scholarly journals School–Family Relations: An Educational Challenge in Times of COVID-19

2021 ◽  
Vol 18 (20) ◽  
pp. 10681
Author(s):  
Mario Ferreras-Listán ◽  
Coral I. Hunt-Gómez ◽  
Pilar Moreno-Crespo ◽  
Olga Moreno-Fernández
Keyword(s):  
Digital Literacy ◽  
Millennium Development Goals ◽  
Ad Hoc ◽  
Family Relations ◽  
Communication Strategies ◽  
Educational Process ◽  
Educational Opportunities ◽  
Education For All ◽  
Educational Challenge ◽  
Development Goals

The COVID-19 pandemic has widened the gap regarding access to educational opportunities, which was included in the Millennium Development Goals (MDGs). This descriptive, quantitative study aims to examine the communication strategies employed by secondary schools in Spain during the lockdown, as well as to analyse the co-responsibility of the educational process between schools and families. An ad hoc questionnaire (GIESBAFCOV-19) was designed and implemented to gather information. The results show that, in most cases, mothers were responsible for assisting and supervising their children’s homework as persons in charge of education-related matters. Additionally, before the lockdown was put in place, about half of the participating families received information from the educative centres regarding the disease and sanitary measures. Once the lockdown took place, families put the focus on their children’s schoolwork, not without difficulties in academic and digital literacy. In general, the families were satisfied with the communication established with the educational centres. The present study has raised the necessity to improve communication between centres and families and to reflect on the tools and systems used for its exchange. Consequently, it seems that information and digital competences should be promoted to guarantee an equalitarian education for all.

scholarly journals Challenges in Primary Level Inclusive Education in Bangladesh

2021 ◽  
Vol 9 (11) ◽  
pp. 14-20
Author(s):  
S.J.M. Ummul Ambia ◽  
Md. Shafiqur Rahman
Keyword(s):  
Inclusive Education ◽  
Millennium Development Goals ◽  
Education For All ◽  
International Treaties ◽  
Primary Level ◽  
Inclusive Approach ◽  
Service Training ◽  
Development Goals ◽  
Inclusive Education Policy ◽  
Inclusive Schooling

Bangladesh’s step towards inclusive education was given incentive by its involvement in major international declarations. Bangladesh agreed with the declaration of Education for All, in which education is to be provided to all children with an inclusive approach. In addition, Bangladesh is also committed to achieve Millennium Development Goals, which articulated the rights of all children into education through uniform system. It is important to note that the trend of enacting inclusive education policy and legislation in Bangladesh is mainly based upon the international treaties. The purpose of this paper is to highlight challenges in inclusive education for the policy formulators, implementers, and future researchers to take measures accordingly to universalize inclusive education in the country. The challenges identified in inclusive education concerned unfulfilled requirements of children with special needs, unfriendly situation, inadequate material and non-conforming curriculum, misinterpretation and mismanagement by stakeholders, restricted political and social backing, and adverse physiography. Pre-service training of teachers, along with continued assessment, collaboration and coordination to overcome challenges of inclusive schooling is recommended.

scholarly journals Inclusive Education and Perception of In-Service Teachers

2020 ◽  
Vol 1 (1) ◽  
pp. 48-56
Author(s):  
Ramakrishnan B
Keyword(s):  
Inclusive Education ◽  
Millennium Development Goals ◽  
Sustainable Development Goals ◽  
Education For All ◽  
Regular Classroom ◽  
Government Institutions ◽  
Children With Disability ◽  
The World ◽  
Development Goals ◽  
Equality In Education

Since the Universal Declaration of Human Rights, the United Nations have brought various policies and conventions to support minorities across the world, including differently-abled persons.  However, we are not where we are today without the contributions of numerous countries, developmental organizations and non-government institutions. For instance, we've the UN proposed Sustainable Development Goals (SDGs) and Millennium Development Goals (MDGs) that promote  quality and equality in education for all, with zero rejection and discrimination, including those against children with disability (CWD). This paper systematically maps the existing literature on the perception of in-service teachers towards including CWD in a regular classroom with the challenges faced by teachers toward facilitating a uniform approach to education for all amid shortage of relevant skills and resources. Future implications and recommendations are also discussed in the paper.

scholarly journals On Uganda government’s commitment to the development and implementation of the mother tongue education policy in post-2015 era

2018 ◽  
Vol 12 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Fred Masaazi ◽  
Medadi Ssentanda ◽  
Willy Ngaka
Keyword(s):  
Education Policy ◽  
Millennium Development Goals ◽  
Mother Tongue ◽  
Education For All ◽  
World Language ◽  
Mother Tongue Education ◽  
National Initiatives ◽  
Development Goals ◽  
The Government

The year 2015 was set as deadline to realise the Millennium Development Goals (MDGs) which were authored in 2000 by 189 states in the world. Language is at the heart of MDGs (Barron, 2012; Romaine, 2013). Some scholars look at language (development) as a measure and/or determinant of development (e.g. Romaine, 2013). This paper examines Uganda’s commitment to the development and employment of mother tongues in education as a way of realising the quality of education in Uganda. It is important to reflect on the trend and level of mother tongue development and employment in education in Uganda to chart the way forward for the post-2015 period. The paper draws from different studies and reports which have focussed on mother tongue education in Uganda. This study faults the government in many ways for failing to sustain the national initiatives of mother tongue education, particularly in terms of poor financing and failure to monitor the implementation of UPE and mother tongue education programmes. The paper proposes a way forward for the realisation of a meaningful Education for All (EFA) in form of Universal Primary Education (UPE) initiative and the mother tongue education policy introduced in Uganda in 1997 and 2006 respectively.

Disabled Students Seeking Higher Education in Kashmir: A Study of their Experiences

2020 ◽  
Vol 7 (2) ◽  
pp. 132-146
Author(s):  
Tanveer Ahmad Khan ◽  
Wasia Hamid ◽  
Mohmad Saleem Jahangir ◽  
Tabbasum Maqbool
Keyword(s):  
Higher Education ◽  
Millennium Development Goals ◽  
Disabled Persons ◽  
Quality Of Education ◽  
Education For All ◽  
Disabled People ◽  
Disabled Students ◽  
Development Goals ◽  
The University

The present study aimed to understand the experiences of disabled students while gaining higher education in Kashmir. According to the conference on the ‘Rights of Persons with Disability’, Article 24, 2(a), disabled persons should not be barred from broader education organizations due to their disability. Besides, the ‘Millennium Development Goals’ and ‘Education for All’ insist on justice, equality and quality education for all. Yet, like in other societies, in Kashmir too disabled people face a large number of obstacles while attempting to achieve higher education. The study was conducted on 21 disabled students studying at the University of Kashmir during the year 2018. The results revealed that disabled people face a large number of obstacles while accessing education and come across a vast amount of challenges such as experiencing harassment, being excluded from the university, lack of institutional support, accommodation, financial support, seminars and infrastructure and facilities necessary to obtain benefits from the equivalent quality of education as their colleague.

A GLOBAL ASSESSMENT OF THE IMPLEMENTATION LEVELS OF THE EDUCATION FOR ALL (EFA) INITIATIVE AND THE MILLENNIUM DEVELOPMENT GOALS (MDGs) ON EDUCATION IN SUB-SAHARAN AFRICA: A FOCUS ON NIGERIA

2013 ◽  
Vol 14 (2) ◽  
pp. 14
Author(s):  
C. N. Musa ◽  
Jennifer J. Agbaire
Keyword(s):  
Early Childhood ◽  
Millennium Development Goals ◽  
Sub Saharan Africa ◽  
Education For All ◽  
Disadvantaged Children ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Development Goals ◽  
Sub Saharan ◽  
Made In

This paper presents an analytical appraisal of the varying levels to which the Education for All (EFA) project linked with two of the Millennium Development Goals (MDGs) has been implemented in sub-Saharan Africa with particular focus on Nigeria. It draws attention to the inequities among countries of the region while generally assessing Nigeria’s prospects in the achievement o f the EFA goals. The paper begins by highlighting the goals of the EFA project which include expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children and the educational MDGs by 2015 and the MDGs while aligning them with Nigeria’s policies on education. It then proceeds to examine advances made in implementing EFA goals such as the expansion of Early Childhood Care and Education and challenges in Nigeria and sub-Saharan Africa. Finally, practical strategies, geared at improving the achievement potential of the region in general and the country, in particular, are recommended. To this end, making practical plans to fund and manage all levels of education so that they can be accessible to all children regardless of socio-economic background and location was strongly advocated.

scholarly journals An Evaluation of the Effectiveness of Communication Strategies for Achieving Millennium Development Goals in Zambia

2021 ◽  
Vol 2 (1) ◽  
pp. 141-174
Author(s):  
Muleba Matafwali ◽  
Kenny Makungu
Keyword(s):  
Millennium Development Goals ◽  
Community Education ◽  
Communication Strategies ◽  
Critical Role ◽  
Sources Of Information ◽  
Key Players ◽  
Development Goals ◽  
Communication Methods

According to various reports by the UN and other organizations, Africa is facing big challenges in achieving the world's anti-poverty Millennium Development Goals (MDGs). This prompted a study by Muleba Matafwali (2010) which aimed at enhancing the understanding that communication plays a very critical role in the quest to attain development in Zambia. Key findings were that Twenty-Five point Five percent (25.5%) of the respondents indicated that television and radio documentaries were the most useful tool sources of information on MDGs for them. Forty-Three point Six percent (43.6%) indicated that community education on MDGs should be intensified. A total of 16.4% of respondents indicated that radio and television programmes should be prioritized in an effort to accelerate the achievement of MDGs. The findings also revealed that MDG experts and politicians make up 19.1% and 18.2% respectively of people who were good sources of information for them. A total of 126 people were sampled for the study. In the conclusion, the study noted that all key players in the MDG campaign were making significant efforts to reach the wider public with the MDG message. However there was need to accelerate these efforts in order to reach the wider population. The study recommended that MDG campaigners should use more inexpensive communication methods such as folk media alongside conversional means of communication such as radio.

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