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Journal articles on the topic 'Education for All (EFA)'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Kusumawardhana, Indra, and Arry Bainus. "A Coxian Approach: Mengungkap Hegemoni Agenda “Education For All” Terhadap Negara Berkembang." Jurnal Global Strategis 12, no. 2 (2018): 53. http://dx.doi.org/10.20473/jgs.12.2.2018.53-68.

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Artikel ini fokus kepada dinamika agenda Education for All (EFA) sebagai agenda pendidikan dunia yang telah digaungkan sejak dua dasawarsa kebelakang. Ironisnya, setelah 15 tahun EFA dilaksanakan hingga paripurna di tahun 2015 silam, realitas implementasi dari EFA sebagai komitmen dunia tidak seindah tujuan mulia yang digaungkannya. Berdasarkan problematika tersebut, pertanyaan utama yang akan diajukan dalam artikel ini adalah bagaimana EFA sebagai agenda pendidikan global membenamkan hegemoni terhadap trajektori kebijakan pendidikan negara – negara berkembang? menggunakan pendekatan Cox dalam

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Kuhon, Richard Richy. "DECENTRALISATION AND EDUCATION FOR ALL IN INDONESIA." Polyglot: Jurnal Ilmiah 16, no. 1 (2020): 14. http://dx.doi.org/10.19166/pji.v16i1.1996.

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The discourse on decentralisation in developing countries is seen as a strategy in restructuring and improving economic, social and public welfare including the education sector. This idea is fundamentally in line with the goals of Education for All (EFA). The experience of Indonesia that had shifted from a strongly centralised system to a decentralised one in the early 2000s provides an interesting case. This article argues that the current decentralised system in education has seen an insignificant effect in achieving EFA. Through an extensive literature study, this article draws attention t

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Rose, M. Mugweni, and Emson Dakwa Francis. "Exploring the Implementation of 'Education for All' in Early Childhood Development in Zimbabwe: Successes and Challenges." International Journal of Case Studies 2, no. 10 (2019): 01–09. https://doi.org/10.5281/zenodo.3521212.

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The article sought to explore the provision of education for all (EFA) in relation to the implementation of early childhood education (ECE) in Zimbabwe. An exploration was undertaken to analysis data from literature, research reports, policies and practices in order to establish the state of affairs in the provision of ECE to all children including those with the special needs. The data was analysed using theme identification methods to solicit emerging issues from the data. Generally, it was found that in Zimbabwe, EFA is implemented in the ECD sub-sector with both successes and challenges. T

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Yabouri Namiyate. "Education For All As A Point Of Convergence Of Ideologies: Understanding The Foundations." Journal of Namibian Studies : History Politics Culture 33 (May 22, 2023): 3514–31. http://dx.doi.org/10.59670/jns.v33i.3069.

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Today as yesterday, the ideology and the concepts related to it arouse mistrust, fear, and even defiance in a general context of socio-political, economic and cultural rivalries in which the market economy has become the almost outstanding. But it is clear that the fear of ideologies does not erase them in everyday life. On the contrary and with a close look the immanence of ideologies in visions, projects and practices constitutes a permanent reality of social life. In the specific case of public education for all (EFA), ideologies constitute the main basis of its foundation, as well as its s

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Shah, S. Farooq, Asghar Ullah Khan, Mati Ullah, and Irfan Ullah. "Education for All Goals: A Dream in the Presence of Child Labour In Pakistan." Academic Journal of Social Sciences (AJSS ) 4, no. 1 (2020): 37–59. http://dx.doi.org/10.54692/ajss.2020.04011019.

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Child labour is amongst one of the largest & foremost confronts for the accomplishment of the Education for All Goals in our country Pakistan. The in-hand article is an effort regarding prevailing situation of Child Labour in Pakistan & its inverse effects on the development towards the achievement of the EFA Goals. This article reached the conclusion that Child Labour is often caused as a result of the culture, attitude, commitment & priorities of the society & the states which not only has increased the number of Child Labourers but has become a strong & rigid obstacle to

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Munthali, Josephine. "The Education of Girls in Malawi: Access and Retention." Scottish Educational Review 36, no. 1 (2004): 45–57. http://dx.doi.org/10.1163/27730840-03601006.

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Governments and aid donor agencies worldwide have acknowledged the importance of female literacy as a prerequisite for development. At the Jomtien Conference (1990) the importance of universal education was delineated in the policy Education for All (EFA). Indeed, EFA is seen as a strategy for introducing children, especially girls, to conventional schooling. Whilst some progress has been made, retention of girls in schools presents a major obstacle to the fulfilment of the EFA vision, especially in Sub-Saharan Africa including Malawi. External policies such as EFA are questionable in a countr

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Pontes, Edel Alexandre Silva, Ricardo Menezes Almeida dos Santos, Josivaldo da Silva, and Elinelson Gomes de Oliveira. "Learning and teaching mathematics for professional and technological education." Concilium 24, no. 15 (2024): 163–74. http://dx.doi.org/10.53660/clm-3791-23p71.

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The guidelines for Professional Technological Education (EFA) define that the teaching of mathematics needs to be addressed in technical high school courses in a comprehensive, interdisciplinary and, above all, contextualized way. This study aimed to argue about the role of the EFA mathematics teacher in the development of effective educational practices, bringing the student closer to mathematical knowledge as a preponderant factor for his/her entry into the labor market. The idea of the article is based on four major areas of Mathematics: function, geometry, trigonometry and matrices with li

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Maslak, Mary Ann. "Higher Education and Women: Deconstructing the Rhetoric of the Education for All (EFA) Policy." Higher Education in Europe 30, no. 3-4 (2005): 277–94. http://dx.doi.org/10.1080/03797720600625663.

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9

Agyemang, Frederick, Benedicta Woode, Samuel Kofi Fosuhene, et al. "Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA)." F1000Research 14 (July 9, 2025): 679. https://doi.org/10.12688/f1000research.163862.1.

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Choosing a course of study in a Senior High School in Ghana is a major problem for both students and parents due to the limited number of Courses Offered. Irrespective of a student’s career aspiration, the current policies of the Ministry of Education, the Ghana Education Service, and the West Africa Examinations Council is restricted to seven main courses, namely: Agriculture, Business, Technical, Home Economics, Visual Arts, General Arts, and General Science. These courses do not reflect the numerous educational courses and career options of the world of work. Although there are schools that

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Musa, C. N., and Jennifer J. Agbaire. "A GLOBAL ASSESSMENT OF THE IMPLEMENTATION LEVELS OF THE EDUCATION FOR ALL (EFA) INITIATIVE AND THE MILLENNIUM DEVELOPMENT GOALS (MDGs) ON EDUCATION IN SUB-SAHARAN AFRICA: A FOCUS ON NIGERIA." Sokoto Educational Review 14, no. 2 (2013): 14. http://dx.doi.org/10.35386/ser.v14i2.115.

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This paper presents an analytical appraisal of the varying levels to which the Education for All (EFA) project linked with two of the Millennium Development Goals (MDGs) has been implemented in sub-Saharan Africa with particular focus on Nigeria. It draws attention to the inequities among countries of the region while generally assessing Nigeria’s prospects in the achievement o f the EFA goals. The paper begins by highlighting the goals of the EFA project which include expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged

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Anjum, Zafar Iqbal, and Jam Muhammad Zafar. "Analysis of Education for All Program Plan in Educational Policies of Pakistan (1990-2020)." Journal of Policy Research 10, no. 2 (2024): 283–88. http://dx.doi.org/10.61506/02.00233.

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In today's world, knowledge is a weapon of strength and may prove to be a necessary component of active participation in social life. UNESCO has made it a priority to eradicate illiteracy from the world and it is one of the major objectives from prescribed six for Education for All (EFA) program under the working group of The Dakar Framework of Action. The purpose of this article is to examine the efforts with multiple steps made by Pakistan since many years to combat illiteracy as a signatory to the global EFA movement. Another objective of this article is to paint an exact and realistic imag

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Easton, Peter B., and Laouali Malam Moussa. "Literacy usage in impoverished African settings: Post-Education for All (EFA) research needs." International Review of Education 65, no. 3 (2019): 471–96. http://dx.doi.org/10.1007/s11159-019-09778-1.

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Marseena M, Mariyam. "Equitable and Inclusive Education Learning for all." Eduphoria-An International Multidisciplinary Magazine 02, no. 01 (2024): 58–63. http://dx.doi.org/10.59231/eduphoria/230406.

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This research paper focuses on a significant issue that society is facing in the area of education. The majority of institutions worldwide have been concerned with equality issues at least since the 1950s. In an effort to address this problem and ensure greater participation in education while attempting to lessen social stratification, they have considered and used public policy as a tool. Education considered as a human right and it essential for social cohesion. In the light of such challenges, there is evidence of an upward trend in interest in the concept of expanding access to inclusive

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Abdul Majid, Nuur Wachid, and Syifaul Fuada. "E-Learning for Society: A Great Potential to Implement Education for All (EFA) Movement in Indonesia." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 02 (2020): 250. http://dx.doi.org/10.3991/ijim.v14i02.11363.

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UNESCO has designed the education concept through the EFA movement; thus, the SDGs can be achieved optimally. This movement is expected to create quality education that can be reached by all people, mainly to whom live in villages far from big cities. The effort to equalize education must be supported by recent technology, especially since the penetration of technology into various fields had been introduced simultaneously. E-learning has many benefits, and it can support wide-scale learning. The e-learning concept in Indonesia has been adopted through a digital platform, namely Massive Open O

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Carr-Hill, Roy. "Education for all; is the world on track? EFA Global Monitoring Report 2002." International Journal of Educational Development 24, no. 3 (2004): 330–32. http://dx.doi.org/10.1016/s0738-0593(03)00099-3.

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Mulyadi, Asal Wahyuni Erlin. "Policy of Inclusive Education for Education for All in Indonesia." Policy & Governance Review 1, no. 3 (2017): 201. http://dx.doi.org/10.30589/pgr.v1i3.57.

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The purpose of this article is to discuss the basic and essential contents of the policy of inclusive education in Indonesia. Inclusive education is the recent worldwide agenda for educational reform toward the no-discrimination in education. Regardless of any condition and circumstances, it is guaranteed that every child has the right for education, as it is also clearly highlighted in the global program of Education for All (EFA). This paper is a content and analytic review on the national policy of inclusive education towards the education for all in Indonesia, i.e the Regulation of Nationa

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Razali, Mohd Norlizam Mohd, Aida Hanim A. Hamid, and Bity Salwana Alias. "The validity and reliability of professional learning community instruments in small schools peninsular Malaysia." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1576. http://dx.doi.org/10.11591/ijere.v13i3.27178.

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A professional learning community (PLC) instrument was developed to determine the level of PLC practice in small schools in Peninsular Malaysia. This study was conducted in Perak and Negeri Sembilan to determine the instrument's reliability and validity. Exploratory factor analysis (EFA) and item reliability analysis were used to determine the questionnaire’s reliability and validity. Next, the average congruence percentage (ACP) is used to determine the reliability test between expert assessors. Experts approved the validity and reliability of the instrument before the EFA test was conducted.

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Ismail, Asnidatul Adilah, and Razali Hassan. "Exploring digital competencies domain and elements for information technology graduates in Malaysia." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1278. http://dx.doi.org/10.11591/ijere.v12i3.23982.

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<span lang="EN-US">This paper explores the reliability of an instrument to evaluate digital competencies domain and elements for polytechnics’ information technology (IT) graduates in Malaysia towards future industrial revolution using exploratory factor analysis (EFA). This study thereby obtained 146 items from the previous phase (industries experts’ interview) which was later developed according to the study’s objectives. Experts validated the items, and after that, a pilot study was executed with 102 randomly chosen Polytechnics’ IT lecturers from four Malaysian Polytechnics as the re

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Eheazu, Caroline L. "Desirability of Incorporating Environmental Literacy Education into The Global Efa Agenda with Focus on Developing Countries." International Journal of Developing and Emerging Economies 11, no. 1 (2023): 1–18. http://dx.doi.org/10.37745/ijdee.13/vol11n1118.

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The global Advocacy for Education for All (EFA) has its origin in Article 26 of the 1948 Declaration of Human Rights by the United Nations (UN). The Advocacy has gone through phases with limited success in the achievement of the cardinal objective of global inclusive education for humanity’s survival and socio-economic development. The present (2015-2030) phase is anchored on 17 Sustainable Development Goals (SDGs) and targets African and other countries facing special developmental challenges. It has been observed that environmental literacy is at the heart of the SDGs. The purpose of this pa

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Mohd Razali, Mohd Norlizam, Aida Hanim A. Hamid, Bity Salwana Alias, and Azlin Norhaini Mansor. "The validity and reliability of culturally responsive leadership practice instruments in small schools peninsular Malaysia." International Journal of Evaluation and Research in Education (IJERE) 13, no. 1 (2024): 1. http://dx.doi.org/10.11591/ijere.v13i1.26274.

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A culturally responsive leadership instrument was developed to determine the level of culturally responsive leadership practice of headmasters in small schools in Peninsular Malaysia. This study was conducted in Perak and Negeri Sembilan to determine the instrument’s reliability and validity. Exploratory factor analysis (EFA) and item reliability analysis were used to determine the questionnaire’s reliability and validity. Next, the average congruence percentage (ACP) is used to determine the reliability test between expert assessors. Experts approved the validity and reliability of the instru

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Abdallah, Abdelrahman Elhadi Ahmed. "Evaluation of Achieving the Goals of Education for All (EFA) in Sudan: A Case Study of Basic Education." Procedia - Social and Behavioral Sciences 174 (February 2015): 3366–73. http://dx.doi.org/10.1016/j.sbspro.2015.01.1005.

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Ayimoro, Oluwatoyin Dorcas. "Attaining a Lifelong and Equitable Literate Society: The Challenges of National Policies on Education for All." American International Journal of Education and Linguistics Research 2, no. 2 (2019): 46–54. http://dx.doi.org/10.46545/aijelr.v2i2.109.

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Evidence abounds on the fact that literacy and education are important for a developed State. Also, there are global records on the movement to a knowledge based economy rather than a resource based. Thus, globally efforts are being put in place to achieve a considerable percentage of literacy among citizens if not for all because a nation that refuses to place high premium on the education of her citizenry may be toying with her level of development. Nigeria is endowed with a rich culture and indigenous education but colonization disrupted the system she would have built upon to sustain her o

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Tomé, José Manuel Salum. "Educational Inclusion By Conviction." Advances in Social Sciences Research Journal 7, no. 12 (2020): 286–97. http://dx.doi.org/10.14738/assrj.712.9474.

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Inclusive education has begun to be addressed within the context of the broader international debate on “Education for All” (EFA), a debate launched at the World Conference held in 1990 in Jomtien, Thailand. From Jomtien until today , thinking has evolved from the almost symbolic presence of special educational needs in the initial documentation, towards the recognition that inclusion must be a fundamental principle of the EFA movement as a whole. Within this process, the contribution of the Salamanca Declaration on Special Educational Needs: Access and quality (Unesco, 1994) stands out, from

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Bharti, Seema. "Child Labour and Education in India: A Legal Study." IOSR Journal of Humanities and Social Science 30, no. 7 (2025): 22–28. https://doi.org/10.9790/0837-3007012228.

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Education plays a crucial role in preventing child labour; conversely, child labour significantly hinders the achievement of Education for All (EFA). Therefore, comprehending the relationship between education and child labour is essential for realizing both EFA and the goals of eliminating child labour. This article is part of the broader initiatives by UCW aimed at enhancing the understanding of the connections between education and child labour, offering a concise summary of pertinent research and identifying key knowledge gaps. The study largely corroborates the prevailing belief that chil

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ÇETİN, Münevver, and Şeyma KARAOKUR AKDAĞ. "Organizational Development Level Determination Scale: A Validity and Reliability Study." Journal of Education and Learning 11, no. 4 (2022): 174. http://dx.doi.org/10.5539/jel.v11n4p174.

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The aim of this study was to develop a scaling instrument for measuring organizational development level in the Turkish higher education context depending on perceptions of the faculty. The sample consisted of academicians of higher education institutions in the 2020-2021 academic year. Data were gathered in two stages. Exploratory Factor Analysis (EFA) was conducted in the first stage and Confirmatory Factor Analysis (CFA) was conducted in the second stage. The EFA sample consisted of 216 academicians working in 6 higher education institutions while the CFA sample consisted of 501 academician

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Husain, Fazal, Muhammad Ali Qasim, and Khalid Hameed Sheikh. "An Analysis of Public Expenditure on Education in Pakistan." Pakistan Development Review 42, no. 4II (2003): 771–80. http://dx.doi.org/10.30541/v42i4iipp.771-780.

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Achieving economic growth is an important goal of any country. However, in recent years it has increasingly been realised that economic growth is a necessary but not a sufficient condition for human development. Pakistan provides a good example of a country which has historically enjoyed a respectable GDP growth rate and yet failed to translate this positive development into a satisfactory level of human development. Since its independence in 1947, Pakistan’s development policies have focused primarily on realising high economic growth and only incidentally on the task of providing social nece

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Izzah, Siti Nurul, Sudarmin Sudarmin, Wiyanto Wiyanto, and Sri Wardani. "Evaluation of students’ environmental attitude instruments: exploratory and confirmatory factor analysis." International Journal of Evaluation and Research in Education (IJERE) 13, no. 1 (2024): 347. http://dx.doi.org/10.11591/ijere.v13i1.25769.

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One’s environmental attitude can predict human behavior toward the environment. This study aimed to validate the environmental attitude instrument with the science, technology, engineering, and mathematics in ethnoscience-integrated (Ethno-STEM) approach. The questionnaire consisted of 16 items and was tested on 159 eighth-grade students. Data were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The communality value of three instrument items was less than 0.5, so they were excluded in EFA stage 1. The EFA stage 2 test results showed that the 13 instrum

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Jitendra, Pratap Singh. "Inclusive Education with Reference to UNICEF." RECENT EDUCATIONAL & PSYCHOLOGICAL RESEARCHES (ISSN: 2278-5949) 11, no. 4 (Oct.-Nov.-Dec. 2022) (2022): 11–17. https://doi.org/10.5281/zenodo.7572086.

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This essay explores inclusive education and explains the role of United Nations for imparting it to different nations. Undoubtedly, the UN and the United Nations Children’s Fund (UNICEF) strive for all children to have equitable access to education as a basic human right. The Convention on the Rights of the Child (CRC) combined with the Convention on the Rights of Persons with Disabilities (CRPD) form the heart of the international framework protecting children from education discrimination. While the UN system currently works towards achieving the EFA goals, it is also considering how t

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Salimah, Zahrotun, Edi Istiyono, Widihastuti Widihastuti, and Agus Dwi Febrianto. "Construct of anti-corruption character using exploratory factor analysis (EFA)." Jurnal Penelitian dan Evaluasi Pendidikan 28, no. 2 (2024): 150–60. https://doi.org/10.21831/pep.v28i2.70730.

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Corruption is a highly complex problem in the current global era. One of the government's innovations in the battle against corruption is anti-corruption education. Along with the implementation of anti-corruption education, tools are needed to measure the success of implementing anti-corruption education programs through anti-corruption instruments. This study uses a quantitative research method with the Exploratory Factor Analysis (EFA) data analysis technique to show the validity of the construction of anti-corruption character assessment tools. The anti-corruption values consist of nine va

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Dahal, Ananta. "Analysis of Trends and Management Pattern of Educational Aid in Nepal." Patan Pragya 9, no. 02 (2021): 1–11. http://dx.doi.org/10.3126/pragya.v9i02.41988.

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This research article, “Analysis of Trends and Management Pattern of Educational Aid in Nepal: An Empirical Analysis” aims to analyze the trends and management pattern of education aid in Nepal. Aid is the essential means to remove the bottleneck of development in Nepal. Since 1952 AD international donors have been supporting education sector reforms in Nepal with individual basis. Aid program Education for All (EFA), (2004-2009 AD) was established with donors and Nepal Government Joint Financing Agreement (JFA) for the school education reform. Then after, EFA (2001-2015) established education

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Catabona, Zuzette Basa. "Exploratory Factor Analysis of Online Teaching Effectiveness in Nursing Education." Proceedings Series on Health & Medical Sciences 6 (January 17, 2025): 119–26. https://doi.org/10.30595/pshms.v6i.1414.

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The rapid growth of online education has necessitated an in-depth investigation into the factors influencing teaching effectiveness in online learning environments. This study aims to identify and examine the key factors contributing to the online teaching effectiveness of nurse instructors through Exploratory Factor Analysis (EFA) and develop a tool to measure the Online Teaching Effectiveness (OTE) of nursing instructors. Preliminary item statements were developed based on a thorough review of relevant literature, resulting in a 49-item scale. A multidisciplinary panel member then validated

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Akinsolu, A. O., A. O. Sofoluwe, and Ephraim E. Oluchukwu. "Community participation in quality assurance (CPQA): A catalyst in enhancing quality in basic education service delivery in Nigeria." Journal of Educational Management 7 (April 1, 2016): 147–65. http://dx.doi.org/10.47963/jem.v7i.1213.

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Nigeria, like most developing countries, is having challenges in reaching the Millennium Development Goals, Education for All, and national education goals within the globally agreed timeframe of 2015. While the widespread progress in enrolment is laudable due to social demand for it, there are persistent challenges of exclusion, inequalities, low completion rates, and low learning outcomes. It is within this context that this paper examines community participation in quality assurance as a catalyst for fast-track access and participation, enhancing quality and equity towards the attainment of

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Kearney, Mary-Louise. "Adult Education from Jomtien, via Hamburg and Paris, to Dakar." Journal of Adult and Continuing Education 7, no. 1 (2001): 9–19. http://dx.doi.org/10.1177/147797140100700102.

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This short paper considers the development of thinking within UNESCO since the Education for All Conference in Jomtien, Thailand in 1990. It traces developments through to the Fifth International Conference on Adult Education (Confitea V) held in Hamburg in 1995 to the World Conference on Higher Education held in Paris in 1998 and finally to the Education for All (EFA) 2000 Assessment which was convened in Dakar, Senegal, in April 2000. The goals at each of these points in time are outlined together with an assessment of outcomes. It can be concluded that there has been considerable achievemen

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Ismail, Siti Noor, Faizahani Ab Rahman, Farah Mohamad Zain, and Aizan Yaacob. "The validity and reliability of quality improvement and accreditation system instrument in managing childcare center." International Journal of Evaluation and Research in Education (IJERE) 11, no. 3 (2022): 1258. http://dx.doi.org/10.11591/ijere.v11i3.22522.

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<span lang="EN-US">Quality improvement and accreditation system (QIAS) instrument was developed to determine the quality management practices level in childcare centers in Malaysia. This study was conducted in Kedah, Penang, and Kelantan to intricate the reliability and validity of the instrument. Exploratory factor analysis (EFA) and item reliability analysis have been used to measure the level of reliability and authenticity of the questionnaires. Further, inter-rater reliability (IRR) test was used to obtain expert confirmation of the reliability, validity and credibility of the instr

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Ahmed, Manzoor. "Education in Bangladesh: The Vision for 2025." Journal of Bangladesh Studies 9, no. 1 (2007): 1–14. https://doi.org/10.1163/27715086-00901002.

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Noting the assessment of the Education for All (EFA) Global Monitoring Report 2005 that Bangladesh (along with other South Asian countries) is not on track to achieve the modest 2015 EFA goals and similar U.N. Millennium Development Goals, this paper highlights the major deficiencies in the national education system. Deficits in aspects of access to basic education opportunities and establishment of quality standards and their enforcement are identified as the major problem areas. An attempt is made in the paper to construct a vision for the development of education in the next two decades. Fu

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Thompson, Stacia Hall, Hina Garg, Mary Shotwell, and Michelle Webb. "Development and validation of a measurement tool to assess student perceptions of using real patients in physical therapy education at the Rocky Mountain University, the United States: a methodological study." Journal of Educational Evaluation for Health Professions 21 (November 7, 2024): 30. http://dx.doi.org/10.3352/jeehp.2024.21.30.

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Purpose: This study aimed to develop and validate the Student Perceptions of Real Patient Use in Physical Therapy Education (SPRP-PTE) survey to assess physical therapy student (SPT) perceptions regarding real patient use in didactic education.Methods: This cross-sectional observational study developed a 48-item survey and tested the survey on 130 SPTs. Face and content validity were determined by an expert review and Content Validity Index (CVI). Construct validity and internal consistency reliability were determined via exploratory factor analysis (EFA) and Cronbach’s Alpha.Results: Three ma

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Herrera-Cuenca, Marianella, Martha Cecilia Yépez García, Lilia Yadira Cortés Sanabria, et al. "Inadequate Intake of Choline and Essential Fatty Acids in Latin American Childbearing-Age Women as a Regional Pre-Conceptional Disadvantage: ELANS Results." Nutrients 16, no. 18 (2024): 3150. http://dx.doi.org/10.3390/nu16183150.

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Background/Objectives: Choline and essential fatty acids (EFA) are vital for fetal brain development, supporting pregnancy, and maintaining hormonal balance. They also promote overall health. The childbearing years present a window of opportunity to increase the intake of these key nutrients and develop healthy dietary habits. The aims of this study were to evaluate the intake of choline and EFA in women of childbearing age (15–49 years old), identify their food sources and determine if supplements containing choline and EFA were available across the Estudio Latinoamericano de Nutrición y Salu

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Thi, Giang, Chau Thi, Chung Xuan, and Bich Ngoc. "Primary School Teachers' Determinants of Integrated Teaching for Realistic Math Education." European Journal of Educational Research 12, no. 1 (2023): 253–63. http://dx.doi.org/10.12973/eu-jer.12.1.253.

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<p style="text-align: justify;">The purpose of this study was to explore the factor structure of a measurement and to evaluate its internal reliability. Overall, 525 math-majoring elementary school teachers volunteered to participate in this study by answering online survey questions via Google Form. These samples were randomly partitioned into 262 participants for exploratory factor analysis (EFA) and 263 observations for confirmatory factor analysis (CFA). The EFA tended to largely prefer a four-factor solution, which was proven to explain over 68% of the variation in the data. Awarene

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Lehtomäki, Elina, Josephine Moate, and Hanna Posti-Ahokas. "Exploring global responsibility in higher education students’ cross-cultural dialogues." European Educational Research Journal 18, no. 2 (2018): 218–33. http://dx.doi.org/10.1177/1474904118759154.

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This study engages with current debate around global education and internationalization of higher education(HE). There is an identified need to critically reflect on how global education commitments are introduced to HE students, and how the debates are brought to individual as well as institutional levels. The study explores how students in a Finnish university develop their understanding of global education, citizenship and potential dispositions towards global responsibility. The students participated in an international seminar on the global Education for All (EFA) process, with purposeful

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Hasaba, Sarah. "Perspectives on literacy: Exploring functional vs. sociocultural views on adult literacy learning in the case of Uganda." International Journal of Literacy, Culture, and Language Education 2 (January 1, 2013): 21–39. http://dx.doi.org/10.14434/ijlcle.v2i0.26842.

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Illiteracy remains a global concern, especially among developing countries like Uganda. The 1990 World Education Conference in Jomtien, Thailand drew attention to the increasing number of illiterate individuals in the world, especially in developing countries. Consequently, the Education For All (EFA) campaign was launched, with UNESCO spearheading it. The campaign urged both developed and developing countries to invest in improving literacy and education levels among children and adults. The support for universal primary education has been enormous, with the United Nations putting forward eig

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Tomé-Fernández, María, José Manuel Ortiz-Marcos, and Eva María Olmedo-Moreno. "Educational Environments with Cultural and Religious Diversity: Psychometric Analysis of the Cyberbullying Scale." Religions 10, no. 7 (2019): 443. http://dx.doi.org/10.3390/rel10070443.

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The objective of this research is to adapt and validate a useful instrument to diagnose cyberbullying, provoked by intolerance towards cultural and religious diversity, identifying the profile of the aggressor and the victim. The study was carried out using the Delphi technique, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The selected sample was composed of 1478 adolescents, all students from Compulsory Secondary Education of Spain. The instrument items were extracted from relevant scales on the topic. The initial questionnaire was composed of 52 items and three

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Roifah, Ifa. "FAKTOR YANG MELATARBELAKANGI UNMET NEED DI DUSUN JETAK DESA JASEM KECAMATAN NGORO KABUPATEN MOJOKERTO." Jurnal Keperawatan 5, no. 2 (2016): 66–72. http://dx.doi.org/10.47560/kep.v5i2.166.

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This study is based on the high level of unmet need in Indonesia. The high level of unmet need for spacing found among young women is less than 30 years old and a high level of unmet need for an end to the group of women are elderly and have a number of children as expected. This study aims to determine the factors behind unmet need in Jetak Jasem Village Ngoro District Mojokerto Regency. This study was descriptive. The populations in this study were all EFA that do not use family planning in Jetak Jasem Village Ngoro District Mojokerto Regency as many as 33 EFA. Sampling of this research is t

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Harun Baharudin, Mohd. Isa Hamzah, Noorazi bin Rani,. "Validation of Existing Arabic Language Reading Knowledge Instrument (SPSAMBA): Exploratory Factor Analysis (EFA)." Psychology and Education Journal 58, no. 1 (2021): 2464–76. http://dx.doi.org/10.17762/pae.v58i1.1123.

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This study aimed to review the Existing Arabic Language Reading Knowledge Instrument (SPSAMBA). A total of 150 trainee teachers in the field of Islamic Education and Arabic at the Institute of Teacher Education (IPG) were involved as respondents in this pilot study. Data analysis was descriptive using Alpha Cronbach reliability and factor exploration analysis (EFA) using SPSS software version 25. The results of the analysis found that the value of Alpha Cronbach obtained between 0.945-0.949 and the overall index value is 0.949. Results from the EFA showed five existing knowledge factors with E

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Jackson, Lewis, Heather Fitzpatrick, Bedoor Alazemi, and Harvey Rude. "Shifting Gears: Re-framing the International Discussion about Inclusive Education." Journal of International Special Needs Education 21, no. 2 (2018): 11–22. http://dx.doi.org/10.9782/2159-4341-21.2.01.

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Abstract Kauffman, Felder, Ahrbeck, Badar, and Schneiders (this issue) call for a more temperate approach to inclusion, arguing against its use in educating all students with disabilities. We argue in response that the issue should not be framed as “inclusion versus non-inclusion,” asserting that our field would benefit by examining the alternatives that actually exist across the globe for educating children with and without disabilities. We first provide four concepts that are central to understanding how education is conceptualized and practiced on a global scale: (a) education for all (EFA)

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Gültekin Talayhan, Özgül, and Şaban Çetin. "Measuring Teachers’ Inclusive Education Literacy: A Scale Development Study." Universal Academic Research Journal 7, no. 2 (2025): 58–75. https://doi.org/10.55236/tuara.1639455.

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Inclusive education aims to create equitable and accessible learning environments where all students, regardless of their abilities, disabilities, or backgrounds, receive quality education and fully engage in the learning process. Teachers play a critical role in ensuring inclusive education, yet there is a lack of comprehensive assessment tools to evaluate their competencies in this field. Addressing this gap, this study aimed to develop and validate the Teacher Inclusive Education Literacy Scale (TIELS) to measure teachers’ knowledge, planning skills, instructional practices, and professiona

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Rismawati, Rismawati, and Arini Purnama Sari. "Analisis Faktor yang Memengaruhi Rendahnya Minat Pasangan Usia Subur terhadap Penggunaan Metode Kontrasepsi Jangka Panjang." Jurnal Bidan Cerdas 3, no. 4 (2021): 191–98. http://dx.doi.org/10.33860/jbc.v3i4.566.

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Introduction: The coverage of the use of long term contraceptive method (MKJP) in West Bajeng District is still very low. In 2020, MKJP participants are only about 23.8% with the percentage of participants in KB implants 19.6%, IUD 1.8%, MOW 2.3% and MOP 0.03%. This study aims to determine whether the factors of age, knowledge, education, sources of information, husband's support, and Communication, Information and Education (KIE) affect the low interest in EFA towards the use of MKJP in Bajeng Barat sub-district, Gowa Regency. Methods: The research method used is quantitative research with a

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Ajayi, Hannah O. "Early Childhood Education in Nigeria: A Reality or a Mirage?" Contemporary Issues in Early Childhood 9, no. 4 (2008): 375–80. http://dx.doi.org/10.2304/ciec.2008.9.4.375.

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Education is the right of every child and must not be denied it for any reason. This has been the assertion of the World Summit on the state of global children, which has led to the inclusion and expansion of early childhood care and education in the global Education for All programme (EFA). As Nigeria has pledged its commitment to this, with the recent inauguration of the policy on this educational arm, this article therefore examines the situation on the ground, on the prospects, and on the problems, and gives recommendations that could make the educational programme a reality in the nation

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Okan Dede, Dr Lecturer, and Dogan Can Akçin. "Emotional Intelligent Scale for International Students in Higher Education: Validity and Reliability Study." International Journal of Arts, Humanities & Social Science 05, no. 12 (2024): 33–42. https://doi.org/10.56734/ijahss.v5n12a5.

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This study, which adopts an eclectic and holistic viewpoint, attempts to develop and test an instrument to measure the emotional intelligence of international students. Purposive sampling techniques of greatest variation were used to collect data from a sample of international undergraduate students (n=1560) enrolled in five Turkish state universities. Two distinct groups of international students participated in the analyses, which were carried out in two successive phases. Exploratory factor analysis (EFA) was used to find factor structure after a thorough data clean-up and preliminary asses

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Dryden-Peterson, Sarah. "The Politics of Higher Education for Refugees in a Global Movement for Primary Education." Refuge: Canada's Journal on Refugees 27, no. 2 (2012): 10–18. http://dx.doi.org/10.25071/1920-7336.34718.

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In the context of Education for All (EFA) and the Millennium Development Goals (MDG), global movements for expanded access to education have focused on primary education. In refugee situations, where one-quarter of refugees do not have access to primary school and two-thirds do not have access to secondary school, donors and agencies resist supporting higher education with arguments that, at great cost, it stands to benefit a small and elite group. At the same time, refugees are clear that progression to higher levels of education is integrally connected with their future livelihoods and futur

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Alfie D. Tubog, Alfie D. Tubog. "Educational Experiences of the B’laan Tribe: Identifying Culturally Responsive and Contextual Factors in Learning." Social Science Lens: A World Journal of Human Dynamics and Social Relations 3, no. 1 (2024): 1–19. http://dx.doi.org/10.62718/vmca.ssl-wjhdsr.3.1.sc-0824-008.

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The study sought to determine the current learning experiences and conditions of B’laan tribe and identify factors associated with human capital development for B’laan tribe. Qualitative approaches were utilized in the first phase of the study. Focus Group Discussions (FGDs) and Key Informant Interviews (KII) were conducted to selected participants coming from the B’laan tribal chieftain (Fulong), representative from Barangay Council, representative from the Non-Government Organizations, and ordinary B’laan people from the community. Moreover, quantitative approaches were also used in this stu

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