scholarly journals Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit

2021 ◽  
Author(s):  
◽  
Rasela Tufue
Keyword(s):  
Inclusive Education ◽  
Local Community ◽  
Medical Model ◽  
Future Research ◽  
Group Discussions ◽  
Policy Makers ◽  
Cultural Fit ◽  
Individual Interviews ◽  
Key Stakeholders ◽  
Inclusive Education Policy

<p>This is a qualitative study designed to investigate how the concept of inclusive education (IE) is understood and applied at a number of levels in the Samoan education system. It aims to identify barriers and facilitators to the implementation of the IE policy in this context. The study seeks an answer to the question: What are the beliefs, experiences, expectations and practises of key stakeholders of IE? The stakeholders include practising teachers in primary education classrooms, policy-makers in education, parents of children who are physically and intellectually challenged, teacher-trainers, and local community leaders. The study uses a phenomenologically oriented approach to gain insight into participants’ perspectives and experiences about IE and the implementation of this policy in Samoa. It draws upon document analysis, individual interviews, and focus group discussions as methods for data collection. The results indicate a paradox in participants’ beliefs and practices of IE. Participants, particularly the policy implementers (teachers), tend to be inclusive in their thinking and behaviour at home. However, in the classroom, although participants seem to operate from an inclusive mindset, the practice tends to be exclusive and thus grounded in the medical model of disability. Rather than creating inclusive environments, IE appears to have created another type of exclusion. A number of implications for practice are detailed and future research ideas are outlined.</p>

scholarly journals Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit

2021 ◽  
Author(s):  
◽  
Rasela Tufue
Keyword(s):  
Inclusive Education ◽  
Local Community ◽  
Medical Model ◽  
Future Research ◽  
Group Discussions ◽  
Policy Makers ◽  
Cultural Fit ◽  
Individual Interviews ◽  
Key Stakeholders ◽  
Inclusive Education Policy

<p>This is a qualitative study designed to investigate how the concept of inclusive education (IE) is understood and applied at a number of levels in the Samoan education system. It aims to identify barriers and facilitators to the implementation of the IE policy in this context. The study seeks an answer to the question: What are the beliefs, experiences, expectations and practises of key stakeholders of IE? The stakeholders include practising teachers in primary education classrooms, policy-makers in education, parents of children who are physically and intellectually challenged, teacher-trainers, and local community leaders. The study uses a phenomenologically oriented approach to gain insight into participants’ perspectives and experiences about IE and the implementation of this policy in Samoa. It draws upon document analysis, individual interviews, and focus group discussions as methods for data collection. The results indicate a paradox in participants’ beliefs and practices of IE. Participants, particularly the policy implementers (teachers), tend to be inclusive in their thinking and behaviour at home. However, in the classroom, although participants seem to operate from an inclusive mindset, the practice tends to be exclusive and thus grounded in the medical model of disability. Rather than creating inclusive environments, IE appears to have created another type of exclusion. A number of implications for practice are detailed and future research ideas are outlined.</p>

scholarly journals NATIONAL QUALIFICATIONS SYSTEM IN RUSSIA – AN EPISTEMOLOGICAL PERSPECTIVE

2019 ◽  
Vol 21 (4) ◽  
pp. 92-114
Author(s):  
A. A. Muravyeva ◽  
O. N. Oleynikova ◽  
N. M. Aksenova ◽  
E. M. Dorozhkin
Keyword(s):  
Practical Significance ◽  
Policy Makers ◽  
Individual Interviews ◽  
Epistemological Perspective ◽  
Key Stakeholders ◽  
Included Review ◽  
Formation And Evolution ◽  
Occupational Standards ◽  
Structure Of Knowledge ◽  
Insight Into

Introduction. The article offers an insight into an epistemological perspective of establishing the national qualifications system in Russia that is critical for creating a “market of qualifications in the country that would be adequate to the current context.The aim of the research was to examine the context and factors underpinning the formation and evolution of the structure of knowledge relating to the national qualification system in Russia.Methodology and research methods. The methods applied comprise a mixed-method approach that included: review and analysis of official documents, semi-structured background and individual interviews with key stakeholders (line ministries, experts from industry and qualifications awarding bodies etc.) and desk research.Results and scientific novelty. The performed analysis of documents and of research data has revealed that the process of generating and enhancing knowledge about the national qualifications system semantically and methodologically is in broad terms contingent on the needs and objectives of social and economic development, and in narrower terms – on the development of occupational standards that underpin the standards of vocational and higher education, as well as on the enhanced institutionalisation of employers’ involvement in the training of personnel and in the search of effective mechanisms and instruments of independent assessment of qualifications.It also offers an insight into current key paradigmatic gaps in the NQF-related epistemology in Russia that account for the specificity of the observed state of play and for the key conceptual epistemological contradiction that has been identified by the authors as the opposition of and conflict between occupational and education qualifications. The authors propose ways out of the situation based on international practices in this area starting from aligning the terminology and conceptual approaches with international ones. The performed epistemological research and the conclusions made by the authors contribute to the national qualifications system discourse. It is stressed that core principles underpinning the development of the national qualifications system should be adapted to the social and economic and local factors.Practical significance. The material of the article can be used by policy-makers dealing with the NQS development and implementation of the NQS.

The Challenges of Inclusive Education in Developing Countries in South East Asia

2022 ◽  
pp. 202-219
Author(s):  
Henriette van Rensburg ◽  
Betty Adcock
Keyword(s):  
Developing Countries ◽  
East Asia ◽  
Inclusive Education ◽  
Minority Groups ◽  
South East Asia ◽  
Policy Makers ◽  
Equity In Education ◽  
Education Professionals ◽  
Key Stakeholders ◽  
The Government

This conceptual chapter presents an overview of the current developments in special education, specifically in inclusive education, and focuses only on the barriers experienced by the different stakeholders in developing countries in South East Asia. To support inclusion and equity in education, governments need to influence public opinion, implement legislation and policy regulations, and provide financial resources. The three key stakeholders are the government, educational professionals, and families. There are also others including instructors and other education professionals, teacher trainers and researchers, national, local, and school-level administrators and managers, policy-makers and service providers in other sectors, civic groups in the community, and members of minority groups who are at risk of exclusion. Awareness of the value of inclusive education should be raised amongst all stakeholders to develop a network of support for all learners.

Linked models and theories: a tool for school nutrition policies deployment

2019 ◽  
Vol 121 (4) ◽  
pp. 975-990
Author(s):  
Sima Hamadeh ◽  
Marie Marquis
Keyword(s):  
Conceptual Framework ◽  
Theoretical Perspective ◽  
Target Population ◽  
School Nutrition ◽  
Policy Makers ◽  
Content Type ◽  
Individual Interviews ◽  
Nutrition Policies ◽  
Key Stakeholders ◽  
Snp Development

Purpose The purpose of this paper is to explore the pertinence of using an integrated conceptual framework based on several theories and models to guide interviews with adults and youth as a prelude to school nutrition policy (SNP) deployment. Design/methodology/approach Appropriate socio-behavioral and communication theories and models within a social marketing approach were used to build the integrated conceptual framework of this study. The target population consists of 115 multidisciplinary key stakeholders in Lebanon. Directed and semi-structured individual interviews and focus groups were conducted by using questionnaires associated with the variables of the framework. Collected data have been submitted to a thematic qualitative analysis. Findings Combining theories and models increases the potential for understanding the broader determinants of SNP deployment. It is important to choose a holistic theoretical perspective: to study key stakeholders’ perceptions of the facilitators and barriers of SNP development and implementation, to emphasize the active participation of communities and to guide the work of policy and decision makers. Practical implications This research offers perspectives on determinants factors envisaged in the deployment of SNP that help key stakeholders in their promotion and communication practices. Social implications For public policy makers, this research suggests a need to address communities perceptions’ of an eventual SNP deployment. Originality/value The comprehensive integrated conceptual framework proposed in this study amalgamates several variables involved in the process of health promotion under various categories to facilitate SNP deployment.

scholarly journals Cultural Values and Beliefs of Selected Local Communities in Botswana: Implications for Human Subject Research Ethics Practice

2021 ◽  
pp. 155626462110233
Author(s):  
Setlhomo Koloi-Keaikitse ◽  
Gail Geller ◽  
Dudu Jankie ◽  
Joseph Ali
Keyword(s):  
Research Ethics ◽  
Cultural Values ◽  
Local Community ◽  
Future Research ◽  
Ethnic Communities ◽  
Group Discussions ◽  
Community Values ◽  
Policies And Procedures ◽  
Values And Beliefs ◽  
Depth Interviews

Calls have been made for researchers prospectively and continuously to engage study communities. If done, this typically occurs through a specific research study or collaboration. Rarely are community mores examined in-depth to understand implications for research ethics policy processes. We describe a qualitative study designed to understand local community values, beliefs, and practices that relate to research ethics in Botswana and explore how communities would want their interests represented. Through focus group discussions across two different selected ethnic communities and in-depth interviews with paramount chiefs, we highlight a range of community values and expectations that represent concrete behavioral representations of respect and trustworthiness. Communities are willing to engage in the process of enhancing research and research ethics policies and procedures. We invite future research and training that seek to connect local conceptualizations of substantive and procedural aspects of research ethics.

scholarly journals A study to understand the inclusion of learners with and without visual impairment in a secondary school in Lesotho

2021 ◽  
Vol 41 (1) ◽  
pp. 1-12
Author(s):  
Malehlanye Ralejoe
Keyword(s):  
Secondary School ◽  
Visual Impairment ◽  
Inclusive Education ◽  
Social Life ◽  
Research Approach ◽  
Group Discussions ◽  
Special Schools ◽  
Individual Interviews ◽  
The One

The study reported on here was conducted to investigate the perceptions of 8 learners in a secondary school in the Maseru district of Lesotho about inclusive education as it relates to learners with visual impairment. This school had integrated children with visual impairment. The study was conducted using a qualitative research approach, and a case study format was adopted. Eight participants (aged 16–23; 5 girls and 3 boys) participated in the study. Two focus groups were formed: one comprised 4 learners without visual impairment, and another 4 learners with visual impairment. Focus-group discussions were followed up with individual interviews. The results reveal that learners (with and without visual impairment) had mixed opinions about the integration of learners with visual impairment in their mainstream school. On the one hand they pointed out that inadequate resources and the unwelcoming infrastructure of their school discouraged this integration. Those with visual impairment also pointed to their exclusion from sports activities by their peers, as well as the occasional use of exclusionary language by some of their teachers, as indicating that special schools were better places for them. On the other hand, the learners stated some of the benefits of including learners with visual impairment in their school. These included enabling peer tutoring, peer consultations, and a slower pace of teaching. Learners with visual impairment also stated that inclusion had improved their social life, by enabling them to learn better ways of living with people without visual impairment. Based on these benefits, learners welcomed the inclusion of those with visual impairment in mainstream schools.

scholarly journals The Effects of Physical Resources on the Implementation of Inclusive Education in Public Secondary Schools – Kenya

2019 ◽  
Vol 7 (05) ◽  
Author(s):  
Sr. Bibiana Ireri ◽  
Dr madrine Kingendo ◽  
Simon Thuranira
Keyword(s):  
Secondary Schools ◽  
Inclusive Education ◽  
Quantitative Methods ◽  
Sampling Technique ◽  
Mixed Method Research ◽  
Qualitative And Quantitative Methods ◽  
Key Stakeholders ◽  
Physical Resources ◽  
Inclusive School ◽  
Inclusive Education Policy

Educational frameworks and Kenyan constitutions mandate schools to adopt; design and implement programmes that support inclusive education. Despite the inclusive education policy, disability remains a major course of exclusion in public secondary schools in Kenya. The study evaluated the influence physical resources towards the implementation of inclusive education in Kenyan schools. The study employed mixed method research design which uses both qualitative and quantitative methods. Purposive sampling technique was used to select 201 respondents from 18 extra-county and county public secondary schools that had enrolled learners with physical disabilities. Quantitative data was collected using questionnaires while qualitative data was collected through interviews and focus group discussions. A t-test was used to test the significance and determine whether to reject or accept the study hypotheses. An analysis of the findings indicated significant relationships between physical resources and implementation of inclusive education. The Linear Model showed a moderate positive correlation between human resource and inclusion. The model further showed that the rate of physical resource accounted for some variation towards the implementation of inclusive education. Creating an inclusive school where physical resources are modified and restructured to respond to learner diversity is a complex process with many inter-related elements. The schools should have a collaborative approach by creating back-up partnerships with parents, the community and disability associations. There is a need mobilize all key stakeholders to modify physical resources in order to overcome barriers that hamper access and participation in the learning process

The Challenges of Inclusive Education in Developing Countries in South East Asia

2020 ◽  
pp. 1-18
Author(s):  
Henriette van Rensburg ◽  
Betty Adcock
Keyword(s):  
Developing Countries ◽  
East Asia ◽  
Inclusive Education ◽  
Minority Groups ◽  
South East Asia ◽  
Policy Makers ◽  
Equity In Education ◽  
Education Professionals ◽  
Key Stakeholders ◽  
The Government

This conceptual chapter presents an overview of the current developments in special education, specifically in inclusive education, and focuses only on the barriers experienced by the different stakeholders in developing countries in South East Asia. To support inclusion and equity in education, governments need to influence public opinion, implement legislation and policy regulations, and provide financial resources. The three key stakeholders are the government, educational professionals, and families. There are also others including instructors and other education professionals, teacher trainers and researchers, national, local, and school-level administrators and managers, policy-makers and service providers in other sectors, civic groups in the community, and members of minority groups who are at risk of exclusion. Awareness of the value of inclusive education should be raised amongst all stakeholders to develop a network of support for all learners.

scholarly journals A67 EVALUATING ACCESS TO IBD CARE ACROSS CANADA: PROCEEDINGS FROM THE 2017 IBD ACCESS SUBMMIT

2020 ◽  
Vol 3 (Supplement_1) ◽  
pp. 80-82
Author(s):  
S MacDonald ◽  
C Heisler ◽  
H Mathias ◽  
R Mirza ◽  
J Jones
Keyword(s):  
Healthcare System ◽  
Primary Care Physicians ◽  
Models Of Care ◽  
Specialty Care ◽  
Barriers And Facilitators ◽  
System Level ◽  
Future Research ◽  
Policy Makers ◽  
Key Stakeholders ◽  
Community Supports

Abstract Background Inflammatory Bowel Disease (IBD) is a chronic, immune-mediated disease, with Canada demonstrating the highest incidence and prevalence rates in the world. Patients with IBD often require lifelong treatment and, therefore, lifelong interactions with the healthcare system. Access to care can have a direct impact on patient health-related outcomes. Although acknowledged as a problem, the complexity of accessing IBD specialty care in Canada has not been reviewed. This lack of understanding presents a barrier in evaluating and implementing changes in IBD specialty care. Aims To identify key barriers and facilitators for and to develop a national working strategy to address limitations in access to IBD specialty care by exploring the perceptions and experiences of key stakeholders (pediatric and adult gastroenterologists, IBD patients, researchers, and policy makers). Methods The IBD Summit was held in Toronto, Ontario in November 2017, sponsored by SPOR-CIHR catalyst funding and in partnership with Crohn’s & Colitis Canada. Perceptions and experiences of key stakeholders were gathered during two audio-recorded stakeholder dialogues held during the Summit. The audio recordings were transcribed and coded to compare and contrast between key stakeholders to determine potential differences in access to IBD care. Five final themes are highlighted in this report. Results A total of 21 key stakeholders attended, including pediatric and adult gastroenterologists, patients, researchers, and policy makers. Five key themes of importance relating to access to IBD care arose from The IBD Summit:(1) Integrated Models of Care, (2) IT Enhanced Care, (3) Health System Process, (4) Communication and Advocacy, and (5) Community Supports. The IBD Summit identified similar perceptions and experiences, highlighting common barriers and facilitators that transcend provincial borders. Shared perceptions included a need for common medical records and overall improved IT-enhanced care for managing IBD; improved centralized triage systems; increased comprehensive care support for patients and primary care physicians; and increased community supports for patients and providers. Conclusions Highlights from the IBD Summit present several clinically relevant and actionable suggestions for improved access to IBD speciality care across Canada. The suggestions provided by key stakeholders highlight the need for a system-level redesign in order to improve access to enhanced models of care. Improvements in access to IBD specialty care can only occur through partnerships between those working within the healthcare system and those within the community. Future research will involve pursuing deeper insight into the experience of patient and provider stakeholders as they navigate the healthcare system in order to access and provide care. Funding Agencies CIHRNova Scotia Health Authority Research Fund

scholarly journals Farmers’ knowledge, perceptions and management practices for termite pests of maize in Southern Benin

2019 ◽  
Vol 4 (1) ◽  
pp. 554-574 ◽  
Author(s):  
Laura Estelle Yêyinou Loko ◽  
Azize Orobiyi ◽  
Joelle Toffa ◽  
Sédami Medegan Fagla ◽  
Dieudonné Martin Gavoedo ◽  
...  
Keyword(s):  
Management Practices ◽  
World Health ◽  
Future Research ◽  
Group Discussions ◽  
Maize Production ◽  
Individual Interviews ◽  
Maturation Stages ◽  
Macrotermes Bellicosus ◽  
Health Organization ◽  
Southern Benin

AbstractTermite (Isoptera: Termitidae) infestation is an important constraint of maize production in Benin. A survey of 300 households was conducted in 2018 throughout 30 villages in Southern Benin to evaluate farmers’ knowledge, perceptions and management practices of maize termite pests using focus group discussions and individual interviews with a semi-structured questionnaire. The results showed that for most of the farmers, maize is the most susceptible crop to termite attacks and the maturation developmental stage having the highest termite abundance and damage. A total of 43 different names of maize termite pests corresponding to 8 species were recorded in the study area. Size and colour were the main criteria used by farmers to classify and identify maize termite pests. Amitermes evuncifer was perceived as the most damaging to maize during vegetative and maturation stages, while Macrotermes bellicosus was perceived by famers (32.5%) as most damaging during seedling and flowering maize development stages. Erratic rainfall was perceived by maize producers as the most important factor favouring termite infestation in maize fields. The majority of the local maize is considered by farmers as susceptible to termites. The use of synthetic insecticides was the main method to control termites. Four of the 20 pesticides used by farmers have active ingredients that have been listed as highly hazardous (class Ib) by the World Health Organization (WHO). Farmers training on the danger and impact of misuse of insecticides on the development of termite insecticide resistance was recommended. The development of an integrated termite management strategy is discussed and the future research for its implementation identified.

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