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Access to Quality Education: A Critical Analysis of Current Trends
Author: Dr. Anya Sharma, Professor of Educational Policy and Sociology, University of California, Berkeley.
Publisher: Sage Publications – A leading academic publisher with a strong reputation for rigorous research in social sciences and education.
Editor: Dr. David Miller, experienced editor with over 15 years' experience in publishing educational research with Sage Publications.
Keywords: Access to quality education, educational equity, educational inequality, global education, school quality, learning outcomes, educational attainment, socioeconomic status, technology in education, teacher quality, access to quality education for marginalized groups.
Abstract: This analysis critically examines the current state of access to quality education globally, highlighting persistent inequalities and the impact of evolving trends such as technological advancements, economic disparities, and political shifts. We explore the multifaceted challenges hindering equitable access and discuss potential strategies for improvement, focusing on the crucial role of policy, funding, and community engagement.
1. Introduction: The Imperative of Access to Quality Education
Access to quality education is a fundamental human right, crucial for individual well-being and societal progress. It empowers individuals, fosters economic growth, and promotes social justice. However, despite significant advancements in global education, stark disparities persist in access to quality education. This analysis explores the multifaceted challenges and opportunities related to ensuring equitable access to quality education in the 21st century. The lack of access to quality education disproportionately impacts marginalized communities, perpetuating cycles of poverty and inequality. Understanding the current trends and their implications is vital for developing effective interventions.
2. Current Trends in Access to Quality Education: A Global Perspective
Several key trends shape the landscape of access to quality education:
The Rise of Technology in Education: While technology offers immense potential to enhance learning and expand access to quality education, its impact is unevenly distributed. Digital divides based on socioeconomic status, geographic location, and infrastructure limitations create significant barriers. The effective integration of technology into educational systems requires careful planning, teacher training, and equitable access to devices and internet connectivity. Moreover, concerns regarding digital literacy and the potential for increased inequalities need to be addressed proactively.
Economic Disparities and Educational Inequality: Socioeconomic status remains a significant predictor of educational outcomes. Children from disadvantaged backgrounds often face multiple barriers to accessing quality education, including limited access to resources, inadequate infrastructure, and a lack of parental support. These disparities are further exacerbated by systemic inequalities in funding and resource allocation across schools and regions. Addressing these disparities requires a multi-pronged approach encompassing targeted interventions, equitable funding mechanisms, and policies aimed at reducing poverty and improving social mobility.
Political and Policy Shifts: Government policies and political priorities significantly influence the level and quality of education provided. Funding cuts, inadequate teacher training, and curriculum reforms lacking empirical evidence can negatively impact access to quality education. Conversely, proactive policies that prioritize educational equity, invest in teacher development, and implement evidence-based interventions can lead to substantial improvements. The role of political will in ensuring access to quality education cannot be overstated.
Globalization and Migration: Globalization has led to increased migration and population mobility, creating challenges and opportunities in education. Migrant children often face barriers to accessing education, including language barriers, lack of recognition of prior learning, and discrimination. Effective policies and practices are needed to ensure inclusive education for all learners, regardless of their migration status or background.
The COVID-19 Pandemic's Impact: The COVID-19 pandemic exposed and exacerbated existing inequalities in access to quality education. School closures disrupted learning, disproportionately affecting students from low-income families who lacked access to remote learning opportunities. The pandemic highlighted the urgent need for robust educational systems that are resilient to crises and equitable in their delivery of education.
3. Challenges to Accessing Quality Education
Several key challenges continue to hinder access to quality education:
Geographic Barriers: Distance from schools, particularly in rural and remote areas, remains a significant obstacle. Limited transportation options and unsafe travel conditions can prevent children from attending school regularly.
Financial Barriers: School fees, uniforms, books, and other educational materials can represent substantial financial burdens for low-income families. These costs can prevent children from enrolling in or remaining in school.
Social and Cultural Barriers: Gender inequality, discrimination based on ethnicity or religion, child labor, and harmful traditional practices can significantly limit access to quality education, particularly for girls and marginalized groups.
Quality of Education: Even when children have access to school, the quality of education may be poor. Factors such as unqualified teachers, inadequate resources, and overcrowded classrooms can negatively impact learning outcomes.
4. Strategies for Improving Access to Quality Education
Addressing the challenges to access to quality education requires a multi-pronged strategy encompassing:
Increased Investment in Education: Governments need to prioritize investment in education, ensuring adequate funding for infrastructure development, teacher training, and educational resources.
Targeted Interventions for Marginalized Groups: Policies and programs must be designed to address the specific needs of marginalized groups, including girls, children with disabilities, and children from low-income families. Affirmative action policies can play a significant role in promoting equitable access.
Teacher Development and Support: Investing in quality teacher training, providing ongoing professional development, and offering supportive working conditions are crucial for improving the quality of education.
Community Engagement: Engaging families and communities in the educational process is essential for creating supportive learning environments and promoting parental involvement.
Technological Integration: Technology can play a powerful role in expanding access to education, but its integration must be equitable and address the digital divide.
Strengthening Accountability Mechanisms: Mechanisms are needed to ensure accountability in the education sector, monitoring the quality of education provided and addressing instances of inequitable access.
5. Conclusion
Access to quality education is paramount for individual and societal development. While significant progress has been made, persistent inequalities remain a major challenge. Addressing these inequalities requires a sustained commitment from governments, educational institutions, communities, and individuals. By investing in equitable policies, promoting inclusive practices, and leveraging technological advancements, we can work towards a future where all individuals have the opportunity to receive a quality education, regardless of their background or circumstances. The ongoing pursuit of universal access to quality education demands continuous monitoring, evaluation, and adaptation of strategies to meet the evolving needs of diverse learners. Failing to address these challenges risks perpetuating cycles of poverty and inequality, hindering progress towards a more just and equitable world.
FAQs:
1. What is the difference between access to education and access to quality education? Access to education simply refers to the opportunity to enroll in school. Access to quality education encompasses access to well-trained teachers, adequate resources, a supportive learning environment, and effective curriculum, ultimately leading to positive learning outcomes.
2. How does access to quality education impact economic growth? A well-educated workforce is a productive workforce. Access to quality education leads to higher earning potential, increased innovation, and improved economic productivity, contributing significantly to national economic growth.
3. What is the role of technology in bridging the gap in access to quality education? Technology can be a powerful tool for expanding access, particularly in remote areas and for marginalized communities. However, its effectiveness depends on addressing the digital divide and ensuring equitable access to devices, internet connectivity, and digital literacy training.
4. What are some effective strategies for addressing the gender gap in education? Strategies include targeted interventions focusing on girls' education, addressing social and cultural barriers, providing scholarships and financial assistance, and promoting gender-sensitive curriculum and teaching practices.
5. How can we ensure the equitable distribution of educational resources? Equitable resource allocation requires transparent funding mechanisms, evidence-based resource allocation strategies, and robust monitoring systems to prevent disparities across schools and regions.
6. What is the importance of teacher training in improving access to quality education? Well-trained teachers are essential for effective teaching and learning. Investing in high-quality teacher training, ongoing professional development, and supportive working conditions is critical for improving educational outcomes.
7. How does poverty affect access to quality education? Poverty creates multiple barriers, including the inability to afford school fees, uniforms, and other educational expenses, as well as limited access to resources and supportive learning environments.
8. What is the role of community involvement in improving educational outcomes? Community involvement creates supportive learning environments, promotes parental engagement, and facilitates collaboration between schools, families, and community organizations.
9. How can we measure the effectiveness of interventions aimed at improving access to quality education? Effectiveness can be measured by tracking key indicators such as school enrollment rates, completion rates, learning outcomes, and equity across different groups.
Related Articles:
1. "The Global Education Crisis: A Call to Action": This article explores the challenges and opportunities in achieving universal access to quality education globally.
2. "The Impact of Technology on Educational Equity": This piece examines the role of technology in expanding access to quality education and its potential to exacerbate existing inequalities.
3. "Addressing the Gender Gap in Education: A Comparative Study": This research analyzes the factors contributing to the gender gap in education across different regions and proposes effective interventions.
4. "The Role of Teacher Training in Improving Learning Outcomes": This article investigates the relationship between teacher quality and student achievement, highlighting the importance of high-quality teacher training.
5. "The Economics of Education: Investment and Returns": This analysis explores the economic benefits of investing in education and highlights the returns on investment in human capital.
6. "Community Engagement in Education: A Case Study": This study examines the impact of community involvement in improving educational outcomes in a specific community.
7. "Overcoming Geographic Barriers to Accessing Education": This article discusses the challenges and strategies for providing quality education in remote and rural areas.
8. "The Impact of Poverty on Educational Attainment": This research examines the effects of poverty on children's educational trajectories and proposes policies to mitigate the negative impacts.
9. "Measuring Educational Equity: Indicators and Assessment": This article explores the various indicators used to assess educational equity and discusses the challenges of accurately measuring progress.
| access to quality education: Equity and Quality in Education Supporting Disadvantaged Students and Schools OECD, 2012-02-13 Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. This book presents a series of policy recommendations for education systems to help all children succeed. |
| access to quality education: Pursuing Quality, Access, and Affordability Stephen C. Ehrmann, 2023-07-03 Whether they recognize it or not, virtually all colleges and universities face three GrandChallenges:·Improve the learning outcomes of a higher education: A large majority of college graduates are weak in capabilities that faculty and employers both see as crucial.·Extend more equitable access to degrees: Too often, students from underserved groups and poor households either don’t enter college or else drop out without a degree. The latter group may be worse off economically than if they’d never attempted college.·Make academic programs more affordable (in money and time) for students and other important stakeholder groups: Many potential students believe they lack the money or time needed for academic success. Many faculty believe they don’t have time to make their courses and degree programs more effective. Many institutions believe they can’t afford to improve outcomes.These challenges are global. But, in a higher education system such as that in the United States, the primary response must be institutional. This book analyzes how, over the years, six pioneering colleges and universities have begun to make visible, cumulative progress on all three fronts. |
| access to quality education: A Guide for ensuring inclusion and equity in education UNESCO, 2017-06-05 |
| access to quality education: World Development Report 2018 World Bank Group, 2017-10-16 Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform. |
| access to quality education: Financing Quality Education for All Kristof De Witte, Vitezslav Titl, Oliver Holz, Mike Smet, 2019-09-11 Funding, efficiency, and equity in education In OECD countries the average expenditure on primary and secondary education institutions is about 3.5% of GDP. The investment in education has large implications for economic development and the proper functioning of democratic institutions, as well as overall well-being. However, clear consensus and guidance on which system leads to the best educational outcomes is lacking. This volume describes the resource allocation for compulsory and special needs education for a selection of well-performing countries and regions on PISA tests. By studying the funding systems in well-performing countries and regions the authors identify the elements in the respective funding systems that are associated with best outcomes and have the ideal characteristics to pursue particular goals of education systems such as equity and efficiency. The funding methods of primary and secondary education as well as special needs education are covered. Ebook available in Open Access. This publication is GPRC-labeled (Guaranteed Peer-Reviewed Content). |
| access to quality education: The Politics of Education in Developing Countries Samuel Hickey, Naomi Hossain, 2019 This book focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries. It deploys a new conceptual framework to show how the type of political settlement shaptes the level of elite commitment and state capacity to improving learning outcomes. |
| access to quality education: Access, Quality, and the Global Learning Crisis Sarah Kabay, 2021 Around the world, 250 million children cannot read, write, or perform basic mathematics. They represent almost 40% of all primary school-aged children. This situation has come to be called the global learning crisis and it is one of the most critical challenges facing the world today. Work to address this situation depends on how it is understood. Typically, the global learning crisis and efforts to improve primary education are defined in relation to two terms: access and quality. This book is focused on the connection between them. Through a mixed-methods case study, it provides detailed, contextualized analysis of Ugandan primary education. As one of the first countries in Sub-Saharan Africa to enact dramatic and far-reaching primary education policy, Uganda serves as a compelling case study. With both quantitative and qualitative data from over 400 Ugandan schools and communities, the book analyzes grade repetition, private primary schools, and school fees, viewing each issue as an illustration of the connection between access to education and education quality. This analysis finds evidence of a positive association, challenging a key assumption that there is a trade-off or disconnect between efforts to improve access to education and efforts to improve education quality. Embracing the complexity of education systems, and focusing on dynamics where improvements in access and quality can be mutually reinforcing, can be a new approach for improving basic education in different contexts around the world. |
| access to quality education: Beyond Access Sheila Aikman, Elaine Unterhalter, 2005 This book combines analysis of policy and empirically based studies on gender, education, and development. |
| access to quality education: The importance of teaching Great Britain: Department for Education, 2010-11-24 England's school system performs below its potential and can improve significantly. This white paper outlines action designed to: tackle the weaknesses in the system; strengthen the status of teachers and teaching; reinforce the standards set by the curriculum and qualifications; give schools back the freedom to determine their own development; make schools more accountable to parents, and help them to learn more quickly and systematically from good practice elsewhere; narrow the gap in attainment between rich and poor. The quality of teachers and teaching is the most important factor in determining how well children do. The Government will continue to raise the quality of new entrants to the profession, reform initial teacher training, develop a network of teaching schools to lead training and development, and reduce the bureaucratic burden on schools. Teachers will be given more powers to control bad behaviour. The National Curriculum will be reviewed, specifying a tighter model of knowledge of core subjects so that the Curriculum becomes a benchmark against which school can be judged. Schools will be given more freedom and autonomy, the Academies programme extended and parents will be able to set up Free Schools to meet parent demand. Accountability for pupil performance is critical, and much more information will be available to aid understanding of a school's performance. School improvement will be the responsibility of schools, not central government. Funding of schools needs to be fairer and more transparent, and there will be a Pupil Premium to target resources on the most deprived pupils. |
| access to quality education: SDG4 - Quality Education Therese Ferguson, Dzintra Iliško, Carmel Roofe, Susan Hill, 2018-11-13 SDG4 - Quality Education: Inclusivity, Equity and Lifelong Learning For All will explore the multifaceted and complex nature of the concepts of inclusivity and quality education. |
| access to quality education: Education at a Glance , 1997-01-01 The OECD education indicators enable countries to see themselves in light of other countries performance. They reflect on both the human and financial resources invested in education and on the returns of these investments. |
| access to quality education: Education for Sustainable Development UNESCO, 2020-11-07 |
| access to quality education: Courage to Connect María Robledo Montecel, Christie L. Goodman, 2010-07-13 |
| access to quality education: Diverse Educators Bennie Kara, Hannah Wilson, 2022-04-11 Structured around the Equality Act and written collaboratively, Diverse Educators: A Manifesto aims to capture the collective voice of the teaching community and to showcase the diverse lived experiences of educators. |
| access to quality education: Curriculum Making in Europe Mark Priestley, Daniel Alvunger, Stavroula Philippou, Tiina Soini, 2021-01-20 In the context of profound social, political and technological changes, recent global trends in education have included the emergence of new forms of curriculum policy. Addressing a gap in the literature, this book investigates the ways in which curriculum policy is influenced, formulated, and enacted in a number of countries-cases in Europe. |
| access to quality education: Leapfrogging Inequality Rebecca Winthrop, 2018-05-15 Exemplary stories of innovation from around the world In an age of rising inequality, getting a good education increasingly separates the haves from the have nots. In countries like the United States, getting a good education is one of the most promising routes to upper-middle-class status, even more so than family wealth. Experts predict that by 2030, 825 million children will reach adulthood without basic secondary-level skills, and it will take a century for the most marginalized youth to achieve the educational levels that the wealthiest enjoy today. But these figures do not even account for the range of skills and competencies needed to thrive today in work, citizenship, and life. In a world where the ability to manipulate knowledge and information, think critically, and collaboratively solve problems are essential to thrive, access to a quality education is crucial for all young people. In Leapfrogging Inequality, researchers chart a new path for global education by examining the possibility of leapfrogging—harnessing innovation to rapidly accelerate educational progress—to ensure that all young people develop the skills they need for a fast-changing world. Analyzing a catalog of nearly 3,000 global education innovations, the largest such collection to date, researchers explore the potential of current practices to enable such a leap. As part of this analysis, the book presents an evidence-based framework for getting ahead in education, which it grounds in the here-and-now by narrating exemplary stories of innovation from around the world. Together, these stories and resources will inspire educators, investors, leaders of nongovernmental organizations, and policymakers alike to rally around a new vision of educational progress—one that ensures we do not leave yet another generation of young people behind. |
| access to quality education: AI and education Miao, Fengchun, Holmes, Wayne, Ronghuai Huang, Hui Zhang, UNESCO, 2021-04-08 Artificial Intelligence (AI) has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and ultimately accelerate the progress towards SDG 4. However, these rapid technological developments inevitably bring multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks. This publication offers guidance for policy-makers on how best to leverage the opportunities and address the risks, presented by the growing connection between AI and education. It starts with the essentials of AI: definitions, techniques and technologies. It continues with a detailed analysis of the emerging trends and implications of AI for teaching and learning, including how we can ensure the ethical, inclusive and equitable use of AI in education, how education can prepare humans to live and work with AI, and how AI can be applied to enhance education. It finally introduces the challenges of harnessing AI to achieve SDG 4 and offers concrete actionable recommendations for policy-makers to plan policies and programmes for local contexts. [Publisher summary, ed] |
| access to quality education: Education at a Glance 2021 OECD Indicators OECD, 2021-09-16 Education at a Glance is the authoritative source for information on the state of education around the world. The 2021 edition includes a focus on equity, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, socio-economic status, country of birth and regional location. |
| access to quality education: PISA 2018 Results (Volume VI) Are Students Ready to Thrive in an Interconnected World? OECD, 2020-10-22 The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. Volume VI: Are Students Ready to Thrive in an Interconnected World? explores students’ ability to examine issues of local, global and cultural significance; understand and appreciate the perspectives and worldviews of others; engage in open, appropriate and effective interactions across cultures; and take action for collective well-being and sustainable development. |
| access to quality education: Facing Forward Sajitha Bashir, Marlaine E. Lockheed, Elizabeth Ninan, Jee-Peng Tan, 2018 This publication offers a clear perspective on how to improve learning in basic education in Sub-Saharan Africa, based on extremely rigorous and exhaustive analysis of a large volume of data. The authors shine a light on the low levels of learning and on the contributory factors. They have not hesitated to raise difficult issues, such as the need to implement a consistent policy on the language of instruction, which is essential to ensuring the foundations of learning for all children. Using the framework of From Science to Service Delivery the book urges policy makers to look at the entire chain from policy design, informed by knowledge adapted to the local context, to implementation. |
| access to quality education: Politics of Quality in Education Jaakko Kauko, Risto Rinne, Tuomas Takala, 2018-05-11 The question of quality has become one of the most important framing factors in education and has been of growing interest to international organisations and national policymakers for decades. Politics of Quality in Education focuses on Brazil, China, and Russia, part of the so-called emerging nations’ BRICS block, and draws on a four-year project to develop a new theoretical and methodological approach. The book builds a comparative, sociohistorical, and transnational understanding of political relations in education, with a particular focus on the policies and practices of Quality Assurance and Evaluation (QAE). Tracking QAE processes from international organisations to individual schools, contributors analyse how QAE changes the dynamics in the roles of state, expertise, and governance. The book demonstrates how national and sub-national actors play a central role in the adaptation, modification or rejection of transnational policies. Politics of Quality in Education will be of great interest to academics, researchers and postgraduate students engaged in the study of comparative and international education, as well as educational policy and politics. It should also be essential reading for practitioners and policymakers. The Open Access version of this book, available at https://www.taylorfrancis.com/books/e/9781351362528, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. |
| access to quality education: Sustainability in Higher Education J. Paulo Davim, 2015-08-24 Support in higher education is an emerging area of great interest to professors, researchers and students in academic institutions. Sustainability in Higher Education provides discussions on the exchange of information between different aspects of sustainability in higher education. This book includes chapter contributions from authors who have provided case studies on various areas of education for sustainability. - Focus on sustainability - Present studies in aspects related with higher education - Explores a variety of educational aspects from an sustainable perspective |
| access to quality education: Rethinking education: towards a global common good? UNESCO, 2015-05-26 Economic growth and the creation of wealth have cut global poverty rates, yet vulnerability, inequality, exclusion and violence have escalated within and across societies throughout the world. Unsustainable patterns of economic production and consumption promote global warming, environmental degradation and an upsurge in natural disasters. Moreover, while we have strengthened international human rights frameworks over the past several decades, implementing and protecting these norms remains a challenge.These changes signal the emergence of a new global context for learning that has vital implications for education. Rethinking the purpose of education and the organization of learning has never been more urgent. This book is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world. |
| access to quality education: The State of the Global Education Crisis UNESCO, United Nations Children's Fund, World Bank (the), 2021-12-09 The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth.--The World Bank website. |
| access to quality education: World Development Report 1978 , 1978 This first report deals with some of the major development issues confronting the developing countries and explores the relationship of the major trends in the international economy to them. It is designed to help clarify some of the linkages between the international economy and domestic strategies in the developing countries against the background of growing interdependence and increasing complexity in the world economy. It assesses the prospects for progress in accelerating growth and alleviating poverty, and identifies some of the major policy issues which will affect these prospects. |
| access to quality education: Open World Learning Bart Rienties, Regine Hampel, Eileen Scanlon, Denise Whitelock, 2022-01-25 This book provides state-of-the-art contemporary research insights into key applications and processes in open world learning. Open world learning seeks to understand access to education, structures, and the presence of dialogue and support systems. It explores how the application of open world and educational technologies can be used to create opportunities for open and high-quality education. Presenting ground-breaking research from an award winning Leverhulme doctoral training programme, the book provides several integrated and cohesive perspectives of the affordances and limitations of open world learning. The chapters feature a wide range of open world learning topics, ranging from theoretical and methodological discussions to empirical demonstrations of how open world learning can be effectively implemented, evaluated, and used to inform theory and practice. The book brings together a range of innovative uses of technology and practice in open world learning from 387,134 learners and educators learning and working in 136 unique learning contexts across the globe and considers the enablers and disablers of openness in learning, ethical and privacy implications, and how open world learning can be used to foster inclusive approaches to learning across educational sectors, disciplines and countries. The book is unique in exploring the complex, contradictory and multi-disciplinary nature of open world learning at an international level and will be of great interest to academics, researchers, professionals, and policy makers in the field of education technology, e-learning and digital education. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. |
| access to quality education: Mobile Devices in Education: Breakthroughs in Research and Practice Management Association, Information Resources, 2020-01-03 As technology advances, mobile devices have become more affordable and useful to countries around the world. The use of technology can significantly enhance educational environments for students. It is imperative to study new software, hardware, and gadgets for the improvement of teaching and learning practices. Mobile Devices in Education: Breakthroughs in Research and Practice is a collection of innovative research on the methods and applications of mobile technologies in learning and explores best practices of mobile learning in educational settings. Highlighting a range of topics such as educational technologies, curriculum development, and game-based learning, this publication is an ideal reference source for teachers, principals, curriculum developers, educational software developers, instructional designers, administrators, researchers, professionals, upper-level students, academicians, and practitioners actively involved in the education field. |
| access to quality education: Quality Education Walter Leal Filho, Anabela Marisa Azul, Luciana Brandli, Pinar Gökcin Özuyar, Tony Wall, 2020-03-13 The problems related to the process of industrialisation such as biodiversity depletion, climate change and a worsening of health and living conditions, especially but not only in developing countries, intensify. Therefore, there is an increasing need to search for integrated solutions to make development more sustainable. The United Nations has acknowledged the problem and approved the “2030 Agenda for Sustainable Development”. On 1st January 2016, the 17 Sustainable Development Goals (SDGs) of the Agenda officially came into force. These goals cover the three dimensions of sustainable development: economic growth, social inclusion and environmental protection. The Encyclopedia of the UN Sustainable Development Goals comprehensively addresses the SDGs in an integrated way. It encompasses 17 volumes, each devoted to one of the 17 SDGs. This volume addresses SDG 4, namely Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all and contains the description of a range of terms, to allow a better understanding and foster knowledge. Concretely, the defined targets are: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations Ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all Substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing states and African countries, for enrollment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries Substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states Editorial Board Olivia A.M. Freeman, Johannes M. Luetz, Petra Molthan-Hill, Theam Foo Ng, Umesh Chandra Pandey, Rudi Pretorius, Valeria Ruiz Vargas, Pinar Gökçin Özuyar |
| access to quality education: Equity in Education Oecd, 2018-10-29 In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students' learning and well-being, every country can do more. Equity in Education: Breaking Down Barriers to Social Mobility shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school. Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student's performance near the end of compulsory education and upward social mobility - i.e. attaining a higher level of education or working in a higher-status job than one's parents. |
| access to quality education: Bounds of Democracy W. E. Morrow, 2009 Spanning pivotal years in the historic democratization of South Africa, this analysis provides a trenchant reflection of higher education in transition. Penned by one of South Africa’s foremost philosophers of education, the critique grapples with very real concerns in higher education policymaking and practice, including stakeholder politics, institutional cultures, and curriculum transformation and interrogation of the function of higher education institutions in modern societies. Exposing the tensions between egalitarian principles and the nature of higher knowledge, the essays raise questions to which there are no simple answers. With characteristic rigor, the analysis looks into the assumptions underlying much of the thinking about these questions and concludes that a failure to sharpen thinking around higher education is a failure to recognize the epistemic value of academic practice in a developing democracy. |
| access to quality education: Engines of Privilege David Kynaston, Francis Green, 2019 'Thoroughly researched and written with such calm authority, yet makes you want to scream with righteous indignation' John O'Farrell 'We can expect the manifesto-writers at the next general election to pass magpie-like over these chapters ... The appeal to act is heartfelt' Financial Times ___________________ Includes a new chapter, 'Moving Ahead?' Britain's private, fee-paying schools are institutions where children from affluent families have their privileges further entrenched through a high-quality, richly-resourced education. Engines of Privilege contends that, in a society that mouths the virtues of equality of opportunity, of fairness and of social cohesion, the educational apartheid separating private schools from our state schools deploys our national educational resources unfairly; blocks social mobility; reproduces privilege down the generations; and underpins a damaging democratic deficit in our society. Francis Green and David Kynaston carefully examine options for change, while drawing on the valuable lessons of history. Clear, vigorous prose is combined with forensic analysis to powerful effect, illuminating the painful contrast between the importance of private schools in British society and the near-absence of serious, policy-shaping debate. ___________________ 'An excoriating account of the inequalities perpetuated by Britain's love affair with private schools' The Times |
| access to quality education: My Good School Sandeep Dutt, 2021-01-05 A BOOK FOR ANYONE AND EVERYONE ASSOCIATED WITH SCHOOLS AND SCHOOLING. This book is for parents to select the school for their child, as the choice can have a lifelong impact on the growth and personality of the child. A guide for you to look beyond that high-rise building and those perfectly manicured lawns-to go deeper in your search for your good school. It will encourage you to observe, question, and evaluate, and choose a school that will truly prepare your child for a life beyond the campus, a life beyond theory, a life beyond algebra. This book will help educators, school administrators and management to build and rebuild such institutions and change the future of learning. Enriched with the knowledge, experience and, most importantly, the wisdom of The Doon School alumnus and school improvement coach Sandeep Dutt, this book will encourage conversations around our education system and help shape the future of education in the world. |
| access to quality education: , |
| access to quality education: Community-based Rehabilitation World Health Organization, 2010 Volume numbers determined from Scope of the guidelines, p. 12-13. |
| access to quality education: Education at a Glance 2018 OECD, 2018-09-19 - Foreword - Editorial - Education's promise to all - Introduction: The Indicators and their Framework - Reader's guide - Executive summary - Equity in the Education Sustainable Development Goal - Indicator A1 To what level have adults studied? - Indicator A2 Transition from education to work: Where are today's youth? - Indicator A3 How does educational attainment affect participation in the labour market? - Indicator A4 What are the earnings advantages from education? - Indicator A5 What are the financial incentives to invest in education? - Indicator A6 How are social outcomes related to education? - Indicator A7 To What extent do adults participate equally in education and learning? - Indicator B1 Who participates in education? - Indicator B2 How do early childhood education systems differ around the world? - Indicator B3 Who is expected to graduate from upper secondary education? - Indicator B4 Who is expected to enter tertiary education? - Indicator B5 Who is expected to graduate from tertiary education? - Indicator B6 What is the profile of internationally mobile students? - Indicator B7 How equitable are entry and graduation in tertiary education? - Indicator C1 How much is spent per student on educational institutions? - Indicator C2 What proportion of national wealth is spent on educational institutions? - Indicator C3 How much public and private investment on educational institutions is there? - Indicator C4 What is the total public spending on education? - Indicator C5 How much do tertiary students pay and what public support do they receive? - Indicator C6 On what resources and services is education funding spent? - Indicator C7 Which factors influence teachers' salary cost? - Indicator D1 How much time do students spend in the classroom? - Indicator D2 What is the student-teacher ratio and how big are classes? - Indicator D3 How much are teachers and school heads paid? - Indicator D4 How much time do teachers spend teaching? - Indicator D5 Who are the teachers? - Indicator D6 Who makes key decisions in education systems? - Characteristics of Education Systems - Reference Statistics - Sources, Methods and Technical Notes - Australia - Austria - Belgium - Canada - Chile - Czech Republic - Denmark - Estonia - Finland - France - Germany - Greece - Hungary - Iceland - Ireland - Israel - Italy - Japan - Korea - Latvia - Luxembourg - Mexico - Netherlands - New Zealand - Norway - Poland - Portugal - Slovak Republic - Slovenia - Spain - Sweden - Switzerland - Turkey - United Kingdom - United States - Argentina - Brazil - China - Colombia - Costa Rica - India - Indonesia - Lithuania - Russian Federation - Saudi Arabia - South Africa - Ibero-American countries |
| access to quality education: Proceedings On Responsive & Resilient Quality Education Dr.Rosamma Philip, |
| access to quality education: Access, Quality, and the Global Learning Crisis Sarah Kabay, 2021 The global learning crisis is one of the most critical challenges facing the world today. Through a case study of over 400 schools and communities in Uganda, this book presents evidence that challenges the key assumption that there is a trade-off between access and quality in improving basic education around the world. |
| access to quality education: Achieving Quality Education for All Phillip Hughes, 2012-11-13 Due to the development of the international Education for All and Education for Sustainable Development movements, for which UNESCO is the lead agency, there has been an increasing emphasis on the power of education and schooling to help build more just and equitable societies. Thus giving everyone the opportunity to develop their talents to the full, regardless of characteristics such as gender, socio-economic status, ethnicity, religious persuasion, or regional location. As enshrined in the United Nations Declaration on Human Rights over five decades ago, everyone has the right to receive a high quality and relevant education. In order to try to achieve this ideal, many countries are substantially re-engineering their education systems with an increasing emphasis on promoting equity and fairness, and on ensuring that everyone has access to a high quality and relevant education. They are also moving away from the traditional outlook of almost exclusively stressing formal education in schools as the most valuable way in which people learn, to accepting that important and valuable learning does not just occur in formal, dedicated education institutions, but also through informal and non-formal means. Thus learning is both lifelong and life-wide. This book brings together the experience and research of 40 recognised and experienced opinion leaders in education around the world. The book investigates the most effective ways of ensuring the UNESCO aim of effective education for all people in the belief that not only should education be a right for all, but also that education and schooling has the potential to transform individual lives and to contribute to the development of more just, humane and equitable societies. |
| access to quality education: Enabling Access Barry Carpenter, Rob Ashdown, Keith Bovair, 2017-10-05 This Routledge Classic Edition brings together widely experienced editors and contributors to show how access to a whole school curriculum can be provided for learners with moderate to profound and multiple learning difficulties. Along with a new appraisal of the contents from the editors, the contributors raise debates, illustrate effective teaching ideas and discuss strategies for providing a high-quality education for these pupils and a celebration of their achievements. The book also discusses the active involvement of family members and the learners themselves in these processes and considers issues surrounding empowerment of learners, professional development of the workforce and curriculum principles such as differentiation, personalisation, and engagement. Winner of the prestigious nasen/TES Academic Book Award in 1996, Enabling Access is an essential read for students and lecturers in higher education, and for teachers, support staff, and other professionals in all educational settings in the UK and abroad catering for these learners. |
| access to quality education: The Path to Excellence: A Comparative Analysis of Education Policies in Japan and India KHRITISH SWARGIARY, 2024-02-01 ABSTRACT The Path to Excellence: A Comparative Analysis of Education Policies in Japan and India provides a comprehensive exploration of the education systems in these two nations, examining historical foundations, structural frameworks, curriculum strategies, and the pursuit of access, equity, quality, and accountability. Delving into the nuances of cultural, historical, and socio-economic contexts, the research sheds light on challenges faced by both nations and presents innovative practices and reforms. This comparative analysis offers valuable insights for policymakers, educators, researchers, and stakeholders seeking a nuanced understanding of education systems in diverse cultural contexts. Keywords: Education Policies, Comparative Analysis, Japan, India, Access, Equity, Quality. |
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