Search results

Sustainable Development Goal 4 (SDG 4), based on the principle of leaving no one behind, ensures that equitable and quality education, as well as inclusion, are available to all, promoting opportunities for those who are disadvantaged and vulnerable including persons with disabilities (PWDs). The Indonesian government has demonstrated a commitment to the rights of PWDs in education. In this chapter, the history, the present, and the future of inclusive education will be presented following the master plan for the development of inclusive education. Strategies including accessibility, reasonable accommodation, and collaboration will be discussed as well as the challenges in implementing inclusive education.

This study analyzes the advantages and disadvantages of the electoral mechanism of local education superintendents in South Korea, draws conclusions and makes suggestions for future reforms.

The research method of this study included document analysis and interviews. Document analysis was used to collect and analyze the relevant official documents of education superintendents across countries. Semi-structured interviews were conducted with four professors and two superintendents.

The results of the interviews indicate the following: 1) Korean stakeholders are getting more familiar with the direct election of superintendents, as the interviews indicate a more mature direct election system due to previous experience and public officials taking direct election into account; 2) The direct election of superintendents has advantages and disadvantages. The advantages include increasing the participation of the general public in education, and the disadvantages include conflict between the central government and local superintendents belonging to different political parties. However, the current system is likely to be retained; 3) The superintendent systems in various countries differ due to their respective traditions and social contexts. However, the authors can always learn lessons and implications from foreign countries if the authors compare their education systems with their foreign counterparts.

As far research limitations, although this was a small study, it shows the importance of collecting multiple stakeholders' views on the direct election of education superintendents as a basis for future reform of education management.

The Korean system for electing superintendents provides a good model for other countries reflecting on the educational autonomy and accountabilities of their own systems.

The direct election of superintendents provides an example of professionalism, independence and political neutrality in education that other countries can learn from. The separation of general and educational administration in Korea through direct elections protects educational activities from political influence.

In terms of originality/value, this study adds a new perspective to the debate about whether the general public should directly elect education superintendents, as well as to the literature on local education management.

Students with special needs in Indonesia can access education in either a special school or an inclusive school. In both systems, there are still many obstacles to ensuring the quality education for students. During the current pandemic crisis, these obstacles are getting worse. Some dramatic changes have been applied to national policies and daily learning practices at schools. Therefore, it is of interest to investigate the current situation of special and inclusive education in Indonesia. The study will be focussed on the ideology about special and inclusive education development, the strength and weaknesses of inclusive and special education programmes, and the strategies or models with which the Indonesian educational system will proceed in a VUCA (volatility, uncertainty, complexity and ambiguity) world.

The purpose of this study is to measure the impact of a novel anti-racist educational video-based intervention designed by the author, with advice from leading experts, on campus administrators’ prevailing beliefs, philosophies and practices about racial equity and justice. A single research question guided the project: what effect, if any, does an anti-racist educational intervention have on college administrators’ awareness, beliefs and knowledge about race (i.e. racial ideologies), equity-mindedness and justice, compared to peers in two control groups?

This paper is based on a study that employs a quasi-experimental approach, using a pre- and post-test design, to assess the impact of a brief video intervention on college administrators’ awareness, beliefs, and knowledge about anti-racism generally and racial ideologies, equity-mindedness and justice orientations specifically.

Multivariate analyses suggest the efficacy and effectiveness of the novel anti-racist educational video-based intervention in increasing campus administrators’ racial consciousness, empathy, understanding and equity-mindedness, although no effect was found for justice orientations.

As colleges and universities continue to work toward creating inclusive and equitable workspaces and learning environments, this study suggests that targeted interventions can be used to promote important values and beliefs among campus administrators. Specifically, video-based interventions may be useful tools for staff development programs, implicit bias trainings, diversity and inclusion initiatives, graduate education courses, leadership fellowships, upskilling and micro-credentials, to name a few.

This paper fills an identified need to study anti-racism among campus administrators, the efficacy of scalable interventions that can be easily adapted or integrated into existing campus/staff programming and ways to foster anti-racist awareness, knowledge and actions.

Significant progress towards the provision of a more equitable and inclusive education system in Ireland has been made in recent years. National policy initiatives have been supported by the implementation of new assessment and resourcing models and procedures that aim to ensure appropriate support of children described as having special educational needs. A focus upon teacher training and professional development and consideration of education in the post-compulsory years have resulted in changes aimed at improving access and quality of services. This chapter through an interrogation of the research that has influenced changes in national policy and practices, and a scrutiny of associated literature, discusses both the successes achieved towards addressing national inclusive education priorities, and those areas which remain a challenge and in need of further investigation. Building upon a method for reviewing the literature developed by the authors and applied in Ireland as part of a major longitudinal study (Rose, Shevlin, Winter, & O'Raw, 2010) a discussion of the current situation is presented in relation to progress towards the Education for All Goals and key issues for further scrutiny are proposed.

Significant progress towards the provision of a more equitable and inclusive education system in Ireland has been made in recent years. Through an interrogation of the research that has influenced changes in national policy and practices, this chapter includes a discussion of associated literature, which addresses national inclusive education priorities in Ireland. Building upon a method for reviewing the literature applied in Ireland as part of a major longitudinal study (Rose et al., 2010), a discussion of the current situation is presented in relation to progress towards the Education for All Goals and key issues for further scrutiny are proposed.

Although universities have been decentralized for academic freedom and autonomy, resources are being increasingly centralized, and the role of central administration is growing for efficiency and excellence reasons. At the same time, a division of labor is progressing by assigning specific tasks to professionals. The professionals are also centrally managed. Educational development was introduced by central administration to cope with the massification and quality assurance of higher education. Although it played a great part in promoting educational reform, it also suffered from the rejection of academics and the lack of methodology. Unlike ITC service and student service, educational development touches the autonomy of academics and is always torn between the central administration and academics. This chapter analyzes the structural and cultural difficulty of educational development in Japan by tracing its historical development and by comparing to other countries.

Purpose: This chapter explores the changing global dynamics of employability and the current skill gaps among college students. Employability is defined as the measure of how desirable an individual is in the workforce, that is, their skills and knowledge. This chapter is centred on the students’ existing skills, missing skills, and the skill requirements of different industries.

Methodology: For this study, both primary and secondary data have been collected. Case studies have been used to analyse the skill gaps among students and industry requirements. Primary data has been collected from Indian students and case studies from other countries.

Findings: After conducting primary surveys and analysing case studies, we were able to conclude that there are serious skill gaps among students – especially in industries related to new emerging technologies. Educational institutes are not keeping pace with technological changes, and, in some cases, are not taking care of students’ interests. This is a serious problem for unemployed youth around the world.

Practical Implications: This chapter will help design the curriculum, addressing core issues of skill shortages in the labour market in developing and underdeveloped countries, decreasing the labour shortage and increasing employment, and helping countries’ national income.

Significance: This study is important as it addresses the issue of unemployment by providing a clear understanding of the present needs of industries. Educational institutions and the government will be able to design the best curriculum and education policies to provide the youth with all the necessary skills to help them fulfil the needs of industries.

Globally, the COVID-19 pandemic has been in effect since 2019. It has impacted people's lives differently, and education is one of the biggest challenges. In Myanmar, apart from the pandemic, the Coup d’état in 2021 crippled development across many sectors, including education. Consequently, they interfered with Myanmar's progress toward inclusive education in line with Sustainable Development Goal Four (SDG 4). A brief overview of Myanmar's progress and challenges in implementing inclusive education is provided in this chapter. Furthermore, it aims to bring ideas on how inclusive education in Myanmar could improve in the aftermath of the pandemic and coup.

The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.

The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.

The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.

Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.

The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.