scholarly journals Impact of Disaster on Underprivileged Children in Covid-19 Pandemic: Policy Response for Emergency Education

2021 ◽  
Vol 3 (3) ◽  
pp. 154-166
Author(s):  
Mrinal Mukherjee ◽  
Chanchal Maity ◽  
Somdutta Chatterjee
Keyword(s):  
Child Labor ◽  
School Closure ◽  
Alternative Response ◽  
Right To Education ◽  
Data Repositories ◽  
Number Of Children ◽  
Emergency Situations ◽  
Social Disaster ◽  
Teaching Learning ◽  
The Right

It is necessary to recognize and address the differential impact of disasters on society. It is quite possible that a significant number of children to become victims of the COVID-19 caused social disaster. As a result, there would be an increase in the number of school dropouts and child labor, which indicates a substantial number of children will be deprived of their right to education. Any alternative response during school closure, like internet-based remote teaching learning, might not compensate the loss of learning as nearly half of the world is without access to the internet. "Emergency situations" are considered any situation either man-made or natural disasters suddenly disrupt the normal course of life, empathy and educational opportunities of children. The present study intended to find out the nature of social disaster caused by COVID-19 and how it impacted the learning loss and socio-emotional immunity of the under privileged school going children. A narrative review technique was used for this research study to explore the policy advocacies adopted in emergency basis in mitigating the impacts of the ongoing pandemic on such underprivileged children.  The data were derived from published articles and reports available in national and international data repositories. The findings reveal that the closure of schools raise the vulnerability of underprivileged children as they are being deprived of their right to education and socio-emotional security. Present pandemic has led adverse situation, therefore disrupted delay or deny the right to education. It is time to rethink to adopt a new policy and mechanism to continue their education and to provide socio-emotional immunity in the time of emergency to address the gravity of crisis. 

scholarly journals The Right to Education and ICT during COVID-19: An International Perspective

2020 ◽  
Vol 12 (21) ◽  
pp. 9091
Author(s):  
Luis Miguel Lázaro Lorente ◽  
Ana Ancheta Arrabal ◽  
Cristina Pulido-Montes
Keyword(s):  
Low Income ◽  
International Perspective ◽  
School Closure ◽  
Global Perspective ◽  
Low Income Countries ◽  
Right To Education ◽  
The World ◽  
The Government ◽  
The Right ◽  
The Impact

There is a lack of concluding evidence among epidemiologists and public health specialists about how school closures reduce the spread of COVID-19. Herein, we attend to the generalization of this action throughout the world, specifically in its quest to reduce mortality and avoid infections. Considering the impact on the right to education from a global perspective, this article discusses how COVID-19 has exacerbated inequalities and pre-existing problems in education systems around the world. Therefore, the institutional responses to guaranteeing remote continuity of the teaching–learning process during this educational crisis was compared regionally through international databases. Three categories of analysis were established: infrastructure and equipment, both basic and computer-based, as well as internet access of schools; preparation and means of teachers to develop distance learning; and implemented measures and resources to continue educational processes. The results showed an uneven capacity in terms of response and preparation to face the learning losses derived from school closure, both in low-income regions and within middle- and high-income countries. We concluded that it is essential to articulate inclusive educational policies that support strengthening the government response capacity, especially in low-income countries, to address the sustainability of education.

Parental Motivations in Sending Children to School in a Paradoxical Indian Learning System of Declining Learning Curve and Increasing Enrolment: A Case Study of West Bengal

2017 ◽  
Vol 7 (1) ◽  
pp. 19-29
Author(s):  
Ujjawal Chauhan ◽  
Kaushalya Gupta
Keyword(s):  
Learning Curve ◽  
Child Labor ◽  
Primary Schools ◽  
Cost Effective ◽  
Poverty Line ◽  
Learning System ◽  
Indian Government ◽  
Right To Education ◽  
Relative Significance ◽  
The Right

Abstract Current studies explain the growth in enrolment in Indian primary schools to be a result of ‘cost-effective’ incentivized education by the Indian Government. However, this does not explain why parents living below the poverty line (BPL) are forgoing higher opportunity costs and sending their children to school, especially in the context of a declining learning curve. This study investigates the motivating factors among BPL parents and the relative significance of incentives in shaping their decisions regarding their children’s enrolment. This study also reveals qualitative and quantitative data based results showing Right to Education (RTE) Act’s (2009) ‘free and compulsory primary education for all’ motivating millions of ‘very poor’ first generation learners to enroll. However, in these households, incentivized education is not sufficiently cost-effective to substitute child labor. Furthermore, The Right to Education Act’s No Fail Policy is shown to have negatively impacted learning in government schools.

scholarly journals A pré-escola e o direito à educação: aportes para um debate

2017 ◽  
Vol 28 (67) ◽  
pp. 102
Author(s):  
Luiz Carlos Gil Esteves
Keyword(s):  
Rural Areas ◽  
Preschool Education ◽  
School Education ◽  
Right To Education ◽  
Educational Funding ◽  
Number Of Children ◽  
Education Legislation ◽  
The North ◽  
Palabras Clave ◽  
The Right

<p>O objetivo deste artigo é refletir, com base em números do Instituto Brasileiro de Geografia e Estatística (IBGE), sobre o processo de oferta da educação pré-escolar no período de 2003 a 2014, tendo em vista o conjunto de leis que determina a sua universalização obrigatória dessa etapa até o fim de 2016. Assim, ainda que o avanço nesse atendimento tenha sido expressivo, constatou-se um déficit de cobertura superior a 600 mil crianças de 4 e 5 anos. Os mais excluídos são os sujeitos provenientes do estrato dos 25% mais pobres da população, de raça/cor preta e residentes em áreas rurais, sobretudo nas regiões Norte e Centro-Oeste. Não foi percebido maior impacto nem com a adoção de novos parâmetros para o financiamento educacional nem com a promulgação das leis que obrigam tal oferta universal, no sentido de alterar o ritmo progressivo das matrículas verificado, como também não se percebeu relação direta entre maior cobertura e melhores indicadores de qualidade.</p><p><strong>Palavras chave:</strong> Educação Pré-escolar; Direito à Educação; Legislação da Educação; Indicadores Educacionais.</p><p> </p><p><strong><em>La preescuela y el derecho a la educación: aportes para un debate</em></strong></p><p><strong><em>Resumen:</em></strong></p><p><em>El objetivo de este artículo es el de reflexionar, en base a números provenientes del Instituto Brasileiro de Geografia e Estatística (IBGE), sobre el proceso de oferta de la educación preescolar entre 2003 y 2014, teniendo en cuenta el conjunto de leyes que determina su universalización obligatoria hasta fines del 2016. Aunque el avance en dicha atención fue expresivo, se constató un déficit de cobertura superior a 600 mil niños entre 4 y 5 años. Los principales excluidos son los sujetos provenientes del estrato 25% más pobre de la población, de raza/color negro y residentes en las áreas rurales, sobre todo en las regiones Norte y Centro Oeste. No se detectó un gran impacto tanto con la adopción de nuevos parámetros para la financiación educacional como con la promulgación de las leyes que obligan tal oferta universal, en el sentido de alterar el ritmo progresivo de las matrículas que se verificó durante los años investigados, así como tampoco se percibió una relación directa entre mayor cobertura y mejores indicadores de calidad.</em></p><p><strong><em>Palabras clave:</em></strong><em> Educación Preescolar; Derecho a la Educación; Legislación de la Educación; Indicadores Educacionales.</em></p><p><em><br /></em></p><p><strong><em>Preschool and the right to education: contributions to a debate</em></strong></p><p><strong><em>Abstract:</em></strong></p><p><em>This article aims to reflect on the process of offering pre-school education from 2003 to 2014. It is based on figures from the Brazilian Institute of Geography and Statistics (IBGE) and guided by the set of laws that determine the compulsory universalization of pre-school education by the end of 2016. Thus, even if the number of children attending school has been expressive, there is a deficit of more than 600,000 places for 4 and 5 year-old children. Most of the children excluded come from the poorest 25% stratum of the population, who are black and reside in rural areas, especially in the North and Midwest regions. No impact was detected in the change of the progressive pace of enrollment, neither with the adoption of new parameters for the educational funding nor with the legislation that establishes preschool education as universal and compulsory. Also, no direct relationship between more places and better quality indicators was detected.</em></p><p><strong><em>Keywords:</em></strong><em> Pre-school; Education; Right to Education; Education Legislation; Educational Indicators.</em></p>

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

The Right to Education in India

2019 ◽  
Author(s):  
Florian Matthey-Prakash
Keyword(s):  
Private Education ◽  
The State ◽  
Legal Empowerment ◽  
Right To Education ◽  
The Poor ◽  
Potential System ◽  
Education In India ◽  
Alternative Means ◽  
Education Act ◽  
The Right

What does it mean for education to be a fundamental right, and how may children benefit from it? Surprisingly, even when the right to education was added to the Indian Constitution as Article 21A, this question received barely any attention. This book identifies justiciability (or, more broadly, enforceability) as the most important feature of Article 21A, meaning that children and their parents must be provided with means to effectively claim their right from the state. Otherwise, it would remain a ‘right’ only on paper. The book highlights how lack of access to the Indian judiciary means that the constitutional promise of justiciability is unfulfilled, particularly so because the poor, who cannot afford quality private education for their children, must be the main beneficiaries of the right. It then deals with possible alternative means the state may provide for the poor to claim the benefits under Article 21A, and identifies the grievance redress mechanism created by the Right to Education Act as a potential system of enforcement. Even though this system is found to be deficient, the book concludes with an optimistic outlook, hoping that rights advocates may, in the future, focus on improving such mechanisms for legal empowerment.

scholarly journals Impact of the COVID-19 pandemic on the Emergency Department of a tertiary children’s hospital

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Umberto Raucci ◽  
Anna Maria Musolino ◽  
Domenico Di Lallo ◽  
Simone Piga ◽  
Maria Antonietta Barbieri ◽  
...  
Keyword(s):  
Emergency Department ◽  
School Closure ◽  
Process Step ◽  
Lazio Region ◽  
Children's Hospital ◽  
Number Of Children ◽  
Children’S Hospital ◽  
Ed Visits ◽  
Relative Decline ◽  
Tract Infections

Abstract Background Italy was the first country in Europe affected by COVID-19: the emergency started on February 20, 2020, culminating with national lockdown on March 11, which terminated on May 4, 2020. We describe how the pandemic affected Emergency Department (ED) accesses in a tertiary children’s hospital, composed by two different pediatric centers, one located in Rome’s city center and the second, Palidoro (regional COVID-19 center), in its surrounding metropolitan area, both in the Lazio region, analyzing the profile of admitted patients during the pandemic period in terms of their general characteristics (at presentation in the ED’s) and urgent hospitalizations compared to prepandemic period. Methods The study compare the period between the 21st of February and the 30th of April 2020, covering the three phases of the national responses (this period will be referred to as the pandemic period) with the same period of 2019 (prepandemic period). The study analyzes the number of ED visits and urgent hospitalizations and their distribution according to selected characteristics. Results The reduction of ED visits was 56 and 62%, respectively in Rome and Palidoro centers. The higher relative decline was encountered for Diseases of Respiratory System, and for Diseases of the Nervous System and Sense Organs. A doubling of the relative frequency of hospitalizations was observed, going from 14.2 to 24.4% in Rome and from 6.4 to 10.3% in Palidoro. In terms of absolute daily numbers the decrease of urgent hospitalizations was less sharp than ED visits. For pathologies such as peritonitis, tumors or other possible life-treathening conditions we did not observe a significative increase due to delayed access. Conclusions In the pandemic period there was a general reduction in the number of children referred to ED, such reduction was greater in low-acuity levels. The reduction for respiratory tract infections and other communicable diseases during school closure and the national lockdown must make us reflect on the possible impact that these conditions may have on the health system, in particular the ED, at the reopening of schools. The major problem remains the fear for possible diagnostic delays in life-threatening or crippling diseases; our study doesn’t demonstrate an increase in number or significant delay in some serious conditions such as tumors, peritonitis, diabetic ketoacidosis, ileo-colic intussusception and testis/ovary torsion. A continuous, deep re-organizational process step by step of the ED is nececessary in the present and upcoming pandemic situation.

scholarly journals Lateralization in monogamous pairs: wild geese prefer to keep their partner in the left hemifield except when disturbed

2020 ◽  
Author(s):  
Elmira Zaynagutdinova ◽  
Karina Karenina ◽  
Andrey Giljov
Keyword(s):  
Social Interactions ◽  
Right Hemisphere ◽  
Natural Setting ◽  
Intraspecific Interactions ◽  
Brain Hemispheres ◽  
Emergency Situations ◽  
Anser Albifrons ◽  
Significant Bias ◽  
Visual Hemifield ◽  
The Right

Abstract Behavioural lateralization, which reflects the functional specializations of the two brain hemispheres, is assumed to play an important role in cooperative intraspecific interactions. However, there are few studies focused on the lateralization in cooperative behaviours of individuals, especially in a natural setting. In the present study, we investigated lateralized spatial interactions between the partners in life-long monogamous pairs. The male-female pairs of two geese species (barnacle, Branta leucopsis, and white-fronted, Anser albifrons geese), were observed during different stages of the annual cycle in a variety of conditions. In geese flocks, we recorded which visual hemifield (left/right) the following partner used to monitor the leading partner relevant to the type of behaviour and the disturbance factors. In a significant majority of pairs, the following bird viewed the leading partner with the left eye during routine behaviours such as resting and feeding in undisturbed conditions. This behavioural lateralization, implicating the right hemisphere processing, was consistent across the different aggregation sites and years of the study. In contrast, no significant bias was found in a variety of geese behaviours associated with enhanced disturbance (when alert on water, flying or fleeing away when disturbed, feeding during the hunting period, in urban area feeding and during moulting). We hypothesize that the increased demands for right hemisphere processing to deal with stressful and emergency situations may interfere with the manifestation of lateralization in social interactions.

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