access to education
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Author(s):  
فايزة سعيداني

The right to education at the international and domestic levels has become the interest of several parties who are responsible and obliged to achieve and respect this right, by recruiting all relevant parties and the means available for this. Like other countries, Algeria has recognized this right since the date of independence and is enshrined in all successive constitutions. Where the constitutional founder recognizes the principle of free education, the principle of compulsory basic education, and the state is responsible for regulating the educational system and ensuring equal access to education, but these constitutional principles can only be effective if supported by the legal provisions governing and specifying the applicable provisions in order to achieve the exercise of this right, which has long been considered a fundamental requirement at the international and domestic level. Through this presentation, we have tried to ask how the legal text of the right to education is addressed and whether it was sufficient to meet the basic demands of the educational system in the light of globalization, technological development and digitization. In this context, it was necessary to address the various legal texts and various conventions that addressed the dedication and strengthening of the right to education at the international level and its results at the internal level, which is what we will address through this intervention, by addressing the analysis of the various Algerian legal texts related to the subject through the division of work into two main axes. The descriptive and analytical approaches have been relied upon to reach different results and solutions for improving the curriculum and the educational system in general.


2022 ◽  
Author(s):  
Cristina - Iulia Gila ◽  

This article examines the concerns of all national education systems in Europe regarding exchanges of information, ideas and collaborations since the beginning of the configuration of the European Community in the 1960s. The idea of working together member states for a better future for the younger generation was found both in the documents of the Conferences of Heads of State on Education and in the consultations of education experts. This was pointed out by education ministers, such as Edgar Faure or Olivier Guichard, in France, who made strong arguments, demonstrating responsibility for action for future generations. Although the beginning was difficult, in the 1960s the documents referred to the education of the children of migrant workers, the importance of learning modern languages, the recognition of diplomas. In the 1980s, meetings at the level of education ministers highlighted a deepening and strengthening of cooperation to adapt language teaching models, expand the study of European history and European institutions in secondary education increasing access to education for children with special needs, setting up school spaces for language learning, but especially the creation of a European Centre for Education.


2022 ◽  
Vol 3 (2) ◽  
pp. 133-149
Author(s):  
Kartika Purwaningtyas

Child marriage in Indonesia is the highest in the world. According to the Central Bureau of Statistics recorded 1.220.990 girls in Indonesia were married before 18. This article uses literature research to describe the impact of child marriage and policymakers' strategic steps and efforts to curb the high rate of child marriage in Indonesia. Early marriage leads to a vicious cycle of low educational attainment, domestic violence, health, maternal and child health, high maternal mortality, and poverty. As marriage ages, regulation has been changing as a strategy to reduce child marriage. Unfortunately, there is no specific regulation of the marriage dispensation, which creates a gap in the number of weddings and the regulatory aspects of strategic efforts, providing women with immediate access to education, health, and work. Ensuring fair and equitable access between men and women is carried out to the maximum extent from a gender perspective in development policies strategies in Indonesia.


2022 ◽  
pp. 318-336
Author(s):  
Germain Miteu Tshinu

The third theme of the book seeks to understand the role of mineral resources in the African continent's socio-economic development. The case study of the DRC is used to understand the role played by the state-owned mining company Gecamines to socio-economic conditions of employees and the country's development at large. Resource curse and realism theories are utilised in this case study to unpack the role of mineral resources to Gecamines employees' access to education and healthcare in particular and to the entire country in general. The chapter employed a case study design with a qualitative approach research in its endeavour of exploring Gecamines' socio-economic contribution to its employees. Semi-structured interviews were conducted with Gecamines' managers, unskilled mine workers, and the Provincial Department of Mines' officers.


2022 ◽  
pp. 207-227
Author(s):  
Lina Pegu

The COVID-19 situation in India exposed the deep social and economic divide that exists within. Revealing these existing inequities and vulnerabilities, the pandemic situation critically questions what this divide means for the already marginalized communities in India. The founding fathers of the Indian Constitution foresaw the profound challenge of creating social, political, and economic equity with huge diversity. They saw education with development as a solution to create a just society. Therefore, the structures of reservation and economic support were built into the Constitution. However, these government policies of development and education were intensely geared towards integration as a nation-building exercise. Meanwhile, access to education is still provisional, subject to factors like lack of infrastructure, and that access is not always enough for emancipation. Through this chapter, the nation-building exercise will be critically examined in the light of diversity and the missing narratives of the consent of marginal citizens through the post-colonial lens.


2022 ◽  
pp. 159-177
Author(s):  
Murtala Ismail Adakawa

This chapter explores metadata technology integration as a panacea for effective learning in the 21st century libraries. The high influx of information resources into libraries necessitated a shift from printed to digitally web-based form of preserving and describing information, which affected users' access to information. This implies direct involvement of librarians in the cycle of influencers of open educational resources. In the review, ontology of metadata and repositories of learning object have demonstrated how UNESCO's proclamation about open educational resources has stimulated visible accessibility to information globally. Various ways of including librarians in the push for inclusive access to education have been highlighted.


2022 ◽  
pp. 283-295
Author(s):  
Ali Rzayev ◽  
Canan Öykü Dönmez Kara

Young people should present a future, create a human resource for the progress of societies, and protect young people against social risks. At this point, the protection of youth through public policies is one of the main areas of Azerbaijani public policies. The problems faced by young people in access to education and the problems experienced by educated young people in gaining a place in the labor market are some of the main youth problems. In this respect, it is of academic importance to examine the social policies offered by the Government of Azerbaijan for young people. The main framework of the study is the educational status of young people, the general framework of policies for young people, and social policies presented in the face of educational problems.


2022 ◽  
pp. 135-157
Author(s):  
Chitralada Chaiya ◽  
Mokbul Morshed Ahmad

“Reaching the marginalized” was the goal of “Education for All” to meet equality in education. The Sustainable Development Goals (SDGs) also investigate the relationship between SDG 1 (No Poverty) and SDG 4 (Quality Education). It was stated that one year of education can contribute 10% of the rise in income. Emphasizing the inclusiveness to reach SDG 1 and SDG 4, SDG 10 (Reduced Inequality) needs to be achieved. Therefore, many countries attempt to promote access to education. In Thailand, the Student Loan Fund was established in 1996. There are currently over 5.3 million students who received funds during the period between 1996 and 2020. It is argued that this policy can serve as a mechanism to achieve greater access to education, leading to a better quality of life and more equity in society. However, issues need to be considered since the policy should address, more specifically, the needs of the marginalized.


2022 ◽  
pp. 422-437
Author(s):  
Tawanda Chinengundu ◽  
John Chakamba ◽  
Jerald Hondonga

This study assessed the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in Zimbabwe. The study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in Zimbabwe, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that Zimbabwe generally has some elements of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. The pandemic has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.


2021 ◽  
Vol 3 (2) ◽  
pp. 141-154
Author(s):  
Ghazi Maulana ◽  
Khalilullah Khalilullah ◽  
Intan Qanita

The ongoing coronavirus disease 2019 (COVID-19) pandemic has affected the global population, especially the vulnerable groups such as children, the elderly, indigenous people, and people with disabilities. Restriction and limited access to education, health, and public services due to measures taken to cope with the pandemic have made life even more difficult for people with disabilities, particularly those with intellectual ones. People with intellectual disabilities were not counted as a high-risk population, thus being excluded in most public health measurements that are done to encounter the pandemic. Several investigations have been conducted to explore the impacts of the COVID-19 pandemic on children, women, and the elderly, yet very few discussed how pandemics affected people with intellectual disabilities. This article is a review of existing literature using Medical Subject Headings (MeSH) keywords like “COVID-19” and “intellectual disabilities” which was conducted in Pubmed, Web of Science, Mendeley, Google Scholar and ResearchGate to find related studies. Here we reviewed studies on the impacts of the COVID-19 pandemic on people with intellectual disabilities, including access to education, healthcare, public services, and other related concerns. We also discussed the inclusivity of COVID-19 prevention and control measures taken so far and how it should be designed to accommodate people with intellectual disabilities. This review is expected to provide an insight for the stakeholders and policymakers to employ better and more inclusive approach in the management of pandemic to ensure the wellbeing and rights of people with disabilities in general and people with intellectual ones in particular.


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