Education for Social Change: Driving Student Success for and Beyond the Market | Chapter 3 | Current Progress in Arts and Social Studies Research Vol. 5

The aim of this article is to illustrate that a key strategic objective of student affairs is to contribute significantly towards student success. Education refers to the process of learning and expanding culture. It significantly contributes to the improvement of the human condition through better knowledge, health, living conditions, social equity, and productivity, and is a central tool for social progress. Student affairs practitioners and researchers are well positioned to contribute holistically to student success and as such could play a strategic role in the transformation of higher education.  This article reports on a study [1] entitled ‘Towards a Qualitative Framework for Blending Equity and Excellence in Transforming South African Higher Education Transformation to Achieve Development’ in which the promotion of student success is viewed as central to institutional transformation. The purpose of the study was to contribute to a more comprehensive qualitative framework for higher education transformation in South Africa by reconciling notions of ‘equity and excellence’. The scope of the study revolves around the view of sixteen expert leaders in higher education change in South Africa. They explore elements of a qualitative framework for higher education transformation from a contemporary perspective. It answers the question as to why transformation is perceived to be so slow despite existing frameworks. Four core areas are identified as crucial to address if transformation is to be focussed and accelerated. The most crucial of these is ‘student success’. The paper presents a set of indicators that could be used to frame how transformation can occur, noting that these are to be conducted in small settings. In practice, this means that a project or site can be selected for transformation, a set of indicators developed, and a systematic approach. The researcher interviewed 16 leaders of thought in higher education transformation. These were well-published authors, Vice Chancellors, advisors to the ministers, etc. They were selected based on their expert status and when questions arose in the discussion they would often refer individuals who could be interviewed. Interviews were done online and some were accessible in the greater Cape Town area where the researcher residences, were held face to face. The study found that there were five key pillars that uphold transformation endeavours in higher education. These include an understanding of The South African knowledge project, student success, institutional culture, demographic representation, and individual transformation. Of these five pillars, in the final analysis, they are all to serve a single aim, namely student success.

 

Author (s) Details

 

Chanaaz Charmain January
Department of Student Affairs, University of Cape Town, Rondebosch, South Africa.

 

Please see the book here:- https://doi.org/10.9734/bpi/cpassr/v5/2302

Meaningful Strategies that can Reform the Lives of Street Children | Chapter 3 | New Ideas Concerning Arts and Social Studies Vol. 3

Street children are habitually depicted in a purely negative manner, often described as indigent, penurious, and impecunious individuals who roam the streets in search of a livelihood. Many street children are denied basic human rights, including proper access to social and health services, the need for education, and protection against exploitation. Their world is demoralising, disheartening, disenchanting, and their future appears formidable and arduous as they are frequently rejected, scorned and despised by society. However, it's important to recognise that they are normal human beings who, due to challenging circumstances, find themselves homeless. Identifying a singular reason for their homelessness is complex. On the other hand, the majority of educators firmly believe that fostering inclusive education is obligatory. This review mainly focuses on analysing the strategies that can reform the lives of Street Children. This paper does not cast aspersions but seeks to ascertain whether some of these children can be rehabilitated through inclusive education. Inclusion entails all children studying in the same classrooms and being provided with learning opportunities to enhance their abilities. All the information was obtained through current studies, methodical review, and meta-analysis, supplemented by secondary sources from the internet spanning from September 2023 to January 2024. This non-empirical research employed careful investigation and analysis techniques, including text criticism, critical examination of biographical studies, and narrative analysis. Street children are often stigmatized, labelled, and discriminated against, which severely hinders the rehabilitation process. Although inclusion is a lifelong and challenging process, it is instructional and edifying, and it may potentially rehabilitate street children. This research reveals that rehabilitating street children is extremely complex and seemingly impossible. Nevertheless, some children may desire a different lifestyle, offering hope and optimism for rehabilitation efforts. Therefore, concrete, holistic, and meaningful efforts must be made to properly confront homelessness, affording these children ample care, protection, education, and opportunities          for a better future. Government institutions, stakeholders, non-governmental organisations, and all individuals committed to the well-being of children should actively engage in meaningful and consistent dialogue to promote collaborative, effective, and sustainable support systems.

 

 

Author (s) Details

 

Gabriel Julien

Department of Educational Leadership and Management, Faculty of Education, The University of the West Indies, St. Augustine, Global Campus, Trinidad and Tobago.

 

Please see the book here:- https://doi.org/10.9734/bpi/nicass/v3/5367

The Role of Artificial Intelligence in Advancing Inclusive Education: Opportunities and Challenges | Chapter 3 | Language, Literature and Education: Research Updates Vol. 5

It is an undisputed fact that artificial intelligence (AI) is extensively used in the field of education and offers numerous opportunities in teaching and learning. For example, it is used to impart knowledge, stimulate comprehension, and heighten intelligence. Moreover, it is treasured as a substantial support in teaching and learning. It is also instrumental in empowering and inspiring students. Artificial Intelligence allows computer systems and machines to perform tasks that typically require human intelligence. Some of these include problem-solving and decision-making. Hence, it can learn from data and augment its performance over time and is instrumental in addressing complex scenarios by identifying patterns and making predictions. It can also make decisions based on available data and pre-programmed logic. The emergence of AI also has a positive impact on inclusive education. The general concept of inclusive education ensures that all students, regardless of background, learning abilities, or disabilities, have equal access to quality educational opportunities. It is basically concerned about creating proper learning environments where everyone feels welcome, valued, and supported, allowing them to participate and thrive in their own unique ways. Since these technologies can potentially transform teaching and learning, it is important to understand how they can be used to further advance inclusive education. Some of the challenges with AI are the lack of diversity and representation in the development and deployment of AI systems. This can lead to biased AI models that perpetuate existing social inequalities and exclude certain groups of people from benefits and opportunities. This literature-based research analysed some advantages and challenges of incorporating AI in teaching and learning and highlighted how it influences inclusion. Based on the literature, some of the advantages of AI are improved performance of students, motivation, and encouragement of students. This review also identified some challenges associated with the use of AI for inclusive education, such as technological difficulties, poor connectivity, pedagogical issues, and limitations of the database. Some recommendations are proposed to address these challenges. This research can assist educators, parents, students, government officials, and policymakers in making proper decisions on the effective use of AI and inclusion.

 

Author (s) Details

Gabriel Julie
University of the West Indies, St. Augustine, Global Campus, Trinidad and Tobago.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v5/5366

 

Thriving on Emotional Intelligence for Enhancing Equitable Higher Education Institutions | Chapter 8 | Contemporary Issues of Business and Management: The Proceedings of the 10th International Conference on Business and Management Dynamics (ICBMD), Edition 1

The study highlights academics’ potential to appraise, regulate, and utilise their emotions effectively when encountering stressors brought about by adversity. Respondents indicate that the HR department should proactively foster evidence-based, relevant, and academic-specific HR data-driven approaches. Emotional intelligence plays a crucial role in addressing economic inequality thereby contributing to a supportive and inclusive academic environment. Emotionally intelligent academics are better equipped to understand and empathise with diverse experiences and challenges faced by peers, especially those from disadvantaged backgrounds. By promoting a culture of empathy, collaboration, and fairness, universities can empower academics to reach their full potential and reduce economic inequality. A quantitative approach was utilised and a sample size of 360 academics from a population of 1226 was drawn from five campus sites at the University of KwaZulu Natal in South Africa using Stratified Random Sampling. Recommendations amongst others, for fueling academic emotional intelligence proposed for higher education, consist of, fostering an emotionally intelligent organisation and policy formulation through equity, diversity and inclusion.

 

Author (s) Details

 

Prashanti Maharaj
School of Management, Information Technology and Governance, University of KwaZulu-Natal, South Africa.

Anisha Ramsaroop
School of Management, Information Technology and Governance, University of KwaZulu-Natal, South Africa.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49238-29-9/CH8

Linking Revenue Mobilization Practices to Service Delivery in Decentralized Governments in Ghana | Chapter 4 | Modern Perspectives in Economics, Business and Management Vol. 11

 In public sector entities such as decentralised governments, revenue mobilisation is a critical component of public financial management. The purpose of this study was to investigate the relationship between revenue mobilisation strategies and service delivery in Ghana's District Assemblies. The study looked into how revenue sources, revenue collection techniques, and the adequacy of revenue received by District Assemblies are related to the services provided. Questionnaires, interviews, focus group discussions, and document analysis were used to collect qualitative and quantitative data for the study, which followed a mixed methods research design. The survey included 612 officials from District Assemblies and 1,020 civilians as participants. The study also included twenty-eight interviewees and twenty participants in two focus group talks. Qualitative data was interpreted based on identified themes, while quantitative data was evaluated using descriptive statistics and regression. The study discovered that the DAs' income mobilisation techniques had a favourable and significant impact on service delivery. According to the report, the DA authorities should continue to improve automated revenue collection technologies based on best practises from national tax collection authorities to guarantee that these automations provide the greatest possible results. The parliament and district assemblies are urged to review and consolidate the existing financial management legislation framework in order to ensure that monies are transferred to district assemblies more quickly.

Author(S) Details

George Kojo Scott
Secretary General, African Association for Public Administration and Management (AAPAM), P.O. Box 48677 -00100, Nairobi, Kenya.

View Book:- https://stm.bookpi.org/MPEBM-V11/article/view/4924