Out-of school children education Iran’s best practice

Iranian initiatives about back children to school

Encyclopedia of Special Education, 2008

International Journal of Progressive Sciences and Technologies, 2019

The purpose of the study was to assess major factors that keep children out of school and create pressure on students to drop from the second cycle primary education in Oromia Regional State. Based on the purpose of the research, three basic questions were drawn to guide the entire research. The research method employed was a concurrent mixed model using both qualitative and quantitative approaches. A blend of survey design with deep analysis of cases at the woreda and school levels was used. Multiple instruments (questionnaires, interviews and focus group discussions) were used in collecting data. Educational officials working at the various levels of the system, school principals, teachers, parents of the OOSCs and PTAs, KETBs and dropouts were used as sources of data. Various documents (policies, strategies, programs/ESDPs, annual statistical abstracts and related documents were also used as secondary sources of data. The reflection of those who were truly part of the problem was reported from the point of insider's view. Different sampling techniques such as simple random sampling, purposive sampling, snowball sampling and availability sampling were used. The sample zones, woredas and schools were selected randomly. Overall, 34 woredas and 68 primary schools were used for the quantitative data while 10 woredas and 10 schools were used for qualitative data. The quantitative data were systematically organized, categorized and tabulated using SPSS and excel packages. Statistical tools (graph, tables, frequencies, percentages, weighted means values were used. The qualitative data gathered through interviews and FGDs were coded and organized into a variety of meaningful themes through case-by-case and cross case analysis. .The findings of the study revealed that the Out of school children (OOSC)including dropouts were mainly from the poor parents engaged in hand-to-mouth economic activities, farming, pastoralist and agro-pastoralist activities, weaving and other small business (vender). The unfriendly nature of the schools and the direct costs and contributions expected of parents and students were reported as concerns. The findings of the study revealed that socio-cultural and economic factors like early marriage and teenage pregnancy, inclination towards religious education, less value given to education by parents and their low involvement in education of their children and the need for child labor were reported among the barriers that kept children out of schools. Conversely, it was revealed that child related factors (lack of interest for education, illness or disability among children and over-agedness) and school related factors were not among the major causes that kept children out of school. On the other hand, the findings revealed the existence of policy and public supports as well as the commitment of authorities (provision of free textbook, expansion of schools to rural areas as well as the abolishment of school fee) to encourage and attract OOSC to schools. Based on the findings, the researchers recommended creation of the required level of awareness among the local communities and parents, and promoting the education of parents themselves through various modalities, creation of attractive school environment, designing support mechanisms that enable parents to generate better income and thereby send their children to school that may mitigate the root causes of out of school children. Keywords-Out of School Children, Oromia Regional State, Ethiopia. I. INTRODUCTION Education has been recognized as a vibrant engine for economic growth and development. Worldwide, it is recognized as having a potential to augment productivity, empower people, improve individuals' earnings, create healthy population, promote democracy and the entire economy of a nation (Mundy, and Verger (2015); Hanushek, and Wößmann, 2007). It helps to build a stock of quality human capital for development. It is a foundation for the

in partial fulfilment of the requirements for the degree of B.Ed. (1.5 year) (mention area of specialization) is hereby accepted. Dated: _________________ (Day-Month-Year) 4 5 DEDICATION I dedicate all my successes to my beloved parents and respected teachers without them none of my success would be possible 6 ACKNOWLEDGEMENT

Studies in Indian Place Names, 2020

Inclusive Education is a new educational developmental area to give provision of education for students with special needs are one of the largest groups are still outside the common education system.This is a the scheme provides an opportunity for children with disabilities, who have completed eight years of elementary education to continue their education in regular schools at the secondary level in inclusive environment. The Government of India is fully committed to the goal of Universalization of Elementary Education (UEE), but in the present Indian educational scenario unfortunately these kinds of students are not fully enjoying the proper and basic educational facilities in inclusive classrooms.Today we are all lives with the help of a technology; in this current world we cannot think a life without technology.This technology is also highly influenced our modern education system and teaching approaches in class rooms is named as Information and Communication Technology (ICT). Rapid growth of ICT becomes one of the most important tool for the education.In the current digital era teachers are required to integrate ICT in their teaching and replace their traditional methods with modern tool and facility. Technology play significant role for educating the student with special needs in inclusive class room at secondary level. It can do so in the provision of media to facilitate communication and education but also in other learning.The ICT tools which we are using for educating students with special needs known as assistive or adaptive tools.This paper is also argue that instead of these tools students need ICT facilities like resource room or resource classes, audio visual equipment (CCTV, TV, music system, video ,DVD and CDs), availability of various educational software for SWSN, Wi-Fi or internet accessibility in resource room in schools, appointing the resource teaches or persons (RPS) have knowledge of ICT, resource room having the disabled persons with friendly infrastructure and availability of equipments like LCD projector, scanner, printer in a resource room. The study indicates that now the Government providing better ICT facilities in schools. Only two facilities they are not provided in schools. The facility which is not provide in government schools are Closed-Circuit Television Magnification (CCTV) and Availability of LCD projector ,scanner, printer for students with special needs. The major reason behind is that these equipment are not able to reach and every schools due to lack of funding and the cost involved in their installation and maintenance.The conclusion of this study was more percentage of government schools are providing better ICT facilities for students with special needs in inclusive set up.

2020

This paper describes the strategy of poor students dealing with the home-learning system in the time of COVID-19. The home-learning system, however, theoretically generates the digital divide for the majority of poor students because they have less capital and resources. In order to be involved in the system, they have to afford themselves in getting the digital devices, such as smartphones and laptop. It uses the qualitative method undertaken in four regencies: Banyumas, Purbalingga, Banjarnegara, and Tegal. The poor students who undergo the home-learning system in those regencies are enlisted to be purposive samples. The profile is selectively included because of their lack of means in dealing with the system. For this study, we analyze the data collected from in-depth interviews, observation, documentation, followed by constant comparative analysis. The result indicates that most poor students only have the worksheets (LKS) and books as their primary learning resources. The poor ...

1972

This study is devoted to a comparative analysis of the financing and unit costs of three types of first-level schools in Iran, i.e., ordinary public schools, Education Corps schools, and private schools. The study was undertaken to ascertain the comparative position of the relatively new schools of the Education Corps, from the standpoint of their financing; and from the level of unit costs and efficiency, in relation to their longer established public and private counterparts. The study concludes that the Education Corps, which requires young people in the military with second-level education certificates to teach their juniors and even their elders for a limited time, has been able to provide schooling in inaccessible rural areas under more satisfactory cost conditions than those of ordinary schools. The appendixes contain useful statistical data on schools and their financing in Iran.

2003

Universal Journal of Educational Research, 2020

In this paper we have analyzed 40 villages of the municipality of Suhareka. In the years after the war, the number of newborn children with physical and mental health problems has greatly increased. Such problems cause changes in society and are an important and necessary object of study to be given the merit of study. Recently, we have witnessed an increase in the number of children with special needs, ranging from speech impediments to physical barriers to changes in the biological structures of the human body. From our analysis, it turns out that in Suhareka, the place with the largest number of children with disorders is Bllacë. Suhareka; the place I study is a place not too big as a surface and either not mixed with communities, so their involvement is very small, which makes the analysis very specific and deals in detail with the community Albanian who has experienced these changes over time. In the local registry, all these children have a recommendation for special treatment; and as can be seen from the survey with parents, very few of these recommendations have been followed. The main disorder that the children in this study suffer from was intellectual disorder. From these diseases the most affected by what we have analyzed turns out to be the male.