The Education of Roma Children

2016 ◽  
pp. 74-99 ◽  
Author(s):  
J. Cynthia McDermott ◽  
Fredrick M. Chapel ◽  
Štěpán Vidím Drahokoupil ◽  
Jasna Bakšić-Muftić ◽  
Stanislav Daniel ◽  
...  
Keyword(s):  
Social Services ◽  
Minority Group ◽  
Quality Education ◽  
Cultural Norms ◽  
Education For All ◽  
Bilingual Instruction ◽  
Segregated Schools ◽  
The World ◽  
Group A ◽  
Significant Structure

The education of Roma children presents many challenges throughout the world because of poverty, issues of isolation and discrimination. In many countries where Roma reside, laws exist that prohibit discrimination against this minority group. A variety of conflicting issues exist for Roma children. On one hand, the Roma communities practice cultural norms that are in conflict with a typical schooling environment that requires significant structure and lack of independent support. Conversely, schools fail to provide appropriate bilingual instruction for Roma children who usually do not speak the local language. In most countries discrimination attitudes create segregated schools and insufficient social services. Many efforts and organizations are in place to positively impact these challenges to provide quality education for all Roma children.

The Education of Roma Children

2017 ◽  
pp. 1019-1038
Author(s):  
J. Cynthia McDermott ◽  
Fredrick M. Chapel ◽  
Štěpán Vidím Drahokoupil ◽  
Jasna Bakšić-Muftić ◽  
Stanislav Daniel ◽  
...  
Keyword(s):  
Social Services ◽  
Minority Group ◽  
Quality Education ◽  
Cultural Norms ◽  
Education For All ◽  
Bilingual Instruction ◽  
Segregated Schools ◽  
The World ◽  
Group A ◽  
Significant Structure

The education of Roma children presents many challenges throughout the world because of poverty, issues of isolation and discrimination. In many countries where Roma reside, laws exist that prohibit discrimination against this minority group. A variety of conflicting issues exist for Roma children. On one hand, the Roma communities practice cultural norms that are in conflict with a typical schooling environment that requires significant structure and lack of independent support. Conversely, schools fail to provide appropriate bilingual instruction for Roma children who usually do not speak the local language. In most countries discrimination attitudes create segregated schools and insufficient social services. Many efforts and organizations are in place to positively impact these challenges to provide quality education for all Roma children.

scholarly journals The Intersectional Nature of Educational Inequality in the Global South - A Case of Papua New Guinea

2021 ◽  
Author(s):  
Norris Wangina
Keyword(s):  
Papua New Guinea ◽  
Education System ◽  
Educational Inequality ◽  
New Guinea ◽  
Learning Opportunities ◽  
Quality Education ◽  
Retention Rates ◽  
Education For All ◽  
Sustainable Development Goal ◽  
The World

<p>Since the ‘Education for All Agenda’ was ratified at the Jomtien conference in 1990, the world has moved to implementing the agenda. Papua New Guinea believes that education is the solution to its social, economic, and political problems, and in taking ownership of and working towards implementing the programme. However, Papua New Guinea’s education system concentrates on improving girls’, education and special education. This has resulted in improved enrolment numbers and higher retention rates nationwide but has failed to deliver quality education to all students specifically marginalised children of both genders. This essay argues that delivering quality education to all children should be addressed through an intersectionality approach. Firstly, intersectionality is defined and the ways that intersecting factors cause marginalisation and discrimination within different groups around the world and in Papua New Guinea are described. Secondly, the essay discusses how Papua New Guinea’s culture contributes to segregation. Finally, it discusses how Papua New Guinea can approach intersectionality issues and improve its education system to achieve Sustainable Development Goal (SDG) 4, i.e. to provide inclusive and equitable education and to promote lifelong learning opportunities for all. </p>

Quality Education for Children, Youth, and Adults through Mobile Learning

2013 ◽  
pp. 225-237 ◽  
Author(s):  
Santosh Kumar Mishra
Keyword(s):  
Mobile Learning ◽  
Mobile Phones ◽  
Learning Model ◽  
Quality Education ◽  
Education For All ◽  
Flexible Learning ◽  
Personalized Education ◽  
New Learning ◽  
The World

Mobile learning or m-learning is viewed as a useful component of the flexible learning model. Learners’ everyday uses of mobile phones and other devices such as games consoles, which can also be used for learning, are now major drivers for the rapid uptake of mobile learning throughout the world. Even so, there are a multitude of challenges faced when introducing and implementing m-learning. This chapter explores ways in which mobile-supported learning can contribute to the global commitment to provide quality education for children, youth, and adults, as expressed in the goals of Education for All (EFA). The chapter concludes that mobile learning is part of a new learning landscape created by the availability of technologies supporting flexible, accessible, and personalized education.

scholarly journals The Intersectional Nature of Educational Inequality in the Global South - A Case of Papua New Guinea

2021 ◽  
Author(s):  
Norris Wangina
Keyword(s):  
Papua New Guinea ◽  
Education System ◽  
Educational Inequality ◽  
New Guinea ◽  
Learning Opportunities ◽  
Quality Education ◽  
Retention Rates ◽  
Education For All ◽  
Sustainable Development Goal ◽  
The World

<p>Since the ‘Education for All Agenda’ was ratified at the Jomtien conference in 1990, the world has moved to implementing the agenda. Papua New Guinea believes that education is the solution to its social, economic, and political problems, and in taking ownership of and working towards implementing the programme. However, Papua New Guinea’s education system concentrates on improving girls’, education and special education. This has resulted in improved enrolment numbers and higher retention rates nationwide but has failed to deliver quality education to all students specifically marginalised children of both genders. This essay argues that delivering quality education to all children should be addressed through an intersectionality approach. Firstly, intersectionality is defined and the ways that intersecting factors cause marginalisation and discrimination within different groups around the world and in Papua New Guinea are described. Secondly, the essay discusses how Papua New Guinea’s culture contributes to segregation. Finally, it discusses how Papua New Guinea can approach intersectionality issues and improve its education system to achieve Sustainable Development Goal (SDG) 4, i.e. to provide inclusive and equitable education and to promote lifelong learning opportunities for all. </p>

THE EFFECT OF SELF CONFIDENCE, QUALITY EDUCATION AND FAMILY ENVIRONMENT ON INDONESIAN YOUTH IN ENTREPRENEURSHIP

2018 ◽  
Vol 1 (1) ◽  
pp. 29-40
Author(s):  
Novita Novita ◽  
Damar Aji Irawan ◽  
Benyamin Suwitorahardjo
Keyword(s):  
Family Environment ◽  
Research Method ◽  
Basic Research ◽  
Quality Education ◽  
Self Confidence ◽  
Job Opportunities ◽  
The World ◽  
The Future

The biggest challenge faced by students nowadays and in the future, is how to deal with the increasingly high competition in the world, the increasing number of undergraduate and limited job opportunities. In this kind of situations, the students had to find a creative way and change the approach of being a university graduate looking for a job, to become scholars who can create their own jobs, or even able to create jobs for others. The purpose of this study was to determine the youth interest on entrepreneurship in Indonesia. It seems that the youth are unaware to see that the job is increasingly difficult to find nowadays. So through this study, researchers wanted to find out what causes youth in Indonesia, reluctant to become an entrepreneur. While being an entrepreneur, the youth can open or create jobs for others and can reduce the level of unemployment in Indonesia. Self-confidence is an important factor in entrepreneurship. Family environment and quality education also participate in creating interest for youth in entrepreneurship. This research is using basic research method; where researchers will try to link the theories of the existing variables. Thus, researchers can conduct research by distributing questionnaires to the youth throughout Indonesia. This study aims to determine the cause of Indonesian youth lack of interest in entrepreneurship.

Textual Events

2018 ◽  
Keyword(s):  
Cultural Norms ◽  
Homeric Hymns ◽  
The World ◽  
Real Performance ◽  
Textual Traditions ◽  
The Aesthetic ◽  
The Relationship ◽  
Ritual Practices ◽  
Formal Features

Recent decades have seen a major expansion in our understanding of how early Greek lyric functioned in its social, political, and ritual contexts. The fundamental role song played in the day-to-day lives of communities, groups, and individuals has been the object of intense study. This volume places its focus elsewhere, and attempts to illuminate poetic effects that cannot be captured in functional terms. Employing a range of interpretative methods, it explores the idea of lyric performances as textual events. Several chapters investigate the pragmatic relationship between real performance contexts and imaginative settings. Others consider how lyric poems position themselves in relation to earlier texts and textual traditions, or discuss the distinctive encounters lyric poems create between listeners, authors, and performers. In addition to studies that analyse individual lyric texts and lyric authors (Sappho, Alcaeus, Pindar), the volume includes treatments of the relationship between lyric and the Homeric Hymns. Building on the renewed concern with the aesthetic in the study of Greek lyric and beyond, Textual Events re-examines the relationship between the poems’ formal features and their historical contexts. Lyric poems are a type of sociopolitical discourse, but they are also objects of attention in themselves. They enable reflection on social and ritual practices as much as they are embedded within them. As well as enacting cultural norms, lyric challenges listeners to think about and experience the world afresh.

scholarly journals Fish and Chaps: Some Ethnoarchaeological Thoughts on Fish Skin Use in European Prehistory

2020 ◽  
Vol 6 (1) ◽  
pp. 329-347
Author(s):  
Roman Vávra
Keyword(s):  
Cultural Norms ◽  
Museum Collections ◽  
Fish Skin ◽  
Subsistence Strategies ◽  
Factors Affecting ◽  
Archaeological Data ◽  
The World

AbstractThe following study summarizes the available ethnographical, historical, and archaeological data about the use of fish skin as a material. Fish skin and the methods of its processing are described. The fish skin utilisation accounts from around the world are collected in an organized matter. Afterwards the various factors affecting the use of this material are discussed and some concluding remarks about the further research possibilities are proposed. The use of fish skin does not appear to be based purely on climate, subsistence strategies, or the availability of fish, but also on cultural norms and traditions. Careful hypotheses can be made by using relational analogies, but ultimately a re-examination of museum collections or new archaeological discoveries are fundamental in furthering this field of research.

Special Issue on Quality Education for All in South Asia

2009 ◽  
Vol 17 (3) ◽  
pp. 287-289 ◽  
Author(s):  
Geeta Kingdon ◽  
Michelle Riboud
Keyword(s):  
South Asia ◽  
Quality Education ◽  
Education For All ◽  
Special Issue

Talent Development in Emerging Economies Through Learning and Development Capacity Building

2018 ◽  
Vol 20 (4) ◽  
pp. 498-516 ◽  
Author(s):  
Machuma Helen Muyia ◽  
Caroline S. Wekullo ◽  
Fredrick M. Nafukho
Keyword(s):  
Nonprofit Organizations ◽  
Human Resource Development ◽  
Human Resource ◽  
Emerging Economies ◽  
Talent Development ◽  
Mineral Resources ◽  
Quality Education ◽  
Learning And Development ◽  
Development Capacity ◽  
The World

The Problem It has been argued correctly that of all the resources that nations are endowed with including physical resources such as land, gas, oil, mineral resources, and financial resources, the most durable resource is people. It is also a truism that regions endowed with large populations such as Brazil, China, and India are now emerging nations with very strong and growing economies. As the world of work changes globally, the demand for talent development is becoming one of the greatest opportunities for profit and nonprofit organizations in emerging economies such as Kenya. Africa with its young and educated population and its competition for talent poses both opportunities and challenges as the continent tries to address this critical component. Nowhere is this opportunity for talent development (TD) more urgent than in Kenya. The Solution Given the rising of Africa’s youth population and the need to develop talent in this region of the world, there is no easy or ready-made solution to guide human resource development (HRD) researchers and practitioners and policy makers in developing and optimally utilizing Africa’s best resource—its people. However, this article seeks to demonstrate how strategic planning and provision of quality education are the best form of intervention for TD in Africa. The fact that individuals have talent is not sufficient, hence the importance of developing talent through learning. Thus, learning requires well-designed quality education and training programs that can lead to people being open to new ideas and a disposition to question what people already know. This is even more seminal especially in the fast-changing technology-controlled workplace. The Stakeholders Human resource officers, learning and development officers, Directors of Human Resource Management, HRD researchers, HRD practitioners.

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