scholarly journals An Insightful Foray into Odisha’s Education Sector

2019 ◽  
Vol 8 (3) ◽  
pp. 2094-2099
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Tamil Nadu ◽  
Basic Education ◽  
Public Investment ◽  
High Growth ◽  
Capability Development ◽  
Right To Education ◽  
Pedagogical Training ◽  
The Right

Gross Enrollment Ratio (GER) has witnessed a significant improvement in primary education in Odisha; thanks to the Right to Education (RTE) Act and Sarva Shiksha Abhiyan (SSA) initiative. While Odisha lags behind the better performing states like Kerala, Tamil Nadu& Maharashtra in terms of infrastructure and enrolment, the overall quality remains dismal as per the independent survey of Annual Status of Education Reports (ASER). The paper brings out how an extremely alienated section of the society receives the tender care of inclusive education and empowerment in a centre called Kalinga Institute of Social Sciences (KISS) in Odisha, which can form a templates for emulate, all over the country. The paper laments the tendency to outsource, basic education, which is a merit good, to the private sector, which can at best cater to the needy of the affluent few. There is a need to significantly bolster public allocation to primary education, invest it with the highest priority for capability development in future to improve India’s HDI. The quest for high growth rates, must give way to inclusive growth, which puts a premium on public investment quality teaching through suitable training, pedagogical training, IT familiarity of the teachers

scholarly journals The Child's Right to Basic Education in Nigeria: A Commentary on the Decision in SERAP v. Nigeria

2018 ◽  
Vol 26 (4) ◽  
pp. 639-648 ◽  
Author(s):  
Aisosa Jennifer Isokpan ◽  
Ebenezer Durojaye
Keyword(s):  
Basic Education ◽  
Case Note ◽  
Third Parties ◽  
Government Officials ◽  
Right To Education ◽  
The Right ◽  
The Impact

This case note focuses on the justiciability as well as the impact of corruption on the realisation of the right to basic education. Through an assessment of the decision of the ECOWAS Court in SERAP v. Nigeria, it emphasises the role of states in ensuring that corrupt activities of government officials or third parties do not affect the enjoyment of the right. It equally emphasises the role of the Nigerian courts in ensuring a justiciable right to education.

Jordan’s Commitment towards Compulsory and Free Basic Education as a Constitutional Right: An Analytical Field Study

2020 ◽  
Vol 34 (4) ◽  
pp. 356-386
Author(s):  
Ali Mohamed Aldabbas ◽  
Kamal Jamal Alawamleh ◽  
Worud Jamal Awamleh
Keyword(s):  
Public Schools ◽  
Focus Group ◽  
Field Study ◽  
Quantitative Assessment ◽  
Basic Education ◽  
International Standards ◽  
Drop Out ◽  
Right To Education ◽  
Constitutional Right ◽  
The Right

Abstract This study examines the extent to which Jordan is committed to principles of compulsory and free basic education, by analyzing legislation in light of constitutional and international standards regarding the right to education. Methodology includes quantitative assessment of these principles using a questionnaire distributed to students and their teachers in a number of public schools in three Jordanian governorates. Three focus group sessions composed of students and their teachers were held. The study suggests that, whilst the Jordanian Constitution has explicitly adopted such principles, Jordanian law yet includes provisions that diminish providing free basic education to all children of compulsory age and that mitigate the number of students who drop out of school. This study proposes amending the title of Chapter II of the Constitution and Article 20 to ensure that all children living in Jordan enjoy the right to education.

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

Inclusion and Universal Design for Learning in Italian Schools

2018 ◽  
pp. 559-566
Author(s):  
Paola Aiello ◽  
Diana Carmela Di Gennaro ◽  
Carmen Palumbo ◽  
Iolanda Zollo ◽  
Maurizio Sibilio
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Right To Education ◽  
Educational Pathways ◽  
Design For Learning ◽  
The Right ◽  
Support Students ◽  
Educational Field

The present theoretical-argumentative research is aimed to put in evidence the Italian perspective on the use of technologies for promoting inclusion in school contexts. In a society which uses technological innovations and multimediality in all the domains of everyday life, indeed, school is required to explore the potential and meaning of educational technologies. During the last years, in light of these new requirements, national and international educational policies have tried to take advantage of the opportunities offered by new technologies to create flexible educational pathways so as to ensure equal access to information and learning processes, by promoting the elimination of all barriers that deny students the right to education. In the perspective of inclusive education, technologies within the educational field can't only represent a compensatory tool to support students with disabilities or with learning difficulties, but they also definitely play a very important role in the reconfiguration of learning environments by creating the necessary conditions for the promotion of each student's differences and abilities.

Algunas consideraciones en relación con el derecho a la educación en la comunidad autónoma de Asturias / Some considerations regarding the right to education in the autonomous region of Asturias

Magister ◽  
2018 ◽  
Vol 29 (1) ◽  
pp. 17
Author(s):  
María González Álvarez
Keyword(s):  
Basic Education ◽  
General Information ◽  
Moral Formation ◽  
Right To Education ◽  
Material Resources ◽  
Derechos Humanos ◽  
El Sistema ◽  
Recursos Humanos ◽  
The Right ◽  
To Receive

RESUMENEn relación con el derecho a la educación hemos estudiado las opiniones que res­pecto al mismo tienen las personas de dieciocho o más años que viven en la Comuni­dad Autónoma de Asturias. Pretendemos que el trabajo nos proporcione información, en general, respecto al derecho y de manera particular sobre la valoración de diversos aspectos del mismo y de su cumplimiento en la práctica. Entre las conclusiones más significativas y, que entendemos pueden proporcionar importante información para el sistema educativo asturiano, podemos señalar que para dos de cada tres la posibilidad de elegir centro escolar debe ser total. Los tres elementos del derecho a la educación que se consideran más importantes son la obligatoriedad y gratuidad de la enseñanza básica y la existencia de recursos humanos Los menos valorados se refieren al derecho de los padres a que sus hijos reciban la formación religiosa y moral que esté de acuerdo con sus propias convicciones y a la programación general de la enseñanza por parte de los poderes públicos. Por otro lado, se entiende que los elementos que mejor se cumplen en la práctica, son la obligatoriedad y gratuidad de la enseñanza básica. Siendo los que peor se cumplen la existencia de recursos materiales y la libertad de elección de centro.PALABRAS CLAVE : Derechos humanos; Derecho a la educación; Libre elección de centro; Obligatoriedad y gratuidad de la enseñanza básica ABSTRACTAs regards the right to education, we have studied the opinions of 18+ year-old per­sons who live in the Principality of Asturias. We intend that the research will provide us general information about the right to education, and in particular about the assessment of several of its aspects and its actual accomplishment. Among the most meaningful conclusions, and we understand can supply important information for the educational system in Asturias, we can signal that for two out of three people the possibility of choosing school must be paramount. The three most important aspects of education considered are the compulsory nature and free of charge for the citizens of the basic education and the proper supply of human resources. The least valued are the parents´ right of their children to receive religious and moral formation in accordance with their own convictions and the general programming of teaching by the political authority. On the other hand, it is understood that the aspects best implemented are the compulsory nature and free of charge of the basic education. Being the supply of material resources and the freedom of choice of school the worst implemented.KEYWORDS: Human Rights; Right to Education; Free choosing of school; Compulsory and free basic teaching

scholarly journals IMPACT OF COVID CRISIS ON CHILD’S RIGHT TO EDUCATION

2021 ◽  
Author(s):  
Barbara Preložnjak
Keyword(s):  
Basic Education ◽  
Educational Opportunities ◽  
School Age Children ◽  
Right To Education ◽  
Local Schools ◽  
Short Period ◽  
The Government ◽  
The Right ◽  
Unequal Opportunities ◽  
Exclusive Right

The right to education is regulated by norms of many international and regional documents. It includes many rights and plays an important role in the "all-round development of man" and its scope: physical, emotional, ethical, aesthetic, intellectual, professional, civic and international. The right to education is not the exclusive right of children. It is first and foremost the right of children and is essential for children's development. Therefore, it is generally accepted that educational opportunities should be equal for children. Unfortunately, the right to education has been severely curtailed in a short period of time due to the COVID -19 pandemic. According to UNESCO, 191 countries have temporarily closed national or local schools to contain the spread of COVID -19. This has resulted in school-age children being unable to receive basic education. This situation is particularly difficult for children from dysfunctional or disadvantaged families. Some families do not have internet, computers or books. Some parents cannot help them with homework because of educational or language limitations. All these unequal educational opportunities limit schooling. On the way to eliminate inequality in access to education and protect children from rights violations, the author will discuss whether Rawls' principle of fairness provides a good basis for the government to take action to eliminate unequal opportunities for education.

scholarly journals The Right to Inclusive Education in the Light of the Convention on the Rights of Persons with Disabilities

1970 ◽  
pp. 329-342
Author(s):  
Boubacar Sidi Diallo
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Progress ◽  
Social Situation ◽  
Quality Education ◽  
Educational Institutions ◽  
Right To Education ◽  
Persons With Disabilities ◽  
The Right

This article examines the rights of persons with disabilities in the field of inclusive education based on fundamental human rights outlined in the Convention on the Rights of Persons with Disabilities. Inclusive education is essential to achieve universal respect for the right to education, including persons with disabilities. Only inclusive education systems can offer persons with disabilities both quality education and the opportunity to improve their social situation. Inclusive education is not just about placing students with disabilities in mainstream educational institutions; it also means making them feel welcome, respected and valued. The values that underlie the concept of inclusive education reinforce the capacity of everyone to achieve their goals and to conceive of diversity as a source of enrichment. Students with disabilities need appropriate support to participate in the education system on an equal basis with other students. Ordinary educational institutions must provide students with disabilities with a learning environment that maximizes academic progress and socialization.

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