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The benefits of equal opportunity and inclusivity to access education of choice are very crucial to people in situations of deep scarcity and need. This study sought to analyse and evaluate how the universal policy of inclusive education was applied in technical and vocational education and training to enable learners with special educational needs to navigate their skills-based learning experiences. The study, using an inclusive education outcome framework, further interrogated the institutional support strategies put in place to normalise and ameliorate the plight of affected learners. A qualitative research approach in the interpretivist paradigm was used to capture the perceptions of the affected learners and their immediate associates in two colleges of technical and vocational education in Zimbabwe. The participants generally applauded the national stance to adopt inclusive vocational and technical education, but contended that the application of the policy at institutional level lacked seriousness and needed due improvement. Institutional support was linked to, and dependent on, home, community and national support. The study concludes that the inadequate institutional support for SEN learners requires more inter-personal approaches towards sustainable improvement. [ABSTRACT FROM AUTHOR]

The article is dedicated to characterisation of the specifics of exercising the constitutional right to education under the legal regime of martial law. The right to education has its own distinctive features: firstly, it is a constitutional (fundamental) right, since it is established and guaranteed by the Fundamental Law of the state. This leads to its other features, such as direct effect, increased stability and protection by the state. Secondly, the constitutional right to education should be classified as a cultural right, as it provides a person with opportunities to receive educational services, acquire knowledge and skills, and that ultimately enhances his or her cultural development. Thirdly, it is a positive right, as its realization requires certain positive actions, such as creation of a network of state and municipal educational institutions. Fourthly, it is a relative right, as it may be subject to certain restrictions imposed under special legal regimes introduced according to the law. Fifthly, the constitutional right to education is of a material nature, as it ensures that a person receives educational services and obtains education in order to become competitive in the labour market and receive decent remuneration. Sixthly, the right to education is a guarantee of other rights realization, for example, the right of all people to free development of their personalities (Article 23 of the Constitution of Ukraine). However, despite the existence of international, constitutional and legislative guarantees for realisation of everyone’s right to high-quality, accessible and free education, full realisation of this right is hindered by certain restrictive measures established through regulatory acts that contradict the Constitution of Ukraine, laws and international acts and violate the principles of equality, nondiscrimination and proportionality. As a result of the ban on concluding agreements for contractual education, our state loses a large amount of financial revenues to replenish state/local budgets. All of this negatively affects the overall image of Ukraine making many Ukrainian citizens, including men, move abroad and obtain their education there, therefore replenishing the budget of foreign countries. [ABSTRACT FROM AUTHOR]

This article I argue for the prioritisation of human rights when developing and implementing misconduct policies. Existing approaches may be perpetuate inequities, particularly for individuals from marginalised groups. A human-rights-by-design approach, which centres human rights in policy development, revision, and implementation, ensuring that every individual is treated with dignity and respect. Recommendations for implementing a human-rights approach to misconduct investigations and case management are offered, covering areas such as procedural fairness, privacy, equity, and the right to education. Additional topics covered are the need to limit surveillance technologies, and the need to recognize that not all use of artificial intelligence tools automatically constitutes misconduct. I disentangle the differences between equity and equality and explain how both are important when considering ethics and integrity. A central argument of this paper is that a human-rights-by-design approach to integrity does not diminish standards but rather strengthens educational systems by cultivating ethical awareness and respect for personhood. I conclude with a call to action with a seven-point plan for institutions to adopt a human-rights-based approach to ethics and integrity. In the age of artificial intelligence and neurotechnology, insisting on human rights and dignity when we investigate and address misconduct allegations is an ethical imperative that has never been more important. [ABSTRACT FROM AUTHOR]

Introduction: Neurosonology is a vital paraclinical investigation in modern neurology. However, access to education and certification in neurosonology for neurology residents and young specialists in Europe is challenging, and comprehensive data regarding this topic are scarce. Information regarding difficulties in neurosonology training across Europe may help bring this topic under the spotlight and act as a call for the harmonization of curricula across the continent. Methods: We performed an online survey targeting European neurology residents and young specialists, focusing on neurosonology training and certification. The survey was conducted between May and September 2023 and received responses from 282 participants representing 37 European countries. Results: There were disparities in neurosonology training during residency, with 6 (16.2%) out of 37 countries reporting a dedicated curriculum. The respondents expressed an overall lack of satisfaction with theoretical knowledge (rating their experience as very poor 28.0%, poor 20.2%, neutral 25.9%, good 19.3%, and very good 6.6%) and practical skills gained during their training (rating their experience as very poor 30.9%, poor 18.9%, neutral 22.6%, good 18.1%, and very good 9.5%). A total of 282 respondents (5.7%), 16 held a national certification in neurosonology, claiming obstacles such as high costs of certification and a limited number of certifying centers. Discussion: This survey reveals significant variations in neurosonology training across Europe, indicating difficulties in obtaining certification. Despite the increasing importance of neurosonology, many neurologists feel inadequately prepared and lack practical training during residency, emphasizing the need for better and more standardized access. Conclusion: The survey underscores challenges and disparities in neurosonology training and certification in Europe. Standardization of curricula and increased awareness about available certifications are crucial to address these issues. The interest in European Certification suggests a potential solution for enhancing neurosonology training at the international level. [ABSTRACT FROM AUTHOR]

The role of the classroom assistant (CA) is considered pivotal in inclusive provision for pupils with additional needs. CAs' support of pupils who have a visual impairment (VI) is greatly underreported in the literature. Scaffolding theory was applied to investigate the role of CAs in supporting pupils who have a VI in mainstream schools in Northern Ireland, UK. Focus groups were conducted with 18 CAs who were embarking on an accredited VI-focused professional development programme. Findings revealed the majority of assistants had received no formal training to work with these pupils although they provided support in a wide range of ways to ensure their educational, social and physical inclusion in school. Although positive aspects of their contribution were described in inclusive terms, challenges were identified that mainly impacted on the participatory options of pupils with VI. Most prominently, minimal access to professional development engendered uncertainty that pupils were being appropriately and effectively supported. Viewed through the lens of scaffolding theory, CAs occupy a predominantly supporting role, with paucity in upskilling opportunities and hierarchical structures limiting further professional progression. More strategic consideration of the CA role could contribute to greater equity of access to education for children with VI. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The right to education is crucial for solving gender inequalities in developing countries. Set against the backdrop of persistent gender disparities starting from primary education level in Pakistan, using capability approach, this article analyses gender inequalities in education in the Punjab province through the effectiveness of the Girls' Stipend Programme (GSP) on girls' educational opportunities using a mixed methods approach. The GSP, aims to increase female enrolment in public schools, and targets families from lower socio-economic backgrounds. The findings show that the GSP has led to short-term impact on girls' increased enrolment in middle schools, although issues of access to education such as physical safety, transition to secondary schools and the quality of schooling needed attention. The parental aspirations for girls' education is high particularly among mothers from lower economic backgrounds and main driver for female education but the larger question of the instrumental role of education in transforming gender inequalities is still pertinent. [ABSTRACT FROM AUTHOR]

Resettlement to a third country offers a durable solution for refugees who cannot integrate into their asylum or transit countries. While most studies focus on the experiences of refugees after their arrival in resettlement countries or on the political aspects of resettlement, fewer studies explore refugees' perspectives prior to resettlement. This paper examines how Rohingyas in Malaysia view their resettlement opportunities. We collected qualitative micronarratives from 56 adult Rohingyas living in Malaysia between March and September 2019, to explore the complexities of their decision-making processes. The findings indicate that most Rohingyas aspire to resettle in another country to gain legal status or citizenship, providing a better future for their children, including access to education and healthcare. However, preferences among Rohingyas vary: while some are eager to resettle, others express a strong desire to return to their home country in Myanmar. Still, others wish to reunite with family in Myanmar or Bangladesh, and a significant minority are reluctant to resettle in non-Islamic countries, reflecting broader concerns about cultural and religious compatibility. This study highlights the varied resettlement preferences among Rohingyas, underscoring the need for resettlement policies to consider these diverse priorities to enhance the effectiveness of resettlement programs. [ABSTRACT FROM AUTHOR]

The present study aimed to analyze the importance of hospital pedagogy for the professional and the user, and how the practices of this professional can be incorporated into the hospital environment, promoting the continuity of the child's learning. This is a narrative review of the literature, with a search in scientific articles, a free search on the internet and in books. The results reveal that in the degree in pedagogy, there are several paths that can be followed, including hospital pedagogy. It is important to apply pedagogy in hospital spaces, as it is from this that the right to education is practiced. When the student is limited due to illness, it allows the inclusion of the school routine in the hospital space. In this way, it is possible to understand that hospital pedagogy aims to continue the school life of children and adolescents who require repeated hospitalization, in addition to generating exercises that contribute to the preparation of the sick student and that support them during the phase in which they are hospitalized. Thus, the role of hospital pedagogy was debated, verifying the impasses of hospitalized students, and elements that may contribute to the students' perception and recovery from the illness. The essence of hospital pedagogy is to provide assistance and provide humanized emotional support, whether for the patient or their relatives. Therefore, the aforementioned work discusses the performance and methods of the pedagogy professional in the hospital area, as a way of guaranteeing the right to education for all. [ABSTRACT FROM AUTHOR]

Since the approval of the Political Constitution of the United Mexican States in 1917, The 3rd constitutional article has undergone 11 reforms, the last one on May 15, 2019 (Gonzalez, 2021). This reform was founded on an alternative policy model underpinned by a model of improvement that promotes the defense of public schools and the fulfillment of the right to education. On this premise, Mexican regulations put educational improvement at the center of its debate and introduced changes focused on improvement within the framework of the National System for the Continuous Improvement of Education under the coordination of a new agency: the National Commission for the Continuous Improvement of Education (in Spanish Comisión Nacional para la Mejora Continua de la Educación). The purpose of this article is to examine the progress and challenges identified by this agency to rethink the process of educational improvement in the context of the transition of government. We are interested in providing elements of analysis to evaluate the continuity of the improvements in the framework of the educational project. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic posed great risks to some disabled students, not necessarily because of health-related conditions, but due to the pre-existing entrenched inequalities that might have led to widened disparities. Hence, our aim was to critically explore the implications of the COVID-19 pandemic for disabled students, focusing on equal access to quality education. Data were gathered with semi-structured interviews with seven disabled students and eighteen parents of disabled students from Cyprus. Based on the participants' narratives, it was found that during the school closure non-disabled students who were considered as eligible to learn were usually kept close; in contrast, some disabled students, who were considered as not eligible for equal opportunities in quality education, were eventually kept afar. Thus, the induced fear of the pandemic facilitated the legitimisation of exclusion, by rationalising isolation, on the basis of the 'best interest' of the assumed as impotent and sick children. Hence, in some cases, obligatory distance resulted to the perpetuation of the dominant power relations and the prevailing social hierarchy, in which less qualified disabled people are usually placed at the lowest level, often with limited chance to climb up compared to their non-disabled peers. [ABSTRACT FROM AUTHOR]

During the initial period of 'lockdown' in response to the COVID-19 pandemic, schools in England were closed to the majority of pupils for 15 weeks. We examine how during this time schools provided emergency remote teaching in mathematics to lower secondary pupils with different levels of prior attainment and advantage. Drawing on a mixed-methods study including a survey (N = 49) and interviews (N = 17) with Heads of Mathematics, we analyse schools' remote learning practices and how school closures have impacted on pupils' opportunity to learn mathematics (OTL). We find that inequitable distribution of engaged time, mathematical content and quality teaching has disproportionately negatively affected lower-attaining and disadvantaged pupils and is likely to have contributed to a widened attainment gap. We identify opportunities for HOMs to improve remote learning for subsequent school closures and enact equitable policies of distribution that improve OTL for lower-attaining and disadvantaged pupils. [ABSTRACT FROM AUTHOR]

Can a mandate for inclusive school education translate into reality? What challenges can undermine it in the context of a stratified schooling system? We discuss this in the context of India's landmark Right to Education Act. A controversial clause of the Act mandates that private schools should reserve at least 25 percent of entry-level seats for disadvantaged sections of the society. This paper, drawing on a detailed survey of 1642 households, and interactions with parents over 2014–2019, unpacks the experiences of households who applied for admission in private schools through the mandate. Our results suggest that more resourceful households (in terms of ability to speak official language, wealth and education) are more likely to apply, and get admissions through the mandate. Acquiring eligibility documents (proofs for income and residence) is a major hurdle in completing the application process. Even after being allotted a seat, households continue to face several barriers that make it difficult for them to secure an admission and enrol or continue sending their child to the private school through the mandate. The results are sobering, and flag the possibility that transformative potential of the mandate may not be fully realised if the status quo prevails. [ABSTRACT FROM AUTHOR]

This study examines alternative strategies for human resource development in Nduga Regency, Mountainous Papua, where the Human Development Index (HDI) is still very low. The region faces significant challenges, including economic underdevelopment, low access to education, and ongoing conflict. This research focuses on the efforts of the Tunas Harapan Papua Care Foundation (Pena Papua) to improve access to education for students from underprivileged backgrounds. Through qualitative descriptive methods, data are collected through interviews, observations, and document reviews involving stakeholders from foundations, students, and local communities. The findings show that Pena Papua has contributed significantly to improving access to quality education and character development among students. However, cultural erosion, particularly the loss of mother tongues, was identified as a critical problem. The study concludes that although foundations have made significant progress in developing human resources, the preservation of cultural identity remains a challenge that must be addressed along with educational initiatives. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Modern Science is the property of Alcide De Gasperi University of Euroregional Economy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dados - Revista de Ciências Sociais is the property of DADOS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While the politicization of cultural heritage in Iraq is widely covered by research, little attention is dedicated to how exactly heritage education has been implemented, the knowledge gap this article aims to address. Focusing on the methods employed to educate an average citizen in cultural heritage (how) rather than on the motivation behind them (why), the article unveils novel empirical data drawn from 25 oral history interviews with Iraqi heritage-sector stakeholders demonstrating several important findings. First, a profound gap emerges between cultural awareness levels in pre-1990 and contemporary Iraqi society. Second, the data allows us to identify 12 categories of pre-1990 heritage education strategies, nearly all of which are currently missing or slowly being revived. Third, the respondents disclose a strong reliance on heritage education potential for raising cultural awareness in the sectarianism-torn society. Finally, the article suggests a holistic and inclusive heritage education methodology as a tool of social, ethnic, and religious cohesion in Iraq. [ABSTRACT FROM AUTHOR]

This study aims to identify the barriers encountered in the access of Roma children to education and to offer solutions according to the school administrators’ and teachers’ views. It is conducted with a phenomenological research design. The study group is composed of 24 participants, including 7 school administrators and 17 teachers. Data collected employing semi-structured interviews are analyzed with inductive content analysis. According to the findings, within the framework of Bourdieu’s cultural capital theory, the barriers to Roma children’s access to education are revealed as the structure of the education system, cultural characteristics, and perspective on education. Participants have stated that low expectations from Roma children within the current education system and the formation of Roma Schools are significant barriers to accessing education. These barriers to Roma children’s access to education are seen as a product of deficiencies caused by the family and the student himself. Additionally, neighborhood culture and social learning also prevent Roma children from accessing education. To overcome these barriers, participants suggest that schools should be turned into centers of attraction, flexible education programs should be implemented, and Roma children should be educated in mixed schools. The findings suggest that these barriers are regarded as a product of deficiencies caused by Roma children. [ABSTRACT FROM AUTHOR]

Este artículo aborda el conjunto de desafíos teóricos y metodológicos que aún no han sido superados por el campo científico que estudia la deserción en la educación superior, aquí tratada metafóricamente como una maldición. El objetivo fue sistematizar el aporte de la bibliografía que señala las razones por las cuales la larga trayectoria teórica y aplicada no ha logrado el resultado esperado, es decir, la reducción de índices. Para ello, se utilizó una revisión narrativa de la bibliografía, buscando recoger aportes de varias obras de referencia en casi un siglo de historia del campo. Los resultados apuntaron a la presencia de desafíos en la definición del objeto (falta de consenso e inespecificidad). Pero también señalaron desafíos metodológicos como la falta de un enfoque longitudinal, sistémico y combinado para la investigación cualitativa y cuantitativa. [ABSTRACT FROM AUTHOR]

The article explores the implementation of tuition-free promise programs by institutions, localities and states in the U.S. to promote college access and success. Topics discussed include the trend of associating eligibility for a free college program to enrollment in vocational fields, and the differences in the design features of college promise programs.

Unique solutions are key when seeking to ensure children living in remote areas are able to access education. [ABSTRACT FROM AUTHOR]

There is constant debate surrounding the importance of the foundation year, and whether or not it should stay. But in an era where there is a dire need for diversity in industries that are lacking skills and talent, Dr Lucy Atkinson, Director of the Centre for Academic Persistence at Arden University, argues that foundation years have never been more important for students. In this article, Dr Atkinson addresses the benefits of the foundation year for students. In doing so, she explores how it improves access to education for those from more disadvantaged backgrounds, as well as mature students. Criticisms surrounding the foundation year. [ABSTRACT FROM AUTHOR]

The right to education is one of the fundamental human rights approved in the Constitution of Ukraine. However, the war conditions taking place on the territory of Ukraine create significant challenges for ensuring this right. In this article, we analyze the problems that arise in the context of ensuring the provisions of Article 53 of the Constitution of Ukraine in conditions of war and offer ways to solve them. This article highlights the importance of ensuring the right to education under martial law in Ukraine and suggests practical measures to achieve this goal. The study of this topic contributes to the development of effective strategies for managing educational processes in wartime conditions. Ensuring the right to education in the conditions of martial law in Ukraine becomes a particularly acute problem due to active hostilities and occupation of territories. Military operations are accompanied by violations of human rights, including the right to education, which is contrary to international standards. Military aggression forces the evacuation of schools, universities and other educational institutions, which disrupts the educational process and creates difficulties for obtaining an education. The results of military operations have serious psychological consequences for children, youth and teaching staff, which negatively affects their learning and work capacity. The article analyzes the problem of ensuring the right to education under martial law. The challenges faced by Ukraine in providing educational opportunities during the war are investigated. Special attention is paid to strategies for protecting the right to education, including the role of international law, humanitarian aid programs and innovative approaches to education. Based on this analysis, recommendations are provided to improve the situation with the right to education in the conditions of military conflict. The problems of education during the legal regime of martial law are analyzed, the need to continue measures to guarantee the constitutional right to education is emphasized, since education is considered extremely important for the progress of society, the future of the country directly depends on the level of education, talents, culture and consciousness of the young generation. [ABSTRACT FROM AUTHOR]

The article examines the problematic aspects of limiting the right to education as a means of countering threats to public health. It has been established that the child's realization of the right to education is directly related to the child's availability of a number of preventive vaccinations, without which such a child may legally be prevented from attending school or another educational institution. The state of normative legal regulation of the right to education, relations in the sphere of population protection from infectious diseases, ECtHR judgments in the case «Solomakhin v. Ukraine», in the case «Vavrzhichka et al. v. Czech Republic» and domestic judicial practice are analyzed. The main arguments of the legal nature of vaccination antagonists have been identified, which boil down to the fact that vaccination is an arbitrary intervention of the state in a person's private life, limits the state-guaranteed right to education and leads to discrimination on certain grounds and leads to the disclosure of medical information. The content of the concept of interference with the right to respect for private life is revealed and it is clarified that such interference is justified if it was legal, pursued a legitimate goal and was necessary in a democratic society. It is substantiated that the life, health and safety of a person is the highest social value in Ukraine, the content of the idea of a balance between individual rights and public interests is revealed. It was established that in cases where individual interests may negatively affect the health and safety of society, the state may take measures to limit such individual rights. The meaning of the concept of medical secrecy is disclosed, according to which medical secrecy includes information that includes data on a person's application to a medical institution, his health status, diagnoses, results of examinations and treatment, as well as personal information about family and intimate life, health I have relatives and friends, and it was found out that there is no such secret in the vaccination certificate. It was found that the availability of vaccinations is a prerequisite for access to education in educational institutions, and preventing unvaccinated children from attending educational institutions is not a violation of the right to education, but a limitation of the ability to choose any form of education. [ABSTRACT FROM AUTHOR]

Legal regulation of education can be defined as a set of legal acts that regulate social relations in the field of education. This area is regulated by both national and international legislation ratified by the Ukrainian authorities. Education is a priority area in Ukraine, according to national legislation, and the education process itself is a continuous process throughout life. One must agree with the eminent scientist who defines this process as stimulating people, allowing them master the necessary knowledge, values, and skills that will contribute to self-realization in personal and professional spheres of life; will be a guarantee for self-improvement and adaptation of a person [1]. In connection with the military aggression of the Russian Federation against Ukraine, on February 24, 2022, a legal regime of martial law was introduced in Ukraine. The Ukrainian educational sector faced serious problems of destabilization of organizational, legal and educational processes. During the war, the authorities concentrate their efforts primarily on creating safe conditions for obtaining higher education, ensuring accessibility and continuity of education in regions of Ukraine with different security situations. The bodies of the legislative and executive authorities in matters of education take all the necessary actions within the framework of their powers so that no person is limited in his constitutional right to education. On March 20, 2022, the Law of Ukraine dated March 15, 2022 No. 2126-IX «On Amendments to Certain Laws of Ukraine Regarding State Guarantees in Conditions of Martial Law, State of Emergency or State of Emergency» entered into force, according to which the Law of Ukraine «On Education» [ 2] was supplemented by a new article 57-1 «State guarantees in the conditions of martial law, state of emergency or state of emergency» [3]. This article defines guarantees for students of education, employees of educational institutions, educational institutions, scientific institutions for: organization of the educational process in remote form or in any other form that is the safest for its participants; preservation of the place of work, average earnings, payment of scholarships and other payments provided for by law; place of residence (boarding house, dormitory, etc.) and provision of food (if necessary). The state's guarantee of the right to education is of great importance for the development of the individual and society. After all, the effective implementation of this right ensures the satisfaction of human needs in acquiring knowledge, forming abilities, skills, personal qualities and other competencies. The right to education is the basis for the realization of a number of other constitutional rights. It provides a person with a high standard of living, respect and dignity, development of creative abilities, choice of profession, comprehensive and harmonious development, etc. This right is aimed at ensuring the full functioning of state and public institutions, national security, it strengthens stability in society and contributes to the development of a democratic, social and legal state [4]. [ABSTRACT FROM AUTHOR]

The impact of 2019-2020 Covid-19 pandemic saw the disruption of businesses and services including education. The shutting down of conventional face-to-face teaching and learning ushered in a new dawn of online education. While not an entirely new phenomenon and one being championed in within the neoliberal globalisation discourse, this article examined the impact of this change. The explored how the Covid-induced online education impacted the resilience of disadvantaged students in the African context. Using Sen's capability approach and the salutogenesis theory of resilience, the paper focused on how online education as an alternative capability to traditional face-to-face affected the resilience of disadvantaged students in achieving the functioning of meaningful learning. The conceptual paper analysed the resilience of disadvantaged university students and how Covid-induced online education affected them. The findings revealed that Covid-induced online education, further amplified pre-existing inequalities. Individuals from privileged backgrounds had greater access to the necessary resources and commodities that enabled them to effectively engage in online learning. Despite online education being considered a capability, the actual implementation of this capability in the form of meaningful learning was hindered by factors that negatively influenced the conversion process. Recommendations include the acknowledgement of the role of digital technology as an enabler to the realisation of the right to education and a call on governments and institutions to incorporate it into policy and practice. [ABSTRACT FROM AUTHOR]

The study aims to observe the learning enthusiasm of children of Malaysian migrant workers, particularly in the Sungai Buloh area, Selangor. It focuses on their eagerness to learn not only social sciences but also religious knowledge through lessons and daily practices such as prayers, recitations, and da'wah exercises. These activities help develop both religious understanding and public speaking skills, as children practice delivering lectures and speaking confidently in public. The children in Sungai Buloh, aged 7-13, show an exceptional zeal for learning, which is crucial for shaping Indonesia’s future leaders in the next decade. However, many of these children face significant educational challenges due to incomplete documentation, making it difficult to attend public schools in Kuala Lumpur. As most of the community in Sungai Buloh consists of Indonesian migrant workers, their children struggle with limited access to formal education. The Sungai Buloh Learning Studio serves as a vital educational space where these children can study both social and religious sciences, despite the barriers they face. The lack of access to education remains a concern, particularly for migrant workers' children, who are eager to learn but are hindered by their legal status, thus complicating their educational opportunities in Malaysia. [ABSTRACT FROM AUTHOR]

Background. In the digital age, emojis have evolved from simple pictographs into a global communication tool, transcending language barriers. As the world seeks to scale access to quality education, particularly in low-resource regions, artificial intelligence (AI) has emerged as a key enabler in overcoming these barriers. The role of emojis in enhancing digital literacy and educational communication in these regions remains underexplored. Purpose: This study investigates the potential of emojis, supported by AI-driven systems, to improve educational accessibility and engagement in low-resource areas. Method: The research aims to explore how AI can leverage emojis as a universal language tool to enhance learning experiences and bridge communication gaps in diverse linguistic and cultural contexts. A mixed-method approach was employed, combining qualitative interviews with educators and students, and quantitative analysis of educational platforms utilizing emoji-based learning interfaces. The study focused on low-resource regions where traditional educational tools are less accessible. Results: Results indicated that emoji-based communication, when integrated with AI-driven educational tools, significantly improved engagement and comprehension among learners, particularly in multilingual environments. Students reported a deeper connection to content and higher motivation to learn, while educators found it easier to communicate complex concepts using visual aids like emojis. The study suggests that AI-supported emoji language can be a scalable solution for improving educational access in underserved regions. Conclusion: In conclusion, the study suggests that adaptive learning algorithms In conclusion, the findings highlight the potential of AI and emojis to revolutionize educational communication in low-resource areas. By leveraging emojis as a universal language, AI can contribute to narrowing the global education gap and fostering inclusive learning. [ABSTRACT FROM AUTHOR]

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Access to quality education for all children is important for achieving the Sustainable Development Goals especially in Africa. However, information and communication technologies (ICTs) and access to electricity have continued to be burning issues hindering access to quality education in Africa. However, empirical evidence on the impact of ICTs and access to electricity on primary education in Africa is rare. This paper, therefore, investigates the impacts of information and communication technologies and access to electricity on the education of children in Africa. The study used rich data on primary school enrolment, education expenditure, access to electricity, fixed broadband subscriptions, fixed telephone subscriptions, mobile cellular subscriptions, and individuals using the internet in Africa obtained from the World Development Indicators. Leveraging on panel autoregressive distributed lag model, we find that fixed broadband subscriptions, mobile cellular subscriptions, individuals using the internet, and access to electricity exert significant impacts on school enrolment in Africa. We find from the Granger causality test result a unidirectional causality between school enrolment and mobile phone subscription. Furthermore, we identified bidirectional causalities between school enrolment and access to electricity, education expenditure, fixed telephone subscriptions, fixed broadband subscriptions, and individuals using the internet. We conclude that information and communication technologies improve education in Africa. [ABSTRACT FROM AUTHOR]

The UN Conventions on the Rights of Persons with Disabilities urges the establishment of inclusive education and expansion of educational opportunities to maximize access to education among children with disabilities (CwDs). However, more than 90% of 150 million CwDs do not have access to education Rather, they are left without school participation, specifically in developing countries and low-income settings. This scoping review aimed at discovering the literature available around the barriers and facilitators to accessing education for CwDs in low and lower-middle income countries in eastern Africa. Medline, CINAHL, Global Health, ERIC, and Embase were searched. After a rigorous systematic search of peer reviewed articles, 188 articles were obtained, and 15 studies were included within this scoping review after iterative and constant readings and screenings of selected articles. A review of grey literature was also conducted and compared to the results gathered from the research literature. In this paper, we report on a variety of barriers and facilitators to accessing education in low and lower-middle income countries in eastern Africa described by the literature. The study findings will inform inclusive education policy and practice, as well as future disability and inclusive education research. [ABSTRACT FROM AUTHOR]

Administrators and faculty at many colleges and universities are dedicated to making the faculty hiring process fair and equitable. One program that has shown promise is to train and appoint a Diversity Advocate (DA) to serve on each faculty search and screen committee. In this study, we created and examined the early stages of a DA program at a single institution. After undergoing special training, the DA works on the search committee to encourage best practices and to discourage schemas and stereotypes from interfering with the process. Our DA program differs from some in that efforts are made to train DAs who are demographically in the majority, work in the area where the search is taking place, and have earned tenure or promotion. Training those who are demographically in the majority helps meet our goal of broadening the responsibility for evidence-based and equitable hiring practices across faculty members. While reliable data on hiring outcomes is not yet available, we developed a survey to evaluate the DA training and conducted focus groups to understand the DA experience better. Our results highlight how DAs intervened in the search process to make it more equitable. The interventions included encouraging the use of best practices, such as leading the committee in creating a rubric for evaluating candidates and intervening when bias was present. Our study provides evidence that a DA program is one way to expand the pool of faculty committed to inclusive excellence. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) is the property of Dinasti Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using a high‐frequency survey in Yemen, we demonstrate how school attendance responds to a series of conflict‐related shocks. First, there are a number of plausibly exogenous events that significantly change the severity of violence but have limited impacts on school attendance. These events include the capture of the southern capital by secessionist forces, an unexpected partial ceasefire, and the capture of a governorate from the internationally recognized government by Houthi forces. Second, we demonstrate how shocks aside from living in close proximity to violence—institutional declines and macroeconomic shocks associated with the conflict—can have large impacts on school attendance and the ability to afford essential services. For example, a teacher strike associated with conflict‐induced instiutional declines caused an immediate doubling of the share of households with poor school attendance. Combined, the results better illustrate some of the mechanisms by which conflict impedes school attendance and human capital formation, and the results have implications for education assistance being delivered in conflict settings. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

India's efforts to establish an inclusive education system for children with special needs are gaining momentum in the current scenario. The study focuses on the legislative and policy frameworks, such as the Right to Education Act (2005) and India's ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), which underscore the country's commitment to inclusive education. Despite these efforts, less than 20% of children with disabilities have consistent access to education, highlighting a significant gap between policy and practice. The study explores the challenges in policy implementation, including inadequate infrastructure, a shortage of trained special educators, and societal stigma, which continues to hinder the full realization of inclusive education in India. Initiatives like Sarva Shiksha Abhiyan (SSA) and Inclusive Education for Disabled at Secondary Stage (IEDSS) are assessed, revealing their limitations due to insufficient resources and training. The study also emphasizes the need for financial support mechanisms and the inclusion of Disability Studies in higher education to promote research and policy development. [ABSTRACT FROM AUTHOR]

This paper highlights the reflection on the early stage of the study on teacher's perceptions on impact of Right of Children to Free and Compulsory Education Act (RTE Act 2009) in schools of Jharkhand. The goal of this research is to investigate how instructors or teachers see the effects of the RTE Act of 2009 on students' engagement and learning results, infrastructure and facilities, teaching methods and evaluation, and comprehension of the Act and its access. The reason teachers are selected for this research is that they have a significant impact on the educational system and are constantly thinking about the welfare and career prospects of their students. The study, therefore, tries to bring out the voices of teachers that may depict the practical implications. The study is reflection on planning stage, data collection stage, data analysis and interpretation stage and placing the study as research followed by conclusion. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study suggests offering critical and reflective education inspired by Paulo Freire's Social Pedagogy. The objective was to quantitatively and qualitatively analyze the distribution of young people from Brazilian high school who studied in the state public education network, by gender and age group from 15 to 17 years old, in the year 2020. Methodologically, it was a documentary analysis of information from the Instituto Unibanco Education Observatory with subsequent interpretation of the data obtained. It was found that, in all regions of the country, the frequency of girls in secondary school was higher than that of boys. Therefore, instruments and measures must be valued to reduce the percentage difference and it is suggested the implementation of educational policies that encourage the critical and reflective formation of students. It is concluded that the permanence of young people of both sexes in high school, with critical and reflective training, enables them to exercise citizenship, for active participation in society. [ABSTRACT FROM AUTHOR]

In an era where technology plays a pivotal role in education, the digital divide has emerged as a significant barrier to achieving equity and inclusion in modern education systems. This paper explores the challenges associated with bridging the digital divide and examines the impact of technology-enhanced learning on marginalized communities. The study highlights the need for policy interventions, infrastructure development, and inclusive pedagogical strategies to ensure that all students, regardless of their socio-economic background, have equal access to quality education. [ABSTRACT FROM AUTHOR]

This study investigates parental views regarding the role of private educational institutions in promoting education in Tehsil Wari, District Dir Upper, Pakistan. The goal is to evaluate and quantify these institutions' contributions to the local education system. A quantitative study approach is used, by taking a sample size of 795 parents whose children are studying in these private schools. Data gathered from a random sample of 260 parents via systematic questionnaires and processed using SPSS-27, with results given in tabular form. The findings indicate that private educational institutions significantly contribute to ensuring quality education in Tehsil Wari. Most parents expressed satisfaction with the services provided by these private institutions, affirming their crucial role in supplementing public education and identifying areas for further improvement. The study recommends that private sector stakeholders should strengthen collaboration with parents by establishing parent-teacher councils and involving them in yearly action plans and other school activities. This could enhance the effectiveness of these institutions and improve the quality of education. This study provides new insights to highlight the impact of private educational institutions in Tehsil Wari, addressing a gap in the literature on the role these institutions play in enhancing educational quality and accessibility. The findings offer valuable implications for policymakers and suggest directions for further research. [ABSTRACT FROM AUTHOR]

This paper aims at exploring the dynamics of inclusive education for refugee children in Pakistan and the issues and prospects of inclusive education. Based on the literature review and fieldwork, this paper outlines the complex challenges that hinder refugee children's access to education in Pakistan. This paper focuses on the importance of inclusive education in the creation of social integration, economic growth, and protection of human rights. We look at the practices and ideas that have worked within and outside the country to tackle these problems. The considerations include policy recommendations, ways of engaging the communities, and pedagogical adjustments for the development of the inclusive classroom. Therefore, the purpose of this paper is to enhance the understanding of refugee education and to offer specific recommendations for policymakers, educators, and other stakeholders involved in the process of refugee education in Pakistan and other comparable countries. [ABSTRACT FROM AUTHOR]

This article aims to analyse the role of Mexican District Courts in cases related to the education sector and, specifically, the stance courts take on guaranteeing the right to education. The study is conducted through thematic and frequency analysis of judgments available from indirect amparo trials in administrative and labour matters across the 32 judicial circuits in Mexico during 2019, 2020 and the first semester of 2021. This study arises from the need to understand, from the perspective of judicialisation, the impact that the Mexican education sector has faced in the context of approved structural reforms in recent years, the problems of quality and equality experienced, and any exacerbations provoked by the COVID-19 pandemic. The article's discussion centres on certain paradigmatic and particularly relevant cases for the protection of children's right to education in Mexico, including the examination of both the claims presented by the claimants and the arguments developed by the adjudicating institutions. [ABSTRACT FROM AUTHOR]

The article "From the Association's Work" in the journal Special Education discusses the right to inclusive education for people with disabilities according to the UN Convention on the Rights of Persons with Disabilities. It is stated that the number of students in special needs schools in Germany has decreased by 55,000 since 2009, while the number of students with special needs in mainstream schools has increased by more than 162,000. However, there are still challenges in implementing inclusion, and it is emphasized that more resources and training for teachers are needed. It is also noted that a comprehensive strategy for inclusive education is necessary in Germany. The Association for Special Education calls for a federal funding program to better equip education for students with intellectual disabilities. Various discussion topics and proposals related to the association's work in special education are addressed, including the renaming of the journal for therapeutic pedagogy, the possibility of mandatory social service for all, initial and continuing education, multiprofessional teamwork, the establishment of an autism working group, and the preparation of a federal specialist congress. Topics such as strengthening the connection between science and practice, public relations, and the right to education versus data protection are also discussed. [Extracted from the article]

This article analyzes how Juan Cárdenas’ novel, The Devil of the Provinces, narrates the complex relationships between monocultures, political corruption, religious manipulation, and organized crime. Within the novel’s universe, these elements configure a set of mysterious and strange forces, and illuminate a series of structural power relations that govern the distribution of labor, violence, access to education, and control over life in the Colombian reality. This reflection articulates decolonial theory and the critique of capitalism to analyze Cárdenas’s reinterpretation of the literary canon around the plantation. [ABSTRACT FROM AUTHOR]