Equality in Education
204859520
Sub Title The re examination of the concept "meritocracy" in Japan in relation to I.Q. problem, equality of educational opportunity and equality in education
Ri Ben niokerumeritokurashiGai Nian noJian Tao IQJiao Yu noJi Hui Jun Deng Jiao Yu noPing Deng tonoGuan Lian nioite Sub Title The re examination of the concept "meritocracy" in Japan in relation to I.Q. problem, equality of educational opportunity and equality in education Author Tian Bu Jing Run (Tabei, Jun) Publisher Qing Ying Yi Shu Da Xue Da Xue Yuan She Hui Xue Yan Jiu Ke Publication year 1990 Jtitle Qing Ying Yi Shu Da Xue Da Xue Yuan She Hui Xue Yan Jiu Ke Ji Yao She Hui Xue Xin Li Xue Jiao Yu Xue (Studies in sociology, psychology and education) No.30 (1990. ,p.8188 Abstract Notes Lun Wen Genre Departmental Bulletin Paper URL http:/koara.lib.keio.ac.jp/xoonips/modules/xoonips/detail.php?koara_id=AN0006957X 00000030 0081
199463880
Paulo Freire and the Value of Equality in Education
This article seeks to elucidate the philosophical sense of equality affirmed by Paulo Freire as a condition of a liberating education, for which "accepting and respecting difference" is another of its conditions. More specifically, it analyzes his statement that "nobody is superior to anyone else" (FREIRE, 2017, p. 119) in its logical, epistemological, educational and political dimensions. This analysis is developed in five sections. In the first section, a detailed and conceptual examination of the afore mentioned phrase is proposed. In the second section, the paper considers the implications of this examination for an educational life inspired by Freirean thought; it specifically studies the sense of equality in the pedagogical relationship, that is, between teachers and learners. In the next section, it introduces the ideas of another advocate of equality in education, the French author Joseph Jacotot, in the early nineteenth century. In the fourth section, it compares Jacotot's ideas with those of Paulo Freire, highlighting commonalities and differences, both in their lives and in their educational thoughts. Finally, it draws some conclusions about the value of equality in education, inspired by the reading of these authors, in particular with regard to the place of knowledge and thinking in an emancipatory education.
Walter Omar Kohan
218773656
AN OVERVIEW AND UNDERSTANDING OF GENDER EQUALITY IN EDUCATION IN JAMMU AND KASHMIR
The focus of this paper is an overview and understanding of the gender equality ineducation in Jammu and Kashmir. Gender equality is the process of being fair to women and men. To ensure fairness, strategies and measures should be available to compensate for women'shistorical and social disadvantaged. The central government, state government, NGO's and localbodies are jointly working for the promotion of women's education. The paper discussed to whatextent the central government, state government; NGO's and local bodies have achieved thegender equality in education and what are the challenges in promoting gender equality in the state?The objectives of this study included first, to understand and explore the women's level ofparticipation in education and to explore the barriers to women's education. The data used aretaken from the census of India, report from the education sector of Jammu and Kashmir andNational Human Development Report of India. The literacy rate and education of the women of Jammu and Kashmir is far lower than their counterparts and also lower than women at nationallevel. Poverty, ignorance of parents and lack of basic infrastructural facilities seem to be majorobstacles in the attainment of gender equity in education. The educational schemes anddevelopmental programmes seem have not helped to improve the condition of girls. There is anessential need to make serious efforts by government, not for profit organizations and other localbodies to augment the pace of development in education of the women of Jammu and Kashmir.
Ulfat Rashid
211143205
Does Trade Openness Advances Gender Equality in Education: A Case of D8 Countries
The present study intends to examine the impact of trade openness on gender equality in education in D8 group which consists of Bangladesh, Egypt Indonesia, Iran, Malaysia, Nigeria, Pakistan, Turkey, and during the time period of 1980 to 2012. Panel data estimation with Random Effect Model tested through the feasible generalized least squares method, which allows the estimation in presence of Heteroscadasticity and Autocorrelation problems. The results for our main model which consists of trade openness and gender equality in education, show that trade openness is highly significant in posing the positive effect on the level of gender equality in education. The findings show that coefficients of trade openness is significant at 1 in each equation with accurate positive sign for ratio of female to male enrolment at primary secondary and tertiary level. These results hold true and consistent with earlier work and theories. Based upon the empirical analysis it can be concluded that trade liberalization policies are beneficial for the women in developing 8 countries. The overall conclusion drawn from study show that economic sector has most influential impact on social sector especially in case of developing countries.
159172272
Equality in Education and Employment for Sustainable Development of Diverse Indonesia: Enhancing Equal Opportunity, Volunteerism, and Philanthropy
While Indonesia prides it self on its diverse population, diversity can also create disparity in educational access and success among students, generating gaps of participation among people of different economic, gender, and geographical backgrounds. Studies show that inequality can lead to tension, instability and conflicts, impeding the achievement of SDGs. The purpose of this paper is to provide an overview of inequality in Indonesian education and employment opportunities and to suggest additional ways of constructing equality. For this purpose, this study will provide an analysis that relies on statistics, surveys, and reports on education and employment inequality in three constructs: class (rich vs. poor) which is related to geographical areas (urban vs. rural) as well gender (male vs. female) This paper describes the challenges in these three areas, reviews efforts and policies for equality, and suggests transparency and accountability as well as the promotion of volunteerism and philanthropy for the success of Indonesia's sustainable development. Keywords Education and Employment, SDGs, Equal Opportunity, Volunteerism, Philanthropy
Peter Suwarno
204678477
Opportunity for All: A Framework for Quality and Equality in Education
As in the case of outcome accountability, CI focuses on the application of data to identify where things are not working and particularly where they are not working for traditionally underserved students. For example, the reporting of student outcomes disaggregated by historically significant subgroups has been a main contribution of Title I legislation since 1994. Indeed, in our earlier work on standards based reform, we assumed that an outcomes based approach to accountability would in fact engender continuous improvement. We were wrong. We now see at least four fundamental differences that distinguish a CI approach from an accountability based approach.
Jennifer O'day Marshall S Smith
201678578
Improving Gender Equality in Education Services at Senior High School The Challenges to Preventing Sexual Violence Through School Management Standard Ismi
Sexual violence is considered a serious problem due to its keep increasing cases. Schools play very important role in preventing sexual violence by providing educational services based on gender equality through school management standard. This study evaluates the implementation of management standard of gender responsive school and the challenges to preventing sexual violence. Four senior high schools in Sragen Regency Indonesia were selected. The quantitative data were collected from a survey to 198 respondents comprising principals, teachers and students. The qualitative data were obtained from focus group discussions. The quantitative data were analyzed using percentage, whilst the qualitative data were analyzed using interactive model analysis of Miles and Huberman. The findings show that the majority of the respondents (96.5% stated that school management standard had been gender responsive. Nevertheless, the schools did not have sufficient facilities and infrastructures which could prevent sexual violence. The challenges to preventing sexual violence are the schools' willingness to build critical awareness of all students, teachers, employees and parents by formulating their vision, mission and strategy based on gender equality values, developing the principles of conduct and integrating sexual violence issue into the schools' academic and non academic activities.
Dwi Astuti Nurhaeni Yusuf Kurniawan
197787100
Equality in Education: Solutions Aimed at Closing the Achievement Gap in Mississippi Public Schools
This thesis attempts to examine solutions aimed at closing the achievement gap in Mississippi public schools. The research questions that are addressed in this thesis include: a) Why is the achievement gap part of policy debates in Mississippi and how have individ ual school districts and policymakers responded to the gap? b) How is the gap measured and what are the trends since 2001 when the No Child Left Behind Act was adopted? c) How are achievement gap debates reflected in the current policy? d) Have any of the past national education policies been effective in decreasing the achievement gap? The methods used include a quantitative analysis of NAEP data in order to construct a series of time series graphs as well as a series of interviews with policymakers and school district offi cials in Mississippi in order to write a policy proposal for the state. The research found that while national education policies have had a positive impact on racial achievement gaps, no policy has worked to close the socioeconomic achievement gap.
Mallie E Imbler
202492362
The Concept of Equality in Education
The Place of Commonsense in Educational Thought
Lionel Elvin
213330350
Does Gender Equality in Education Matter for Air Pollution in Sub Saharan Africa?
Nezahat Dogan