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Six million Iraqis were displaced during the Iraq-Daesh War, and although many have returned to their communities, there remain approximately 1.3 million internally displaced persons (IDPs) across the country. Today, approximately 25% of IDP children in Iraq are out of school (REACH, 2020). This study foregrounds the voices and family histories of IDPs when navigating educational access and makes a methodological argument for the need for increased qualitative research in post-conflict settings. Using the conceptual framework of navigation, the author presents displaced persons as agentic, dynamic people with lived histories, present realities, and imagined futures which inform their journey through the education system. Semi-structured interviews with 16 IDPs who identified as parents or caregivers were conducted virtually. Displaced Iraqis value education for different reasons, ranging from basic literacy to employment to societal improvement. In doing so, the author challenges the barrier-dominant framework through which IDP educational access is often understood and nuanced with a temporal lens which requires us to identify IDPs as (1) persons capable of making choices for themselves, (2) givers as well as receivers, and (3) persons who aspire to goals beyond basic survival.

Germany has become the most important destination country for young refugees in Europe (Destatis, 2021). Vocational education and training can make an important contribution to overcome educational barriers and gain participation in society (Will & Hohmut, 2020). Since 2015, rural regions have faced new challenges in establishing effective support systems for young apprentices with forced migration experience (Ohliger et al., 2017). The participatory LaeneAs research project seeks to identify educational barriers and to promote successful educational pathways for young refugees in vocational training. In four distinct rural areas in Germany, stakeholders in formal, non-formal, and informal learning environments and young refugees will be brought together in real-world laboratories. The authors aim to open space for a co-constructive knowledge production process between scientific and political stakeholders, educational practitioners, and refugee youth. Real-world laboratories are a socio-spatial methodology that combines research and a sustainable capacity building process. The lifeworld expertise will be used for a contextual condition analysis of structural, societal, and individual barriers to education as well as for practice transfer. Building on the discussion of the current state of research and the identification of significant gaps in the practice and research landscape, this essay will focus on the critical discussion of the methodological implementation of the study.

The purpose of this paper is to develop a conceptual model for examining the unique factors contributing to the gendered inequality of post‐secondary educational participation in Nepal.

This conceptual/theoretical paper aims to apply and potentially critique the dynamic model of educational inequality offered by Lynch and O’Riordan to the context of Nepalese post‐secondary educational inequality. The authors hope to use the current model, developed through an exploration of data from a developed country, to further understanding of the forces maintaining educational inequality in the developing world.

The constraints from Lynch and O’Riordan's model are all important forces that impact educational persistence for girls and women in Nepal. However in order to fully examine the complexity of barriers imposed on girls in persisting through the Nepali educational system, the case has been made to add both geographic and political facilitators/constraints to the model. By creating a model that includes these forces, researchers and policy makers can proscribe change that is more holistic.

By constructing models that accurately reflect the real conditions present in developing countries, we can truly begin to find solutions to disparities in educational access and attainment.

This paper contributes both an examination of barriers and stratification in Nepal's higher education system while also developing a model for examining post‐secondary education systems in developing nations. It also provides some understanding of why Nepal has fallen behind its peers.

This study examined 46 articles in total, which yielded 5 recurring themes: perceived discrimination, language barriers, socioeconomic barriers, cultural barriers and educational/knowledge barriers. The two most dominant themes found were the inability to speak the country's primary language and belonging to a culture with different practices and values from the host country. The review provides vital insights into the numerous challenges that immigrants and refugees encounter as they navigate through the primary care systems of English-speaking (E-S) countries and potential solutions to overcome these barriers.

Access to adequate healthcare plays a central part in ensuring the physical and mental wellbeing of society. However, vulnerable groups such as immigrants and refugees, face numerous challenges when utilizing these healthcare services. To shed further light on the barriers impacting healthcare quality, the authors’ team performed a scoping thematic review of the available literature on immigrant and refugees' experiences in primary healthcare systems across E-S countries. Articles were systematically reviewed while focusing on healthcare perceptions by immigrants, potential barriers and suggestions to improve the quality of primary care.

This work looked at qualitative and quantitative information, attempting to combine both paradigms to give a rich and robust platform with which to devise a further study through focus groups. Qualitative inquiry accounted for 28/46, or 61%, of studies, and quantitative inquiry made up 9/46, or 20%, while 9/46 or 20% combined both qualitative and qualitative. Emerging themes are -perceived ethnic discrimination faced by immigrants accessing primary care, language barriers, socioeconomic barriers, cultural barriers and educational barriers.

Most medical journals rely on quantitative data to relate “results” and cases. The authors set out to change ways in which medical reports can be done. Most of the authors were solely trained in quantitative research; consequently, they had to learn to isolate themes and to use a narrative approach in the article.

Research implications clearly indicated that using a qualitative (phenomenological) approach with quantitative data created a human and reachable discourse around patient comfort and the realities of immigrants and refugees to E-S countries. The use of this research opens medical practitioners (and patients) to a richer understanding within a usually difficult arena.

By understanding the qualitative nature of medical research, practitioners, students and mentors are able to bridge medical quantitivity to the human, widening doors to social science and medical collaboratory research.

As stated above, this work is important as it understands the human/patient element and de-emphasizes the medical obsession with quantifying the lives of patients through hard data. This is a unique collaboration that relies on the qualitative to pinpoint and define the difficulties of newcomers to E-S countries.

Increased dietary salt content is one of the effective factors of hypertension and a major public health challenge globally. Although the positive effects of dietary salt reduction on health are universally accepted, people can hardly reduce their salt intake. The purpose of this study is to identify the inhibitory factors of dietary salt reduction among 20–65-year-old women in Yazd City, Iran.

This study was conducted using a deductive content analysis approach based on the communication for the behavioral impact (COMBI) framework. The purposeful sampling method was applied with maximum variation in terms of different educational levels, age groups, occupational status and residential areas to select the participants. Snowball sampling was used to select health-care professionals. Furthermore, semi-structured interviews and focus-group discussions were conducted with 31 local women and 11 health-care professionals working in the City until data saturation was achieved. Data were analyzed using Graneheim and Landsman’s method.

After data analysis, 617 initial codes were extracted over the perceived barriers. After merging similar codes, 223 codes were extracted. The barriers were classified into five main categories of family, personal, organizational, educational and socio-cultural barriers.

Based on the COMBI framework, the results demonstrated that the most important barriers for reducing salt intake were negative attitude toward restrictions on dietary salt intake, insufficient and incorrect beliefs about the health risk of salt, lack of family support, inadequate health literacy and low self-efficacy in Yazd City. Among these barriers, lack of family support was considered as the most effective factor in reducing salt consumption. So, by focusing on this area and providing the community with the required education, the amount of salt consumed by families can be reduced.

The McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et seq.) establishes basic levels of service, support, and protection for homeless students and families in the United States and specifically prohibits discrimination while ensuring educational rights. According to the 2014 Annual Homeless Assessment Report, homelessness continues to be a pervasive concern, particularly for children under the age of 18 who account for nearly 25% (135,701) of homeless individuals, and youth between 18 and 24 who represent nearly 10% (58,601) of the homeless population. Despite the statutory protections afforded by McKinney-Vento, a number of barriers persist and prevent full enjoyment of the basic rights established by the Act. Overcoming these barriers in the courts has provided some relief, but is insufficient given the limits of McKinney-Vento. Thus, homeless students and families need school leaders who promote social justice and educational opportunities to prepare them for meaningful participation in democratic society. This chapter provides analysis regarding the legal rights of homeless youth, including an overview of significant cases and federal policy updates, and concludes with several recommendations for school leaders to establish clear guidelines and implement procedures to address the educational needs of homeless students.

Few people with special educational needs (SEN) had access to higher education in Brazil until the 1980s, mainly due to their lack of access to basic education and a lack of specific public policies for this population. It was only in 2003 that the Brazilian government implemented strategies for the dissemination of the factors referring to inclusive education. The objective was one of the support for the transformation of educational systems into inclusive educational systems. As these policies are recent; few studies have been carried out in Brazil. According to Brazilian statistical data, the number of enrollments connected to special education in regular basic education classes, in 2015, was almost 751,000 students, while in higher education in diverse graduation courses the number was 38,000. In this sense, this chapter aims to unveil and discuss Brazilian public policies for the access and permanence of SEN students in higher education. Reflections will also be presented related to the evolution of the number of enrollments of students with specific SEN (visual, physical, hearing, and intellectual) in basic and higher education, as well as the implementation of public policies focused on this population in a Brazilian context.

The purpose of this article is to provide an extensive review of the barriers faced by engineers when applying design of experiments (DoE). The aim is to help new practitioners learn from the past and avoid possible barriers that they may encounter when applying DoE in industry.

An exhaustive literary review was carried out to find articles in which hindrances to the application of DoE were mentioned. The information is organised and grouped into 16 barriers with this end in mind.

The 16 barriers can be classified into three different groups: business barriers; educational barriers; and technical barriers. It is shown that DoE can be successfully applied without overcoming every barrier, although it is inconvenient to do so.

Although DoE is commonly found in statistics and quality literature, it is clearly underused in industry. The paper brings together ideas from those with experience in DoE to detect the reasons behind this anomaly.

Very little material has been published regarding the difficulty of applying DoE. Unfortunately, what is available is repetitive, unstructured and incomplete. The paper is intended to encourage discussion between practitioners and experts, in order to find a way to define, categorise and eventually overcome the most problematic barriers.

Recent figures show that half the world’s refugees are children, with young people now representing more than 50 percent of victims of global armed conflict and displaced persons. Increasing numbers of refugee youth are entering their host nations’ compulsory and postcompulsory educational systems having experienced frequent resettlements and disrupted education, which in turn, pose major barriers for educational and future employment. The consequences of these experiences raise pressing equity implications for educators and educational systems. However, the picture is not uniformly bleak. Employing Bourdieu’s thinking tools of habitus, field and capital, Yosso’s concepts of community cultural wealth and photovoice methods, this chapter draws on studies of refugee youth of both genders from diverse ethnic and faith backgrounds, conducted in regional Australia. It examines how everyday spaces for learning, for example, church, faith-based and sporting groups and family can play a crucial role in enabling young people to build powerful forms of social and cultural capital necessary to successfully access and negotiate formal education and training settings. Its findings suggest first that everyday spaces can act as rich sites of informal learning, which young refugee people draw upon to advance their life chances, employability, and social inclusion. Second, they suggest that how one’s gender and “race” intersect may have important implications for how refugee youth access social and cultural capital in these everyday spaces as they navigate between informal learning and formal educational settings.