Impact of Workplace Diversity Management on Employee Commitment in Nigerian Regulatory Agencies: A Theoretical Framework | Chapter 6 | Business, Management and Economics: Research Progress Vol. 2

 

Every company desires to make a profit, and the only way to make that happen is to satisfy customers and get them to pay for products and services. The uneven implementation of Workplace Diversity Management laws across countries is a global concern. The potential for bias is increased when there is unequal treatment of all employees regardless of background, gender, ethnicity, race, social status, etc. This study focuses on the Nigerian regulatory agencies and looks at how different academics have interpreted the impact of workplace diversity management on employee engagement. The relationship between the significant variables was examined using the constructs of inclusion, fairness, equal opportunity, policies and programs, leadership style, and the moderating effect of organizational support. Additionally, a theoretical framework methodology was applied, emphasizing two theories (Salad Bowl and Thomas and Ely’s perspectives) that served as the foundation for the investigation after a thorough review of several pertinent literature sources from reputable journals. To ensure currency, however, only studies that were released in the previous five years were included in this analysis. Using keywords from the independent and dependent variables, as well as their corresponding proxies, one hundred and thirty-one (131) pertinent bodies of literature from respectable journals were consulted and included to find theories that were used. The findings revealed that these theories were best fit for multicultural nations like Nigeria as they were adopted by private and public sector organizations in India, Indonesia, and the United States which are rich in diversity. The findings revealed that Nigerian public agencies lack effective implementation of diversity management policies and are therefore encouraged to embrace diversity, absorb minorities where applicable, and leverage the variety. By encouraging unity in diversity and recognizing individual differences, employees’ commitment will increase which will result in loyalty. Organizations are therefore advised to embrace diversity, absorb minorities where necessary, and leverage variety.

 

Author(s) Details

Uchechi Chinazom Ekejiuba
Faculty of Management Sciences, Nile University of Nigeria, Abuja, Nigeria.

Hauwa Lamino Abubakar
Faculty of Management Sciences, Nile University of Nigeria, Abuja, Nigeria.

Frank Alaba Ogedengbe
Department of Business Administration, Faculty of Management Sciences, Nile University of Nigeria, Abuja, Nigeria.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/bmerp/v2/1267

A Post-doctoral Project on Inclusive Education in Greece and Cyprus: From Pedagogical Research to New Educational Challenges | Chapter 3 | An Overview of Literature, Language and Education Research Vol. 5

This paper presents a brief report on a postdoctoral project based on Inclusive Education in the international Greek-speaking area (Greece and Cyprus). The postdoctoral study focuses on understanding the complex frame of inclusion, empowering the inclusive teacher and the skills driving inclusive education. The central research questions guiding this project were: What is the conceptual definition of Inclusive Education? What pedagogical and instructional methods of learning and education are viable for inclusivity? What knowledge and skills are required by modern Inclusive Teachers for an inclusive school? The purpose of the project was: To create a theoretical, empirical and applied research framework for Inclusive Education. So, a list of guidelines and principles was selected based on international literature and reviews. Also, the empirical investigation is based on teachers' views on the skills required for inclusive education. According to findings, creative, collaborative, communication, digital and ethical skills are required for an inclusive teacher in blended educational environments. This postdoctoral research contributes to the discourse on Inclusive Education and highlights the importance of skills in inclusive learning environments focusing on innovation of Ε-tivities in blended learning. Its contribution can lead to a deeper understanding of inclusive classrooms, inspire further studies and potentially influence practical applications or policy decisions in the field of Inclusivity.

 

Author (s) Details

Vasiliki Ioannidi
Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens (NKUA), Greece, Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens (NKUA), Greece and Open University of Cyprus, Cyprus.

 

Konstantinos D. Malafantis
Laboratory of Educational Applications and Production of Educational Material, Department of Pedagogy and Primary Education, School of Education, National and Kapodistrian University of Athens, Navarinou 13A 10680 Athens, Greece.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v5/2382

 

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

 

Montessori Methods for Supporting Neurodiverse Children | Chapter 1 | Language, Literature and Education: Research Updates Vol. 4

Montessori schools place a high value on respecting others, embracing diversity, and promoting inclusivity. Children who have disabilities or neurodivergent conditions tend to thrive socially in Montessori environments, where they are warmly welcomed into a multi-age peer group that emphasises compassion and acceptance. Montessori principles play an important role in children's lives. This principle is a guide that recognises and adjusts to each child's developmental level and interests to provide personalised instruction, which is crucial for neurodiverse students. As a result, children can progress through the curriculum at their own pace without the pressure of meeting predetermined grade-level benchmarks while being challenged in all areas of learning at the appropriate level. Multi-sensory activities and hands-on learning facilitate learning in the Montessori classroom, as well as differentiated teaching and individual approach, depending on each student's needs. Students are encouraged to learn by doing and have the freedom to move around, which benefits those who require physical activity or may have difficulty paying attention in traditional classroom settings. In addition, Montessori classrooms provide a structured environment that assists children in developing organisational and time management skills, ultimately leading to greater independence. The system also values each neurodivergent and neurotypical child's unique learning path and tailors their educational plan to match their individual developmental level, learning style, and interests. So, each child can receive customised instruction and advance through the curriculum at their own speed. Access to different devices that facilitate communication and specialised equipment that helps with sitting, writing, reading, or moving is crucial in special needs classrooms or homes. These items are necessary tools for supporting individuals in such settings. The Montessori curriculum is designed based on certain principles derived from the philosophies about how children learn and think, and this approach is particularly beneficial for students with learning difficulties and those with cognitive and developmental disorders. In conclusion, by embedding universal support and creating multiple access routes to learning, it can be ensured that all students have the opportunity to work diligently and achieve success in classrooms and beyond. This requires trust and openness to co-create an inclusive learning environment that enables all students to thrive.

 

Author (s) Details

Julia Koifman
Kinneret Academic College, Emek Ha-Yarden, Israel and Beit Ekstein High School for Special Education, Israel.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v4/5183

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

Role of Incubation Centres as Catalysts for Inclusive Entrepreneurship | Chapter 12 | Economics and Entrepreneurship: The Proceedings of the 10th International Conference on Business and Management Dynamics (ICBMD), Edition 1

Inclusion, programme, marginalized, start-up, incubationThis study explored the role of incubation centres as catalysts for inclusive entrepreneurship, particularly in supporting socially excluded individuals in starting profitable businesses. By examining start-ups that underwent the incubation process, the study aimed to highlight the underutilised potential of these centres in fostering entrepreneurship among under-represented populations. Using a qualitative approach, the researcher interviewed 21 start-up founders who had received business incubation training. The findings suggest that incubation hubs can promote social inclusion by providing equal training opportunities for all entrepreneurs, regardless of their backgrounds. The centres also help under-represented groups by offering access to markets, trade shows, networks and related platforms. Furthermore, the study found that incubation programmes could be tailored to accommodate the diverse experiences, educational backgrounds and interests of participants. It emphasised that marginalised groups often require distinct motivational strategies to build their confidence and enhance their capacity for growth. Inclusive entrepreneurship has the potential to create new local possibilities by enabling underprivileged individuals to start firms in remote regions. The study concluded that incubation centres have the potential to be game-changers by offering targeted entrepreneurial development, customised support and access to funding, ultimately empowering individuals with various constraints to become successful entrepreneurs. Incubation facilities need to think hard about how they can guarantee inclusivity and diversity.

 

Author (s) Details

 Joe Kumbirai Karambakuwa
Department of Entrepreneurial Studies and Management, Faculty of Management Sciences, Durban University of Technology, South Africa.

 

Mary-Ann Nokulunga Nhleko
Department of Entrepreneurial Studies and Management, Faculty of Management Sciences, Durban University of Technology, South Africa.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49238-53-4/CH12

Significance of Disability Inclusive Public Transport in Trujillo, Perú | Chapter 7 | Science and Technology - Recent Updates and Future Prospects Vol. 3

 

Aims: The objective of this research is to determine the relationship between the management of inclusive urban public transport and the accessibility of persons with disabilities in the city of Trujillo, 2020, and how public management impacts this group of citizens.

Background: Accessible transport is a key factor in access to essential urban resources and services, including housing, employment, social welfare, and recreation. It is important to be inclusive of the needs of individuals with disabilities in the design of the built environment, urban facilities and services, to enhance the quality of life for all, and thus support community integration.

Methodology: The study was carried out in the city of Trujillo, Peru in 2020. A questionnaire was used based on the dimensions of each variable. The variables were: Inclusive urban public transport management composed of 5 dimensions (equipment and services, adapted vehicles, preferential rate, regulatory compliance, state of the roads) and accessibility of people with disabilities, composed of 5 dimensions (physical environment, attitudinal, social activities, mobility, comfort). Spearman's rank correlation was used.

Results: The results allowed us to identify that the management of inclusive urban public transport in the city of Trujillo has a predominantly deficient level, and accessibility for people with disabilities is mostly deficient. It was carried out in the city of Trujillo, Peru in 2020 with a sample population of 196 people. Implying access to mass urban transport systems for individuals with physical and hearing disabilities is an essential right among the various goods, services and products, which should be conceived or have accessibility to reduce the discriminatory levels existing in the disabled citizens.

Conclusion: The accessibility of people with disabilities in the city of Trujillo was found to be directly and significantly correlated with the management of inclusive urban public transportation and its components (equipment and services, adapted vehicles, preferential rates, regulatory compliance, state of the roads).

 

Author(s) Details :-

 

Karin Ponce Rojas
Postgraduate School, Universidad César Vallejo, Perú.

 

Please See the book here :-  https://doi.org/10.9734/bpi/strufp/v3/228

Inclusive Education: A Qualitative Exploration in Greece and Cyprus | Chapter 10 | Progress in Language, Literature and Education Research Vol. 6

Aim: Inclusive education has developed and established itself as a field of educational research and pedagogical practice in Higher Education. This chapter explores how university students–teachers perceive the skills of inclusive teachers in Greece and Cyprus. The main idea of the present research is an empirical investigation regarding inclusive teacher’s skills.

Study Design: The research is based on the interpretative epistemological approach and on the principles of qualitative methodological design.

Place and Duration of Study: Two focus groups of participants with experience in different educational contexts took part in the digital context of Higher Education, Greece and Cyprus, during the academic year 2022-2023.

Methods: The data were collected based on free-writing texts in an e-learning environment. The free-writing texts were subjected to content analysis. The free-writing texts were anonymous.

Results: The results show that the dominant view of the participants concerning the inclusive teacher focuses on collaborative, creative, communicative and moral dimensions. The application of inclusion is determined by the pedagogical practice and the main characteristics of the inclusive teacher.

Conclusion: Conclusions cannot be generalized. However, this kind of knowledge can used within an understanding of the inclusive educational praxis and in supporting teachers’ -digital and pedagogical- competencies and personal/professional development. The teachers’ skills in inclusive learning environments can contribute to a more inclusive educational landscape in Greece and Cyprus, fostering and ensuring the well-being of all students with and without specials educational needs.

Author(s) Details:

Vasiliki Ioannidi,
Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens, Greece and Adjunct Faculty, Master’s Degree Educational Sciences, Open University of Cyprus, Cyprus.

Please see the link here: https://stm.bookpi.org/PLLER-V6/article/view/13704

Management of Workplace Diversity and Employee Commitment: A Conceptual Review in the Nigerian Public Sector | Chapter 3 | An Overview on Business, Management and Economics Research Vol. 3

 In this study, the impact of business diversity management on laborer engagement in the Nigerian public area is examined from the perspectives of many academicians. The impact of workplace diversity administration constructs such as justice, inclusiveness, egalitarianism, policies, and programs on employee assurance were examined from the perspectives of many consultants. Diversity management is a process intended to found and maintain a definite work environment where the correspondences and differences of individuals are costly. The literature on diversity administration has mostly stressed on organization culture; allure impact on diversity openmindedness; human resource management practices; bland environments and administrative contexts to diversity-accompanying pressures expectations, requirements, and inducements; perceived practices and organizational consequences related to directing employee diversity; and various other issues. One of the current global concerns in many regions is the inconsistent application of institution diversity administration regulations across nations. The event that only workers from a particular tradition are treated properly and fairly raises the possibility of bias. A conceptual review methodology was secondhand in the study, which consulted any of relevant bodies of brochure from numerous good publications. However, only research that was published inside the last five years was cited in this place analysis in order to convince currency. The quoted studies, show that fewer articles have existed published in recent age. The scholars agreed that difference management that entails the effort fix by employers, to ensure unity in difference was necessary to elicit operator commitment. The verdicts also revealed that business diversity management procedures in multicultural countries with its own government like Nigeria were poorly implemented even though they endured, and this was reflected in lopsided jobs, promotions, and nominations at the top administration level. From the foregoing decision, the review recommends that organizations adjust minorities, integrate difference and leverage on the variety. For the Nigerian public subdivision, the review recommends that supervisory bodies such as Federal Character Commission, National Salaries, Income and Wages Commission ought independent and empowered to monitor the management agencies for adherence to the foundation of diversity administration policies, with the aim of administering penalties for non-compliance while restricting interference in the public instrumentalities. The implementation concerning this policy will ensure extent, fairness, and equal opportunity to all inhabitants.

Author(s) Details:

Uchechi Chinazom Ekejiuba,
Department of Business Administration, Faculty of Management Sciences, Nile University of Nigeria, Abuja, Nigeria.

Taiwo Adewale Muritala,
Department of Business Administration, Faculty of Management Sciences, Nile University of Nigeria, Abuja, Nigeria.

Faiza Haruna Maitala,
Department of Business Administration, Faculty of Management Sciences, Nile University of Nigeria, Abuja, Nigeria.

May Ifeoma Nwoye,
Department of Business Administration, Faculty of Management Sciences, Nile University of Nigeria, Abuja, Nigeria.

Please see the link here: https://stm.bookpi.org/AOBMER-V3/article/view/12000

Integration Processes of Adolescent Refugees in the Austrian School System – A Multi-level Analysis | Chapter 11 | Research Highlights in Language, Literature and Education Vol. 6

 This study aims at a better understanding of the unification process of adolescent refugees. This study addresses in what way or manner school administrators as well as participants handle and conform more diverse graduate groupings, as there have long happened debates regarding whether and to what range refugees and disturbed individuals can be integrated. Participants in the study include principals, educators, local students, persons of refugees (two together parents and juveniles who have left be necessary the Syrian war or out of fear of affliction in Afghanistan), national and allied school officials, and principals. To ensure difference and openness of dossier for this study, interviews with the earlier participants who were filling a place different levels (that is, micro-, meso-, or large-level) of the Austrian school system were undertaken.The study revealed that belief about what constitutes the correct judgments leading to the proper calculations in connection to the unification of adolescent refugees perform to vary established the productivity of each protagonists’ in the Austrian school structure. For those working at the unchanging level, decisions created by school administrators and educators are understandable, but decisions fashioned at a different (usually higher) level are commonly viewed as unsupportive or even transmit a negative image, superior to disappointment, disappointment, and a lack of interconnectedness between various levels.

Author(s) Details:

Martin Kölbel,
Viennese Teacher Training College, Pädagogische Hochschule Wien, Austria.

Please see the link here: https://stm.bookpi.org/RHLLE-V6/article/view/10807

Adolescents' Attitudes Concerning Students with Disability and / or Special Educational Needs in Regular Greek School Context | Chapter 06 | Current Research in Language, Literature and Education Vol. 6

 Disability is a universal condition that may be found in all aspect of our everyday lives. Kids with impairments and/or specific educational requirements attend the educational system, where they must coexist with students from the general population. These teenagers have and develop attitudes toward their classmates who have motor, cognitive, sensory, and emotional challenges, which have an impact on the lives of special needs pupils as well as their social and learning capacities. Many variables influence attitudes, which serve as the foundation for an equitable education. The purpose of this study is to look at the ideas, feelings, and conduct of typical secondary school students toward their peers with special needs in order to foster healthy connections and provide social opportunities for all children [1]. The findings may be used to enhance educational policy in order to make it easier for all pupils to attend school in a similar educational setting, regardless of their problems [2].

Author(S) Details

Polyzopoulou, Konstantia
Department of Public and One Health, University of Thessaly, Karditsa, 43100, Greece.

Tsakiridou, Helen
Department of Regional and Cross Border Development Studies, University of Western Macedonia, Koila, 50100, Kozani, Greece.


View Book:- https://stm.bookpi.org/CRLLE-V6/article/view/7023

Reporting Some Case Studies Concerning Information and Communication Technology Based Inclusion into University | Chapter 13 | New Ideas Concerning Science and Technology Vol. 4

 In recent years, in both schools and universities, a transformation has taken place: the conventional paradigms of education have been challenged. Two phenomena have caused this phenomenon:

● The use by students of modern learning paradigms focused on information and communication technology;
●The increasing emphasis on the need for students with disabilities and unique learning disabilities to be included. This paper explores several examples in which we not only clarify how ICT enables students with special needs to fit into the university setting, but also how a multidisciplinary approach to inclusion project management allows you to better manage and improve the lives of the students involved in this type of project.

Author (s) Details

Alessandro Pepino
SInAPSi Centre, University of Naples “Federico II”, Naples, Italy and Department of Electrical Engineering and Information Technologies (DIETI), University of Naples “Federico II”, Naples, Italy.

Gennaro Sicignano
SInAPSi Centre, University of Naples “Federico II”, Naples, Italy.

Adriano Torri
Department of Electrical Engineering and Information Technologies (DIETI), University of Naples “Federico II”, Naples, Italy.

View Book :- https://stm.bookpi.org/NICST-V4/issue/view/13

Recent Study on the Inclusion of Children with Special Needs in Early Childhood: Challenges and Dilemmas of Kindergarten Teachers | Chapter 7 | New Horizons in Education and Social Studies Vol. 7

 Goal: The aim of this study was to explore the difficulties and dilemmas of kindergarten teachers, the attitudes towards inclusion of kindergarten teachers, and the impact of inclusion on feelings of self-efficacy when faced with the inclusion of children with special needs in a kindergarten. Analysis Design: This was a qualitative study using interviews in depth. Results: The results revealed that most teachers in kindergarten had a very positive outlook towards inclusion, but thought that they did not have adequate resources, experience or expertise to teach kids with special needs. As a consequence, their feelings of self-efficacy have been achieved. Conclusion: In order to ensure effective inclusion, it is important to provide teaching staff with adequate tools, training and support systems. In this field, it is important that all teacher training programmes provide adequate pre-service training, particularly given that inclusion is considered the best practise for education systems and society as a whole in this period. Teachers in Kindegarten who feel secure and with a strong sense of self-efficacy will be successful in taking on the task of teaching in a diverse kindergarten, benefiting all children, those with special needs, and those who are taught with children with special needs.

Author(s) Details

Dr. Aviva Dan

Ohalo Academic Educational College, Katsrin, Israel.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/357

The Use of Outdoor Environmental Education in Special Educational Needs and/or Disability Primary Schools: A Comparative Case Study Approach | Chapter 2 | New Horizons in Education and Social Studies Vol. 3

 

The following research describes the effects an environmental education programme had on pupils
with Special Educational Needs and/or Disability. The programme took place through outdoor
activities in two Primary Schools. The research focuses on stances and opinions of 10 pupils,
diagnosed with mild to moderate intellectual disability, towards Environmental Education and
prognoses barriers that may occur in the learning process. Using descriptive statistical analysis to
compare the two groups of pupils, this research suggests the further practice of Outdoor
Environmental Education in Special Education. The data were collected using semi-structured
interviews. The main conclusions of the research were that students who participated in their school’s
environmental educational program seem to be more familiarized with a range of concepts related to
the environment and possess skills linked directly to Environmental Education in relation to their peers
that did not engage in the project. Pupils who participated in the “School Garden”, unlike their peers,
perceived outdoor activities of their school as part of the learning process, in formal education. This
study proposes further research to take place in the area of Outdoor Environmental Education as a
tool for inclusion.

Author(s) Details

Alexandros Stavrianos
Faculty of Social Care & Education, Anglia Ruskin University, Cambridge, England.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/257

Recent Perspectives of Integration, Inclusion, Development in the Financial Sector and Economic Growth Nexus in SADC: Empirical Review | Chapter 14 | Current Strategies in Economics and Management Vol. 3

Aims: The study examines the relationship between financial development, integration, inclusion and economic growth. Study Design: Empirical literature review. Place and Duration of Study: Southern African Development Community (SADC), January 1980 to December 2011. Conclusion: Empirical evidence suggests mixed effect of financial integration and inclusion on economic growth. While some studies argue that financial integration has positive impact on economic growth, others state that financial integration has a negative impact on economic growth. On the other hand, some studies consider sound financial development to be a pre-requisite for financial integration to have a positive impact on economic growth. Financial inclusion is believed to have a positive or negative impact on economic growth. Some studies ascertain that the positive growth impact from the financial inclusion does not hold in economies characterised by low financial development. Literature reveals that the direction of causality between financial development and economic growth is uncertain. The SADC region present a unique sample of countries where a lot of initiatives have been taken to embrace financial integration, inclusion and development through, for example, strategic plans, policy frameworks, protocols declarations, charters, as well as memoranda of understanding. In the SADC region, Botswana, Mauritius, Namibia and South Africa are the most banked countries. The types of financial intermediaries across SADC member states include central banks, commercial banks, money lenders, unit trust companies, pension funds, non-bank deposittaking institutions, foreign exchange dealers, mutual banks, stock broking firms and primary dealers. Countries with no stock exchanges are Angola, Democratic Republic of Congo, Lesotho as well as Madagascar. South Africa exerts some influence on the financial sector performance in the region.

Author(s) Details

Oscar Chiwira
Dean Faculty of Commerce, BA ISAGO University, Botswana

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/191