The Experts below are selected from a list of 781707 Experts worldwide ranked by ideXlab platform
Trung Tran - One of the best experts on this subject based on the ideXlab platform.
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a human rights based approach in implementing sustainable development goal 4 Quality Education for ethnic minorities in vietnam
Sustainability, 2020Co-Authors: Linhkhanh Hoang, Trung TranAbstract:Seventeen sustainable development goals (SDG) by the United Nations in its 2030 Agenda have been nationalized and implemented in Vietnam. One of the country’s priorities is making Educational provision accessible to all of its residents, especially for marginalized groups, while enforcing their human rights. In this context, this article examines the implementation of SDG4 (Quality Education) in combination with the practice of human rights for ethnic minorities in Vietnam. With access to jurisprudence, this research provides a detailed assessment of the compatibility between SDG targets and the legal rights to Education of ethnic minorities. Additionally, this research employs an exploratory method to investigate the four major conditions for the implementation of Quality Education for ethnic minorities, namely legal–political, economic, socio-cultural factors, and participation pride. We also investigate three main barriers that hinder SDG4 implementation and human rights practices, namely child labor, language, and gender ineQuality. The contribution of this study is necessary for establishing more informed strategies and policies towards sustainable development in Education for multi-ethnic countries.
Taya Louise Owens - One of the best experts on this subject based on the ideXlab platform.
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higher Education in the sustainable development goals framework
European Journal of Education, 2017Co-Authors: Taya Louise OwensAbstract:Agenda 2030 for sustainable development focuses attention on lifelong learning opportunities for all. The new targets expand on their predecessors, the Millennial Development Goals, by both widening and deepening the scope of system-wide Quality Education systems. Whilst the Millennial Development Goals focused attention on universal primary attainment, the Sustainable Development Goals introduce tertiary Education into the global development agenda. Higher Education was an important consideration in the 2000 Dakar framework, but it was not included as a target. Instead, it appeared indirectly as a supportive pathway to other goals such as youth skills or Quality teacher. Now, higher Education plays a key role as a means to achieving Goal 4 on Education: inclusive, equitable and Quality Education for all. This article evaluates the introduction of higher Education into the development agenda and the introduction of the SDGs into the parallel but fragmented multilateral and university agendas. It concludes by specifying two factors that are essential if higher Education is to play a revitalised role in the sustainable development framework: publicly-funded research and regional higher Education partnerships.
Linhkhanh Hoang - One of the best experts on this subject based on the ideXlab platform.
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a human rights based approach in implementing sustainable development goal 4 Quality Education for ethnic minorities in vietnam
Sustainability, 2020Co-Authors: Linhkhanh Hoang, Trung TranAbstract:Seventeen sustainable development goals (SDG) by the United Nations in its 2030 Agenda have been nationalized and implemented in Vietnam. One of the country’s priorities is making Educational provision accessible to all of its residents, especially for marginalized groups, while enforcing their human rights. In this context, this article examines the implementation of SDG4 (Quality Education) in combination with the practice of human rights for ethnic minorities in Vietnam. With access to jurisprudence, this research provides a detailed assessment of the compatibility between SDG targets and the legal rights to Education of ethnic minorities. Additionally, this research employs an exploratory method to investigate the four major conditions for the implementation of Quality Education for ethnic minorities, namely legal–political, economic, socio-cultural factors, and participation pride. We also investigate three main barriers that hinder SDG4 implementation and human rights practices, namely child labor, language, and gender ineQuality. The contribution of this study is necessary for establishing more informed strategies and policies towards sustainable development in Education for multi-ethnic countries.
Jenny Perlman Robinson - One of the best experts on this subject based on the ideXlab platform.
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sesame street combining Education and entertainment to bring early childhood Education to children around the world
Social Science Research Network, 2016Co-Authors: Christina Kwauk, Daniela Petrova, Jenny Perlman RobinsonAbstract:As a continuation of the report, Millions Learning: Scaling up Quality Education in developing countries, which tells the story of where and how effective learning interventions have scaled up around the world, the Millions Learning case studies provide an in-depth look at 12 of the programs and policies explored in the report. This report looks at the case study of Sesame Street.
George Odhiambo - One of the best experts on this subject based on the ideXlab platform.
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elusive search for Quality Education the case of Quality assurance and teacher accountability
International Journal of Educational Management, 2008Co-Authors: George OdhiamboAbstract:Purpose – The purpose of this paper is to examine issues of Quality and Quality assurance in Kenyan schools, identify reasons why Kenya government has difficulties in achieving its well documented search for Quality Education and to trace the process for ensuring the accountability of teachers in Kenya. This focus is done under conditions of significant changes in government policies and Educational restructuring.Design/methodology/approach – The reflections are done through a review of variety of research and analytical sources.Findings – The review shows that the government, whose approach has been ambivalent and paradoxical, has determined teacher accountability and that the underlying cause of poor Quality Education in Kenya's schools is not the performance of teachers per se but deeply rooted management practices and other government policies which will have to change if this dream is to be realized. The evaluation of teachers' work should not be separated from development since Quality is dependent ...
