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Article
Publication date: 26 July 2013

Linzi J. Kemp

The purpose of this paper is to investigate the progress in the United Arab Emirates towards achievement of Millennium Development Goal (3), “gender equality”, by the

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Abstract

Purpose

The purpose of this paper is to investigate the progress in the United Arab Emirates towards achievement of Millennium Development Goal (3), “gender equality”, by the target date of 2015.

Design/methodology/approach

Demographic, social, and labor force statistics are collected from United Arab Emirates' government reports, the World Economic Forum, and UNESCO. Analysis is conducted to investigate current trends of gender equality in education and employment.

Findings

Results for the education of women have been at a consistently high level for some years. Two themes are found for such progress: a government strategy to increase women's access to education; societal acceptance of educated women. Gender equality in employment is slow due to three themes: study choice dictates employment potential; recruitment within a narrow range of occupations; employment more likely within public sector employment. The future of gender equality in the United Arab Emirates will continue to be more positive for women in education than for employment.

Research limitations/implications

A limitation is the paucity of academic study about gender equality in education and employment in the United Arab Emirates. Reliability and validity of the study is somewhat limited by unverified, non‐specific, and older data on education and employment.

Practical implications

Improved strategies to increase study choice are required to enlarge the scope of women's careers. Management of the talent pool of educated females can increase women's share of paid employment in the future.

Social implications

A faster rate of change is required towards societal acceptance of women in employment to match female educational attainment.

Originality/value

The research is important for two reasons relevant for achievement of MDG (3) by 2015. Remarkable progress has been made on gender equality in education, and awareness is raised on limitations in the future for the employment of women.

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Book part
Publication date: 11 August 2021

Jennifer A. Kurth, Michael L. Wehmeyer, Carly A. Roberts and Elissa Lockman Turner

Assessing learners with extensive support needs has traditionally been rooted in deficit perspectives, in which student incapacities are highlighted. We start this chapter…

Abstract

Assessing learners with extensive support needs has traditionally been rooted in deficit perspectives, in which student incapacities are highlighted. We start this chapter with an overview of this historical view and identify its shortcomings. Next, we identify alternate assessment and progress monitoring as key efforts for shifting the lens from deficit-oriented assessment toward more grade-aligned, inclusive-, and strengths-based strategies. We also identify strategies for comprehensive assessment that can continue this shift in approach. Finally, we conclude with ideas for future directions in assessing learners with extensive support needs.

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

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Book part
Publication date: 28 April 2021

Heather J. Forbes, Jenee Vickers Johnson and Jason C. Travers

The innovations in this volume instill a sense of optimism about how special education professionals might improve outcomes for students with disabilities. Although many…

Abstract

The innovations in this volume instill a sense of optimism about how special education professionals might improve outcomes for students with disabilities. Although many interventions illustrate scientific progress toward an evidence-based profession, many special educators may find it challenging to discriminate between scientifically validated innovation and various fads. While innovation reflects the gradual progress of science, fads usually arise suddenly and lack an evidentiary foundation. Some fads may persist over time but without supportive evidence. We present several reasons why we believe special educators adopt fad interventions during an era when scientifically validated special educational practices are readily available. We propose that fads and similar unsubstantiated practices likely will be a persistent problem for special educators. A conservative and judicious approach to adopting “the next big thing” therefore seems important to an evidence-based special education.

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The Next Big Thing in Learning and Behavioral Disabilities
Type: Book
ISBN: 978-1-80071-749-7

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Book part
Publication date: 23 September 2009

Amanda Kloo and Naomi Zigmond

In this chapter, we describe the policy and practical decisions one school district and school had to make to implement a progress monitoring and Response to Intervention…

Abstract

In this chapter, we describe the policy and practical decisions one school district and school had to make to implement a progress monitoring and Response to Intervention (RtI) model in an historically low-achieving school with a substantial population of students at risk tfor academic failure – characteristics that are common to many public schools across the nation. We contrast the lofty goals and theoretical orientations of RtI described in a burgeoning literature in special and general education with the “real life” burdens of capacity, resources, time, and school culture in a struggling school.

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Policy and Practice
Type: Book
ISBN: 978-1-84855-311-8

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Book part
Publication date: 24 October 2016

Michael L. Wehmeyer, Karrie A. Shogren, Jennifer A. Kurth, Mary E. Morningstar, Elizabeth B. Kozleski, Martin Agran, Lewis Jackson, J. Matt Jameson, John McDonnell and Diane L. Ryndak

Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general…

Abstract

Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.

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General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

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Article
Publication date: 1 April 1989

Bonnie G. Gratch

More than five years have passed since A Nation at Risk was published in 1983 by then‐Secretary of Education Terrance Bell's National Commission on Excellence in Education

Abstract

More than five years have passed since A Nation at Risk was published in 1983 by then‐Secretary of Education Terrance Bell's National Commission on Excellence in Education. Those years have seen the publication of an enormous body of both primary material, composed of research reports, essays, and federal and state reform proposals and reports; and secondary material, composed of summaries and reviews of the original reform reports and reports about effective programs that are based on reform recommendations. This annotated bibliography seeks to identify, briefly describe, and organize in a useful manner those publications dealing with K‐12 education reform and improvement. The overall purposes of this article are to bring organization to that list, and also to trace relationships and influences from the federal initiatives to the states and professional associations, and from there to the school districts and individual schools.

Details

Reference Services Review, vol. 17 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 24 September 2019

Aleksandra Pleśniarska

The purpose of this paper is to identify and discuss the most important initiatives and the strategic framework of the European Union (EU) supporting the 2030 Agenda for…

Abstract

Purpose

The purpose of this paper is to identify and discuss the most important initiatives and the strategic framework of the European Union (EU) supporting the 2030 Agenda for Sustainable Development. This paper also presents an overview of the progress towards the 4th Sustainable Development Goal (quality education) mainly in tertiary and adult education in the EU context.

Design/methodology/approach

The adopted research method includes a literature survey, a study of law regulations and strategic documents of the EU and their critical analysis. The main axis of empirical investigation is a comparative analysis. Thematic scope of the analysis embraces indicators such as tertiary educational attainment, employment rate of recent graduates and adult participation in learning.

Findings

The results of the comparative analysis confirm the diversity between Member States in achieving the goals of sustainable development. Overall positive trends in the development of quality education can be observed in the EU. However, the gender gaps in tertiary educational attainment and in the employment rate of recent graduates have been widening. Moreover, the EU is not on track to meet its 2020 benchmarks for adult participation in learning.

Originality/value

The paper systematizes knowledge of initiatives of the EU for sustainable development and supplements it with a comparative analysis in the field of statistical data, which allows for a better understanding of the state and the prospects of implementing the idea of quality education at the EU level.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 7
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 1 February 1983

KEVIN MCGARRY

This progress report attempts to chart the main trends in professional education during the 1970s and to identify the major problems facing curriculum planners for the…

Abstract

This progress report attempts to chart the main trends in professional education during the 1970s and to identify the major problems facing curriculum planners for the rest of this decade—and beyond. Although the work is based on United Kingdom educational practice, developments in other countries are noted whenever it is felt that a helpful comparison may be made. The citations do not represent a bibliography of professional education: such a compilation has already been accomplished in the researches of Burrell, and to a lesser extent in Clough. Writings on professional education in librarianship and information science tend to date rather quickly; especially if they deal with information technology or technical services. Theoretical problems remain more durable and usually reappear in different guises. Both information science and librarianship are bracketed together whenever they interrelate or overlap, or whenever logic and common sense dictate. In no way is it implied that they are both one and the same thing; the terms denote different areas of professional application and activity.

Details

Journal of Documentation, vol. 39 no. 2
Type: Research Article
ISSN: 0022-0418

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Article
Publication date: 29 February 2008

Uwe Lauterbach

The quality of an education system or a comparative international assessment refers more and more to quantitative parameters, i.e. “educational indicators”. The paper aims…

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Abstract

Purpose

The quality of an education system or a comparative international assessment refers more and more to quantitative parameters, i.e. “educational indicators”. The paper aims to analyse the structure of several educational indicators and indicator systems and answer the question “What can educational indicators achieve?”

Design/methodology/approach

Starting with a general consideration of the term “indicator” the findings are applied to the educational area and the development of educational indicators is analysed critically.

Findings

Indicators allow for the illustration of outcomes and of system processes. Beginning in the 1950s, following the empirical turn in research methods, and the growing significance of approaches from economics of education, indicators are now applied in national and international settings. The findings show that the combination of the quantitative and qualitative approach is more successful as the isolated research.

Research limitations/implications

The research is based on secondary analysis. A combination of quantitative and qualitative research methodology should be undertaken in following the progress of educational systems.

Originality/value

The findings of quantitative research based on educational indicators determine the general public and political discussion and often the discourse in the scientific community. The analysis shows that a critical distance especially when preparing political decisions is a necessary attitude.

Details

Journal of European Industrial Training, vol. 32 no. 2/3
Type: Research Article
ISSN: 0309-0590

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Book part
Publication date: 25 October 2016

James M. Kauffman, Dimitris Anastasiou, Jeanmarie Badar, Jason C. Travers and Andrew L. Wiley

Change is not synonymous with improvement. Improvement of special education requires better instruction of individuals with disabilities. Although LRE and inclusion are…

Abstract

Change is not synonymous with improvement. Improvement of special education requires better instruction of individuals with disabilities. Although LRE and inclusion are important issues, they are not the primary legal or practical issues in improving special education. Federal law (IDEA) requires a continuum of alternative placements, not placement in general education in all cases. To make actual progress in education of students with disabilities, a single and strict principle of equality or/and antidiscriminatory legal instruments, such as the CRPD, is not enough. Social justice as a multifaceted principle can serve the education of the whole spectrum of special educational needs in national and international contexts. Responsible inclusion demands attention to the individual instructional needs of individuals with disabilities and consideration of the practical realities involved in teaching. If inclusive education is to move forward, it must involve placing students with disabilities in general education only if that is the environment in which they seem most likely to learn the skills that will be most important for their futures.

Details

General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved
Type: Book
ISBN: 978-1-78635-543-0

Keywords

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