scholarly journals Participation?! Educational Challenges for Young Refugees in Times of the COVID-19 Pandemic

2020 ◽  
Vol 11 (2) ◽  
pp. 37-47
Author(s):  
Michi Sebastian Fujii ◽  
Jana Hüttmann ◽  
Nadia Kutscher ◽  
Henrike Friedrichs-Liesenkötter
Keyword(s):  
Distance Education ◽  
National Level ◽  
Vulnerable Groups ◽  
Educational Settings ◽  
Digital Inequality ◽  
Personal Support ◽  
Educational Participation ◽  
Ethnographic Interviews ◽  
Educational Challenges ◽  
Child And Youth Welfare

This article focuses the educational settings in the everyday life of young refugees in the context of distance education under the circumstances of the COVID-19 pandemic in Germany. It explores dimensions and intensifications of education-related digital inequality during this period in formal and non-formal educational settings. Based on ethnographic interviews with teachers, young refugees and social workers, different dimensions of inequality as well as interrelations between informal (leisure), non-formal (child and youth welfare) and formal (school) educational contexts for empowering the educational participation of young refugees, especially regarding online learning, are discussed. The empirical data show that during the period of distance education the specific needs of young refugees are only taken into account to a limited extent and thus increasing risks of exclusion from education emerge. Lack of technical access, media expertise, language skills and personal support turn out to be major challenges in enabling educational participation of vulnerable groups such as young refugees. Therefore, educational policy at federal and national level in Germany needs to outline a scheme on how to meet these challenges by further developing non-formal as well as formal educational support structures.

Development of distance education in Chinese higher education in perspectives of accessibility, quality and equity under COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ying Chen ◽  
Angela Yung Chi Hou ◽  
Lei Huang
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Instructional Strategy ◽  
National Level ◽  
The Other ◽  
Research Articles ◽  
Chinese Higher Education ◽  
Chinese Government ◽  
Ict Literacy ◽  
Content Type

PurposeThis paper aimed to explore the development of distance education (DE) in Chinese higher education as well as the three significant themes: accessibility, quality and equity in Chinese DE and the performance of these three themes in Chinese DE.Design/methodology/approachDocument analysis was used as the major research method in this study to examine the development and challenges in terms of accessibility, quality and equity in Chinese DE. In this study, national-level official policy documents and reports from the Chinese government were collected and analyzed. Also, scientific articles from CNKI were analyzed to find out the evolution of the Frontier topics on Chinese DE in accessibility, quality and equity.FindingsThere are three major findings. First, the Chinese government has shown its positive attitude toward DE in higher education. Second, compared with the other two themes: quality and equity; the number of articles in the accessibility of DE was lower than the other two themes and the problems of accessing online courses were insufficiently caused by two reasons due to lack of basic ICT literacy and poor Internet infrastructure. Third, there was a gap between Chinese policies and research articles mainly because of the unbalanced development of accessibility in policy management and research articles.Research limitations/implicationsAlthough this paper has summarized the development of the DE in Chinese higher education, it was clear that accessibility, quality and equity were three critical issues in DE. However, there are still other essential factors that contribute to the development of DE that requires further investigation, such as learner satisfaction, different features of learning platforms and instructional strategy.Practical implicationsThe findings of this paper can be used to identify the attitude toward the DE of the Chinese government. Besides, the accessibility could be a research and practical focus for Chinese DE in the future.Originality/valueThis study showed some significant policies released by the Chinese government toward DE in higher education and revealed the achievements, trends and challenges in the accessibility, quality and equity of Chinese DE.

Does Gender Inclusion Really Matter in Sustainable Food Systems?

2020 ◽  
pp. 181-195
Author(s):  
Sarah Edore Edewor ◽  
Agatha Osivweneta Ogbe
Keyword(s):  
Food Systems ◽  
Social Inequalities ◽  
Action Learning ◽  
National Level ◽  
Community Action ◽  
Organizational Level ◽  
Vulnerable Groups ◽  
Sustainable Food Systems ◽  
Sustainable Food ◽  
Gender Inclusion

Over the past decades, the food systems in developing countries have transformed rapidly. However, the rise in social inequalities has negatively affected, the vulnerable groups as the benefits associated with these transformations are still skewed. This chapter examined the role of gender inclusiveness in promoting sustainable food systems. Employment trends revealed that agricultural employment was higher among males. Five asymmetries (assets, access to agricultural market, access to technology, resilience and risks, and decision making) were identified as limitations to sustainable food systems stemming from the gender differentiated roles. The gender action learning system methodology was adopted using strategies such as empowering men and women through community action learning during catalyst workshops, gender mainstreaming for innovation and institutional change at organizational level, and through advocacy network for policy improvement at the national level. The study concluded that gender inclusion played a crucial role in achieving sustainable food systems.

Trade unions strategies to address inclusion of vulnerable employees in “anchored” services in Europe

2015 ◽  
Vol 36 (6) ◽  
pp. 848-873 ◽  
Author(s):  
Vassil Kirov ◽  
Pernille Hohnen
Keyword(s):  
Trade Unions ◽  
National Level ◽  
Case Study Research ◽  
Vulnerable Groups ◽  
Social Partner ◽  
The European Union ◽  
Content Type ◽  
European Trade ◽  
Desk Research

Purpose – The purpose of this paper is to investigate how trade unions may address the questions of inclusion of vulnerable employees in low-wage “anchored” sectors in the European Union. Design/methodology/approach – The findings presented in the paper are mainly results of the analysis of stakeholder policies and strategies on the national level and on the European level, including both desk research and interviews with social partner representatives and other experts in the sectors as well as company case studies carried out in the examined countries in three selected sectors: cleaning, waste collection and catering. Findings – The main findings of the paper refer to the indirect way in which trade unions try to promote the inclusion of vulnerable groups in the examined sectors. On this basis are formulated policy recommendations. Research limitations/implications – The paper is based on case study research that does not cover all possible “anchored” services, vulnerable groups and types of countries, according to their employment and social models. Practical implications – This paper formulates practical recommendations to European trade unions in the services. Originality/value – The originality of the paper is related to comparative research focused on services sectors and the consequences of the spatial reorganisation of sectors for the trade union actions.

scholarly journals Addressing America’s Current and Future Educational Challenges

2012 ◽  
Vol 1 (1) ◽  
pp. 47-48
Author(s):  
John Counts
Keyword(s):  
Public Schools ◽  
General Level ◽  
Schools Of Education ◽  
Support Personnel ◽  
Educational Settings ◽  
University Campuses ◽  
Local Schools ◽  
Educational Challenges

Experience informs us that, after parents and guardians, educators have the greatest level of influence on children of all ages. These are the educators we prepare on our university campuses every semester, year after year, for whom the act of teaching is much more than a monthly paycheck, but is rather a very special calling. Parents, whose children are taught by the teachers and administrators our universities prepare, typically praise their local schools, teachers, administrators and support personnel. However, when we move beyond these familial educational settings, the general level of criticism directed toward our public schools and schools of education has never been higher.

scholarly journals Staff-Pupil SARS-CoV-2 Infection Pathways in Schools: A Population Level Linked Data Approach

2021 ◽  
Author(s):  
Daniel A Thompson ◽  
Hoda Abbasizanjani ◽  
Richard Fry ◽  
Emily Marchant ◽  
Lucy Griffiths ◽  
...  
Keyword(s):  
School Environment ◽  
Policy Development ◽  
Linked Data ◽  
National Level ◽  
Mitigation Measures ◽  
School Staff ◽  
List Type ◽  
Educational Settings ◽  
Subsequent Increase ◽  
Increased Risk

Abstract Background Better understanding of the role that children and school staff play in the transmission of SARS-CoV-2 is essential to guide policy development on controlling infection whilst minimising disruption to children’s education and wellbeing. Methods Our national e-cohort (n=500,779) study used anonymised linked data for pupils, staff and associated households linked via educational settings. We estimated the risk of testing positive for SARS-CoV-2 infection for staff and pupils over the period August - December 2020, dependent on measures of recent exposure to known cases linked to their educational settings. Results The total number of cases in a school was not associated with a subsequent increase in the risk of testing positive (Staff OR per case 0.92, 95%CI 0.85, 1.00; Pupils OR per case 0.98, 95%CI 0.93, 1.02). Amongst pupils, the number of recent cases within the same year group was significantly associated with subsequent increased risk of testing positive (OR per case 1.12, 95%CI 1.08 – 1.15). These effects were adjusted for a range of demographic covariates, and in particular any known cases within the same household, which had the strongest association with testing positive (Staff OR 39.86, 95%CI 35.01, 45.38, pupil OR 9.39, 95%CI 8.94 – 9.88). Conclusions In a national school cohort, the odds of staff testing positive for SARS-CoV-2 infection were not significantly increased in the 14-day period after case detection in the school. However, pupils were found to be at increased risk, following cases appearing within their own year group, where most of their contacts occur. Strong mitigation measures over the whole of the study period may have reduced wider spread within the school environment. What is known Evidence of the role schools play in the transmission of SARS-CoV-2 is limited Higher positivity rates are observed in school staff compared to pupils Lack of evidence on transmission pathways transmission into and within schools What this study adds First UK national level study of transmission between pupils and staff in a school environment during the SARS-CoV-2 pandemic. Schools opening September-December 2020 was not associated with an increased subsequent risk of testing positive in staff Pupils were found to be at increased risk of testing positive, following cases appearing within their own year group

Distance Education and the Role of the State: A Sweden/USA Perspective

2005 ◽  
Vol 2 (3) ◽  
pp. 285-298 ◽  
Author(s):  
Henrik Hansson ◽  
Paul Mihailidis ◽  
Carl Holmberg
Keyword(s):  
Higher Education ◽  
United States ◽  
Distance Education ◽  
Federal Policy ◽  
National Level ◽  
The United States ◽  
The State ◽  
Role Of The State ◽  
State And Local

This study aims to comparatively explore the role of the state (federal policy) in distance-education initiatives in the higher education communities of Sweden and the United States. In a globalized context, education institutes now have the capabilities to provide education and educational resources more efficiently and to a wide-ranging and diverse audience. Within the education sector and distance education, the role of the state and federal policy becomes increasingly important, in terms of how distance-education platforms are developed and implemented in institutions of higher education. The first section of this article provides an overview of the United States and Sweden's current higher education and distance-education landscapes, focusing on the role of the state and federal policy with respect to the funding and overall aims of distance education. The development of distance education in Sweden is highly related to political goals and policies, the top down/domestic/‘inside’ approach. The governing body dictates the funding and policy for distance education, and implementation is left to the university body. In the United States, the landscape differs in that no one federal institution provides direct funding or unified guidelines for developing distance education, but universities are left to their own devices and capabilities for implementation. In Sweden, high ambitions and goals are set at the national level, but the educational organizations are changing only slowly. The pressures on the education organizations are high because of steadily decreasing funding and fewer and fewer staff in relation to students. In the United States, education functions primarily as a state and local responsibility. In conclusion, the article aims to exploit the differences between the two countries' role of the state (federal policy) in distance-education policy, and present a middle ground which would be most balanced for distance education, entailing some federal supervision with the allowance for a certain level of autonomy in regards to development, implementation, funding and longevity.

scholarly journals Digital inequality in Finland: Access, skills and attitudes as social impact mediators

2021 ◽  
pp. 146144482110230
Author(s):  
Tarja Heponiemi ◽  
Kia Gluschkoff ◽  
Lars Leemann ◽  
Kristiina Manderbacka ◽  
Anna-Mari Aalto ◽  
...  
Keyword(s):  
Social Welfare ◽  
Social Impact ◽  
Developed Countries ◽  
Vulnerable Groups ◽  
Online Services ◽  
Negative Attitudes ◽  
Digital Inequality ◽  
Welfare Services ◽  
Social Welfare Services ◽  
Digital Skills

In recent years, digital health care and social welfare services have been spreading rapidly and partly replacing face-to-face services, particularly in developed countries. This may lead to a pronounced digital inequality. This population-based study of Finnish adults ( N = 4495) examined the associations of offline resources with perceived benefits from online services and the mediating effects of access, skills and attitudes in these associations. The results indicated that those with lower personal, economic and social offline resources perceived online services as less beneficial. This was largely explained by poor access to the services, poor digital skills and negative attitudes towards online services. To increase equality, it would be important to improve Internet access and digital skills and implement means to address negative attitudes, especially among vulnerable groups. Moreover, online health and social welfare services should be designed to be more inclusive.

scholarly journals PROBLEMS OF TEACHERS’ INTERACTION WITH PRESCHOOLERS AND THEIR PARENTS IN THE CONDITIONS OF MODERN EDUCATIONAL CHALLENGES COVID-19

2020 ◽  
pp. 115-128
Author(s):  
Olga Polevikova ◽  
Tatiana Shvets
Keyword(s):  
Distance Education ◽  
High Speed ◽  
Information Technologies ◽  
Preschool Education ◽  
Network Environment ◽  
Educational Challenges ◽  
Large Audience ◽  
Teachers And Parents ◽  
Mail Address ◽  
Parent Counseling

The article analyzes the new realities of preschool education in the context of the Covid-19 pandemic; The problems of interaction of teachers with preschoolers and their parents during distance education are singled out, namely among the technological difficulties we first single out the availability of computer equipment, high-speed Internet, the ability to repair any equipment damage during the epidemic. Pedagogical problems include the shortage of staff with universal training, ie those who have modern pedagogical and information technologies and are psychologically ready to work with preschoolers and their parents in the new educational and cognitive network environment. Administrative problems include compiling lists for group training sessions, parent counseling, communication with families and children whose e-mail address has changed. Priority online platforms and tools for working with parents and preschoolers have been identified. The authors also present the positive aspects of distance education for teachers, namely the possibility of free education on various educational platforms; the results of a survey of educators and future bachelors on the problems of distance education of preschoolers in a pandemic. The results of the survey showed that not all the benefits of distance education were realized in the conditions of the epidemic in relation to preschool institutions. For example, due to the workload of adults (both teachers and parents), the network environment, such features as flexibility (education at a convenient time and place), large audience, efficiency, manufacturability (use of new advances in information technology), social equality and, as a consequence, quality were not typical. The most important problem - distance education has shown the inability to provide education and social support for children from poor families (e.g., nutrition)

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