a wide variety of reasons many of which were associated with demographic and contextual differences. These distinctions are reviewed in light of their implications for future quality of online education. Additionally, through factor analysis, underlyingconstructs for online faculty motivations are identified. Finally, recommendations are made for policy, practice, faculty development and future research.

scholarly journals Analysis on the Influence of The Epidemic on Teaching-Learning Process in Palghar Area

2021 ◽  
Vol 13 (SUP 1) ◽  
pp. 53-56
Author(s):  
Juita Tushar Raut ◽  
Vikram Patil
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Online Courses ◽  
The Novel ◽  
The Stability ◽  
Teaching Learning ◽  
The Right ◽  
The Impact ◽  
Back To Work

The unexpected outburst of the novel COVID-19, carried a lot of damage to whole world. To contain the epidemic, people had to stay where they were. They could not go back to work places or to school or colleges. The offline courses were due to many reasons infeasible, what brought unexpected changes to education. Aside from efforts to solve this co19 problem, the state must continue to maintain the stability and sustainability of the learning process that is the right of all citizens. India experienced the same thing. The online courses, learning process came into the picture. The influence focusses on the teaching and learning-effect, the transformation of the teaching forms. This paper mainly focussed on the impact of online-learning process on the parents. This research aims to determine how parents and their children feel about online education and also learn about their experiences.

scholarly journals The Right to Education and Education Policies in the Context of the Transformative Effect of Digital Education Technology in the Pandemic Period

2021 ◽  
Vol 11 ◽  
Author(s):  
Muharrem Kılıç
Keyword(s):  
Online Education ◽  
Social Life ◽  
Education And Training ◽  
Transmission Risk ◽  
Education Policies ◽  
Right To Education ◽  
The Right ◽  
New Education ◽  
Training Services ◽  
And Training

'Social distance', which is the most important health precaution taken to minimize the transmission risk of Covid-19 pandemic, whose impact on our social life and institutional structures is expected to continue unpredictably, has completely disrupted the dynamics of social life. In this context, many sectors, especially education and training services, which can only be delivered in an organic social context, have had to undergo a rapid formation process through new building dynamics apart from their traditional structural elements. Leading to a crisis in education systems, the pandemic required the urgent development of new education policies, and the prevention of disruption in education through the use of the most widely available technological opportunities available locally. Our study aims to analyze the transformative effect of the 'artificial techno-social network' as the new education and training method during the pandemic period on the education paradigm. In addition, the possibilities and problems presented by the new technological equipment (some AI-based) some of which were already in use to supplement education before the pandemic will be discussed in terms of the right to education. The 'distance education' or 'online education' practices, which can be described as the digital presentation of education and training services, are the main focus of the discussion.

Introduction

2019 ◽  
pp. 1-32
Author(s):  
Kimberly Jenkins Robinson
Keyword(s):  
United States ◽  
School Finance ◽  
Educational Opportunity ◽  
Federal Court ◽  
The United States ◽  
Right To Education ◽  
Independent School District ◽  
School Finance Litigation ◽  
Essential Questions ◽  
The Right

In this introduction, Kimberly Jenkins Robinson explains that despite some gains from state school finance litigation, educational opportunity and achievement gaps remain prevalent throughout the United States. To address these enduring gaps, many scholars have argued that the United States should recognize a federal right to education, despite the United States Supreme Court’s refusal to recognize this right in San Antonio Independent School District v. Rodriguez. It also is important to note that after decades in state court litigation, advocates have recently returned to federal court to argue for a federal right to education. Therefore, this introduction outlines that the book takes up three timely and essential questions regarding a federal right to education: Should the United States consider recognizing a federal right to education? How could the United States recognize such a right? And what should the right guarantee? The introduction concludes with a summary of each chapter.

Part III Rights to Culture, Ch.13 Indigenous Education and the UNDRIP: Article 14

2018 ◽  
Author(s):  
Graham Lorie M ◽  
Van Zyl-Chavarro Amy B
Keyword(s):  
Indigenous Peoples ◽  
Teaching And Learning ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Educational Systems ◽  
Right To Education ◽  
Cultural Methods ◽  
The Right ◽  
And Control ◽  
Special Meaning

This chapter discusses the right to education in Article 14. Article 14 takes on a special meaning and purpose in terms of repairing, restoring, and strengthening indigenous communities and cultures through education. These aims are to be achieved through linkages with other basic rights, such as the rights of self-determination, non-discrimination, and cultural and linguistic integrity. For instance, Article 14 provides for the right of indigenous peoples to develop and control educational systems that are consistent with their linguistic and cultural methods of teaching and learning. It also articulates a more general right of non-discriminatory access to all levels and forms of education within the State, thereby ensuring that indigenous pupils are placed on an equal footing with non-indigenous pupils. Moreover, it ensures that any action that a State takes with respect to the education of indigenous individuals is done in partnership with indigenous communities.

The Constitutionally Anomalous Right to Education

2018 ◽  
Author(s):  
Joshua E. Weishart
Keyword(s):  
United States ◽  
The United States ◽  
Right To Education ◽  
Half Century ◽  
Judicial Decisions ◽  
The Past ◽  
Form Function ◽  
Past Half Century ◽  
The Right ◽  
Past Half

This chapter clarifies the nature of right to education in the United States. It analyzes the constitutional text and judicial decisions from the past half-century to identify the right’s form, function, and scope. These interrelated, constitutive parts reveal (i) the duties and freedoms conferred by the right, (ii) the purpose and content of those educational entitlements, (iii) the conditions by which the right can be vindicated in courts, and (iv) the range of potential remedies.

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